Why Foundation?
Students requiring targeted intervention benefit from an environment that brings them together with peers requiring similar support, provides explicit teaching and guided practice, reinforces understanding through clear routines and scaffolded learning and develops the organisation, resilience and independent learning habits needed for long-term success. This approach reflects the Liberating Education touchstone of the EREA Charter: ensuring every student is known, supported and empowered to grow in confidence, capability and dignity as a learner.
Program Structure
English
Year 7, 8 and 9
Curriculum Alignment: Aligns with the ACARA English curriculum with students being supported through smaller class sizes, greater scaffolding and targeted teaching to improve students' literacy skills. English Foundation works through the same topics and assessments as the rest of the cohort within these adjustments.
Assessment Design: Students are assessed against all year-level English ACARA achievement standards.
Humanities
Year 8 and 9
Curriculum Alignment: Aligns with the ACARA HASS curriculum with an emphasis on literacy development.
Assessment Design: Students are assessed against all year-level HASS ACARA achievement standards.
Mathematics
Year 7, 8 and 9
Curriculum Alignment: Aligns with the ACARA Mathematics curriculum; however, it is narrow in focus and students are not exposed to all ACARA achievement standards, providing more time for deeper learning of essential skills.
Assessment Design: Students are assessed against most year-level Mathematics ACARA achievement standards. Assessment conditions are modified to support student learning.
Science
Year 8 and 9
Curriculum Alignment: Aligns with the ACARA Science curriculum. Students cover the same content and skills as the rest of the cohort, but with increased flexibility, smaller class sizes, greater scaffolding, chunking and a slower pace of learning to target the key concepts and skills required for success.
Assessment Design: Students in Science Foundation are assessed against all ACARA achievement standards.
Students enrolled in a Foundation Program with an approved Learning Support Plan will still have access to all adjustments outlined in their Plan.
A Commitment to Social-Emotional Wellbeing
At St Laurence’s College, wellbeing is foundational to learning. Teachers within the Foundation Program work closely with students to build strong relationships, establish positive routines and create a learning environment where boys feel supported, known and capable of success. Student wellbeing and engagement are regularly monitored, with staff maintaining close communication with families when additional support or guidance may be beneficial.
The Foundation Program recognises that students develop at different rates and may require varying levels of support throughout their learning journey. The program is designed to provide appropriate academic support while fostering confidence, resilience and increasing independence over time, ensuring students remain connected, engaged and supported within the life of the College.
Parent Partnerships
St Laurence’s College values strong and constructive partnerships between school and home. Within the Foundation Program, regular communication with families helps ensure students are supported consistently across both their academic and wellbeing needs.
Families may be contacted regarding student progress, organisation, engagement, assessment completion or emerging support needs. The College also works collaboratively with parents and caregivers to implement strategies that strengthen routines, independence and positive learning behaviours over time.
This partnership approach helps ensure students feel supported, accountable and connected throughout their learning journey.
Entry and Progression
Selection and Invitation
Entry into the Foundation Program is determined through a collaborative and evidence-informed process. Placement is based on a holistic review of each student’s learning profile to identify where targeted support may assist academic progress, confidence and engagement with learning.
The identification process may draw on:
- Standardised testing data, including literacy and numeracy assessments
- Academic performance across core subject areas
- Teacher observations and recommendations
- Learning support information and transition data
- Student organisation, engagement and learning behaviours
- Consultation with families and relevant support staff
Invitations for Year 7 Foundation classes are typically issued at the conclusion of Semester 1, following review of students’ transition into secondary learning. Invitations for Year 8 and Year 9 are generally issued at the end of the preceding academic year, with additional placements offered throughout the year where student needs indicate further support may be beneficial.
Student progress is informally reviewed on an ongoing basis by the classroom teacher, who may recommend a transition to the general cohort as required. Furthermore, all student progress is reviewed by the Head of Learning & Teaching – Middle School in consultation with Heads of Faculty and the Head of Diverse Learning at the beginning of Semester 2.
This multi-layered approach helps ensure students are provided with the level of support most appropriate to their learning needs.
Parent permission for inclusion in the Foundation Program and transition to the general cohort is required in Parent Lounge.
Learning Habits
The Foundation Program places a strong emphasis on developing the literacy skills and learning habits required for success across all subject areas. Students are explicitly supported to strengthen reading comprehension, vocabulary, writing fluency and communication skills, alongside organisation, task completion and assessment preparation.
Teachers work closely with students to establish clear routines and strategies that support engagement with increasingly complex texts and learning tasks. This may include explicit instruction in reading and writing, scaffolded responses, guided practice, retrieval activities and structured feedback designed to build confidence and capability over time.
By strengthening both literacy and independent learning habits, the program aims to help students become increasingly confident, resilient and capable learners across all areas of College life.
Evidence of Impact
The Foundation Program is designed to support measurable growth in student learning, engagement and confidence over time. Student progress is monitored through a range of evidence sources, including classroom performance, assessment completion, literacy and numeracy data, teacher observations and student wellbeing indicators.
The College regularly reviews student growth to ensure supports remain responsive and effective. Success within the Foundation Program may be reflected through improved learning confidence, stronger organisation and engagement, increased independence, growth in literacy and numeracy skills, and greater consistency in academic progress across subjects.
This ongoing monitoring process helps ensure students are appropriately supported while continuing to experience challenge, growth and success within the life of the College.
Pathways
The Foundation Program is designed to provide targeted support while maintaining connection to the broader academic life of the College and at-level curriculum. Placement within the program is regularly reviewed in consultation with teachers, families and support staff to ensure students are learning within the environment best suited to their current needs.
As students develop greater confidence, organisation, literacy, and numeracy skills and independence, they may transition from Foundation classes into mainstream classes where appropriate. This flexible pathway approach ensures support remains responsive to each student’s progress and development over time.
The Foundation Program ensures students are well prepared to access meaningful and achievable senior pathways while remaining supported, challenged and connected within the life of the College.
Frequently Asked Questions
How are students identified for the Foundation Program?
Placement in the Foundation Program is determined through a collaborative, evidence-informed process. The College considers a range of information, including academic performance, literacy and numeracy data, teacher observations, learning support information, student engagement and organisation, and consultation with families. The aim is to identify students who would benefit from additional targeted support to maximise their confidence, progress and success.
Does placement in the Foundation Program mean my son is working below year level?
Not necessarily. The Foundation Program is designed to provide additional support while keeping students connected to the year-level curriculum wherever possible. In English, Humanities and Science, students study the same curriculum and are assessed against the same ACARA achievement standards as their peers, with adjustments such as smaller class sizes, increased scaffolding and explicit teaching. Mathematics follows the year-level curriculum but has a narrower focus, allowing students more time to develop essential mathematical knowledge and skills.
Can students transition back into mainstream classes?
Yes. The Foundation Program is designed to be responsive to each student's changing needs. Student progress is monitored throughout the year by classroom teachers and formally reviewed in consultation with the Head of Learning & Teaching – Middle School, Heads of Faculty and the Head of Diverse Learning. As students develop greater confidence, independence and academic capability, they may transition into mainstream classes where appropriate. Parent approval is sought for both entry into and transition from the Foundation Program.
Will my son still study the same curriculum and complete assessment tasks?
Yes. The Foundation Program maintains high expectations while providing additional support. Students continue to study the year-level curriculum appropriate to their Foundation subject, with teaching adjusted through strategies such as explicit instruction, scaffolded learning, guided practice and smaller class sizes. Where appropriate, students complete the same assessment tasks as their peers, although assessment conditions may be modified to support learning. Students with an approved Learning Support Plan will continue to receive the adjustments outlined in their plan.
How does the Foundation Program support pathways into QCE and senior studies?
The Foundation Program is designed to build the literacy, numeracy, organisation and independent learning skills that underpin success in Senior schooling. By strengthening these foundations while maintaining engagement with the College curriculum, students are well prepared to access meaningful and achievable QCE and Senior pathways. As students grow in confidence and capability, their program is regularly reviewed to ensure they continue to receive the level of support that best prepares them for future learning.
Who should families contact with questions regarding the Foundation Program?
Families are encouraged to contact the College if they have questions about the Foundation Program or their son's progress. In most instances, the classroom teacher will be the first point of contact. For further information regarding placement, pathways or ongoing support, families may also contact:
Ms Stacey Tait: Head of Learning & Teaching – Middle School (stait@slc.qld.edu.au)
Mr Alex Peace: Head of Diverse Learning (apeace@slc.qld.edu.au)