CGHS

Learning Support

Programs

There are a number of Learning Support programs on offer at Canterbury Girls including:

  • Aboriginal Student Support Program
  • English as an additional Language
  • Youth Worker
  • Learning Support - Literacy & Numeracy
  • Learning Support Mental Health
  • Literacy and Numeracy Mentoring
Staff


Role of the Year Advisor

The Year Adviser takes an active interest in a specific year group. Their role is to support students in matters of welfare and the general daily life of high school. A supportive and caring rapport is established by the Year Adviser with their year group. Students and families should always feel the Year Adviser can be approached about any school related matter. The Year Adviser is the first port of call for students and parents if they need assistance. Year Advisers are responsible for organisation of Year camps and picnics, year meetings, and graduation assemblies. They are also involved in the mentoring program, Week of Wellbeing and study skills programs. Year Advisers also monitor student attendance, and support students in their Year to resolve bullying and friendship issues.


Role of the Counsellor

Essentially the role of the Counsellor is to assist students who are experiencing significant difficulties in any area within the school.  The Counsellor provides counselling, assessments and referrals to community agencies. Their work supports student learning, behaviour and special needs. The Counsellor is located in the Library and appointments can be made either through the Year Adviser, the Head Teacher Student Wellbeing or Deputy Principal, or by seeing them directly.


Learning and Support Teachers

The school has two LaS staff – Mrs O’Sullivan and Ms Fox. Mrs O’Sullivan works predominantly with students in Years 7 & 8 to improve their literacy skills, and case manages students with cognitive delays such as language delay and ADHD. Mrs O’Sullivan also teaches in core classes targeting students with learning needs and coordinates the Multilit and Peer Reading programs and the 4x4 writing program. Mrs O’Sullivan is responsible for Disability Provisions applications to the NESA for students whose learning disability make them eligible for extra support in the HSC.
Ms Fox case manages those students 7-12 diagnosed with a mental health disability and those on the autism spectrum through an individual learning program which identifies their learning needs and how these needs will be addressed. Ms Fox does any NESA Disability Provisions applications for students on her caseload.


Role of the Youth Worker

The school’s Youth Student Support Worker is Mr Safi who targets student engagement in Stage 5-6 and is employed four days per week to:

  • Connect students and families to appropriate outside learning and wellbeing agencies for support
  • Respond to student and family referrals for learning and social support
  • Support senior executive to address complex family issues impacting upon student performance / participation at school
  • Utilise and enhance school communication tools to strengthen and share communication between and among students, staff and families e.g. surveys, Sentral, email, twitter
  • Assist the school to ensure communication with families is provided in appropriate ways and that barriers to parent involvement are removed

Students are referred to Mr Safi by Deputies or Principal. Senior students may access services in Learning Centre time. Students do not miss timetabled classes.


Role of the English As An Additional Language or Dialect Teacher (EAL/D)

A priority at Canterbury Girls High School is making the mainstream teaching curriculum accessible to:

  • students with English as an Additional Language or Dialect (EAL/D): AND to
  • students from language backgrounds other than English (LBOTE)

The majority of classroom teachers at Canterbury Girls have received training and professional development in the teaching of EAL/D and LBOTE students. In addition, each year the Department of Education provides the school with staff specially trained in teaching EAL/D and LBOTE students, based on the number and needs of such students enrolled at the school.
EAL/D teachers provide the following support for EAL/D and LBOTE students:

  • Students with EAL/D backgrounds in Years 7 & 8 are supported through team teaching in core curriculum by an EAL/D teacher. Students in Year 8 with EAL/D and LBOTE backgrounds who need extra help with their literacy attend an English literacy elective class twice a week.
  • Students with EAL/D backgrounds in Years 9 & 10 are supported through team teaching in their core English classes and in some History, Geography and Science classes.
  • Students with EAL/D backgrounds in Years 11 & 12 study the English as a Second Language Preliminary and HSC courses and a Year 11 Fundamentals of English course taught by an EAL/D teacher. They also receive some support in other targeted curriculum areas through team teaching by an EAL/D trained teacher.

Last Updated March 2020