our college: junior

Learning Differentiation

The Middle Years likely form the greatest learning variability of a child’s schooling career. Students of the same age vary greatly in intellectual development, as they do in physical, emotional, and behavioural development. At Trinity we address each student’s individual needs, interests, and modes of learning through an evidence-based systematic approach to planning instruction for diverse learners.


Trinity is a proudly non-selective school, but we understand that students with extraordinary talents need to be extended beyond the core content, to work at higher levels demanding greater complexity of thought. In order to meet the needs of intellectually gifted and academically talented students we offer a range of challenging, age-appropriate learning experiences and programs which clearly focus on further advancing the learning and academic outcomes for these students.

Students in the younger year levels are provided with opportunities to experience different workshops aimed at extending students in a range of areas. In Year 3 there are project-based experiences where students extend on concepts and skills taught in the classroom. From Year 4, extension is offered in the areas of Maths and Literacy. Currently our Year 5 students also have the opportunity to learn and use debating skills and compete against other Gold Coast schools, as well as compete in the Public Speaking Competitions.


In Prep to Year 3 we offer MiniLit/MacqLit to selected students as an intervention program. This intensive program provides students with additional support in the fundamental areas of reading and writing. Students are assessed and placed within groups based on individual needs and are removed from the program either on completing of all lessons, or once working at year level. Extra support is also provided in the classroom by learning assistants and teachers to support Mathematics and other curriculum areas.


Research shows that from Year 3, in-class support is most beneficial to student learning. This support is provided in class by additional teachers and learning assistants. Grouping is fluid depending on the needs of students in that learning area. Year 4/5 students undertake a differentiated program based on their individual Literacy needs. 


Differentiation in our classroom programming and student goal setting is extremely important and this is yet another way in which we can meet the needs of students, offering an individualised approach and providing rigorous learning for all.