At St Paul’s, we recognises that children progress at different rates and different times. Our school is proud to have a dedicated, professional teaching and support staff who work diligently to develop the learning potential of all students entrusted to our care and make evidence-based decisions to support the learning of all students. We aim to create successful, lifelong learners.

Our students engage in quality learning and teaching experiences each day, where they are challenged and encouraged at their own levels of proximal development. Students are supported with their diverse learning needs and with flexible learning opportunities – including a range of modelled, guided and independent learning options.
 

STUDENT LEARNING SUPPORT

At St Paul’s, we firmly believe that every child can be a successful learner, though we recognize that some students require additional time, tailored instruction, or targeted intervention to fully unlock their potential. In strict alignment with the Catholic Education Diocese of Wollongong (CEDOW) Faith, Learning & Wellbeing Framework, our instructional decisions are driven by equity and meaningful data, allowing us to deliver inclusive, high-quality support that meets each student at their exact point of assessed need. Driven by our Parent-School Partnership Framework, we value parents and carers as the first and continuing educators of their children. We ensure you are kept deeply informed of your child's participation and progress every step of the way, working together in a spirit of accompaniment to foster the resilience, confidence, and self-efficacy they need to flourish.

GIFTED EDUCATION

Gifted education is a shared responsibility between teachers and parents. At St Paul's, we follows Gagné’s differentiated model of giftedness and talent. Gagné defines giftedness as the possession of natural abilities at levels significantly beyond what might be expected for one’s age; that is, giftedness is outstanding potential that may or may not yet be evident in outstanding performance. Gagné defines talent as the achievement or performance of one or more systematically developed skills at a level significantly beyond what might be expected for one’s age.

Teachers may devise specific Individual Plans (IPs) for students who have been formally assessed as gifted. These plans may include:

• Differentiation within the classroom
• Opportunities for growth outside the classroom
• A variety of grouping strategies
• Acceleration by subject or grade
• Modified reporting procedures
  
  

For more information, view our CEDoW Diverse Learning Needs Policy