Student Learning

Curriculum Planning Guidelines – Phase 2: Planning & Resourcing

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Whole school – Responding to student diversity

Student diversity checklist (Word - 47Kb)

Download this checklist tool which provides some considerations and a checklist for schools to use while planning and implementing support to respond to the diverse needs of students. This is a generic tool for all needs of students. It is noted however, that some areas of need may require specialised considerations. Schools are advised to look into those considerations in greater detail, if required.

Every student in Victoria is unique and together they bring a diversity of:

  • experiences
  • values
  • talents
  • attitudes
  • abilities
  • aspirations
  • needs.

This diversity includes students from a range of cultural and linguistic backgrounds, including those with indigenous backgrounds, students learning English as a second language, high potential and gifted students, students with disabilities or a chronic illness, students with varying beliefs about gender and sexuality, as well as students from different social and economic backgrounds.

This range of student diversity provides a rich contextual background for students both collectively and individually. At a whole-school level, the identification of these students is crucial in providing programs that will meet their diverse learning needs.

An inclusive and differentiated curriculum will ensure that all students have the opportunity to progress to their full potential. Responding to diverse needs through planning additional support, or varying the pedagogy for those students who require it is part of the whole school planning process.

Additional/differentiated support could:

  • develop the students' knowledge, skills and behaviours so they are able to participate fully in the classroom program
  • be focused around clear goals, including targets for achievement recorded in an individual learning plan
  • provide appropriate focused learning and teaching time
  • be provided at points of need throughout their schooling
  • be provided by experienced teachers
  • be provided by forming a Program Support Group (PSG).

The support could involve:

  • organising groups of students with like needs as appropriate
  • the selection of the appropriate learning and teaching strategies
  • the careful monitoring of student progress to inform teaching at a point of need
  • appropriate formative assessment
  • strong communication between home and school.