Using direct observation and assessment, the student support group should identify the student’s interests, aspirations, strengths, skills and abilities. The
Victorian Careers Curriculum Framework can be used to support this process.
Template 1 can help schools gather and analyse information to develop a profile of a student as a learner.
Students should have a say and a legitimate voice in how the education system works for them.
Student voice not only allows students to engage and participate meaningfully in their own learning, it contributes to building leadership, confidence and other skills that ensure student wellbeing.
Student voice acknowledges that students have unique perspectives on learning, teaching and schooling, and they should have the opportunity to actively shape their own education.
The student should be involved in the Student Support Group meetings where possible. Some examples of how the student voice can be included are:
student attends the Student Support Group meeting
student attends for part of the Student Support Group meeting to provide input
school staff member meets with the student to gain their perspective and input to take back to the Student Support Group.
In some cases, the student’s age or severity of disability may restrict direct participation. However, in all cases, the preferences and interests of the student, regardless of how they are expressed, should be actively considered when planning programs.
See more information about
Student Voice and
Student Voice Practice.