Student-centred learning and the Nationally Consistent Collection of Data on School Students with Disability (NCCD)
Welcome to the new term and new semester. One of the wonderful aspects of school life is the opportunity afforded by the rhythm of a termly structure and the regularity of periods of rejuvenation followed by new starts. I encourage all families to take just a little bit of time to talk with their sons about one or two things they would really like to achieve this term – and what they might actually do to get as close as they can to this goal! Years 8 to 10 have the benefit of the Semester 1 Learning Progress Reports to help them as they formulate these goals, and Learning Progress Conversations are taking place in these first few weeks of the new semester. For Years 7, 11 and 12, Reports and Learning Progress Conversation are imminent.
A culture of goal-setting in a school supports students to take responsibility for their own academic journeys and to ensure the progress they celebrate is both personal and important to them. Trinity’s student-centred approach to learning prioritises the individual growth a student makes rather than comparative judgements amongst a cohort. Semester 1 Academic Awards are under preparation and will recognise both outstanding academic achievements in terms of the highest achieved GPAs as well as outstanding academic growth for students who improve their GPA through focussed effort, no matter the point from which they begin. During Middle School Assembly next week, I will address all Middle School students about academic growth and the ways in which they can step in to take responsibility for their personal growth. The Middle School Life Skills programme for Term 2 will continue to explore concepts such as growth mindset, goal setting and academic integrity.
Another expression of student-centred learning is Trinity’s commitment to providing all students, including those with diverse learning needs, with the very best educational opportunities. Staff work to make the School a valued, safe and dynamic learning environment where every boy, through challenge and support, can be successful. For students with additional needs, this involves understanding needs, strategising to meet these needs and designing learning opportunities that offer equitable access to the curriculum.
Every year, all schools in Australia participate in the Nationally Consistent Collection of Data on School Students with Disability (NCCD). The NCCD process requires schools to identify information already available in the school about supports and adjustments provided to students with disabilities. These relate to legislative requirements under the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, in line with the NCCD guidelines (2019).
Information provided about students to the Australian Government for the NCCD includes:
- year of schooling
- category of disability: physical, cognitive, sensory or social/emotional
- level of adjustment provided: support provided within quality differentiated teaching practice, supplementary, substantial or extensive.
This information assists schools to:
- formally recognise the supports and adjustments provided to students with disability in schools
- consider how they can strengthen the support of students with disability in schools
- develop shared practices so that they can review their learning programs in order to improve educational outcomes for students with disability.
The NCCD provides state and federal governments with the information they need to plan more broadly for the support of students with disability.
Further information about the NCCD can be found on the NCCD Portal.
If you have any questions about the NCCD collection at Trinity, please contact Renee Culgan, Director of TESS on 95816180.
Deborah Williams | Academic Dean
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