Doonside Technology High School

The 'Learning hub'

To support differentiation and personalised learning practices in the school, Doonside Technology High School implemented a ‘Learning Hub’ initiative. The learning hub was designed to provide students with the opportunity to re-engage in learning, coursework and assessment tasks to support improved learning and wellbeing outcomes.

School context



School type Secondary
School subtype 7 - 12
Current student enrolment 701 - 1015 students
FOEI range 151 - 200
Aboriginal background enrolment 11 - 20%
EAL/D enrolment 21 - 30%
IEC No
Support class(es) Yes
School demographic information

To support differentiation and personalised learning practices in the school, Doonside Technology High School implemented a ‘Learning Hub’ initiative. The learning hub was designed to provide students with the opportunity to re-engage in learning, coursework and assessment tasks to support improved learning and wellbeing outcomes.

Initiative purpose

Doonside Technology High School (DTHS) values personalised learning that is relevant and authentic to the world beyond school. The school empowers every student by providing a strength–based approach to learning that is challenging and offers meaningful opportunities. This is underpinned by a holistic approach to wellbeing and learning that ensures all students are equipped with the essential skills to succeed.

DTHS launched the Learning Hub initiative, informed by Universal Design for Learning (UDL) research. The Learning and Support faculty designed a safe and inclusive learning environment that provided integrated learning support for literacy and numeracy (including the completion of assessment tasks) to meet the needs of students and re-engage them in learning.

To support differentiation and personalised learning practices in the school, Doonside Technology High School implemented a ‘Learning Hub’ initiative. The learning hub was designed to provide students with the opportunity to re-engage in learning, coursework and assessment tasks to support improved learning and wellbeing outcomes.

Implementation timeframe and activities

Initially, students were engaged with the Learning Hub upon their return from suspension or from a lengthy absence from school. Students would work with a teacher or SLSO or in small group in order to compete missed work.

Teachers focused on explicit teaching to boost understanding and skills in literacy or numeracy, ensuring students could confidently return to class with strengthened fundamental skills, while also being up to date in their classwork. Students will continue to work in the hub for selected lessons in order to continue their development of literacy and numeracy skills and/or to gain explicit instruction to support breaking down the requirements of assessment tasks.

More recently, in addition to students being referred by executive or through the Learning Support Team, teachers can identify students who are at risk of not successfully completing assessment tasks and refer them to the Learning Support Team or engage them directly into the hub for additional support.

Students are also able to book themselves directly into the hub to gain additional support and address any difficulties they may be having with assessment tasks or general coursework.

To support differentiation and personalised learning practices in the school, Doonside Technology High School implemented a ‘Learning Hub’ initiative. The learning hub was designed to provide students with the opportunity to re-engage in learning, coursework and assessment tasks to support improved learning and wellbeing outcomes.

Resources and funding sources

  • 2.0 FTE SLSO -$119,716
  • 0.2 EALD teacher – $21,877
  • 1.8 FTE Learning and Support teacher - $196,891

Total cost - approximately $338,484 per year

Funding sources used
Socio-economic background
English language proficiency
Low level adjustment for disability

To support differentiation and personalised learning practices in the school, Doonside Technology High School implemented a ‘Learning Hub’ initiative. The learning hub was designed to provide students with the opportunity to re-engage in learning, coursework and assessment tasks to support improved learning and wellbeing outcomes.

Evidence of impact


In its first year of operation, the Learning Hub contributed to an 11% decrease in Non-compliance Warnings (N Warnings), based on internal school data. Although there was an increase in N warnings in 2020, this increase can be attributed to the severe disruption to learning routines by COVID-19. The Learning Hub has played a significant role in assisting students to meaningfully resolve these N Warnings in a supportive learning environment.

Numbers of students achieving in the top 2 bands in NAPLAN results are trending upwards, showing an increase in prior period comparison for both Reading (+1.38%) and Numeracy (+5.45%). Expected growth for reading is also trending upwards with an increase of 3.97% from prior period comparison. Doonside Technology High School is currently ‘Excelling’ in Value Added (years 7 – 9).

Attendance data is showing significant upward trends with a 4.31% increase over the last two years, while the number of students responding positively for wellbeing in the Tell Them From Me surveys has increased by 1.02%.

To support differentiation and personalised learning practices in the school, Doonside Technology High School implemented a ‘Learning Hub’ initiative. The learning hub was designed to provide students with the opportunity to re-engage in learning, coursework and assessment tasks to support improved learning and wellbeing outcomes.

Next steps

In 2021 the Learning Hub has been integral to the incorporation of the COVID Intensive Learning Support Program groups. Professional learning has been delivered to teachers, particularly new teachers, across all faculties to improve their knowledge of what additional support the Learning Hub offers. Teachers are encouraged to actively use the hub as a learning and support resource for their students.

Use of the Learning Hub is beginning earlier, with teachers encouraged to use the resource as a proactive learning opportunity throughout the term rather than it being over utilised when assessment tasks are due or, at the end of the term in attempts to resolve N Awards.

Teachers are encouraged to work with students in the hub alongside specialist teachers to increase their capacity, particularly for early career teachers who work shoulder to shoulder in the hub to learn about differentiation and explicit teaching.

There are plans to establish dedicated Learning Hub classes to deliver explicit teaching in literacy, with a specific focus on providing support for individuals, small groups and Aboriginal targeted tutoring support.

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