Flexible learning centres are part of Edmund Rice Education Australia’s national initiative, responding to the needs of young people in our communities. They provide young people with an opportunity to engage in education in a flexible supported learning environment.

The young people who attend our schools have typically experienced one or more significant and complex educational, social, developmental, psychological, health, legal or familial situations which demand unique responses. Such interventions are embedded within an educational framework but also typically involve medical, multidisciplinary, legal and/or social support personnel network systems.

HEADING 2

Each flexible learning centre is a registered school and offers educational pathways for young people in years 7-12 who have difficulty accessing mainstream school for a variety of reasons. They work with young people to:

• improve cognitive and academic skills
• enhance social and emotional competency
• strengthen cultural and spiritual life
• help find employment or further training
• build community connection

HEADING 3

Flexible learning centres are generally small schools. The approach of flexible timetabling, smaller learning groups, strong staff/young people relationships and relevant curriculum enables the delivery of creative teaching responses to individual young people’s learning needs, incorporating their cultural and spiritual backgrounds. Our schools offer flexible learning choices characterised by a focus

HEADING 4

Flexible learning centres are generally small schools. The approach of flexible timetabling, smaller learning groups, strong staff/young people relationships and relevant curriculum enables the delivery of creative teaching responses to individual young people’s learning needs, incorporating their cultural and spiritual backgrounds. Our schools offer flexible learning choices characterised by a focus. The young people who attend our schools have typically experienced one or more significant and complex educational, social, developmental, psychological, health, legal or familial situations which demand unique responses. Such interventions are embedded within an educational framework but also typically involve medical, multidisciplinary, legal and/or social support personnel network systems. Flexible learning centres are generally small schools. The approach of flexible timetabling, smaller learning groups, strong staff/young people relationships and relevant curriculum enables the delivery of creative teaching responses to individual young people’s learning needs, incorporating their cultural and spiritual backgrounds. Our schools offer flexible learning choices characterised by a focus. The young people who attend our schools have typically experienced one or more significant and complex educational, social, developmental, psychological, health, legal or familial situations which demand unique responses. Such interventions are embedded within an educational framework but also typically involve medical, multidisciplinary, legal and/or social support personnel network systems. Hyperlink example

HEADING 1 TEXT BREAKS OUT OF THE GENERAL PAGE ALIGNMENT

Flexible learning centres are generally small schools. The approach of flexible timetabling, smaller learning groups, strong staff/young people relationships and relevant curriculum enables the delivery of creative teaching responses to individual young people’s learning needs, incorporating their cultural and spiritual backgrounds. Our schools offer flexible learning choices characterised by a focus. The young people who attend our schools have typically experienced one or more significant and complex educational, social, developmental, psychological, health, legal or familial situations which demand unique responses. Such interventions are embedded within an educational framework but also typically involve medical, multidisciplinary, legal and/or social support personnel network systems.

The young people who attend our schools have typically experienced one or more significant and complex educational, social, developmental, psychological, health, legal or familial situations which demand unique responses. Such interventions are embedded within an educational framework but also typically involve medical, multidisciplinary, legal and/or social support personnel network systems.