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Catering for Students 0 to 100

SHEPHERDSON COLLEGE


Strong Start Bright Future Service Delivery Model The Strong Start, Bright Future model is designed to build capacity through improved governance, augmented leadership, integrated service delivery in the early years and vocational education and training focused on improving outcomes for Indigenous students in the 20 growth towns and their respective hinterlands and getting real jobs for school leavers. The role of the Director is critical to the implementation of the model and central to realising a strong start and bright future for remote Indigenous children and families. The role includes overall management and leadership of education, training and care service provision from integrated early childhood services through to employment and further education pathways; managing the interface with community stakeholders; and convening a Community Advisory Board.


THE COMMUNITY

Region East Arnhem

Shepherdson College is located in the community of Galiwin'ku on Elcho Island, 550km northeast of Darwin.

Location 550 km north east of Darwin

The population of Galiwin'ku is approximately 2200 and Djambarrpuyŋu is the most commonly spoken Yolŋu Matha languages.

Community population 2200 people Climate The area has two distinct seasons, wet and dry. Temperatures range between 24°C and 40°C and the humidity is high. During the dry, the temperatures range between 21°C and 33°C with low humidity. Getting In and Out There is an all weather airstrip located in the community. Airnorth flies to Darwin 6 days a week and the flight takes approximately two hours. Essential Services and Facilities Health Clinic Shire Offices Shop Postal Agency Centrelink Day Care Centre TCU Credit Union Church

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Recreation Facilities and Activities Arts Centre Fishing and Hunting Community events – Friday Markets Sport Music Dance


THE SCHOOL Shepherdson College offers education from early years to senior years and the student population is 98% Indigenous. In addition, an Adult Education Program is run from 3pm to 9pm during the week. The school focuses on the priorities of well-being, attendance, student achievement in numeracy, literacy and pathways to employment as well as community engagement and participation.

Full-time teachers:

38

Full-time assistant teachers:

15

Enrolments: 576 Average student attendance: School years:

62%

Preschool to Year 12

Indigenous students:

98%

Galiwin'ku has been identified as a site under the National Partnership Agreement on Remote Service Delivery, as well as a Territory Growth Town under the NT Government’s Working Future initiative.

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SUCCESSES ACROSS COLLEGE Early Childhood Families as First Teachers program - 71 families, 3 additional playgroups funded A program which transitions young children to Preschool Shared Nurse with the Health Clinic looking at children 0-4

Community Whole School Engagement Community Agency meetings Health & Community Police supporting attendance 3–9 offerings AFL Academy Basketball for Girls Academy Music Academy Visual Arts Academy Performing Arts Academy – Sister School to Palmerston High Community Governance, Makarr-dhuni and School Council Memorandum of Understanding (MOU) – Trade Training Centre Multi-age educational support unities for Homelands

Participation and Collaboration Central Arnhem and Stronger Smarter Program working on building regional capability Up-skilling of all Yolngu staff through Batchelor Institute of Indigenous Tertiary Education (BIITE) and Remote Indigenous Teacher Education (RITE) Opportunity for Personal Development for Balanda Staff through Chares Darwin University Graduate Certificate in Yolŋu Studies A School Nurse shared 50% with the Community Health Centre

Training

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3-9 programs Partnerships - Police, Health Clinic, Marthakal, Marthakal Art Centre, Shire Council, Arnhem Land Progress Association, Territory Alliance and Rangers Apprenticeships up to Year 10 Motel Shep Café Shep


CHALLENGES ACROSS COLLEGE Early Childhood 100-120 children born each year Development of ideas for parents about the difference between child minding as opposed to education Personal Development of Yolngu staff to support Families as First Teachers Number of different sites needed throughout community for Families as First Teachers Preschool and Early Childhood infrastructure requirements for our community Cost of Shared Nurse with the Health Clinic Overcrowded housing Issues pertaining to the "Every Child is Sacred" Report Domestic violence and abuse

Community Whole School Engagement Attendance 3 – 9 offerings not reaching all adults / disengaged youth Actively engaging Mala Leaders in College Programs Every Child Every Day and associated costs, eg school infra-structure, staffing and teacher houses Staffing Gambling through card games Catering for Senior Secondary students in Homelands Employment opporunities in the community

Participation and Collaboration Sense of powerlessness and disengagement The community coping with the trauma of grieving for "too many too young" Health Concept of school learning Principalship vs College Director Leadership vs Management Managing teasing and bullying Opportunities for alternative schooling locations within an expanding community Petrol sniffing and substance abuse

Training Literacy & numeracy skills of job hunters Legitimate training for educational pathways vs ticking the boxes Housing

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8 Community Development

Working Future, Local Implementation Plan Remote Partnership Agreements, Growing Them Strong Together T2030

SHEPHERDSON COLLEGE - Single Campus Model


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SHEPHERDSON COLLEGE - GOVERNANCE


Cultural Advisor The role of the Cultural Advisor is to see how children engage with each other in the class and with the teachers. Their role also involves helping the teachers to solve problems with their class and how to approach parents in the community. Part of the job is to visit families at home and encourage them as parents to support the school and send their children to school. Attendance sometimes makes us feel and think that parents don’t value education. The role is to help teachers who find difficulty with students’ behaviours where children speak English as a second language. The Cultural Advisor mentors the Principal and assists him in all cross-cultural matters, advising what pathway to follow, which questions to ask and who to talk to in the community. With other strong women and mala leaders the Cultural Advisor looks at school policies and ensures they are Yolŋu friendly and sensitive to our Yolŋu Culture.

Shepherdson College Cultural Plan

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The Shepherdson College Cultural Plan includes the promotion and teaching of seven values which are the foundation of positive and respectful behaviours.


FaFT Graduation, 2011

FaFT - IPSS The Families as First Teachers - Indigenous Parents Support Program is an early learning and family support program for families with children 0-3 years (prior to school entry). The program provides opportunites to engage families and the community in giving their children the best start to life, including: • • • • • • • •

A morning playgroup from Monday to Thursday in a central location Camp-based playgroups (Monday-Thursday) Parent workshops Bush trips (incorporating nutrition workshop and bush medicine) Books in homes Home visits Support for individual parents (through FaFT-IPSS, Clinic and DCF referrals) Community events to highlight 0-3 year olds and families (such as Children’s Week, Families Week)

Each element of our program aims to empower families to support and promote parental knowledge of early childhood development and learning, parenting skills and focusing on nutrition and hygiene. FaFT- IPSS staff work with many community agencies to deliver the program and maximise resources and strategically approach key issues. Indigenous staff are critical to the operation and success of this program and receive ongoing training and support to empower them to work effectively within their community.

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Preschool and Early Childhood The Early Childhood classes, Preschool, Transition, and Year 1, lay the foundations for formal schooling through a planned bilingual program in Yolŋu Matha and English.

The Preschool program provides children with opportunities to explore their world through a variety of play activities planned around the Early Years Learning Framework.

Our school program recognises that young children bring skills and knowledge that can help them learn new things at school. The program aims to provide students with a safe, stimulating place where they can begin their school learning journey.

These activities include cooking, singing, dancing, games, listening to stories, riding bicycles, playdough, dress-ups, puzzles, painting, threading, cutting and gluing, climbing, Interactive Whiteboard activities and the Home corner.

Teaching teams of Yolŋu and Balanda work together to manage all aspects of students’ wellbeing and learning. There are opportunities for teams to plan and learn together as part of the school day.

The Transition and Year 1 Program engages students in a variety of activities around a Big Idea each term, e.g. “Energy Informers”, which is based on the Remote Schools Curricilum and Assesment Materials (RSCAM).

A number of parents also come to school with their children to help them learn and make sure they are safe and happy at school.

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The children learn to read and write in their first language. At the same time they are also learning to listen to and speak English through the Walking Talking Texts program. They learn maths through hands-on activities based on the Northern Territory Curriculum Framework (NTCF), Count Me in Too and the Building Community Capital (BCC) Project. They engage in a nutrition program, Perceptual Motor Program (PMP), Australian Developmental Curriculum (ADC) and health routines, such as teeth cleaning and Breathe, Blow, Cough (BBC).

"activites include cooking, singing, dancing, games, listening to stories, riding bicycles, playdough, dress-up" 13


Middle Primary - Williams Block Williams block consists of five classes: a Year 2 class, three Year 3 classes and the Mobile School, which caters for students from T-7. Students continue to develop their literacy skills and socio-cultural understandings through first language. Williams Block uses the Walking Talking Text program for teaching English as a Second Language (ESL). We also have ESL literacy rotations that help the students further build up their skills in phonics, sight words, reading and writing. Our Numeracy Program is based on the NTCF and Building Community Capital program and teachers also run this program as rotations. Each class supported by their Senior Teacher in ESL strategies, literacy and maths. All teams have team planning times where teams plan for the next day and further as needed.

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Upper Primary - Ellemor Block Caters for student in Years 4-6. There are five classes and students are allocated classes based on attendance, learning styles and relationships. This caters for children’s individual needs. There is a daily literacy program for English and Yolŋu Matha. Two hours per day English and one hour per day Yolŋu Matha. In English students learn Shepherdson College sight words which give ESL students maximum potential to write coherent sentences. Literacy rotations (reading, spelling and writing and handwriting) enable daily exposure to these activities which caters for the needs of sporadic attendees.

Big Idea follows a curriculum map based on RSCAM which is an integrated unit of English and SOSE (Term 2) and Science and another daily study (Term 3). Some classes are involved in a Young Rangers Program to develop their interests in this field. All classes are supported by Yolŋu staff who facilitate programs and are integrally involved in planning and implementation. Teaching roles are reversed for Yolŋu Matha lessons which support teacher and assistant teacher training. Numeracy follows a program specifically designed for Yolngu students incorporating numeracy Big Ideas which align with the Yolŋu number system.

All classes are supported by Yolŋu staff who facilitate programs and are integrally involved in planning and implementation. 15


"WE

ARE

FOCUSING

ON

SMALL

ENTERPRISE

PROGRAMS, RICH TASKS, VET AND PROGRAMS PROVIDING SUSTAINABLE LIVING SKILLS IN THE COMMUNITY."

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Middle Years and Senior Secondary This section covers a wide range of areas in the school from homelands to Middle Years to Senior Years to 3-9 programs for adult learners and at risk school leavers. We support the Literacy and Numeracy needs of students while trying to engage them in age appropriate activities that will provide them with sustainable skills to be active and engaged citizens/community members. This includes a variety of teaching and learning strategies that include ESL specific pedagogy. We teach a range of specialised subjects. In some cases this reinforces students community or cultural knowledge in a way that allows them achieve academically, eg Art, Music and Dance. Other courses expose them to new subjects that contribute to sustainable skill areas, eg Science, Tech Studies and Information Technology. We try to create a learning environment that engages, motivates and extends secondary aged students, whose attendance has not prepared them for the rigour of secondary studies. We provide options for completion of secondary education, the NTCET in the Territory, and look for pathways into employment for students of an appropriate age. This is being facilitated in the school at present by a SBA scheme with Territory Alliance and we are looking to expand this into other areas of employment available in the community. We are focusing on small enterprise programs, Rich Tasks, VET and programs providing sustainable living skills in the community.

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Homelands Provide educational opportunities to remote homelands communities within Arnhem Land. Classes range from Preschool through primary and into upper secondary. Visiting teachers fly into the homeland schools. Visiting teachers are based and supported by the hub school of Shepherdson College at Galiwin'ku. All homeland schools have a resident Assistant Teacher and a combination of Assistant Teachers and Tutors provide a wide range of educational experiences for homeland students. Homeland students are provided with educational support and cultural opportunities outside their homeland.

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3-9 Adult Education Donydji Provides adults within the Donydji community with the opportunities to improve their life skills including numeracy, literacy and vocational skills. All learning opportunities are decided by community consultation and include furniture-making with a focus on food security, lockable cupboards, beds and horticulture to establish an ongoing renewal food supply have been a focus thus far.

Provide educational opportunities to remote communities within Arnhem Land. Classes range from Preschool through primary and into upper secondary.

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Literature Production Centre In the Literature Production Centre we have five staff who support the planning, implementation and assessment of the Indigenous Languages and Culture Learning Area. Some staff work mostly on the technical side of production of Yolŋu Matha literacy resources. Other staff work mostly with teachers and

students planning, developing and assessing learning activities that develop literacy skills in first languages and English. A very strategic responsibility of the centre is the professional development of staff, both Indigenous and non-Indigenous which includes two staff members taking a major responsibility for the delivery of BIITE courses at Shepherdson College.

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BIITE - Batchelor Institute of Indigenous Tertiary Education Shepherdson College currently has 18 members of staff enrolled as students in Certificate IV Education Support and Certificate III Education Support through the Batchelor Institute of Indigenous Tertiary Education (BIITE). A BIITE Lecturer, who is based at the college, facilitates weekly workshops with students to assist them in further developing their professional skills in the workplace. Many of these students have been working at the school for over five years and bring vast experience and cultural knowledge to their studies. By the end of July 2011, 10 students aim to complete their certificates and will be formally recognised for their knowledge of Education Support.

RITE - Remote Indigenous Teacher Education The Department of Education and Training NT (DET) in partnership with Charles Darwin University (CDU) has established a joint-venture approach to train Indigenous Assistant Teachers in remote Northern Territory communities. The program titled 'Remote Indigenous Teacher Education' (RITE) involves a two-way approach to teacher preparation for selected NT Government schools.

The ongoing challenge for schools is to attract, develop and retain skilled, experienced leaders and teachers. Local Indigenous teachers are best placed to deliver and plan the curriculum around Indigenous languages and culture that best serve the needs of their students. There exist a relatively large number of Indigenous teacher assistants, some of whom have the very real potential to become teachers. The RITE program, run over a two year period, allows the Assistant Teachers to work in their classroom four days a week and be released one day a week to work with the CDU lecturer on site. Shepherdson College has three Assistant Teachers progressing through the RITE program.

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Child and Family Leaders As Child and Family Leader and supporting Cultural Liaison Officer, our central goal is to establish and build strong partnerships with all early childhood services and stakeholders in the community, government and non-government. In attendance at these meetings is Yolngu workers from Ngalkanbuy Health Clinic, Red Cross, FAST (Families and School Together), Yalu (Indigenous Children Service), East Arnhem Shire, NT Families and Children, Pre-school and Primary staff from Shepherdson College, FaFT (Family as First Teachers), Marthakal Homelands Health Centre and Galiwinku Childcare Centre. The success of these meetings and the action that follows in community engagement with the services will be seen in the improvement of conditions for children and families and the empowerment the community gains in choosing a better future and the ways to get there. We are the people and the time that make partnerships possible, meaningful and effective. It is up to us all to participate in these discussions and find a future for the next generation of children to walk safely, with health and with dreams, into their rightful future.

Yolngu Representative Team A discussion that keeps coming up in these meetings is to do with young adults becoming parents and the preparedness they have for this, and the impact this then has on children as they start their journey. This would be an opportunity to influence young people’s decisions, issues of rraypiri in culture, and health issues. Further to this, and with an emphasis on Yolngu traditional teachings, it was proposed to discuss with the school and other services the concept of having men’s and women’s camps on homelands to combine Yolngu education with Balanda education about family, law, gurrutu structure, family trees, bush medicine, hunting, health, their futures in two worlds, and culture.

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In all of these camps it was suggested that Yolngu resources for teaching be developed as well as using those that already exist. This again can be combined across services as many people have developed great resources. Another problem identified was the way young women/men walk around at night, and the group suggested talking with the Shire and Night Patrol about extra support for their work.


School Nurse In partnership with the Miwatj Health Aboriginal Corporation with particular reference to the Ngalkanbuy Health Service (Community Health Nursing Staff) in Galiwin'ku, Elcho Island, Shepherdson College is employing a School Nurse utilising our National Schools Partnership, “Remote Whole School Reform� funding arrangement.

Key Responsibilites To deliver direct high quality and comprehensive nursing care and individual case management to students of Shepherdson College within own level of competency and across agreed procedures and protocols, and in accordance with the CARPA Manual, in order to meet expected health outcomes. Educating parents attending the FaFT (Families as First Teachers) program.

"practise within a Primary Health Care framework and philosophy in a remote school." 23


3-9 Adult Education Program Shepherdson College has been able to expand its range of educational options to adult community members and youth at risk through the flexible arrangements of the 3-9 Adult Education Program. Through the following five key areas of: Educational Career Pathways, Family and Community Engagement, Flexible and Innovative Remote Delivery, Student Attendance and Engagement and Devolved Resource Management, Shepherdson College has been able to facilitate 29 different 3-9 programs with over 500 adult learners attending in the past 18 months. Adult Education at Shepherdson College (AdultEd@SC) has taken an additional focus with more emphasis on on-the-job training, as well as courses offered after hours. Airport On-The-Job Training Training at the airport began in first term where employees gained education and training in their own workplace. Now employees regularly attend the College during working hours to undertake their training, where they can use the College resources. Over the course of the year the employees have learnt specific skills in numeracy and literacy which are tailored for their roles; everything from calculations to departure and arrival times to filling in manifest paper work and email. Motel On-The-Job Training Training with the Marthakal Motel workers was a short 6 week training focusing on literacy. During this unit, employees gained education and training in finding better ways to format their paper work and filling it in correctly. Painters Literacy and Numeracy Education AdultEd@SC arranged with the employer of the local domestic painters for the team to finish work early one day a week and use that time to come into the College for industry specific numeracy education. This course focused on multiplication and units of measurement, including area, perimeter, volume etc. Marthakal Clinic On-The-Job Training Training at the Marthakal Homelands Clinic has involved working with Indigenous Health Workers to complete their Certificate I in Adult Basic Education. This has meant dedicated support to the workers during their work/study time. Rangers On-The-Job Training This short course involved supporting the indigenous Rangers to efficiently operate their I-Tracker devices. These men also completed their Certificate II in First Aid. Other courses that have run at the College this year have included First Aid, Learners License, Video Producation, Auslan, 4WD training, Cultural Awareness, Creative Writing, Digital Design, Beginners Guitar, Coxswain, Ensure a Safe Workplace, Cooking, Basic Motor Mechanics, Basic Computer Skills, Quilt Making, Band, Barista Basics, Yolngu Matha Certificate, Safe Food Handling Certificate.

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Band

Drumbeat

A trained music teacher and well known local musicians mentoring young men and women in music and band skills with a view to appearing at the renowned Garma Festival.

Drumbeat is a program for young people at risk that quickly engages them through music. It promotes a feeling of connectedness and teamwork in a non-threatening, fun environment.

The outcome for this program is a live performance by students in Galiwin'ku for our community members.

The teacher is a trained Drumbeat facilitator.

Using Computers

Motel Shep Motel Shep has now been opened and its first veure into hospitality is a coffee shop. Rooms are now open for visitors and students and young people at risk employed to run the motel through VET training courses and casual employment opporunities.

A practical session where people are able to explore the computer depending on their individual skills and needs. Topics include internet banking, social networking sites, email, basic word-processing and working with photographs.

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Nutrition & Hygiene

Literacy

On this course the students cover basic preparation and cooking for large families. They also discover the different types of foods and their origins.

The English Literacy class aims to help each student develop their English skills for the specific purposes they have identified, ie to communicate more effectively in their workplace, to read English for recreational purpose, to communicate via email.

It enables learners to build up their confidence to put to use at home what they have prepared in class, also learning how to follow, identify and control simple hazards and take particular hygiene measures to ensure the non-contamination of food and other items that might put themselves and families at a health risk.

Learners Driving Licence This program is run for those members of the community who have never held a learners driving licence or need to renew their licences.

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The students attend class for two weeks before sitting their theory exam. The course is run by Sergeant Joe from Galiwin'ku Police Station. To date 29 students have passed the course to obtain their learners licence.

They are a keen and dedicated bunch of learners!

Basketball for Women This course is designed for women wanting to improve their knowledge and competency in the sport of basketball. It is a two hour practical class consisting of techniques, areas of skill and basketball rules as well as fun activities and drills for the first hour, and then a real basketball match is played for the last hour. The ladies look forward to each week of basketball with Nat, who is the School PE Teacher running this program.


Traditional Weaving

Yolŋu Matha Language

This is a practical course that is run by internationally-acclaimed Artist Mavis Ganambarr.

This is a beginner’s course for those wanting to learn Yolŋu Matha Language. Students learn about the Yolŋu culture, the kinship system as well as language.

On this course the students learn about the different techniques and processes of the collecting, stripping drying and dyeing of the pandanus leaves to weave baskets, mats, and other items. The participants enjoy the opportunity to learn more about the community and culture from Mavis and her assistant Dorothy each week.

4x4 Driving Course This short course is run in two parts. The first part, which is theory, includes topics about 4WD characteristics and handling, pre-departure checks, steep ascents and descents, side slopes, basic navigation, water crossings, negotiating all types of terrains and recovering. The second part is practical, so students go out driving in the Community or Homelands.

The language being taught is Djambarrpuyŋu and this class is taught by Mary Ŋandama who was a senior teacher at Shepherdson College and now works as a Scripture In Use teacher at Galiwin'ku.

Video Production In this video production course the aim is to introduce students with the knowledge and skills required for a career in professional video production or just for an exciting new hobby. The program is run by Craig Danvers who is Shepherdson College Literacy Production Centre Supervisor.

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Young Rangers

Youth Development Program

The students learn about sea and land management. Each week they will cover various topics and travel out to see different parts of the community.

Galiwin'ku Youth Development program seeks to encourage participation of young men at risk in activities that promote their social and emotional well-being.

Topics include: animals, weeds, ghost nets, endangered species, snakes, turtle management, four wheel drive course, quad bikes, and beach maintenance. The Head Ranger will select future employees from students who have completed this program.

The project involves excursions to Homeland Communities and is delivered in partnership with elders. 35 young people have participated in activities such as fishing, hunting and collecting bush food, spear making, sharing stories with community elders. This program works closely with 10 community elders and volunteers.

Numeracy The Adult Numeracy course is tailored for student needs and interests. Current students have identified several areas of numeracy learning that will benefit their everyday life.

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Students are currently learning how to use a calculator as a mathematical tool.

Sewing Basic hand sewing techniques have been followed by students selecting items of clothing to make, ordering their material and then learning to use the electric sewing machine.


Learning on Country Program The "Learning on Country" program was developed collaboratively between college and ranger staff, with a focus on field based activity, drawing on traditional and western knowledge systems. It will provide for general training and employment pathways, not only to employment in the areas of land, sea and wildlife management but in other areas of our community. The foundation of the program was a development over years of a process of inputs by senior cultural leaders and experienced teachers. In formulating a model that integrated on country experiences meaningful to indigenous students, with classroom activities that were part of the curriculum with positive attendance and learning outcomes. These outcomes position students well for entry into the workforce and for further education. School teachers, Ranger staff and Indigienous experts will all particpate in the teaching process. The intent is to incorporate the program into the learning culture of both the school and the community of people who support it. Field workshops and school based learning activities are linked directly to NTCET, Australian Curriculum and VET Certificate outcomes through the CALM (Conservation and Land Management). The foundation to this pedigogy is sound cultural learning and validation of the program by senior Indigenous cultural mentors. At Shepherdson College, Primary school students are involved clearing and monitoring marine debris on Mission Beach covering all the curriculum areas. Middle Years students are studying insect collection, herbarium collection, plant preservation, aquaponics, fish trapping, aquaponic fish plant harvest, Yolŋu seasonal hunting and weather patterns. Senior students are studying aquaponics, native seed germination, data-logger, orchid maintenance, weed field trips, aquarium tank setup, field trips to gather marine species, clown fish aquaculture, clam aquaculture, turtle rehabiliation and I-Tracker digital data collection.

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Families and Schools Together Shepherdson College has been a strong supporter of the Families and Schools Together (FAST) program since Term 4, 2010. The FAST Program has proved a great opportunity for families in the community to have fun, support each other, and strengthen their relationships with the school. The main goal of FAST is to strengthen families and empower parents. Every Tuesday evening, ten to twelve families from around the community are invited to Shepherdson College to take part in the FAST Program. Families sit together to share a nutritious meal, sing songs and enjoy completing different communication-building activities together. Children show respect for parents by listening to them and helping their family work together as a team. FAST helps children to feel good about themselves and their families. They enjoy coming every week because they get to have fun and feel special. Parents enjoy coming to FAST because they can talk to other parents and feel supported by each other. Parents get to feel proud and think about all the good things they are doing for their children. Every week one of the FAST families wins a Door Prize. This prize is full of fun and useful things for the family to enjoy. The family who wins the weekly prize is invited to help cook the meal for everyone the following week. The Galiwin’ku FAST Program is run by a dedicated community-based team. This team is made up of strong community members, including staff from Shepherdson College, community workers from the Ngalkanbuy Health Centre, the Red Cross, and Galiwin’ku Youth Services.

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Fast Program Example Data During term 4 2010 the FAST program was introduced at Shepherdson College. There were 13 families who took part in the 4 week pilot program. Most evenings there were approximately 40-50 people who joined in each week. 22 students were identified as participating with the FAST program with their families. These students ranged from transition through to year 6. Students who attended FAST with there families were monitored to see if there was any change to attendance levels during this time. Attendance for 95% of the students increased during the 4 weeks of the fast program and there was no change for 1 student.

GRAPH OF PERCENTAGE OF ATTENDANCE RATES FOR STUDENTS WHO ATTENDED THE FAST PROGRAM IN NOVEMBER AND DECEMBER 2010

CONCLUSION It is evident that the FAST program has substantially contributed in improved attendance in students who have attended the FAST program with their family. It is envisaged that upcoming programs will promote greater attendance for other students who attend the FAST program in the future.

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Shepherdson College

Shepherdson College Galiwin’ku, Elcho Island PMB 74 Winnellie 0822 Northern Territory Phone: 08 89 879 044 Fax: 08 89 879 060 bryan.hughes@ntschools.net

Designed and Printed by the Shepherdson College Literature Production Centre

Shepherdson College - 0 to 100  

Information booklet produced for Shepherdson College.

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