Ernabella Children and family Centre:
The Family Centre is open Mon-Friday 8.40-12.30. Parents and caregivers can access the centre and participate in playgroup activities, health program and Families as Frist Teachers early literacy program. A full time teacher and two AEWs work as a team to ensure the program runs effectively. In 2018 there are 35 children under the age of 3, an average attendance for children at the centre is 14-16 babies. Services such a CMAHS, CAFHS and NPY will visit the centre to keep in touch with clients and run their own programs. A QIP is developed annually in consultation with Governing Council and community members.
The preschool enrolments are approximately 22 children. Attendance varies, in 2017 we averaged 55% attendance, however we have put in support structures including allocating 2 AEWs to form the preschool teaching team. We will continue to unpack ‘what is working well’ in the site and monitor any attendance trends.
In 2013 our Preschool was assessed using the NQS assessment. The assessment revealed our preschool was meeting the NQS. We achieved exceeding in the area of Relationships with Children.
The Pre-School Quality Improvement Plan (QIP) is available on the web-site.
At Ernabella our approach to Australian Curriculum delivery is being continuously developed and improved. It is in response to the Lands context particularly mobility of students and considerations of the complex needs of our students. The goal is that our students are successful learners, confident and creative individuals and active and informed citizens. We plan teach and assess against the Australian Curriculum through:
- Rich relevant integrated units. The units have a specific agreed structure including genre focus, literacy embedded and numeracy elements
- Keeping Safe Curriculum
- The Literacy/ English Block which feeds into units
- The Mathematics Block which feeds into units
- Pitjantjatjara FLMD program implementing Aboriginal Languages First Language Learner Pathway
- Strong cultural connections to units realising much of HASS learning area (Bush trips, Anangu stories and history)
- Site based development to implement aspects of Learning Areas such as HPE (e.g. through CAFHS Nurse programs e.g. trachoma, diabetes, sport clinic visits) The Arts (through music specialist visits e.g. drumming, ceramics, and music and media through Ninti Media projects) which connect to the units.
There is a shared and targeted focus on coherent secondary pathways including FLO, Wiltja, TTC, SACE and VET. Students regularly attend the Trade Train Centre (TTC) to achieve SACE credits and VET certificates as well as working in class to achieve Stage 1 and 2 SACE.
A mathematics agreement supports staff to know what is expected in order to provide students with common and coherent learning experiences underpinned by shared understandings of effective teaching in mathematics research.
Coherence is about shared understandings which lead to clarity about common teaching practice. Shared cohesion is about understanding the depth of complexity in the nature of our work.
We provide maths learning sessions that enables students to:
- Know and understand the learning intention
- Hear, see, speak and use mathematics vocabulary
- Solve problems through exploration and explicit teaching of strategies
- Be efficient in mental computation strategies
- Make connections in their learning through feedback and reflection