Summary profile - Secondary (7-10)
Curriculum
Curriculum (Subjects/Courses) is extracted from curriculum reference data. In every 7-10 syllabus there are Regular and Life Skills outcomes.
The year advisor will coordinate the provision of information about which syllabus outcomes the student is working towards and what adjustments are being provided. Workplace learning includes work experience, community learning and work placement for VET courses.
If Integration Funding Support has not been selected as either 1st Priority or 2nd Priority or 3rd Priority then the profile level dropdowns are not available and the year advisor will make a comment against the access domains that are applicable.
Access domains
If Integration Funding Support has not been selected as either 1st Priority or 2nd Priority or 3rd Priority, the year adviser completes the focus area comments that are applicable. If Integration Funding Support has been selected as either 1st Priority or 2nd Priority or 3rd Priority, the learning and support team coordinator uses the focus area drop downs to choose the appropriate level for each focus area. The coordinator also adds a focus area comment for each level that is greater than zero. Where the focus area level is zero N/A is added.
Your local Central Integration Funding Support Officer can provide advice on the access domain levels that match your specific student. Each access domain is defined as follows:
| DOMAINS | FOCUS AREA | DEFINITION |
|---|---|---|
| KLAs | Curriculum | Changes required in curriculum and teaching practices to enable the student to achieve the learning outcomes described in syllabus documents |
| COMMUNICATION | Receptive Language | The student’s ability to receive and understand information being conveyed by others |
| Expressive Language | The student’s ability to convey a message to others | |
| PARTICIPATION | Social Competence | The student’s ability to engage in successful interactions and participate effectively in the school program |
| Safety | The management strategies required to ensure the student’s safety | |
| PERSONAL CARE | Hygiene | Essential hygiene routines which require intensive individual management to support participation |
| Eating and Dietary | Eating, drinking and dietary needs which require individual management | |
| Health Care Procedures | The procedures specified in an individual health care plan which require specialised support | |
| MOVEMENT | Mobility and Positioning | The student’s level of functional independence in mobility and positioning |
| Hand Motor Skills | The student’s ability to use the hand motor skills required to participate in learning activities |
Integration, Funding Support Program
Levels are available for completion only where Integration Funding Support is selected as one of the three priorities in the Provision requested section.
- If Integration Funding Support has been selected as either 1st Priority or 2nd Priority or 3rd Priority, the learning and support team coordinator will select an access domain level and provide a comment when the level is greater than zero.
- Comments should provide relevant information to support the level selected.
- There are pink ‘Help’ tabs to the left of each domain which provide just in time support while completing the levels and comments.
- The ‘Access request summary profile’ courses can also be accessed via the My access request home page or MyPL
- The Disability, learning and support Integration Funding Support webpage provides information about eligibility and the application process.
- for further assistance.
Student comment (if applicable)
This is an optional field.