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our learning by design was established once knowledge of students was established - how much scaffolding was needed/ differentiation/ what diagnositic and formative assessments were required to ensure the goals of individual students are being met.

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My Schools site - https://www.myschool.edu.au/school/50044

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120-150 kids

remote location

80% indigenous

72% EALD ( My school)

mobile student and teacher population- students come from town camps & suburb of sadadeen

classes are multi age

Environmental education is specific to engage and motivate students to participate

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1. Yr 4,5,6 is one class

2.  Dream time stories prominent in learnings

3. Low socio- Centrelink payments for canteee, hot breakfasts donated by hotel chains

4. looks like there is  a k/1, 1/2. 2/3 & 4,5,6

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" We aim high" is learner quality focus

professional learning required around oral language

Teacher knowledge for managing EALD is minimal or basic

Goals of school in 2014- teachers will purposefully use teaching strategies to build and scaffold oral language adapting to EALD where needed

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81 boys, 98 girls

below average level of ISCEA (educational advantage)

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School annual report 2014- can't see a recent one but will email the school directly? http://web.ntschools.net/w/antgsr/Annual%20Reports/2014_ar_sadadsch.pdf

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School annual report 2014- can't see a recent one but will email the school directly? http://web.ntschools.net/w/antgsr/Annual%20Reports/2014_ar_sadadsch.pdf

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An opportunity to "work" in a context that is far different to what we will be working in once graduates?

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EALD

Oral language as a part of the process

Low socio

poor attendance

Low Naplan in comparison to similar schools

Mixed grade class ( diverse)

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* Multi-age class (different entry points to the curriculum)
* Differentiation is ESSENTIAL - ACARA achievement standards used to set high standards
*students from diverse Aboriginal groups, local Arrernte people mostly.

School focus:
"student learning with key qualities of ‘work as a team, aim high, and question and wonder’

(all from ACARA site provided from Sarai).

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This is the first language of the majority of our students. Important to be considered in our planning.

https://www.youtube.com/watch?v=5mcVT7HL4i8

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NT annual report 2018/19- shows some focuses for the state to consider in our planning

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NT annual report 2018/19- shows some focuses for the state to consider in our planning

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https://ntcogso.org.au/system/files/uploads/files/2019/NTCOGSO%20Annual%20Report%202017-2018.pdf

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HASS - as environmental education is used specifically to increase student engagement, providing a context that is meaningful to teach literacy and numeracy.

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there is a great testimony at the bottom of this page. https://newlearningonline.com/literacies/chapter-1/eight-aboriginal-ways-of-learning

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Teaching Reading and Writing to Aboriginal children (Harrison, 2011). 

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Teaching Reading and Writing to Aboriginal children (Harrison, 2011). 

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"Reading books is not a significant part of life in many aboriginal homes" (p. 91). Thus, the need for a variety of activities - relevant to the lives of the students.

"A climate of acceptance of Aboriginal English and its speakers is crucial to the success of Aboriginal students" (p. 118).

"Explicit recognition of the grammatical differences between dialects can help students" (p. 122).

Strategy: "Aboriginal English is recognised by the whole school in all contexts; the differences between the two dialects are taught to all students" - "The whole school recognises speaking, reading and writing in Aboriginal English in all texts and contexts. The first dialect of Aboriginal students is used as a bridge to teaching Standard English. Teachers highlight and model the grammatical differences between the two dialects for all students and link these differences to cultural knowledge. Aboriginal English is attributed equal status in the classroom and non-Aboriginal students are expected to be familiar with its grammar and usage." (Pp. 126-127).

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https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/SSC70237

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https://alicespringsnews.com.au/2020/02/18/dujuans-moving-story-and-its-missing-pieces/

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https://alicespringsnews.com.au/2018/04/30/zoning-racial-segregation-can-start-in-primary-school/

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https://education.nt.gov.au/news/2019/celebrating-nt-women-in-education-carmy-mclean

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https://www.mycommunitydirectory.com.au/About/Suburb/Northern_Territory/Sadadeen

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DETAILED CONTEXT

http://web.ntschools.net/w/antgsr/Annual%20Reports/2014_ar_sadadsch.pdf

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Socio-emotional focus

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https://www.territorystories.nt.gov.au/bitstream/10070/240725/54/cadv08jun12055x.pdf