Curriculum
Baringa School
Baringa School provides a safe, supportive learning environment, through individualised learning programs aimed to maximise the potential of all students.
Literacy
Reading
At Baringa School, we are committed to providing every student with a strong foundation in literacy through evidence-based teaching practices. To support the development of reading, writing, spelling and oral language skills, we implement the MultiLit suite of programs, including LanguageLift, PreLit and InitiaLit.
MultiLit is a research-based, systematic and explicit literacy approach that teaches the relationship between sounds and letters, enabling students to develop the knowledge and skills required for successful reading and writing. Through carefully sequenced instruction, students learn essential strategies such as phonemic awareness, sound–letter correspondence, blending and segmenting, syllabification, handwriting, vocabulary development, oral language, and reading comprehension.
Instruction is delivered explicitly, with regular opportunities for guided practice, review and application, ensuring students develop confidence and independence in their literacy skills.
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The MultiLit programs are implemented across the school and form a core component of literacy instruction for all students in Lower Primary, Upper Primary and Secondary.
Writing
At Baringa School, writing is taught through a structured, evidence-informed approach that enables every student to develop as a confident and capable writer. We implement The Writing Revolution and the evidence-based Hochman Method, which provides teachers with a clear, explicit instructional framework for teaching writing. This approach develops students' writing skills systematically, progressing from sentence construction to well-organised paragraphs and extended compositions.
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Our writing instruction is guided by the six core principles of the Hochman Method:
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Students require explicit instruction in writing, beginning in the early years.
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Sentences are the foundation of all writing.
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Writing is a powerful teaching tool when embedded across the curriculum.
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The curriculum content determines the rigour and purpose of writing tasks.
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Grammar is taught most effectively within the context of authentic writing.
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Planning and revising are essential components of the writing process.
To monitor student growth, Baringa School uses the Writing With All Tools Continuum, a purpose-designed assessment framework that captures the small but significant steps students make as they develop their writing skills. The continuum enables staff to identify each student's current stage of development, monitor progress over time, and plan targeted instruction. It focuses on the key elements of writing development, including functions of print, language, text structure, and written expression.
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At Baringa, we recognise that every student's writing journey is unique. We believe that writing is about communicating ideas, not simply using a pencil. Students are therefore supported to write using the tools that best meet their individual needs, including pencils, keyboards, alternative access devices, or the alphabet within their augmentative and alternative communication (AAC) systems. By ensuring equitable access to writing, we provide every student with meaningful opportunities to develop their communication, demonstrate their learning, and experience success as a writer.
Speaking and listening
Many of the students at Baringa School have speech and language disorders or complex communication needs, meaning speech is not meeting their needs. For this reason, there are many strategies in place to support each student’s speech and language. Baringa implements several programs/strategies that support speech development and communication.
Our classroom-based teaching and learning strategies include:
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Supporting and prioritising student communication across all subject areas.
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Staff making necessary and reasonable adjustments to curriculum materials to ensure that students with speech, language disorders and/or complex communication needs can understand and respond to content.
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Staff prioritising time for Individual Therapy Plans (ITP’s) expand (developed by a Speech Pathologist) as needed.
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Students who require Augmentative and Alternative Communication (AAC) are supported to use their systems.
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Staff adopting a multimodal approach and considering all forms of communication as valuable i.e. signing, use of electronic and non-electronic AAC. Staff are trained in many different types of communication systems (e.g. LAMP WFL, PODD communication systems, Proloqou2go, Snap Core First etc.).
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Aided Language Stimulation is provided through the use of robust communication systems and aided language displays (ALDs). Each classroom is also provided with a Group PODD book to use to support their students receptive and expressive communication.
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Aided language stimulation is provided in a naturalistic way throughout the school day. This means that staff model the use of AAC systems and ensure they are always available.
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Staff prioritising literacy learning to support each student to become truly autonomous.
To further support our student’s language development, Language Lift, another evidence based MultiLit program is used to support our primary students. Language Lift supports students with oral language difficulties and targets the areas of vocabulary, grammar, story comprehension and production.
Baringa also have a dedicated Speech Team that support in every classroom. They provide regular training to staff members on communication, write ITPs to support student’s speech or language, liase with external Speech Pathologists and support students to access individualised communication systems.
Baringa also implements Heggerty. Heggerty is an oral language program designed to develop students’ phonemic awareness. The lessons include 8 phonological and phonemic awareness skills, taught in systematic progressions. Through the program students are taught to isolate, blend and segment phonemes. The program also helps students develop alphabet knowledge though its songs and nursery rhymes.​
Some of our student's visual supports
Numeracy
At Baringa, we are committed to optimising student learning outcomes by implementing effective teaching strategies in Numeracy.
We believe that a strong foundation in mathematics is essential for students to develop the functional life skills required to be successful as adults. To ensure effective learning outcomes in mathematics, we employ evidence-based strategies, including providing a sequential curriculum, targeting students at their learning level.
At Baringa we engage in a variety of assessment practices including assessing for, as and of learning. We use this information to scaffold students learning by breaking down mathematical concepts into smaller more manageable skills. Where possible we employ hands on learning activities and provide opportunities for students to transfer their skills into real life situations.
This systematic approach allows students to build a solid mathematical foundation, building on previous knowledge to ensure they progress in their learning and throughout their schooling.
Respectful Relationships
The Resilience, Rights and Respectful Relationships learning materials have been designed for teachers in primary and secondary schools to develop students’ social, emotional, and positive relationship skills. Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing. It also reduces antisocial behaviours including engagement in gender-related violence.
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The Resilience, Rights and Respectful Relationships (RRRR) learning materials cover eight topics of Social and Emotional Learning across all levels of primary and secondary education: Emotional Literacy; Personal Strengths; Positive Coping; Problem Solving; Stress Management; Help Seeking; Gender and Identity; and Positive Gender Relationships.
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The teaching and learning materials use a range of collaborative learning activities such as paired sharing, small group problem solving, scenario-based discussions, skill development exercises, role plays, storytelling, games, experiential activities, and class discussions.
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As a Respectful Relationships school, we promise all employees, students, parents/carers, volunteers and visitors to our school will be treated with dignity and respect regardless of their sex, gender, identity, socioeconomic status, cultural background, sexual orientation or level of ability.
Indigenous Calendar
Baringa School has developed an Indigenous Calendar and Curriculum Resource, that supports the school to implement the Child Safe Standard - Creating Culturally Safe Environments in schools.
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Baringa is committed to establishing a culturally safe environment for our Aboriginal and Torres Strait Islanders students that acknowledges the importance of reconciliation and education within our school community.
Our Indigenous Calendar and Curriculum Resource document is a starting point for our school community to celebrate, learn, acknowledge, and educate our staff and students on Indigenous culture and customs, history and our commitment to reconciliation.
The significant dates that are celebrated in this calendar were decided on through consultation with the school’s KESCOs, local GunaiKurnai elders and GLaWAC representative.
Each date that is celebrated has educational activities for students and staff professional development based on each date’s significance to our Indigenous community.
Functional Life Skills
Functional Life Skills are the practical, everyday skills that help our students become as independent as possible and participate meaningfully in their homes, school, and the wider community. These skills focus on what students need to successfully manage daily life, communicate with others, make decisions, and take care of themselves.
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At Baringa, Functional Life Skills are taught through structured, hands-on learning experiences that are meaningful and relevant to students’ lives. Rather than learning skills in isolation, students practise them in real or realistic situations so they can understand how and when to use them.
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This learning may include activities such as hygiene routines, kitchen skills in using a variety of tools to prepare and cook food, organising personal belongings, following daily routines, managing money, communicating needs, safety in the home and in the community, travelling in the community, and working cooperatively with others. Students are supported to break tasks into manageable steps and gradually develop the confidence and capability to complete them more independently.
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A key focus of our program is building independence. Staff use explicit teaching, modelling, visual supports, and guided practice to help students learn new skills and progressively reduce support as students gain confidence. Another important focus is the transfer of skills across settings. Students are encouraged to apply what they learn in different environments, such as the classroom, kitchen, playground, and community, so that skills can be used in everyday life beyond school.
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By teaching Functional Life Skills in authentic and meaningful contexts, we help students develop the confidence, independence, and practical abilities they need to navigate daily life and participate actively in their community.
Information technology
At Baringa School, digital technologies are integrated purposefully to enhance student engagement, improve access to learning, and support positive educational outcomes. Technology is used as a tool to enrich teaching and learning, providing students with meaningful opportunities to develop the knowledge and skills required for an increasingly digital world.
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Every classroom is equipped with a dedicated and often interactive learning screen, enabling teachers to deliver engaging, explicit instruction to whole classes, small groups, and individual students. These displays support the use of worked examples, visual representations, multimedia resources, and interactive learning experiences that make concepts more accessible and promote active student participation.
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To ensure equitable access to digital learning, all Lower Primary students are provided with a 1:1 iPad loaded with Department-approved applications that support our evidence-based literacy and numeracy programs. Students in Upper Primary, Secondary, and the Senior Learning Centre (SLC) are provided with an individual laptop computer to support learning across all curriculum areas.
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Digital technologies are embedded across the curriculum and are used intentionally to enhance learning, foster independence, facilitate communication, and provide students with multiple ways to access, engage with, and demonstrate their learning.
Camps and Excursions
At Baringa School, camps and excursions are valued as an integral part of our educational program, providing authentic learning experiences that extend beyond the classroom. These experiences enable students to apply the knowledge and skills they have developed at school in meaningful, real-world contexts, promoting confidence, independence, and personal growth.
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School camps provide rich opportunities for students to develop and generalise their functional life skills, including communication, social interaction, self-care, problem-solving, and independence. Through shared experiences, students build positive relationships, strengthen teamwork and resilience, and develop the confidence to navigate new environments and routines.
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Camps and excursions are offered to student at various levels and are carefully planned to ensure they are safe and inclusive. The duration, location, and level of support are tailored to students' age, stage of development, and individual needs, ensuring that all students can participate successfully and benefit from these valuable learning opportunities.
Swimming program
A swimming program is offered to students at all ages each year at Baringa. The goal of the program depends on the age and ability, however focuses included, water familiarisation, water At Baringa School, students have the opportunity to participate in an annual swimming program designed to support the development of lifelong water safety and swimming skills. The program is offered across all year levels, with learning experiences tailored to students' age, stage of development, and individual needs.
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The focus of the swimming program varies according to each student's abilities and goals, and may include water familiarisation, water safety, confidence in aquatic environments, functional swimming skills, and the development of social and communication skills. Through structured, supportive instruction, students are encouraged to build confidence, increase independence, and develop the skills needed to participate safely and successfully in aquatic environments.
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The swimming program forms an important part of Baringa School's commitment to providing meaningful, real-world learning experiences that promote student wellbeing, independence, participation in the community, safety, functional swimming skills, and social skills.
