• Publications 2012 Annual Report
  • Action Area 2 – Learning and Teaching


    • Enable every young person to be a successful, engaged and purposeful learner.

    • Plan and provide safe, contemporary and effective learning environments.

    • Attract, develop and retain the very best teachers and staff.

    Read more about the Learning and Teaching Strategic Direction. 

    Catholic Education Office Melbourne (CEOM), through its Student Learning Needs Unit, provides direct service to educators, parents and students, designed to scaffold learning and strategically support learners, through processes founded in a key set of principles which have been informed by Gospel values and strong beliefs of justice and equity. This is achieved by having the student at the heart of education while providing guidance in understanding the demands of the curriculum, and assisting teachers to select the most appropriate educational pathway for students with additional needs.

    Additional Learning Needs

    With the support of CEOM staff, teachers are assisted in establishing the most appropriate educational pathway for students with additional needs within an effective intervention framework.

    The Intervention Framework

    The Intervention Framework provides schools with a process to follow, with the purpose of guiding schools to build up their internal student support structures, prior to referral to the Student Learning Needs Unit for support. The Intervention Framework identifies key principles, structures and processes which need to be considered in developing effective school practice. In order to further support schools, the steps have been outlined as an ongoing ‘Intervention Process’, encompassing accurate identification and ongoing monitoring of individual students with particular emphasis placed on identifying students who may require additional support to actively and successfully engage in appropriate learning.

    The steps in the intervention process include Identification, Targeted Assessment, Analysis & Interpretation, Learning & Teaching and Evaluation. Assessment and data analysis provide information for Program Support Groups (PSGs) to develop and document Targeted Instruction (TI) and Personalised Learning Plans (PLPs). Decisions regarding appropriate intervention/s are made and resources to support the implementation of the TI / PLP are identified, including identifying which staff will work with students on each aspect of the PLP (learning support officer, classroom teacher, parent, specialist teacher). Through a period of specific interventions, the student’s progress is monitored with adjustments to learning and teaching, ensuring the student’s ongoing success. Read more:

    Visit the OLSEL website  


    Personal Story  


    Kathy Green
    Religious Education Coordinator
    and Learning & Teaching Leader
    St Francis Xavier School, Montmorency

    The teachers at St Francis Xavier School strive for a whole-school approach with their teaching. Long gone are the days when particular subjects are taught as separate units of work. They are structured in such way that there is a learning connection across the curriculum.

    The school adopts an inclusive approach, with the aim of making education a rich learning experience for all the children. We help the students to find a connection with their lives, which will take them beyond their primary and secondary years and create lifelong learners. We would describe it as a ‘big picture’ school experience, based on our Catholic faith and identity.

    The children are expressive, articulate and proud of what they are achieving and, just as importantly, are happy to talk about it. The students are very aware of their strengths and the challenges they face, like students at any school.

    The children do wonderful things in a range of subjects from the arts, literacy and maths. This was evidenced several years ago when a group of Year 5 and 6 students, who perhaps hadn’t had much success, made a film about a bored student at school. The boy entered a cupboard and travelled through a portal into many other worlds, including the age of the dinosaurs.

    The project was awarded second prize in a national short film competition. The boys confidently talked to adults at several seminars and teacher network meetings about the project and their success. Their sense of pride and achievement when they talked to the different groups was fantastic.

    Aboriginal and Torres Strait Islander Education

    In 2012 there were 189 primary and 231 secondary Aboriginal and Torres Strait Islander students enrolled in Catholic schools across the Archdiocese of Melbourne. Educating Aboriginal and Torres Strait Islander students in Catholic schools is underpinned and supported both by the CEOM's Student Wellbeing Strategy 2011–2015 and DEECD's Aboriginal and Torres Strait Islander Education Action Plan 2010–2014.

    Participants at the Aboriginal and Torres Strait Islander secondary day 

    Aboriginal and Torres Strait Islander Education initiatives in 2012  included:

    • Aboriginal and Torres Strait Islander Perspectives in the Australian Curriculum for CEOM staff
    • Language – KGI Suite; an opportunity was provided for students to explore some Aboriginal languages
    • Koori World of Work (WoW) Week brought 28 Year 9 and 10 students to a residential program in Melbourne
    • Year 12 Graduation Dinner
    • Watta Watnanda – Come Together is an annual Secondary Day for our Aboriginal and Torres Strait Islander students in partnership with the Catholic Archdiocese of Melbourne, Aboriginal Catholic Ministry and the Korin Gamadji Institute of the Richmond Football Club
    • Technology Enriched Curriculum Project (TECP) which involved the use of digital handheld devices to develop, publish and share digital stories created by Aboriginal and Torres Strait Islander students
    • Continuing the Yarra Healing Website www.yarrahealing.catholic.edu.au.

    Worlds of work 
    Koorie Worlds of Work participants 

    New Arrivals Program

    The New Arrivals Program, with its related initiatives, provides targeted financial consultancy and professional learning support to enhance teachers’ capacity to ensure sustainable improvement in the learning outcomes of newly arrived students. In 2012 funding was sought for 179 students in the Archdiocese of Melbourne.

    New Arrivals / English as Additional Language/Dialect initiatives in 2012 included:

    • Refugee Support Strategies; in 2012 the Catholic Education Commission of Victoria Ltd (CECV) implemented a range of strategies to support the ongoing and diverse needs of students with a refugee background in Catholic schools
    • Professional learning clusters for refugees / English as an Additional Language/Dialect (EAL/D).


    Professional Learning Activities

    Professional Learning Activity Number of Participants
    OLSEL – Oral Language Support Early Literacy 65
    ERIK – Enhancing Reading Intervention Knowledge 93
    PERI – Phonological Early Reading Instruction 162
    Enhancing the Capacity of Learning Support Officers 47
    Ipads and apps for students with additional need 44
    Professional Certificate in TESOL  - ESL In the Primary Curriculum 33
    Supporting the education needs of refugee background students 75
    Identifying and monitoring ESL secondary students 21
    School-wide Positive Behaviour Support 35
    Understanding and Supporting Students who have Experienced Trauma  
    Indigenous Perspectives in the Australian Curriculum  
    International best practice provisions for gifted students 53
    TOTAL  663 

    Other Initiatives and Responsibilities

    • Development of the Intervention Framework Booklet
    • More Support for Students with Disability (MSSD), including the design of the MSSD university course
    • Preliminary work in the development of a transition framework
    • Referral services (including online referral services)
    • CEOM Literacy Intervention approach
    • Enhancing Reading Intervention Knowledge (ERIK)
    • Phonological Early Reading Intervention (PERI)
    • School-Wide Positive Behaviour Support (SWPBS) and Challenging Behaviours
    • Gifted education including a parent forum on the topic of ‘parenting gifted children’. Dr Anne Grant from the University of Melbourne spoke about identification of children in the early years
    • Ms Carmel Meehan, President of the Victorian Association for Gifted and Talented Children (VAGTC) conducted a parent forum about social and emotional issues faced by gifted students
    • Melbourne Parent and Community Engagement program; this was funded by the Department of Education, Employment and Workplace Relations (DEEWR) and involved taking teachers to visit the remote communities of the students who attend their college
    • Sponsored Study: the CEOM, in partnership with the University of Melbourne, provided sponsored study for the Professional Certificate in Teaching EAL Students in Mainstream Classroom – Primary; and the Postgraduate Certificate in Early Literacy Intervention
    • Oral Language – Supporting Early Literacy (OLSEL) completed its sixth year in 2012, having commenced as a pilot in 2007
    • Visiting Teacher Services (Physical / Health Impaired, Hearing / Vision Impaired)
    • Speech Pathology Services and Psychology Services.


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