Support Unit

Doonside Public school has four Multi-Categorical (MC) support classes, catering to students from Early Stage 1 through to Stage 3. The structure of each class is reviewed annually and is designed to reflect the unique cohort of students enrolled each year.

Class groupings are based on a combination of:

Chronological age
Student ability
Individual learning and support needs

As a result, some classes may include a diverse age range, spanning from Kindergarten (K) to Year 6. Despite this flexibility, every effort is made to align classes with equivalent mainstream groupings—such as infants (K–2) and primary (3–6) stages to maintain consistency in curriculum delivery and social development opportunities.

This flexible structure supports inclusive practices while ensuring each student receives an educational program tailored to their developmental and learning profile.

Curriculum Delivery

Students in the support unit access a differentiated and individualised curriculum based on the NSW syllabus, tailored to meet their diverse learning needs, strengths, and goals. Programs are designed to support students working at a range of levels—from those requiring intensive support to those who are gifted and talented.

Where appropriate, students engage with mainstream stage-based outcomes, with content and assessment adjusted to ensure accessibility and success. For students with higher support needs, Life Skills outcomes may be used, focusing on communication, independence, social-emotional development, and functional academics.

Gifted and high-potential students are extended through enriched learning tasks, problem-solving activities, and cross-stage opportunities that promote critical thinking and creativity. Teaching and learning are guided by each student’s Personalised Learning and Support Plan (PLSP), with an emphasis on engagement, flexibility, and high expectations for every learner.

Playground

Students in the support unit are encouraged to actively participate in the playground and outdoor activities alongside their peers from mainstream classes. Supervised playtimes provide valuable opportunities for students to develop social skills, independence, communication, and friendships in a natural and supportive environment.

Staff facilitate positive peer interactions, promote inclusion, and offer support where needed to help students navigate social situations confidently. The playground is seen as an important extension of the classroom—where learning continues through play, collaboration, and connection with the wider school community.

Orientation Program

Our Orientation Program is designed to support a smooth and positive transition into the support unit for both students and their families. Whether a student is starting school for the first time or transferring from another setting, we offer a gradual, flexible orientation process tailored to individual needs.

The program may include:

School tours for students and families
Meet-and-greet sessions with teachers and support staff
Opportunities to explore the classroom environment
Play-based visits to build familiarity and confidence
Sharing of important information through transition meetings with parents, therapists, and previous settings
Collaborative development of Personalised Learning and Support Plans (PLSPs)

Orientation aims to build trust, reduce anxiety, and create a sense of belonging from day one. We work closely with families and support networks to ensure each student’s transition is supportive, respectful, and aligned with their individual needs.

Integration

At our school, we value and promote the integration of support unit students into mainstream classes and activities wherever appropriate. Integration is individualised and based on each student’s strengths, interests, and readiness, with a focus on building confidence, independence, and social connections.

Integration opportunities may include:

Attending mainstream classes for specific subjects or lessons
Participating in school-wide events, such as assemblies, sport, excursions, and performances
Joining peer programs or classroom projects alongside mainstream students
Collaborative teaching or support from School Learning Support Officers (SLSOs)

The goal of integration is to ensure students in the support unit are valued members of the whole school community, with access to a rich, inclusive learning environment. Decisions about integration are made in consultation with families and reviewed regularly as part of the student’s Personalised Learning and Support Plan (PLSP).