All staff work together as part of structured sub-school teams to formulate seamless curriculum plans using the Australian Curriculum. Deep discussions ensure curriculum provision is within the context of our Special School and what it means for students with significant and complex disability.
Each sub-school (Junior Primary, Primary, Middle School, Senior School) has written an agreed context statement and have written their individual classroom context statements on which to preface their plans.
In Senior School classes, this also sets the scene for develping individual Negotiated Education Plans (NEPs) within a modified SACE structure for each senior student. These NEPs are tailored at the beginning of each year, working with each students' parents before being formally agreed upon and set in place.
A comprehensive document outlining these plans is produced for sharing within the school and a more streamlined outline is made available to parents and families.
Alongside this work, Errington's staff devote part of their student free days across the year to refine the assessment and reporting process. This documents a nominated level of achievement, showing where each child was in their individualised subject goal attainment that was devised during the NEP meeting with the parents and family.