Inside the Pathways Hub

Girton has a long and proud history of being an open entry school, and a strong track record for striving to meet the learning needs of every child, as required by law and as espoused by the School values related to inclusive education. In this sense, what is going on the new “Hubs” is not necessarily new, but how teachers are going about their business is different, and so far, staff love what they see, and students are enjoying their new Pathways .

Teachers have long known that no two learners are alike and that altering what they teach or how they teach is the only way to reach every student. This can be challenging when curriculum requirements are rigid, and time is limited. At the start of this year, some of the students who previously received a certain level of learning and wellbeing support through what used to be known as the LRC and HQ were invited to join the new “Hubs” – more on the name of the new services later.

Mr Nigel Vernon and Mr Dennis Garoni, along with three colleagues, are the main drivers of the Pathways Hub and they describe what they do as finding the spark that lights educational fires.

“It is early days, but I think the reason that our new approach to inclusive learning is showing strong signs of being so successful is that it is interest and ability based.

“We used to run small workshops for students who struggled academically, and provide extra tuition in curriculum content, and this is very effective for most students.

“But in every genuinely open-entry school, there is a portion of the student population where going over curriculum content at a slower pace and breaking it down into smaller pieces will never be enough for some students to reach their potential.

“About 25% of the general population has learning difficulties, and about half of these will require more than simple repetition or reinforcement.

“What we are doing in the Pathways Hub is finding another way for these students. The key, I believe, is the provision of curriculum content that is based on the students’ individual interests, and delivery of content based on ability, not age,” Mr Vernon said.

While Mr Vernon continues to talk about individual learning goals for each child, Mr Garoni is looking at pictures of tractors on his screen.

“Here is a classic example of what we do,” Mr Garoni says.

“One of our students hopes to join the workforce as a heavy machinery driver. He is very capable of driving and very enthusiastic, but he still needs literacy, numeracy and other knowledge to pursue his career to the fullest.

“At the moment, this student is immersed in a project-based learning task that covers the curriculum requirements of History, Geography, Science and English.

“He will deliver an oral presentation describing his experience of keeping a driving logbook and his experience of teaching someone else how to drive heavy machinery.

“He will write a persuasive piece about the benefits of a career in earthmoving and he is honing his skills on text structure, analysis and inference by comparing and contrasting advertising materials and industry reviews of two different types of similar heavy vehicles.

“The curriculum is more flexible than you might imagine, allowing us to adapt it to suit the passions of students. As long as the specific curriculum competencies can be satisfied by students as well as assessed, we can adjust curriculum content to spark interest.

“If this means writing about surface-to-air missiles or describing how to make a fishing lure, so be it.

“The difference in the level of student engagement when individuals are immersed in subject matter that excites them is astounding.

“This adaptation of curriculum content takes time, but it is essential for these students. I would describe it as life-changing for many students and their families because it is the difference between school avoidance and school attendance.

“The student interested in driving heavy machinery is on our VCAL pathway, so he also works one day per week at an earthmoving company, bringing to life all that he has learnt at school.

“His future is incredibly bright, and because of this, he happily immerses in all that Girton has to offer, not just within the Pathways Hub,” Mr Garoni said.

Girton has six other students currently working one day per week in the workforce at places such as Bunnings, Righteous Pups and in child care. This work-based training is organised via the Student Futures department and these students are aiming to go straight into employment after completing a year 12 VCAL Certificate which will allow them to go directly into TAFE after Year 12 and University courses via their TAFE qualification, later on, if they wish.

There are currently thirty-three students in the Giton Pathways Hub, ten of whom are full-time Pathways students and twenty who attend mainstream classes as well as Literacy and Numeracy training in the Pathways Hub.

At any given time, approximately 14 students are undertaking a class in the Pathways Hub. The group is multi-age because it is ability based, and each student in the class is focused on their own learning goals.

Mr Vernon explains that while content is interest-based, students are undertaking Numeracy and Literacy training that is evidence-based and targeted to student ability.

“In the Pathways Hub, the curriculum is integrated and targeted at skill development. For example, we are using MiniLit programme in the Junior School, which carries over to MacqLit for Senior School students.

“MacqLit (Macquarie Literacy Program) is for small group instruction to address specific Literacy deficits.

“It is is a systematic reading intervention program which we have been trained to deliver, and it is specifically aimed at readers who have difficulty with word recognition.

“It provides a comprehensive, easy to follow, sequence of lessons that includes all the key components necessary for effective reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension,” Mr Vernon said.

When asked what has surprised them so far about the running of the Pathways Hub, Mr Garoni and Mr Vernon reply virtually in unison.

“We are blown away by how quickly the students have adjusted to the system. The amount and quality of academic work that they are achieving is astounding.

“One mother emailed us wondering what on earth we had done with their child because he is so vastly changed since being in the Pathways Hub.

“That same child, not previously known for being chatty, proudly toured our new provisional psychologist around the school, chatting animatedly about his friends, his classes and co-curriculum,” Mr Garoni said.

When asked where the real gold is in the Girton Pathways Hub; if there was one def