Teaching & Learning Overview
Teaching & Learning
Structuring Functional Independence (SFI)
The SFI framework, adapted from the TEACCH Autism Program and aligned with the Victorian Teaching and Learning Model 2.0, underpins how we structure the classroom learning environment at Croydon SDS. SFI uses evidence-based strategies to support students to access all areas of the curriculum and further develop independence and autonomy. Highly organised learning spaces, visual supports, consistent routines, and structured work systems, reduce cognitive load. This structure promotes clear understanding for students to know where to be, what to do, how to do it, and when tasks are finished. SFI includes individualised schedules, levels of prompting, individualised work stations, and transition tools, enabling students to develop autonomy, engagement, and confidence. This approach creates predictable, supportive environments that foster success for every learner.
Teaching & Learning
Curriculum
Croydon SDS provides a broad curriculum enabling students to develop and generalise skills across programs. Each section of the school follows an age respectful curriculum with developmentally appropriate goals.
- Early Education Program (EEP) – Victorian Early Years Learning and Development Framework
- Foundation to year 9 – Victorian Curriculum
- Year 10 to 12 – Victorian Pathway Certificate (VCAA accredited)
Literacy and wellbeing skills provide our students with a strong foundation for all learning; this is reflected in the delivery of programs across the school.
At Croydon SDS, we understand that communication for each individual student is a fundamental right and a necessity to enable them to access the curriculum and their learning programs effectively. Communication is explicitly taught throughout the school. Teachers support students to use multi-modal communication depending on the student’s preferences (including speech, sign, visuals, books or devices) and information is thoughtfully presented for students to understand and follow. Each classroom has a Pragmatic Organized Dynamic Display (PODD) Communication Book available for use by all students, and if they have one, students are encouraged to bring their communication devices to school.
Student voice (both verbal and using communication supports) and agency (active participation in choice and decision making about yourself and your learning) are strongly promoted and supported at Croydon SDS. These are important foundations to enable students to fully participate and contribute in their school, home and community.
Mathematical skills enable students to better understand the world around them by developing a vocabulary to include colour, shape and size. Students also learn to manage and use resources such as time and money. At Croydon SDS we provide hands-on and engaging tasks that provide authentic connections to mathematical concepts at the students level.