Intervention to support learning at OLHC takes a number of different forms. Most commonly, teachers and learning support officers (LSO’s) will support students within the classroom learning space, including in small groups and one to one. At times, additional boost groups may be created by teaching and support staff in order to provide extra learning opportunities to students.
OLHC also utilises a range of intervention programs that are additional to classroom teaching. We strive to ensure that our programs are evidence-based and suit the needs of the students participating in them. Some of our current programs include:
● MiniLit reading intervention: an evidence based, explicit and effective early literacy intervention program for teaching reading skills to students in years 1 and 2.
● MacqLit reading intervention: an evidence-based, explicit and systematic program for older readers, teaching reading skills such as phonemic awareness, phonics, fluency, vocabulary and comprehension.
● SPELD Intensive Literacy Program: focuses on phonics, grammar and punctuation skills for students in Grades 3-6
● Junior Elementary Maths Mastery Series (JEMMS): part of the Maths Mastery Series which uses direct instruction to target 10 strands of Mathematics taught in Australian schools, and includes strategic thinking and problem solving. This is currently running in years 4 and 5.
● Hands on Learning: a practical school program in partnership with Save the Children that builds wellbeing, engagement, leadership and attendance by creating opportunities for students to experience success through authentic hands-on projects. Hands on Learning is currently offered to students in years 5 and 6.
In addition to the formal programs listed above, OLHC also offers the following informal supports in some
● Occupational Therapy Groups: a small number of LSO’s have worked closely with a paediatric OT over a number of years, and are now able to use this learning and programs that have been developed for OLHC in order to support students with fine motor, gross motor and sensory integration needs.
● Social Group: allows students to practise play and emotional regulation skills in a small group environment. Resources for this include Zones of Regulation and The Resilience Project.