Year 7 CORE program and mixed - ability classes are our strategic elements designed to support students’ transition from primary to secondary school, addressing both academic and social needs. Research underscores that the transition to secondary education can bring about various challenges, from academic workload adjustments to social integration and self - management skills (Sniedze - Gregory, 2021)
The decision to establish a Year 7 CORE program with mixed - ability classes aligns deeply with the EREA Touchstones, which guide our approach to education and community building. These touchstones Liberating Education, Inclusive Community, Gospel Spirituali ty, and Justice and Solidarity support the objectives of our program (EREA Australia, 2019)
L iberating E ducation |
The Year 7 CORE program promotes a liberating approach by offering every student an equal opportunity to excel, regardless of their starting point. By fostering a supportive and inclusive classroom environment, we help students develop confidence, resilience, and a keen sense of self-worth. Mixed-ability classes encourage a broad and flexible mindset, allowing students to see learning as a journey rather than a race, with each student developing at their own pace.
I nclusive C ommunity |
The mixed-ability class structure directly reflects the value of creating an inclusive community, where each student’s strengths are acknowledged and celebrated. This structure encourages students from diverse backgrounds and abilities to learn from and with each other, creating a supportive and empathetic classroom culture. By preventing segregation based on perceived abilities, the program ensures that all students are valued and integrated, promoting a sense of belonging and mutual respect.
Gospel Spirituality encourages us to see Christ in every individual, fostering compassion and understanding within our school community. In the CORE program and mixed-ability settings, students learn to appreciate different perspectives and respect each other’s journeys, which aligns with the gospel values of empathy, kindness, and service. By sharing their experiences and supporting each other, students cultivate a compassionate approach to learning and relationships.
J ustice and S olidarity |
This Touchstone calls for fairness, advocacy, and solidarity with the marginalized, aligning well with our commitment to mixed-ability education. By integrating students of varying abilities, we ensure that education is accessible and equitable. The CORE program and class structures demonstrate our commitment to social justice by offering every student the chance to participate fully in all aspects of school life, breaking down barriers that might otherwise hinder their growth and engagement.
C.O.R.E.
Collaborative Learning: Encouraging students to work together, share ideas, and support one another in a diverse, mixed-ability setting.
O pportunity for Growth: Providing a variety of experiences and challenges that foster personal, social, and academic growth for each student.
R esilience Building: Developing skills in adaptability, problem-solving, and perseverance to help students face new challenges with confidence.
E ngagement in Learning: Inspiring curiosity, enthusiasm, and a love for learning through engaging activities and a supportive environment.
B enefits of a CORE Program for Year 7 Students |
Our CORE program creates a consistent, supportive environment for students who may otherwise feel overwhelmed by the larger secondary school structure. It aids in easing the adjustment to a more demanding curriculum and fosters essential organisational and self-management skills. Students are grouped with the same teacher for English, Religion and Human Society and its Environment (HSIE) and stay in the same classroom for these subjects. This has proven to help students feel more settled, develop a sense of community, and manage academic demands better. Our approach is particularly effective in reducing anxiety and fostering a sense of belonging.
R ationale for Mixed - Ability Classes |
Mixed-ability classes foster inclusivity and provide a diverse learning environment where students can support each other, thereby promoting collaboration and peer learning. This structure also aligns with students' preference for peer-collaborative learning and helps build resilience and adaptability as they face new academic challenges.
Research indicates that students benefit from interacting with peers of varied abilities, which not only aids in cognitive development but also encourages a more positive self-concept and academic engagement. Schools that encourage this structure tend to see fewer issues with transition-related academic stress (Sniedze-Gregory, 2021)
By implementing the CORE program and mixed-ability classes, our school aims to create a supportive, engaging environment that helps Year 7 students thrive academically and socially as they transition into secondary education.
Research consistently shows no evidence that grouping students by ability between classes (i.e., streaming) leads to improved learning outcomes for all students. In fact, studies indicate that such practices can have limited or even negative effects on overall student growth and equity in the classroom. (Siemon, 2022) (Olivia Johnston R. S.L., 2024) (Olivia Johnston B. T., 2023). At St Edward’s, we prioritise inclusive teaching practices that support every student’s development, recognising that a diverse learning environment often fosters deeper engagement, collaboration, and success for all students.
As part of our inclusive, mixed-ability education model, most student support is provided within the classroom setting. Teachers carefully design learning experiences that present appropriate levels of challenge, enabling students to access learning in multiple ways and demonstrate their understanding through varied formats. This process is guided by the Diverse Learning Team, who work alongside teachers to ensure that each student is supported according to their unique needs.
The Diverse Learning Team
The Diverse Learning Team includes the Leader of Diverse Learning, Teachers of Diverse Learning, and a dedicated team of highly experienced Learning Assistants. This team collaborates closely with classroom teachers to support students with diverse learning needs, ensuring that learning experiences and assessments are appropriately adapted to promote student growth.
Monitoring and Adjusting for Student Growth
Student progress is continually monitored, and the Diverse Learning Team collaborates with teachers to adjust learning experiences, creating opportunities for all students to demonstrate growth. Evidenceinformed strategies are employed, including targeted intervention programs that are implemented through a collaborative planning process involving students, parents, and teachers. This approach strengthens relationships between home and school, making students feel supported by a network of adults invested in their success.
Key Support Initiatives
Personalised Learning Plans (PLPs): For students with specific learning needs, Personalised Learning Plans outline tailored goals, strategies, and resources to support their academic and personal development. PLPs are developed collaboratively with input from the student, parents, teachers, and the Diverse Learning Team, ensuring each student’s unique needs are addressed effectively. These plans are shared with all year 7 classroom teachers, so they understand how to best support the student in the classroom.
Learning Assistants in the Classroom: Learning Assistants work directly with students, providing individualised support and facilitating small group activities. To promote an inclusive model, diverse learners will be integrated into all CORE classes, with some classes capped at 24 students. These capped classes will feature a mix of abilities and a higher proportion of students with diverse learning needs compared to uncapped classes. Learning Assistants will focus their support on these targeted CORE classes, where differentiated instruction allows all students to access and engage with the curriculum at various levels, fostering both support and enrichment.
MacqLit Intervention Program: MacqLit is a targeted reading intervention program designed for students needing additional reading support. Through structured lessons, the program systematically builds skills in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Eligibility for the program is determined based on PATR assessment results and referrals from English teachers, followed by a screening process to confirm suitability. The MacqLit program is held in the mornings before school.
Team Teaching: Teachers work collaboratively to deliver instruction, allowing for smaller group learning opportunities within the classroom, enhancing support for students as they progress in their learning journey.
Neurodiverse Class : A CORE class of fewer than twenty students has been established to support those with diagnosed or identified social-emotional regulation needs. This class features a mix of cognitive abilities, with an emphasis on creating an environment that fosters learning for neurodiverse students. The classroom design and organisational strategies are specifically tailored to accommodate diverse learning styles. A specialist in Diverse Learning will serve as the CORE teacher, providing targeted support and guidance for all students.
High Potential Leaners – The Bungaree Program |
High potential students are those with the capacity to perform well above the average level of their age peers in one or more areas. These students often learn differently from their peers, progressing through content more rapidly and demonstrating a more complex understanding of concepts.
Guided by our Aspiration Statement, “St Edward’s College aspires to provide students with a liberating education that empowers them to build a better world for all,” the St Edward’s High Potential Program is designed to meet both the cognitive and socio-emotional needs of our high potential students. Our goal is to nurture their abilities by offering enriched learning opportunities that foster academic excellence, creativity, and a spirit of service.
Through quality teaching and collaboration with like-minded peers, we aim to help high potential students make meaningful, innovative contributions. Once identified, high potential students may be invited to participate in one or more of the following opportunities:
Participation in Special Events or Competitions: Offering challenges that extend their knowledge and skills.
Full - Day Immersion Enrichment Classes : Providing subject-based, in-depth exploration with specialised content.
Specialised Learning Groups: Temporary withdrawal from class for targeted learning in small, focused groups.
Identification Process for High Potential Students
The identification process involves analysing a range of data sources to gain a complete understanding of each student’s abilities. This includes:
• Standardised Testing Results: Results from assessments such as NAPLAN, PAT, Enrolment Academic Assessment Test, or similar tests completed either at St Edward’s or prior.
• Academic Performance: Review of students' grades and classroom achievements.
• Qualitative Insights: Valuable feedback from parents, teachers, and the students themselves, which provide context to support their learning journey.
See Assessment and Selection of High Potential Learners - St Edward's College (stedwards.nsw.edu.au)
This inclusive, collaborative approach at St Edward’s College ensures that all students have access to high-quality support, empowering them to succeed academically and feel valued as members of our learning community.
How We Decide on Class Combinations for Year 7 |
Creating the right balance in our Year 7 classes is crucial to providing a supportive, engaging, and effective learning environment for all students. To do this, we take a thoughtful, multi-step approach to class placements. This process includes:
Enrolment Interview s
During enrolment, we meet with students and their families to gain a well-rounded understanding of each student's academic strengths, interests, learning preferences, and any specific support needs. These interviews provide insights into each student’s personality, social needs, and learning style, which are invaluable for creating balanced and supportive class groups.
Transition Meetings with Primary School Teachers
We collaborate with primary schools to ensure that we have a complete picture of each student's progress, strengths, and areas for growth. These transition meetings allow primary teachers to share insights into students' social and emotional development, peer relationships, and academic abilities. Such detailed information helps us create combinations that balance individual needs with the dynamics of the whole class.
Academic Assessments (NAPLAN and PAT Testing)
We review students' NAPLAN (National Assessment Program - Literacy and Numeracy) and PAT (Progressive Achievement Tests) results to assess foundational skills in literacy and numeracy. These assessments give us an objective measure of each student's academic progress, helping us to identify any additional support or enrichment that may benefit them. Using this data, we ensure classes have a healthy mix of academic abilities, fostering an environment where students can support and challenge one another.
Observations During the Term Four Transition Day
In Term Four, we hold a Transition Day for incoming Year 7 students, allowing them to experience the secondary school environment firsthand. During this day, our CORE teachers and staff observe students in a range of settings, including group activities, classroom sessions, and social interactions. These observations help us understand how students respond to new environments, how they interact with peers, and where they may need additional support or guidance.
The insights gathered from the Transition Day observations allow us to make any necessary adjustments to class combinations to ensure each group is well-suited for a positive start in Year 7. By observing students’ engagement and comfort levels in the secondary setting, we can refine class placements to create an optimal learning and social environment for each student.
This structured process allows us to form well-rounded, mixed-ability classes that reflect the inclusive values of our school and are designed to support each student's transition into secondary school. By balancing academic needs, social factors, and learning styles, we aim to create a classroom environment where every student can thrive.
EREA Australia. (2019). Charter for Catholic Schools in the Edmund RiceTradition - Our Touchstones. Melbourne: EREA Australia.
Olivia Johnston, B. T. (2023). A systematic literature review of between-class ability in Australia. Issues in Educational Research , 91 -117.
Olivia Johnston, R. S.L. (2024). The Equity of Class Ability Grouping Practices in Australian Education. The Asia-Pacifc Education Researcher , 1287–1301 .
Siemon, E. P. (2022). AbilityGrouping. Melbourne: State of Victoria (Department of Education and Training).
Sniedze-Gregory, S. F. (2021). WhatAustralianstudentssayabouttransitioningtoHighSchool.Final report. Sydney: Australian Council for Educational Research (ACER).
