The Student Wellbeing Leaders at Reynella East College are responsible for several programs and projects as well as delivering one on one counselling and case management. Organisation and delivery of alternate programs to support Students at risk of leaving, or being unsuccessful at school are an integral part of the Wellbeing Leaders’ role.
The Middle School Wellbeing Leader also has responsibilities including the development and implementation of the Year Ten School Captains/Peer Support and Leadership program at Reynella East College. The Peer Support Program is based on the belief that improving social skills, confidence, and self-esteem in people, particularly at an early age, can develop positive relationships. Elected Year Ten students are trained, ready for leadership of small groups of Year Eight students to support them in their Transition into their new High School.
The Senior School Wellbeing Leader has a range of responsibilities related to careers and course selection that assist with the transition from school to further study and/or employment. They also play an integral role in the SACE process ensuring that students are on track to successfully complete their SACE.
Michelle Lee: Years P-7 School Wellbeing Leader
Alan Peat: Years 8 & 9 School Wellbeing Leader
Karen Pearce: Years 10-12 School Wellbeing Leader
Reynella East College provides support, extension, and enrichment for all students and a crucial part of this is having a comprehensive understanding of each child’s needs and abilities.
At REC we have two Assistant Principals who have been appointed as leaders in Intervention and Support. Students are case managed and key staff meet weekly to review each student’s special needs; ensuring intervention strategies and programs are relevant and effective.
We employ a range of intervention strategies to support our students with a verified disability and/or learning difficulty. Interventions are targeted and fluid to accommodate for students’ specific needs. These can include: support from a School Services Officer (SSO) who work with students in their learning area; individualised 1:1 support for identified learning needs; specialist programs involving small group based interventions (e.g. social skills and anxiety); and highly targeted interventions delivered in the context of our three Encounter Classes. We provide ongoing professional learning for staff on quality differentiated teaching practices. Every classroom teacher provides differentiated and modified programs for students with additional needs.
Support for students is identified and goals and pathways are negotiated with Regional Support Services, families, staff and any other involved support agencies and documented via the One Plan process.
REC also has a Special Class (Secondary). This is a class of 12 students with high learning needs. Entry into this class is through District Office referral.
Aboriginal students who attend Reynella East College are supported by an Aboriginal Education Teacher (AET) and an Aboriginal Community Education Officer (ACEO). The AET provides in class support, mentoring and curriculum development for Aboriginal students. The ACEO works with parents/carers of Aboriginal students to support their learning and cultural connections in the community.
All Aboriginal students are provided with an individual learning plan. We incorporate the National Curriculum cross curriculum priority – ATSI histories and cultures, in both the primary and secondary sections within all curriculum areas.
Our whole school community celebrates key dates of cultural significance such as Reconciliation Week Week and special events throughout the year.
Tom Leverenz: Teacher – Secondary
Matt Wall: Teacher – Primary
Jak Baldissera: Community Education Officer
Career counselling involves assisting students to identify and access information, resources and people to talk to about getting to where they want to be in terms of a career pathway.
Students are also given specific information relating to vocational education and training (VET); university pathways; employment opportunities; apprenticeship and traineeship opportunities and career development experiences.
Students receive many job and career related publications in Year 10 which guide them through the process of career development; along with the study of the Personal Learning Plan (PLP) and their work experience program.
We also refer students to various external agency advisors at TAFE and the various Universities for specific information about study/training courses.
Career Counselling support available from:
Alanah Cathro: Vocational Education & Training Coordinator
Karen Pearce : Senior School Student Counsellor
Alan Peat: Middle School Student Counsellor
Myfuture Website: Information about career planning and education, and training options for Australian jobs.