Inclusive Education

DEBATING

This year marked an exciting change in the debating programme at Trinity college, that sought to develop and grow this important co-curricular activity at the college. This change was the creation of a new, independent Trinity debating tournament, which promised to provide younger students with countless opportunities to enhance their debating skills.

With a new debating system in place, there was immense positive interest from the younger years, with many students keen on trying out debating and building their public speaking skills. In addition to these younger students, there were a handful of new senior students participating in the programme.

The senior debaters (Year 11 and 12 students) were enrolled in the WADL competition at the senior level, were they competed in a combination of both prepared and improvised debated. Students were tasked with using a prowess of rhetoric devices a to present convincing arguments towards topics such as ‘That we should have mandatory sexual education for home-schooled students’ and ‘That the government should have unrestricted access to people’s data in order to prevent crime’. The senior teams debated in a professional and astute manner that ensured these teams were a strong opposing force for any competitor. The younger debaters were involved in the Trinity debating tournament, led by both Ms Katie Rolston and the senior students. This tournament firstly involved teaching the younger students the integral concepts that formulate the art of debating. With a variety workshops led by senior students, the younger students explored the three M’s of debating; Matter, Manner and Method.

After this learning process, the younger students were ready to debate. Teams comprised of students from varying year groups would compete in morning debates, initially focussing on classic topics such as ‘That video games containing violence be banned for children?’ but then moving to more advanced topics such as ‘That Australia should become a Republic?’ and ‘That we should regret the rise of eco-tourism’. This range of topics allowed students to learn an immense array of new knowledge surrounding contemporary issues, as well as significantly enhance their public speaking skills.

It has been a privilege to watch these young debaters grow over the course of the year, with all of them dramatically boosting both their confidence and debating skills. I sincerely hope that Trinity continues this independent tournament and I can’t wait to hear about the future growth of debating at Trinity College.

Jeremy Hansen (12.4)

Jeremy Hansen (12.4)

INCLUSIVE EDUCATION

Ms Lissa Coleman

Inclusive Education incorporates: 1. supporting students with disabilities 2. Gifted & Talented programs 3. Post Compulsory Schooling pathways.

In 2018, the Inclusive Education Department acquired a new classroom to accommodate our ever-increasing student population. In AG10 we have a room that is multi-purpose, colourful and vibrant. Once again, we have strived to provide opportunities for our students that go above and beyond merely education support. We are mentors for those students who face challenges with their work, their relationships with other students or simply communicating their concerns or anxieties. The centre is always full of students who are learning that effort and resilience pay dividends in the long term.

Trinity again hosted the All Schools Philosothon in 2018, which was an exciting opportunity for our students to participate in Communities of Inquiry. Judging by the enthusiastic contributions by all students, they thoroughly enjoyed themselves.

Our Learning Support teacher for Years 7 and 8, Ms Donette Firkins, has continued to provide literacy and numeracy support for these year groups. She also provides teachers with professional development in the best ways to support and guide our students with special needs. Her steadfast commitment to provide the best educational environment for our boys is commended.

Ms Firkins is also the Gifted & Talented Coordinator and has provided some wonderful opportunities for our students, with great success. An increasing number of our boys are benefitting from her expertise and professionalism. Flex classes and outside competitions have increased. Explicit teaching of philosophical thinking, capabilities and how to construct a logical and theory-based argument is just one aspect of her teaching in the Flex classes.

Ms Leanne Allan, Speech Pathologist, works predominately with the Junior School and Middle School, providing intervention, therapy and diagnostic testing at the College. This year, she has extended her programs to working with small groups of ‘social detectives’, who are on the hunt for social clues, working out the best way to interact with others.

Mr Ben Russell, Certificate II Business, provides a bespoke program for students who need a more ‘hands on’ approach to their learning. He has also been coordinating Post Compulsory Schooling pathways and work placements for our boys; designing and organising more thoughtful and appropriate placements for them. Through community involvement and reallife experiences, our boys are given opportunities to transfer the skills they have learnt at school to a variety of contexts and environments. These opportunities develop the student’s confidence in gaining successful employment or pursuing further study options after school.

INCLUSIVE EDUCATION

Support continues for all our students where the department endeavours to provide equity and fairness. Support includes testing, case management, identifying and communicating with parents, special exam arrangements, course counselling and selection, decision making about how resources are to be used throughout the College and staffing. With expanding knowledge, time and staffing, Inclusive Education will move further forward in 2019.

Trinity College is truly an inclusive educational environment that produces students who have strong ideals, who are well rounded and who are Men for Others. Our students don’t just listen to rhetoric; they are active participants in the community as they learn, grow and strive for personal excellence. Education Support provides all our students with opportunities to excel. Intervention programs, such as QuickSmart, Sound Way to Reading, Writing and Spelling, Cert 11 Business and MAQLIT, could not be delivered without the support of the College leadership team. These are programs that are research-based and have proven to be very successful.

Good support and effective inclusive programs do not just happen. They are the result of careful and strategic planning, generous resource allocation and the neverending but beneficial process of reflection and change. The Inclusive Education team has changed direction many times over the past 12 years and I am proud to lead this dynamic and motivated team. The boys at Trinity benefit extensively from the committed and dedicated education assistants who are masters of every year level and every subject. The phenomenal amount of expertise and knowledge they bring to each classroom is truly impressive and I thank Mrs Catherine Ryan, Mrs Donna Landon, Mrs Fiona Pagano, Mrs Jodie Green, Mrs Sue Wheeler, Mrs Sara Pounder, Ms Amy Duke, Mr Will Brock (’04), Ms Rebecca Lawson and Ms Rebecca Neveldsen for their hard work and dedication.

Ms Lissa Coleman

Director of Inclusive Education