The Woodbury curriculum utilises and draws from a variety of research based developmentally sequenced, curriculum and assessment tools to provide a holistic approach to teaching and learning. Each student is assessed to determine their current strengths and weaknesses. The teaching and clinical team, in consultation with parents create an individualised education plan (IEP) guiding the teaching for the next 12 months. The IEP focuses on increasing appropriate behaviours while simultaneously decreasing inappropriate behaviours. Students who display challenging behaviours which interfere with their ability to learn and participate within a classroom setting also receive a comprehensive behaviour intervention plan. This plan focuses on specific behaviours, why they are happening and how to teach appropriate alternatives therefore replacing and decreasing the behaviour.
All students at Woodbury are assessed across the following skill repertoires:
Communication: The ability to communicate covers a wide number of skills and repertoires; Woodbury works closely with our “in house” speech pathologist to develop a speech and language intervention appropriate to each student. Some areas of focus include making requests, articulation, augmented communication systems, labelling items, expressing wants, needs and emotions, answering questions and gaining attention.
Group skills and classroom participation: The ability to learn and participate within a group setting is one which all of our students will require throughout their education and beyond.
Learning in a group is not as simple as listening and following the rules it requires students to be able to:
- attend for extended periods,
- observe their peers and learn from them,
- wait, take turns,
- discriminate between instructions,
- generalise across concepts and
- independently manage their own behaviour, schedule and learning tasks.
Each group skill required is systematically broken down into smaller, manageable steps to allow successful teaching.
Academic literacy and numeracy: As a school we are required to report upon the key learning areas as set out by the New South Wales curriculum. Being a school of a special kind, we have some leniency in the selection of appropriate targets for students allowing us to teach across a broad range of pre-requisites and academic skills to suit each student’s individual needs.
Social skills and play skills: Play and social skills go beyond the ability to appropriately engage in leisure activities; the ability to interact with the everyday environment, to learn through play and to learn from others are all key skills in each student’s development.
Daily living skills: Independence in a variety of daily living skills is important to both school and community participation. Where appropriate, Woodbury includes daily living skills in their curriculum, working on tasks such as toileting, dressing and eating independently.