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What is the ideal curriculum for learners who attend your school for one day, one week, one month or an average of three months?

  • What if your learners may be aged from eleven years to eighteen years?
  • What if your learners are disengaged from any type of formal education and have not attended a mainstream school with any regularity?
  • What if your learners are identified as at-risk young offenders, young parents and/or drug users and/or victims of physical, mental and sexual abuse?
  • What if your learners are considered young adults within their communities, but have a literacy and/or numeracy level equivalent to a pre-schooler?
  • What if your learners have no intention of returning to a mainstream school?


Here at the Cleveland Education and Training Centre (CETC), these questions have to be addressed as we modify and adapt an holistic curriculum for our learners who have been identified as at-risk, young offenders. Working within a multi-disciplinary environment (Health Department and Department of Child Safety, Youth and Women (CSYW) – formally Department of Justice and the Attorney General (JAG)) under a Memorandum of Understanding (MOU), we constantly seek guidance through ongoing relationshipswith professionals in their fields.

These include psychologists, psychiatrists, medical doctors, occupational therapists, speech therapists, guidance officers, transitions officers, case workers and youth workers. We also seek out and embed into our curriculum, current research from organisations specialising in understanding best practice for teaching and learning in our unique context (NCVER, Closing the Gap, etc) all while striving to maintain our obligations to the intent and purpose of both Federal and State strategic plans and policies.

Our commitment to the principles of Continuous Improvement (Audit requirements) ensures we maintain ongoing relationships with professionals from key 
industry areas who visit us to ensure the Curriculum Content we offer meets our learners’ needs. This may include either taking them through the next stage of  
training or employment when our learners transition back to the community.
So, influenced by best practice, here at CETC (as a Registered Training Organisation (RTO)), we have developed delivery and assessment strategies in a  
competency based curriculum focused on the individual learner using self-paced, hands-on learning and incorporating employability skills, life skills and personal  

This approach also allows us to map competencies across several Certificate areas and to cluster competencies to maximise the opportunities for our learners to  
experience success in the limited time they are with us.