Diverse Learning in the Junior School

Our College is committed to enabling each child to develop to his or her God-given potential through the provision of services to maximise inclusiveness in learning and cater for students’ diverse learning styles and academic needs.

A Quality Differentiated Classroom Environment

Class teachers provide a stimulating and differentiated curriculum to meet the needs of all learners.  Learning experiences are designed to be flexible to meet the lesson objectives and evaluated across content, process, product and environment.

In recent years, with the support of our onsite Occupational Therapist, staff have implemented movement breaks into the learning periods resulting in numerous benefits for all students including increased motivation, focus, stress reduction and ability to learn.


Progress and Ongoing Feedback

Our staff are rigorous in monitoring your child’s progress and our commitment to parents and caregivers is to inform you of our observations in an early and timely manner.

As such, the College continues to refine processes for providing parents with information regarding student progress through the release of results and feedback as they occur in the classroom setting. We believe that continuous feedback is a powerful tool that helps to identify and address problems promptly and leads to improved student performance.  Parents and Caregivers will still be supplied with an end of Semester Report.


Early Intervention

Early intervention is a primary goal of the College. Speech, language, fine and gross motor and visual perception and hearing screening occurs amongst Prep students during Term 1. Screenings are undertaken by the College’s on-site speech pathologist and occupational therapist, allowing us to better identify and cater for our students’ educational needs.

Ongoing assessments of student literacy and numeracy skill development are used to assist with prioritising support for learning.  This begins with students completing the Brigance Screening Tool during Prep Orientation days, followed by close monitoring with Initial Lit reviews in Prep to Year 2.  Summative PAT assessments for Reading Spelling and Mathematics are used in Years 2 to Year 6 to monitor and track progress.

NAPLAN testing for students in Year 3, 5, 7 and 9 are administered as per government requirements.


Our son arrived at Prince of Peace in need of a safe environment, with his health, happiness, confidence and spirit in a dangerous place. He now feels so excited about his future prospects; he is so happy, gaining confidence and feeling well. — Mrs N

Learning Support

Ongoing assessment of student literacy and numeracy skill development are used to assist with prioritising support for learning. Students can be supported in a number of ways including:

  • small group options,
  • personalised 1:1 support, and/or
  • a differentiated curriculum within the context of an Individual Education Plan/Adjustment Plan/Behaviour Plan

Key programs used in the small group option include, MiniLit, MultiLit and the Multisensory Structured Language approach.

To ensure all students can access the curriculum on the same basis, our specialist support teacher:

  • Case manages students with a verified disability;
  • Guides and assists with support to students with learning difficulties;
  • Supports classroom teachers with curriculum differentiation; and
  • Liaises with stakeholders such as staff, parents, administration and other professionals.

Support is constantly monitored and whilst some children may require ongoing support others may access short term programs before returning to a quality differentiated classroom environment.


Support Services at the College

Support services, including speech pathology, occupational therapy and psychology, are provided on-site or at providers’ practices on a fee-for-service basis.