Inclusive Education

​As a Catholic Christian school community, we aim to educate all to live the gospel of Jesus Christ as successful, creative and confident, active and informed learners empowered to shape and enrich our world. We believe:

  • Every learner is created in the image and likeness of God and inspired by the Spirit, responds with passion and creativity to life.
  • Every learner seeks to find meaning in life and learning and in the Catholic Christian Tradition we find meaning in the person and teachings of Jesus to grow as pilgrim people.
  • Every learner is a lifelong learner, with a desire to search for truth and do what is right; accountable for choices and responsible for actions.
  • Every learner is in some respect, like all others, like some others, like no other and we respond creatively, flexibly and with a futures orientation to ensure dignity and justice for all.
  • Every learner can achieve success in life and learning where diversity is valued, and shared wisdom contributes to decision-making that enriches and enlivens our world.
  • Every learner brings to the learning experience their own richly diverse life journey to contribute to a community in communion, empowered by the Spirit to be at the service of others.

​All students have an entitlement to rigorous, relevant and engaging learning activities drawn from a challenging curriculum that addresses their individual learning needs. Whole-school data-informed planning includes school-based processes and strategies that benefit the diversity of the student body.

Not all students or learners can be catered for at Sophia College as Brisbane Catholic Education do not run special education schools or units. However, upon application families will enter a supported enrolment process to ascertain student need and the ability of the school to cater for those needs and ensure each child can access curriculum and learning. Our entry system enrolment processes, monitoring tools, and system / school / student data tracking processes enable all students to be profiled and student attainments to be documented. This will ensure the college has rigorous and justifiable identification and personalised tracking processes in place to make informed decisions pertaining to student learning.

Class teachers use the flexible design of the Australian curriculum to meet their professional obligation to respond to the diverse and personalised learning needs of students to plan and make necessary adjustments to meet individual learning needs.

Partnerships and networks are actively sought and facilitated by college leadership to ensure collaborative consultation provides optimal opportunities for student attainment. Specialist staff and system processes support the implementation of pedagogical practices to meet diverse student needs.​​