Teaching Learning Support

About the Teaching Learning Support Department

The Teaching Learning Support Department aims to promote inclusive practices within the St James learning community; thus enabling the diverse range of learner to successfully access the curriculum and participate in the life of the college. The Department acts in a consultative and collaborative capacity in addressing the learning needs of all students. Initially, at the enrolment stage, the educational needs of individual students are identified and support processes for accessing learning are implemented where appropriate.

The diversity of experiences, skills, interests and the needs that learners bring to the learning situation can encompass the following:
  • Students diagnosed with disabilities
  • Students experiencing learning differences related to language, literacy and numeracy
  • Students with social emotional disorders and behavioural difficulties
  • Students with chronic health challenges
  • Students who have experiences circumstances of disadvantage related to social or cultural background
  • Students from diverse cultural and linguistic backgrounds for whom English is a second language (ESL)
  • Students from International destinations
  • Students from Aboriginal and Torres Strait Islander backgrounds (ATSI)
  • Students with atypical gifts and talents who require enriched and extended learning tasks


Learning Differences (148KB)

Consult the Embracing Diversity Resource Package for additional information on managing the diversity within classrooms. It contains information on alphabetically arranged conditions that impact on learning, including the seven disability categories identified through the Education Adjustment Program (EAP). Information is organised in a consistent formate including: Definition, Features, Adjustments to Classroom Management and Teaching Strategies. Links to additional references and professional reading are included along with acknowledgement of the source of information.

Consult the A Collaborative Response report for additional information on a review of the effectiveness of the practices, policies and procedures currently in place at St James College in responding to the individual needs of young people on the Autism Spectrum.

Department Staff

Head of Faculty - Teaching & Learning Support

Mrs Donna Martin

Role: To co-ordinate the support team in addressing the learning needs of all of students at St James.

School Officer - Teacher Aides

Role: Is primarily one of mentoring and supporting students to achieve success, by empowering them with strategies to become increasingly independent. Teacher Aides do not assume a 'band aid' approach, but rather proactively support learning by the following: model and prompt the use of strategies; monitor and clarify student understanding of instructions; assist to get started on tasks; assist with technology aids when students experience fatigue with handwriting; scaffold tasks as much as possible and prompt students to transfer these skills across the curriculum.

ESL Teachers

Role: To identify the exact learning needs of students for whom English is a second language and provide support to assist them to achieve success.

Teacher & Learning 'Support Process'

If the Enrolment Application Form or the outcome of an enrolment interview indicates that a young person presents with significant educational support needs, a Supported Enrolment Process is initiated.

This involves a multi-disciplinary team consisting of parents, relevant specialist, personnel from primary schools, teaching learning support and pastoral staff from St James, including pastoral coordinators and school counsellors collaboratively gaining a thorough understanding the young person’s educational support needs and designing a plan on how they can be achieved within the inclusive curriculum model offered at St James.

The design and implementation of the ‘Individual Student Plan’ is co-ordinated by the Teaching Learning Head of Department. Relevant background information and a link to the Individual Student Plan is electronically accessible by all teaching and support staff.

Implications for teaching and learning are identified. Support personnel and strategies to appropriately deliver the curriculum, including modifications and special accommodations and provisions for assessments are negotiated. If the nature or conditions of an assessment task are altered in order for a student to demonstrate what they know and can do, the teacher is required to complete a Negotiated Task Adjustment sheet and attach this to the original task sheet.

A process of data collection and close monitoring by the support staff and ongoing feedback from the team aims to contribute to successful learning outcomes for all students.

For addition information, click to download the PDF documents below:

Individual Student Plan (ISP) (48KB)

Special accommodations and provisions (50KB)

Negotiated Task Adjustment (38KB)

Parents & Caregivers

Parents and caregivers are important partners in the support process and are encouraged to advocate on behalf of their young people. Input by way of sharing information, results of assessment and proven strategies etc., as well as ongoing feedback regarding successes and concerns with student progress are a valued part of the process. Individual Student Plan meetings involving parents, classroom teachers, and relevant support staff are negotiated as part of the ongoing communication of relevant information and monitoring process.

Click here to view the Flowchart on Provision of support at St James College. 

Additional Support Process

Additional support mechanisms to ensure all students experience success include:
  • Homework centre every Monday, Tuesday and Thursday afternoon to supervise, assist and support students with homework and strategies to plan and complete assignments.
  • Classroom use of technology and availability of laptops and software to specifically meet the needs of students experiencing difficulties with literacy and numeracy.
  • Learning Enrichment and Extension Days and Workshops to extend and enrich the strengths and talents of identified students.
  • Transition Planning to assist in addressing successful pathways and post-school options for students with disabilities. During the Senior phase of learning, close monitoring of the work placements for students opting for Vocational Education pathways and initiating links with private service providers to ensure a smooth transition into post school community living and participation is undertaken.
  • Overseeing assessment and testing involved in the preparation of reports as part of the Education Adjustment Program process for students with disabilities.
  • Advisory consultative initiatives for all team members, including parents. For example the organisation of parent workshops, information sessions on post-school options for students with disabilities, information sheets on specific characteristics of learners, implications and strategies for success.

Click to download a PDF document of additional information.

Diagnosed Disabilities (20KB)


Students are empowered to gain an understanding of the processes involved in thinking and learning and to confidently take ownership of their own learning.

Students are encouraged to become actively involved in their own learning by building up an individual learning profile, outlining their preferred thinking and learning styles, strengths and academic ‘holes’.

Conditions impacting on learning are identified and acknowleged by students as they are then assisted to develop strategies and skills to draw out their full potential as learners and thus achieve success.

Click to download PDF documents of additional information.

Personalised Learning Plan

Thinking and learning styles (37KB)

Understanding Learning Styles (135KB)

Embracing Diversity (2MB)

Helpful Website Links

Learning Difficulties Australia

SPELD Queensland

Teacher & Learning 'Strategies for Success'

Actively involve yourself in your own learning

In conjunction with completing your Individual Learning Profile and gaining an understanding of your preferred learning style and the conditions that impact on your learning, ask yourself these questions:

What are your strengths / interests?
Do you have difficulties?

Use your strengths to compensate for your difficulties in order to achieve success.

  • Identify your problem areas
    You have to want to fix it, not teacher or parents. They will assist you, but you need to do the hard work.
  • Monitor your progress
    If you are discouraged or do not understand, talk with your teacher about these feelings. Let them know which parts are the subject are easiest and which are difficult.

Links to Strategies for Success with:

Organisation and Management Skills for Learning

Getting started on assignments

Task Analysis (26KB)

Getting ready to learn – Brian Gym © (77KB)

The Master Filing System for Paper (32KB)

Executive Function Fact Sheet (30KB)

Assignments - Getting Organised (3MB)


Reading Comprehension (92KB) 

Teaching Reading (901KB)

Executive Summary (251KB)

Target the Problem (38KB)

Writing and Spelling

Writing (18KB)

Proofreading Checklist (41KB)

Supporting Young People at Home

Classroom Strategies for supporting students (23KB)

Supporting students with homework (15KB)

Homework Flowchart (2.3MB)

Is my childs behaviour the sign of a learning disability (42KB)

Boys' Auditory Problems (51KB)