Learning and Communication

Literacy

At Bullimbal School, we implement a balanced literacy approach across all classrooms that is underpinned by research-based practices.

Our student body includes both emergent and conventional literacy learners, and our instruction is tailored to meet the distinct needs of each group.

For emergent literacy learners, we recognise key foundational skills that support future literacy success. Our emergent literacy program specifically targets these skills, drawing on the Building Blocks model developed by Hall and Williams (2001). This model emphasises the interrelated components of literacy and language development, forming the basis of our instructional strategies for early literacy acquisition.

For conventional literacy learners, we acknowledge that challenges in various aspects of literacy instruction can limit their ability to read with comprehension beyond their current level. Our balanced literacy instruction for these students is informed by the Four Blocks approach (Cunningham, Hall, and Sigmon, 1999), which ensures that each learner receives targeted support across multiple areas of literacy, promoting their reading growth and comprehension skills.

Through this comprehensive and research-based framework, Bullimbal School strives to provide effective, individualised literacy instruction that supports all students in their literacy journey.

Numeracy

At Bullimbal School, our Numeracy program is designed to provide every student with the skills, confidence, and understanding they need to engage meaningfully with mathematics in their daily lives. As a School for Specific Purpose, we recognise that our students bring diverse strengths, learning profiles, and communication styles. Our approach ensures that numeracy learning is accessible, engaging, and relevant for all learners, including those with additional learning needs and complex communication needs.

Key Features of Our Numeracy Program

Individualised and Differentiated Learning

• Learning experiences are tailored to each student’s abilities, goals, and learning styles.
• Personalised learning plans guide instruction and allow students to progress at their own pace.
• Adjustments and modifications ensure every student can access and participate in meaningful numeracy activities.

Multisensory and Hands-On Learning

• Students engage with concrete materials, visual supports, tactile resources, and real-life learning experiences.
• Lessons emphasise exploration, problem-solving, and practical numeracy skills relevant to everyday contexts.

Support for Complex Communication Needs

• We integrate Augmentative and Alternative Communication (AAC) systems, including PODD, communication boards, speech-generating devices, and tactile symbols, throughout numeracy lessons.
• Staff model and support the use of AAC to help students express their understanding, make choices, and participate actively in learning.
• Visual schedules, key word signing, and consistent routines enhance clarity and reduce cognitive load.

Evidence-Based Teaching Practices

• Teachers use explicit instruction, guided practice, and regular revision to support skill development.
• Learning is structured using clear expectations, modelling, and step-by-step scaffolds.
• Ongoing assessment informs teaching, ensuring that learning experiences remain targeted and effective.

Functional and Real-World Numeracy

• Numeracy skills are embedded across the school day, including cooking, community access, vocational learning, and play-based activities.
• Students learn important life skills such as counting, measuring, handling money, time awareness, and problem-solving in real contexts.
• Cross-curricular opportunities ensure numeracy is connected to literacy, communication, and other areas of learning, such as science and geography.

Our Vision for Numeracy

We aim to empower students to develop confidence, independence, and curiosity in numeracy. Through a highly supportive, inclusive, and engaging learning environment, we ensure that every student—regardless of their learning needs or communication abilities—has the opportunity to experience success and growth in mathematics.

Key Learning Areas

At Bullimbal School, our highly skilled staff deliver rich, meaningful learning experiences across all Key Learning Areas through an inclusive, collaborative and student-centred approach. We design individualised teaching and learning programs that honour each student’s strengths, needs and interests, ensuring every learner can access, engage with and succeed in the curriculum. Our ongoing focus on collaborative practice, curriculum clarity and purposeful differentiation supports consistent, high-quality learning for all students.

Students at Bullimbal engage in a broad range of subjects aligned with the NSW Curriculum and Life Skills outcomes. Through hands-on, engaging and well-sequenced learning, students build foundational and functional skills, think creatively, communicate effectively and develop independence. Our programs are designed to prepare students not just academically, but socially, emotionally and practically for life beyond school.

Religion and ethics

There are no special religious education and special education in ethics approved providers available at this school.

For more information, visit the department’s website or contact us.