- The Mancel College difference
Our College
Mancel College fosters a holistic approach to delivering high-quality, differentiated and individualised learning, ensuring all students with a Language Disorder can achieve success.
Our College
Our College
Mancel College fosters a holistic approach to delivering high-quality, differentiated and individualised learning, ensuring all students with a Language Disorder can achieve success.
We deliver the Australian Curriculum through evidence-based practice, encompassing contemporary approaches in both the educational and allied health disciplines.
Our multi-disciplinary team of teachers and allied health professionals plan and deliver lessons collaboratively, supporting individual student development. Each class is supported by a school assistant.
Early intervention in the acquisition of language is critical in building key competencies to support academic, social and emotional learning. Our classes are organised into age-appropriate bands and reflect a high adult-to-student ratio, with an average of 12 students in each class. This means we can cater to a variety of needs and abilities within bands and students are learning together with their same-age peers.
Our buildings, grounds and learning spaces are designed to be aesthetically appealing, functional, flexible and technology-focused. This provides our students with the exceptional opportunity to grow, develop and flourish as individuals and be part of a community we know as Mancel College.
Our Mancel Model
Teaching and Learning Excellence
Excellence / Science of learning / Aust. CurriculumTeaching and learning excellence, with the student at its core, embodies the integration of the science of learning, evidence-informed practice, and the Australian Curriculum. It encompasses the systematic use of assessment, feedback, and differentiation to cultivate an inclusive learning environment through utilising the multi-tiered system of support.
Wellbeing
Positive Sense of Self / Regulation / BelongingWellbeing, with the student at its core, focuses on fostering autonomy, engagement, and positive sense of self. It involves nurturing an environment where our students feel empowered to actively participate and contribute. By prioritising the strengths and experiences of students, wellbeing practices build learners’ regulation and executive function skills to cultivate a sense of belonging and agency.
Collaboration
Partnerships / Student Advocacy / Shared DecisionsCollaboration, with the student at its core, embodies synergy between a multidisciplinary team of professionals (teachers, school assistants, allied health), together with our learners, their families and community partners. It involves integrating diverse expertise and perspectives to support the success of our diverse learners. Open communication and shared decision-making create a cohesive network around the student, supporting their growth within and beyond the College.
Language and Communication
Experts in LD / Language is foundational to academic successLanguage and Communication with the student at its core, involves recognising, supporting and developing these fundamental skills. As experts in educating students with Language Disorder, we value all forms of communication and implement adjustments for our learners to thrive. Students are empowered to advocate for themselves and connect with others, now and into the future.
Choice and Opportunity
Post school options / Co-curricular / Beyond the ClassroomChoice and Opportunity, with the student at its core, emphasises continuous growth and development beyond the classroom. It provides students with ongoing opportunities to apply their learning and explore new interests. Students can tailor their learning experiences to their interests and goals, paving the way for diverse post-school options.
Neuro-Affirming
Neurodiversity / Includes: celebrating difference, nurturing positive self-identity, presuming competence, honouring student voiceNeuro-affirming practice, with the student at its core, prioritises lived experiences and student voice, while celebrating the diversity of neurological differences. This approach nurtures positive self-identity builds on individual strengths, and presumes competence, empowering our students to be active participants in their learning.
Evidence Based
Proven practices, research driven, quality improvement, reflective practice, evaluationEvidence-based practice, with the student at its core, guides all our actions and decisions. It utilises research-driven strategies and programs proven to be effective in supporting students with Language Disorder to achieve their goals. This approach emphasises continuous quality improvement through reflective practice and evaluation. Grounded in evidence, we ensure that our students receive support tailored to their needs.
33 Cubberla Street, Fig Tree Pocket, Qld, 4069
