Special Needs Education

Visual & Performing Arts Programme

Melbourne International School

Melbourne International School is a co-educational school which follows the Foundation to Year 10 Victorian curriculum with a Visual and Performing Arts programme (VPA) as well as therapy services, to help each child reach their full potential. Students see specialist teachers in art, dance, music, occupational therapy, physical education and speech and language therapy. These areas of learning are also used in meaningful and directed ways by the classroom teacher to achieve literacy, numeracy, and living skills goals.

The school also offers functional academics in the areas of Maths, English and Pre-Vocational Training, and it incorporates an independent living skills programme that helps to encourage self-help and self-regulation. Each student has individual goals and learning plans set out for them to achieve.

EARLY YEARS

(Pre-Kindergarten & Kindergarten)

Full Time Course

Ages 3-7 years old

Staff/Student Ratio 1:4*

Classroom capacity
12

Our small class format, with an exceptional student-to-teacher ratio (1:4), makes individual attention readily accessible and guarantees that our students reach their full potential.

Active, multi-sensory lessons make learning fun while developing children’s communication and language skills, creative expression, physical skills, and well-being, as well as personal and social development.

Children will learn the letter sounds in an enjoyable, multi-sensory way which is designed to teach children reading and writing skills.

Maths is taught through a language-based approach to help build an understanding of maths concepts. Building on everyday experiences, the programme provides a range of activities that ensure children are constantly discussing, representing, and reasoning mathematically.

*1:1 for children who require extra support

FOUNDATION ONE

Full Time Course

Ages 7-9 years old

Staff/Student Ratio 1:4

Classroom capacity
12

Foundation 1 programme has 3 levels –

Foundation 1 – Year 1

Foundation 1 – Year 2

Foundation 1 – Year 3

Students’ progress from Year 1 to Year 3 in this programme. Montessori-Inspired activities play a vital role in Foundation One. It is the development of the whole child—physical, social, emotional and cognitive. The model has two basic principles. First, children are encouraged to engage in psychological self-construction using interaction with their environments. Second, it aims at language development, interest in small objects, sensory refinement, and social behaviour.

Through the integration of fine motor skills and art, the students learn to use the fine muscles of their arms and hands and develop strength in important muscles, to assist in becoming independent to button clothing and unzip bags.

Visual communication is also an important element of our learning in class. Primarily used for individuals who are non-verbal, and who use speech with limited effectiveness, to assist them in acquiring functional communication skills.

*1:1 for children who require extra support

FOUNDATION TWO

Full Time Course

Ages 10-12 years old

Staff/Student Ratio 1:4

Classroom capacity
12

Foundation two programme has 3 levels –

Foundation 2 – Year 4

Foundation 2 – Year 5

Foundation 2 – Year 6

Students’ progress from Year 4 to Year 6 in this programme and then move on to the Pathways programme.

In Foundation Two, the emphasis is on students to inquire, which ultimately improves their achievements in reading, comprehension, critical thinking, writing, speaking and listening. It also helps them develop social and emotional competencies and skills, essential to be successful in school and life.

Literacy and the development of speaking and listening, as well as early reading and writing, are designed around a central idea for the term and the use of big books. Understanding the concept of print is encouraged through the dramatization of a story, learning of dialogue and joining in the reading of stories.

Numeracy covers a wide range of activities including an understanding of numbers, measurement and space, at an individual’s level of understanding. Cooking, science and technology are an important part of the understanding of mathematics in a practical sense as the students are guided in weighing, measuring, the time it takes to complete a task and the calculations of recording the processes.

*1:1 for children who require extra support

PATHWAYS THREE

Full Time Course

Ages 13 -15 years old

Staff/Student Ratio 1:4

Classroom capacity
12

Pathways 3 programme has 3 levels –

Pathways 3 – Year 7

Pathways 3 – Year 8

Pathways 3 – Year 9

Students’ progress from Year 7 to Year 9 in this programme.

Pathways 3 focuses on daily living skills to ensure children thrive on schedules, habits, and routines, which not only creates a feeling of security but also helps children learn self-control and focus. This includes high-touch personal interactions every day to build healthy social-emotional skills, including the ability to understand and communicate with others.

Experiental learning is an integral tool for learning in Pathways Three. It engages students in critical thinking, problem-solving and decision making in contexts that are personally relevant to them.

Educational trips provide a pathway for the children to understand and adapt to the curriculum. Students learn in a more hands-on and interactive manner than they do in school, and field trips result in greater achievement across all subjects.

*1:1 for children who require extra support

PATHWAYS FOUR

Full Time Course

Ages 13 -15 years old

Staff/Student Ratio 1:4

Classroom capacity
12

Pathways 4 programme has 3 levels –

Pathways 4 – Year 7

Pathways 4 – Year 8

Pathways 4 – Year 9

Students’ progress from Year 7 to Year 9 in this programme.

The primary focus of Pathways Four and Transition 5 and 6 is on academics and pre-vocational training. The class promotes positive social interactions and provides opportunities for students to acquire the knowledge, skills and attitudes necessary for lifelong learning.

Socialization programs include developing concepts of self and how to interact positively with others. This is done through morning circle time, community outings, and independent living programs such as gardening and sports.

Literacy and numeracy are a regular timetabled series of lessons every week. The focus in literacy is on communication, awareness of print, and developing an understanding of multiple ways to communicate. Numeracy covers such topics as number, space, time, and money.

*1:1 for children who require extra support

TRANSITION 5

Full Time Course

Ages 16 -18 years old

Staff/Student Ratio 1:4

Classroom capacity
12

Transition 5 programme has 3 levels –

Transition 5 – Year 10

Transition 5 – Year 11

Transition 5 – Year 12

Students progress from Year 10 to Year 12 in this programme.

The transition years aim to prepare students for life outside the school environment with confidence and independence. Students will be involved in the mandatory areas of learning in literacy, numeracy, art, music, fitness and wellbeing. Students also learn how to interact with others in their environment by placing orders, making requests and purchasing goods. Students will also learn how to access facilities and practice a variety of independent living skills such as grooming, shopping and preparing a meal.

*1:1 for children who require extra support

TRANSITION 6

Full Time Course

Ages 16 -18 years old

Staff/Student Ratio 1:4

Classroom capacity
12

Transition 6 programme has 3 levels –

Transition 6 – Year 10

Transition 6 – Year 11

Transition 6 – Year 12

Students progress from Year 10 to Year 12 in this programme.

The aim of the transition years is to prepare the students for life outside the school environment with confidence and independence thus providing students with opportunities to explore vocational and applied learning. Students have the opportunity to be involved in work experience programs in areas such as teaching assistant training, hospitality, digital office, gardening culinary skills and other supported workplaces. This training helps to facilitate the independence of children in doing different tasks. As job training is specifically related to their fields, students often find jobs easier than people with general academic backgrounds.

*1:1 for children who require extra support