Learning Diversity



A supportive learning environment for students with additional needs are catered for at Noosa Christian College from Kindergarten to Year 12. There are two types of learning support; teaching assistants for one-to-one support are integrated into the classroom whilst a dedicated learning program operates at the College. Specialist support for students with learning difficulties and disabilities, especially reading, is provided from Year 1 to Year 6 in a small group setting.

The Learning Diversity Team
The Learning Diversity Team is an integrated part of the total education system at Noosa Christian College. The team works collaboratively to nurture and develop students towards their full potential. This is done through flexible structured programs; reasonable inclusion and equitable access to learning for all. The aim of our team is to partner with teachers and families to ensure that the specific needs of students are supported in all areas of growth and development:

  • Academic
  • Social
  • Emotional and Spirituality
  • Physical

The Learning Diversity Team aims to work collaboratively with enrolments, the Primary and Secondary schools, chaplains and advisory visiting support providers to meet the needs of students Kindergarten to Year 12 through an inclusive model. The team aims to ensure students' academic needs are met while nurturing and supporting each individual in reaching their full potential, while becoming self-directed, resilient and long-term contributing members of the wider community. Exceptional Learners may include:

  • Students with specific diagnosed learning difficulties, disorders and impairments such as dyslexia, dysgraphia, dyscalculia, dyspraxia, visual impairment, hearing impairment, physical impairment, intellectual impairment, autistic spectrum disorder, speech language impairment, social emotional disorder and processing disorders.
  • Students with learning difficulties; literacy, numeracy and or metacognition.
  • Gifted and talented (G&T) students.
  • English as an additional language (EAL) students.

In some instances, students may have multiple needs and are supported using a collaborative approach with staff, advisory support providers, families and the Learning Diversity Team. There are two core areas which we focus on:

  1. Students requiring learning enhancement
  2. Students with areas of outstanding potential

Students Requiring Learning Enhancement
The Learning Diversity Team works in collaboration with teaching staff and families to identify students who may be experiencing difficulty in one or more areas. We endeavour to identify and provide targeted intervention in the core areas of literacy and numeracy in the early years of learning, Prep to Year 3. There are several levels of support:

  • Quality Differentiated Teaching Plans: This is where occasional adaptation to programs with a low-level of support occurs. The support is personalised but adjustments to the curriculum and delivery are often minor. This can include students with physical or medical conditions, e.g. broken bones.
  • Supplementary Support: This occurs when there are particular activities at certain times in some or many learning areas throughout the school week. This support is planned, additional, personalised and requires explicit instruction at an appropriate year level. We access the expertise of our Learning Diversity teacher and teacher aides to assist classroom teachers to deliver this level of support.
  • Substantial Support: Utilised by students who have the need for frequent, individualised, highly structured support in most courses, curriculum areas and assessments. The curriculum is significantly modified (sometimes at a different year level) for one or more subjects. Essential adjustments and considerable specialisation and adult assistance from both teachers, aides and specialist providers, (e.g. the school psychologists) occurs across the week and may be required on most days for most of the day. Students at this level have generally undertaken an assessment process and receive additional funding from Independent Schools Queensland (ISQ) to ensure that their learning goals are targeted and supported.

Advisory Visiting Support
Noosa Christian College partners with specialist personnel to assist with the identification of student need and then provision of targeted support. The below hyperlink will take you to a referral page: 

All Abilities Child and Family Therapy Centre - Psychologist, Occupational Therapist, Speech Therapist

Students with Outstanding Potential
Students may be identified as having the potential for excellence in one or more of the following areas:

  • Academic expertise
  • Social skills and leadership
  • Physical prowess - in particular sporting arenas
  • Emotional awareness and spirituality

If students are identified, staff and families are encouraged to meet to discuss the various options for assisting and extending the student to reach their potential both within and beyond the classroom. Class teachers can challenge students to work at advanced levels and set expectations for work to be explored using higher levels of thinking. Identified students will also be supported to participate in a range of extension activities both within and beyond the classroom, e.g. competitions and tournaments aligned to their specialist area of excellence. Recognition of excellence occurs in all learning settings but is formally celebrated via:

  • Weekly class and College awards
  • Principal’s awards
  • Student leader positions: Primary College Captains, Primary Sport Captains, Primary Leaders, Primary Student Chaplains, Primary College Choir Leader, Primary College Choir Deputy Leader, Primary Student Representative Council.
  • End of Year Speech Night Awards for Primary, e.g. Primary Year Level Awards (Academic, Sportsmanship, Citizenship, Most Improved, Highly Commended), Primary Dux Award, Primary - Schools Innovation Program Awards, Primary Touch Football Awards.

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