NT ASSOA Ann Fleming
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NT ASSOA Ann Fleming



NT ASSOA Ann Fleming. Engaging Remote Primary Aged Indigenous Students With No Formal Schooling

NT ASSOA Ann Fleming. Engaging Remote Primary Aged Indigenous Students With No Formal Schooling



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NT ASSOA Ann Fleming NT ASSOA Ann Fleming Presentation Transcript

  • Engaging Remote Primary Aged Indigenous Students With No Formal Schooling Through Cultural and Language Partnerships.
  • Ulpanyali is a small outstation on Aboriginal land, about 340 km west of Alice Springs. Ulpanyali means "Ochre Hill" in the Luritja language.
  • How did this learning journey begin?
  • Initial Meeting with Ulpanyali Community
    • Discussion re classroom space
    • Enrolment
    • Equipment needed
    • Who would be the home tutor?
    • Contact
    • Power
  • Expectations
    • Parents were the key to developing a set of behaviours for the classroom
    • Some ASSOA input
    • Reinforcement of positive behaviours
    • Positive learning environment
  • Visit to ASSOA
    • Community visits school
    • Watch IDL teaching sessions
    • Look at displays of children’s work
    • Meet staff
    • Community project
  • The classroom is transformed
  • Gathering baseline data
    • Number
    • Time
    • Measurement
    • Book Knowledge
    • Alphabet Knowledge
    • Oral Literacy
    • Name
  • Baseline data
    • All knew colours but would point rather than talk
    • All children knew the front of a book
    • Two children knew some letters of the alphabet
    • Only one of the children could write their name independently
    • Three recognised numbers to 10
    • Three of the children understood some positional language
  • The community begins to grow
  • And so do the children’s interests
  • Rainbow Alphabet
  • Oral Language Program
    • A Daily Routine
    • Greetings
    • Shared Poetry
    • Naming words
    • Listening Activities
    • Share a story
    • Barrier Game
  • Story Writing
    • Shared Reading
    • Learning about books and how they work
    • Using text for a week building on beginning reading strategies.
    • Mini shop
    • Money
    • Galaxy Maths
    • Mental Maths
    • NT Targeting Maths
    • Explicit notes of the home tutor
    • Hands on Materials
  • Clinic and School
  • Play
  • Sports Day
  • After School Fun
    • Sports Equipment
    • Playground
    • Biking
    • Hunting
  • How far have we come?
    • Then
    • Children not in any formal schooling
    • Oral language ESL Phase 1 Beginning Level 1.
    • KGP 1 and KGP 3 Maths
    • Would pick up a phone and yell in language for an adult
    • Shy would not have a go
    • Written program
    • Teacher visits every 3 weeks
    • Classroom practices needed to be established
    • Phone calls weekly to tutor and students
    • Now
    • Children attending school everyday
    • Oral language at ESL Phase 2a beginning Level 3.
    • KPG3 and Band 1 Maths
    • Answer the phone and talk with a teacher
    • Confident to have a go
    • Beginning written and IDL mix of learning
    • IDL and Teacher visits
    • Classroom practices and procedures in place
    • Phone calls weekly to tutor and students
  • Solar Power
  • IDL Setup
  • What has made the difference to date?
    • Planning meetings with the community
    • Constant contact with the home tutor
    • Helping to set materials in an order that was helpful to the home tutor
    • Modelling areas of learning
    • Able to give positive feedback to home tutor
    • Professional development sessions
    • The home tutor felt supported enough to ask questions when she didn’t understand
    • Commitment to visit every three week until the community had power to the classroom and able to access IDL
    • Positive links with ASSOA staff