Call us on (08) 6240 4040
Email: roseworth.esc@education.wa.edu.au

Term 4 2018

Oct 12th - Jiggle Jam Competition
Oct 16th - Free Dress Yr6 Fundraising
Oct 16th - P&C Meeting 2 PM
Oct 22nd to Nov 2nd- Swimming Lessons
Oct 30th -  Waste Free Lunch
Nov 1st - Outdoor Classroom Day
Nov 8th - Lunch DISCO Yr6 Fundraising
Nov 9th - SDD- Pupil Free
Nov 19th to Nov 23rd - Open School/Art Show
Nov 19th to Nov 21st - Book Fair
Nov 21st - 10 Yr CElebration RPS/Sausage Sizzle
Nov 29th - P&C Meeting 2 PM 
Dec 6th- Waste Free Lunch
Dec 7th- PP-Yr5 Awards Assembly 9 AM
Dec 11th- Center Lunch
Dec 12th- Yr6 Graduation/Reports Home
Dec 13th- Students Finish

Useful Links

Education Support North Network
Roseworth Primary School
Department of Education
North Metro Regional Ed Office
Schools Plus
School Bus Service
Disability Services Commission


At Roseworth Education Support Centre, our academic focus is English, in particular oral communication, and Mathematics. All students are on Individual Education Plans, a program that is tailored to their unique individual needs. Depending on the needs of the student, the program can be predominately academic based, life skills based or a combination of academic and life skills.

Our curriculum is based on the Australian Curriculum and, depending on the needs and abilities of the student, all subject areas are taught. The main pedagogies used are;
    Direct Instruction (DI) 
    DI is a method of teaching that is based on behaviour analysis techniques and mastery learning:
    • Is designed to teach more in less time.
    • Has been labelled 'faultless' instruction
    because the wording is unambiguous, lessons are structured in such a way that student errors are minimised and learning is maximised through repetition.

    Treatment and Education of Autistic and related Communication-handicapped Children (TEACCH) 
    The TEACCH programme offers individualised instruction emphasising skills appropriate for the child's age and developmental level in a highly structured learning environment. The curriculum is developmentally sequenced and functionally based. General domains for skill development are communication, socialisation and practical skills. The learning environment is clearly defined with concrete physical boundaries. Separate areas are designed for specific activities including independent work stations, play areas, and group work areas.

    A personal schedule is designed for each student. The daily routine is displayed visually through picture symbols, photographs, line drawings, and written words in a top to bottom or left to right progression. The student is taught to manipulate the schedule independently.

    Applied Behaviour Analysis (ABA) 
    ABA focuses on teaching small, measurable units of behaviour in a very systematic way, called discrete trial training (DTT), initially with physical, verbal or visual prompts. A task is broken down into small steps and taught in a one on one situation. Teaching trials are repeated many times, initially in rapid succession, until the student performs a response readily without prompts. To maximise a child's success, emerging skills are practised and reinforced in many less structured situations (generalised) e.g. group activities in class, on excursions, and at home.

    ABA helps children develop their social, academic, self-help and behavioural skills needed to interact with others and to cope with the challenges of everyday life. It is a highly structured program designed to meet the individual requirements of each child, while building the foundations for life-long learning including reading, writing, mathematics, and communication, gross and fine motor skills, and daily living skills.


AUSLAN is the language of the deaf community. It is recognised and utilised by members of society who effectively communicate using their hands to speak and facial/body expressions to enhance meaning of dialogue. Our school's aim is to proactively teach students how to positively engage in meaningful conversations with members of society who are completely deaf, have hearing impediments or hearing loss, bridging the invisible divide between hearing and silence. It also gives student who have communication difficulties another avenue to express their needs and wants.

Programs are devised and structured to tailor our diverse student population; for example, from teaching younger students the alphabet, numbers or how to sign their name to teaching our seniors about the history of the deaf community, creating and presenting role play scenarios. Effective methods of teaching are deployed from learning through games to utilising the interactive whiteboard accessing online resources. Signing is also utilised in the junior classroom to support programs such as guided reading sessions. AUSLAN is an important part of our school's curriculum and its' ethos is instilled in our students.

Community Access

Accessing the wider community is an important aspect for our school population. It takes skills taught in the classroom such as turn taking and utilising good manners and encourages their use in an unfamiliar environment. Our school provides opportunities for students to actively engage within local and wider communities through programs that are embedded in our school's curriculum such as:
  • Riding for the Disabled
  • Gardening our vegetable allotment at Landsdale Farm
  • Ten Pin bowling at Warwick Supabowl
  • Walking to Hainsworth Community Centre
  • Accessing public transport
  • Attending art festivals
  • Travelling by ferry across the Swan to the Perth Zoo
  • Attending a yearly show in Kings Park.
  • Senior students are involved in an array of activities throughout their last primary year, socially interacting with the mainstream cohort. Activities may entail indoor rock climbing to social skills building during a whole day excursion.
  • Shopping centre visits

Protective Behaviours

The Centre runs a Protective Behaviours Program in every classroom every year. The topics of 'We all have the right to feel safe all of the time' and 'Nothing is so bad that you can't tell someone' encourage students to identify their feelings and emotions (especially safe and unsafe), develop networks of people who can assist them when feeling unsafe, good and bad secrets and 'Friendship Circles.'

Values Program

The whole campus has implemented the You Can Do It Program with planned lessons each week. The five focus area are; Confidence, Resilience, Persistence, Organisation, and Getting Along

Values certificates are presented at assemblies to recognise positive actions and student work is displayed in the undercover area.

There is also a whole campus focus on Manners. A specific focus is highlighted each week. The students are instructed on the correct usage and receive rewards for their lovely manners.


Each year the senior students are given the opportunity to attend a dance program at Burbridge School. At the end of the year all the schools put on a performance for their families and the other schools.


Computers, iPads and complementary technology such as the Electroboards, which enable the students to engage in a wide variety of activities, can be found in every classroom to enhance the students learning experience. Other technologies used to aid or record daily learning are the digital camera and video recorder.

All students are taught computer skills which can be applied in a variety of settings. The iPad gives individual students the opportunity to practice their skills and learn new ones using engaging applications. Each iPad allows access to tools to support speech, telling the time, using money, reading stories and drawing on their creative energies.
I am often asked to describe the experience of raising a child with a disability – to try to help people who have not shared that unique experience to understand it, to imagine how it would feel. It's like this…read more
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