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Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
Milyakburra  strong start bright futures1
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Milyakburra strong start bright futures1

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  • 1. Milyakburra SchoolGroote Eylandt College Strong Start, Bright Futures<br />
  • 2. Students<br />
  • 3. Attendance Data <br />Every Child Every Day<br />
  • 4. Enrolment Year Breakdown<br />
  • 5. School Staff<br />
  • 6. Pre School Aged children ( 0 - 4 Years )<br />Goal: To provide pre school aged children and their families with resources, support and facilities to aid the development of each child. <br /><ul><li>Partnership with Anglicare to provide daily playgroup at school. Families and young children are encouraged to participate (up to 10 children involved)
  • 7. Four year olds and their families are encouraged to join in with the early years class in preparation for their first year of schooling.</li></li></ul><li>Early Years Classroom - Transition to Year 3 <br />Goal: To provide a culturally sensitive learning environment where each child is provided with the foundations for future success. <br /><ul><li>Curriculum is developed using the Early Years Learning Framework and NTCF
  • 8. Integrated curriculum and play based learning
  • 9. Parental involvement in the learning process
  • 10. Use of assessment data to identify learning needs – driving teacher programs
  • 11. Major focus on oral language development and phonological awareness
  • 12. Quality teaching – on going support to develop. </li></li></ul><li><br />Assessment of Early Years student Phonological Awareness – Project Kids Data<br />
  • 13. Voices from Early Childhood <br />
  • 14. Milyakburra Primary Years – Literacy and Numeracy<br />Goal: To develop literacy and numeracy levels so students have the skills and knowledge to be successful across two cultures. <br /><ul><li>Quality Teaching
  • 15. Strong focus on Literacy and Numeracy
  • 16. Specialised intervention program - Quicksmart
  • 17. Use of assessment data to identify learning gaps and needs
  • 18. Provide real and meaningful contexts for learning
  • 19. Continue to develop phonological awareness
  • 20. Engaging parents in the learning process – support in the home environment</li></li></ul><li>Student Voice from Milyakburra Primary Years<br />
  • 21. Middle Years<br />Goals: To engage and retain middle year students and continue to develop literacy, numeracy and life skills in a meaningful and purposeful learning environment. <br /><ul><li>Targeted learning centered around student interest e.g. Technology, Mechanics
  • 22. Continued strong focus on literacy and numeracy
  • 23. Market Garden – rich learning context - integrating maths and literacy that can lead to viable local employment and / or business enterprise
  • 24. Preparing students for pathways – mainstreams school, VET
  • 25. Working with local operations to provide learning opportunities
  • 26. Retention and engagement is the most challenging area
  • 27. Engaging families in student learning</li></li></ul><li>Voice from Community Member<br />
  • 28. Senior Years<br />Goal : All year 10 students have a documented pathways plan completed.<br />2011 sees Milyakburra’s first senior secondary students (Yr 10).<br /><ul><li>All year 10 students are enrolled in Stage 1 PLP Semester 2 2011
  • 29. New Senior Years program being developed in readiness for 2012
  • 30. School is working in partnership with Groote Eylandt College Schools, NT Senior School (933), NTOEC and regional support to develop a plan for senior years students for 2012 onwards.
  • 31. Challenging to do at Milyakburra because of limited infrastructure, multiage classes and employment pathway options. </li></li></ul><li>Violet on School and Future<br />
  • 32. Community Engagement<br />Goal: To develop partnerships with community where we work together to support student development and learning.<br /><ul><li>Formation of school board and consultancy in Annual Operational Plan
  • 33. 3-9 programs - basketball, discos, movie nights, sport and recreational activities
  • 34. Teacher programs required to have community engagement factor
  • 35. Language and Culture Program
  • 36. Mentoring literacy leader in the community.
  • 37. Currently recruiting cultural advisor </li></li></ul><li>Language and Culture Curriculum<br />
  • 38. Student Wellbeing – healthy learning environment <br />Goal: To create an safe and happy learning environment where students are developed both socially and emotionally. <br /><ul><li>Whole school approach
  • 39. Building student resilience and coping skills
  • 40. Developing and identifying good learning behaviours
  • 41. Building respect and pride for self , others, school and community
  • 42. Working together
  • 43. Self reflection on behaviour</li></li></ul><li>Student Wellbeing – keeping safe, healthy and strong<br />Goal: To provide a safe environment where every student develops healthy self care skills, habits and knowledge. <br /><ul><li>School Nutrition program – providing healthy meals daily.
  • 44. Daily health routines
  • 45. Partnership with local clinic – weekly health talks
  • 46. Creating awareness of healthy food choices through school vegetable garden</li></li></ul><li>Attendance and Attendance Strategies<br />Goal: Every child has 90% or more attendance<br /><ul><li>Regular conversations with community and families
  • 47. Quality teaching
  • 48. Expectations and goals communicated to students and families
  • 49. Raising school profile in the community
  • 50. Creation of a happy, safe learning environment at school
  • 51. Partnership agreements with local service providers – no school no service
  • 52. Engaging Curriculum
  • 53. Incentives </li></ul>Every Child Every Day<br />
  • 54. Raising School Profile<br />Goal: To increase Milyakburra’s School Profile to share good news stories , raising community pride in school. <br /><ul><li> Chief Ministers Smart School Award Highly Commended award for Innovation in Indigenous Education (garden enterprise)
  • 55. Winners - ABC ‘Watch us Grow’ NT schools garden competition
  • 56. Regular articles written for various publishings
  • 57. Milyakburra School Blog</li></li></ul><li>Quality Teaching<br />Goal: To increase student outcomes by developing teachers knowledge and skills – with a strong focus on well researched best practice. <br /><ul><li>Teacher feedback teacher feedback has shown to be One of the most significant activities a teacher can engage in to improve student achievement (Hattie,1992)
  • 58. Weekly timetabled learning togethers
  • 59. Shared leadership
  • 60. Recruitment and retention of quality staff
  • 61. professional learning
  • 62. Using data to identify needed teacher support
  • 63. Specialised support staff
  • 64. Developing Indigenous education leaders</li></li></ul><li>Indigenous Teaching Staff on Teaching and Learning <br />
  • 65. Student outcomes <br />NAPLAN results show that considerable improvements have been made over the last three years. However we still have a long way to go to reach out goal that all students achieve at least minimum benchmark. <br />Teacher assessment on Individual students have shown that those students attending school 90% or more have made significant advances in both literacy and numeracy. <br />
  • 66. Community Challenges<br />Remoteness– expense and access<br /><ul><li>Limits availability of support and services
  • 67. Limits students access to different learning contexts
  • 68. Difficult to get quality staff commit to long term </li></ul>Size <br /><ul><li>limited infrastructure
  • 69. often not included in plans (not a 20 20 town) </li></ul>Accommodation<br /><ul><li> Limited Housing </li></ul>Communication<br /><ul><li>No mobile service </li></ul>- Community members have no access to Internet in their homes. <br />
  • 70. How do these impact on Teaching and LearningMiddle and Senior Years<br />
  • 71. How do these impact on Teaching and Learning<br />Families with young children <br />
  • 72. How do these impact on Teaching and Learning<br />Support Services <br />
  • 73. Learning and Social Opportunities <br />How do these impact on Teaching and Learning<br />
  • 74. How do these impact on Teaching and Learning<br />Access to Technology <br />
  • 75. Community Comments <br />‘We need our kids to be strong with education because one day they are going to run our communities’ Eric Wurramara – community leader <br />‘I am going to come to school everyday to get clever, yeah when I am big I am going to be fighter pilot and make big money – yeah.. you have to be clever to do that you know’ Jenzel Lalara 11 year Student<br />‘It is important for the kids to know both ways – they need to be strong in Anindilyawka way and strong in English way’. <br />Morgan Wurramara community leader<br />‘Kirsten – I want to learn now can you send me to boarding school. I go little bit silly but now it is too boring, now I want to get job, to learn…. too boring now’ - 18 year disengaged Milyakburra youth<br />
  • 76. Question from community member? <br />‘Why is it that when Indigenous children go to school everyday and they learn lots, they know, but then when they finish school they do nothing - just sit around , not working ? I have seen this all over’ <br />Violet Huddleston<br />
  • 77. Can you help us improve education and social outcomes for Milyakburra youth?We would like to hear your ideas and thoughts.Please email Kirsten Moreykirsten.morey@ntschoools.net<br />
  • 78. Thank you to all of our Partnerships<br />ANGLICARE NT<br />

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