Welcome to the Woden School
This school offers a unique supported high school and college program to eligible students who meet the ACT Disability Criteria. This includes students who have an intellectual disability which may be accompanied by a range of medical conditions, or additional sensory, physical or behavioural disabilities. Small class sizes ensure that students receive a high level of individual instruction.
Students commencing in year 7 are enrolled in adapted and modified courses of study directly reflecting the National Australian Curriculum. Our teachers are recognised nationally as leaders in differentiating the curriculum for students with disabilities. Like their mainstream peers students study core curriculum subjects, select electives according to individual preferences and participate in a range of exciting and age appropriate extra-curricular high school enrichment activities. Year 10 certificates are awarded at the end of their year 10 studies.
Depending on eligibility and personal choice, students then follow the natural transition pattern of other students enrolled in government schools in the ACT.
For many year 10 students, this means a very supported transition to the local college – Canberra College. Others may elect to transition to other supported college settings in the ACT according to where they live. Some are eligible to remain at the Woden Secondary College Program. All college courses are approved and recognised by the Board of Senior Secondary Studies (BSSS). The courses have been carefully adapted and modified by teachers to ensure that students are enrolled in relevant and meaningful courses that provide opportunities for success. Students who elect and are eligible to continue their college studies at the Woden School enrol in courses of study that result in either a Modified Year 12 Certificate or a Secondary College Record. A variety of ASDAN BSSS registered units (see curriculum information) are offered.
All students and their families and carers are progressively supported to plan for a range of transition and post-school options. National and international research tells us that identifying and planning options needs to be well coordinated to ensure that young people have maximised opportunities to be contributing members of our community. Much effort is put into the Individual Learning Plan process and while the school seeks and fosters opportunities for partnerships with support agencies, training organisations, other schools, employers and other community groups our most important partnerships are the ones we forge with students and their families.