Monitoring and progress
At South East LDC, we carefully track each child’s learning and language development. Our team works together throughout the year to make sure every child is supported in the way that suits them best.
- Oral Language Assessment (Term 1): Teachers complete one-on-one language testing with each child. Speech pathologists observe students in the classroom to understand how they use language in everyday learning and play.
- Progress Reviews (End of Terms 1, 2 & 3): Teachers and speech pathologists meet to review classroom language goals and adjust them for individual students as needed. These goals form your child’s Individual Language Plan, which is shared with families.
- School Reports (End of Terms 2 & 4): You will receive reports showing your child’s progress in oral language and other curriculum areas.
- Case Conferences (As Needed): Meetings with parents, teachers, speech pathologists, and leadership staff may be arranged to discuss your child’s progress and next steps.
- Transition Planning (Terms 3 & 4): When considering if a child is ready to return to mainstream school, we review a range of information — including language assessments, classroom learning, and social-emotional development. This is discussed with families at a case conference.
Modified Curriculum
South East Language Development Centre is a Western Australian Department of Education school and part of the Statewide Speech and Language Service. The Centre provides targeted early intervention for children whose primary difficulty is a language disorder.
Each student has an Individual Language Plan, developed using data from class teachers and speech pathologists.
Teaching is guided by six key areas of language:
- understanding words (semantics),
- telling stories (narrative),
- hearing and using sounds (phonological awareness),
- understanding language (comprehension),
- grammar (syntax),
- and social skills (pragmatics).
We use modified versions of the Western Australian Curriculum in English, Mathematics, Science, Humanities and Social Sciences, Health and Physical Education, Technologies and the arts.
A key focus is building early reading and writing skills through explicit teaching of sounds, letters, handwriting, and supported reading and writing activities.
