Diverse Learning

At The Oaks Public School, we are committed to creating an inclusive and supportive learning environment that celebrates diversity and meets the unique needs of all students. Our diverse learning framework is designed to ensure that every student has access to quality education and opportunities for growth, regardless of their background, abilities, or interests.

Aboriginal students

We recognise and celebrate the rich cultural heritage and diverse needs of our Aboriginal students, who represent some of the youngest members of the world's oldest continuous cultures. Our commitment to supporting Aboriginal students encompasses a deep understanding of their unique cultural backgrounds, community connections, and the contemporary impacts of colonisation.

Cultural Understanding and Respect

We believe that fostering an environment of understanding and respect for Aboriginal cultural knowledge is crucial for the educational success of our Aboriginal students. By integrating regular exposure to Aboriginal cultural knowledge, skills, and programs into our curriculum, we help students maintain and further develop their cultural identities.

Integration Across Key Learning Areas

Culture Clubs

Providing a space for students to engage with Aboriginal culture through various activities and discussions.

Lyrebird Club

A dedicated group focused on celebrating and sharing Aboriginal stories and traditions.

Yikaki Group (Didge Group)

An ensemble for students interested in learning about and playing the didgeridoo, fostering musical skills and cultural appreciation.

NAIDOC Week

Celebrating the history, culture, and achievements of Aboriginal and Torres Strait Islander peoples through a range of school-wide activities and events.

Reconciliation Week

Promoting awareness and understanding of reconciliation, encouraging students to reflect on their roles in fostering respectful relationships between Aboriginal and non-Aboriginal

background

dark

Community Partnerships

Junior AECG (Aboriginal Education Consultative Group): Collaborating with the Junior AECG to empower Aboriginal students and ensure their voices are heard in educational decisions.
Guest Speakers/Facilitators: Inviting guest speakers and facilitators from the Aboriginal community to share their experiences, knowledge, and skills with our students, enriching their learning.
Community Links Partnership: Building relationships with local organisations and community groups to create opportunities for our students to connect with their culture and community.
Yammer2U Partnership: Engaging with the Yammer2U initiative to enhance digital learning opportunities and foster connections among students.
Wollondilly AECG: Partnering with the Wollondilly AECG to support programs that promote Aboriginal education and cultural awareness in our school.

Students with disability

At The Oaks Public School, we are committed to creating an inclusive learning environment that supports the diverse needs of all students, including those with disabilities. We understand that every student has unique abilities, and we strive to provide the necessary resources and support to help them achieve their full potential.

We believe that understanding and respect for each student's individual needs are essential for promoting their educational success. Our approach involves recognising the strengths and challenges of students with disabilities and fostering a positive and inclusive school culture.

Inclusive Programs and Activities

Buddy Systems:

Pairing students with and without disabilities to encourage friendships, social skills development, and mutual support.

Extra-Curricular Activities

Providing a range of extra-curricular activities that are accessible and inclusive, allowing all students to participate and explore their interests.

Social Skills Groups

Organising small group sessions focused on developing social skills, communication, and emotional regulation.

Celebrating Diversity

Actively promoting awareness and understanding of disabilities within the school community through events and activities that celebrate diversity.

Curriculum Strategies and Considerations

Individual Learning Plans (ILPs):

We develop personalised learning plans in collaboration with students, parents/carers, and specialists to set achievable goals and tailor learning experiences to meet individual needs.

Differentiated Instruction:

Our educators employ differentiated teaching strategies to accommodate various learning styles and abilities, ensuring that all students can engage with the curriculum.

Universal Design for Learning (UDL):

We apply the principles of UDL to create flexible learning environments that cater to the diverse needs of all students, providing multiple means of engagement, representation, and action/expression.

Access to Support Services:

Students with disabilities have access to a range of support services, including speech therapy, occupational therapy, and counselling, to address their specific needs.

Collaboration with External Agents:

We work with external agents and specialists who provide additional support for students with disabilities. These professionals include:

Specialist Educators: Offering expertise in tailored instructional strategies to enhance learning outcomes.
Therapists: Such as speech, occupational, and physical therapists, who collaborate with our staff to implement strategies that support students' development and learning.
Psychologists and Counsellors: Providing mental health support and guidance for students and families, helping to address emotional and behavioural challenges.

Collaborative Learning:

We encourage collaborative learning opportunities that promote peer support, social interaction, and teamwork, helping students with disabilities to build relationships and engage with their peers.

Assistive Technology:

We integrate assistive technology into the classroom to enhance learning opportunities for students with disabilities, enabling them to access the curriculum more effectively.

Professional Development for Staff:

Our educators participate in ongoing professional development to enhance their understanding of inclusive practices and effective strategies for supporting students with disabilities.

Positive Behaviour Support:

We implement positive behaviour support strategies to create a safe and supportive learning environment, fostering resilience and self-regulation among students.

Regular Monitoring and Feedback:

Providing mental health support and guidance for students and families, helping to address emotional and behavioural challenges.

HPGE - High Potential and Gifted Education

What is HPGE?

High potential and gifted students are those who show the capacity for outstanding achievement. These students benefit from tailored learning opportunities that extend beyond the standard curriculum.

background

dark

At The Oaks PS, we:

We identify high potential and gifted learners through data and assessment, then support them with differentiated classroom programs, targeted enrichment and extracurricular opportunities, and, where appropriate, acceleration or advanced learning pathways. We work closely with families and the wider community to nurture each student’s talent and regularly review our programs to ensure they continue to meet their needs.

Their potential may be demonstrated in one or more of the following domains:

Intellectual – reasoning, understanding, and problem-solving
Creative – originality, imagination, and innovation
Social-emotional – leadership, empathy, and collaboration
Physical – athleticism, coordination, and motor skills
Intellectual – reasoning, understanding, and problem-solving
Creative – originality, imagination, and innovation
Social-emotional – leadership, empathy, and collaboration
Physical – athleticism, coordination, and motor skills