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As a secondary special school our core purpose is transition education. As such, the 3 primary objectives of our curriculum are to maximize our student’s ability to:

  1.  Engage in individually meaningful activities;

  2.  Access the community as independently as possible; and

  3.  Develop a social network beyond the school context.

With this in mind, the overall effectiveness of our curriculum may not be evidenced until our students leave school and determined by the level to which each of our graduates is participating in meaningful activities, accessing the community and a social network.  

In addition to our focus on transition education, educational goals and student learning outcomes are based on the need for:

  • effective communication skills;

  • social development/community access;

  • personal independence; and

  • preparation for life after school.

All learning experiences in some way contribute to building each individual student’s ability to be an active, contributing member of society when they leave school. This focus is captured by our school vision:

“For our students to extend their ability and readiness to engage in personally meaningful life activities as content, valued members of the broader community."

This vision and therefore our curriculum is further underpinned by our school motto “Learning for Life”.  Everything we do at our school is focused on learning for life now and in the future. Our approach is succinctly encapsulated by the following statement “when a student makes their first step into our school we are immediately getting them ready for their first step out of our school”.

In addition to our ‘learning for life’ approach our philosophy to curriculum is characterized by a focus on:                                                                                                                                     

  • the transfer of skills from familiar to unfamiliar environments especially through   Community-Based Instruction (CBI), camps and work experience;

  • using the lowest level of support required to enable a student to master a skill;

  • a holistic approach to skills acquisition and the development of the whole child;

  • positive behaviour support as a strategy to maximize student learning;

  • school-based skills training to enable students to develop and refine important life and work-related skills in the school context;

  • work experience and transition programs to provide opportunities for students to experience a range of post-school options and tailor their own individual post-school pathway(s); and

  • enriching the learning experience through the delivery of a diverse range of programs delivered by numerous adults - especially through specialist teachers, programs and an alternative Friday program.​