A Case Study Of Holroyd High School

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1. DETAILS OF A SCHOOL AND SPECIFIC GROUP

Holroyd High School, situated in the Western Sydney suburb of Greystanes, is a comprehensive, co-educational high school with a total of four-hundred and ninety enrolments, 82% of which come from a language background other than English and 1% of Indigenous background. Due to such a high percentage of LOBOTE (Language Background Other Than English) population, the school also contains an Intensive English Centre (IEC) that facilitates the learning needs of newly arrived migrant or refugee students. Students are given a wide array of learning opportunities and pathways (both academic and vocational) that are provided by the flexible curriculum that is provided by the school (My School, 2014).

51% of the school population falls into the bottom quarter of the Index of Community Socio-Educational Advantage (ICSEA), with only 6% in the top quarter. It has a total of fifty-nine teaching staff and sixteen non-teaching staff. (My School, 2014)

Its demographic includes a large diversity of cultural and linguistic backgrounds.

Part of the school’s enrolment is occupied by International students
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In this program, they spend and average of three to four terms receiving and engaging in intensive language support programs than help them assimilate into mainstream schooling. At any point in time, over close to three thousand newly arrived migrant students are enrolled in IECs, and many also deliver health services to the community (Woodland and Harmey, 2014). The aim of the program is to improve the educational and health of students through early detection and management strategies to impact learning. They work with many private and government partnerships to encourage relationships between many LBOTE students and

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