The Aboriginal Literacy Strategy (ALS) is a systemic literacy initiative to assist all the Remote Teaching (RTS) Service schools in Western Australia.

The ALS is focused on consistent and sustainable pedagogy over time despite constant changes to school personnel.

All staff in participating schools (Aboriginal and Islander Education Officers, Education Assistants, teachers and principals) receive ongoing training and support with the implementation of a single, systemic literacy program. Every student, every day, experiences a minimum of two hours of literacy instruction, moving through a prescribed sequence of components.

Staff are encouraged to embed two-way learning throughout the session. Teachers implement a gradual release model of instruction in developing students' English language and literacy skills, incorporating modelling, sharing, guiding and independent practice. The strategy is designed to complement and support other literacy initiatives including the Getting It Right strategy, English as a Second Language and English as a Second Dialect program, and the ABC of Two Way Literacy and Learning program.

In addition to the Professional Learning program conducted for all staff throughout the strategy, participating schools may also receive visits from an English Language and Literacy Consultant (ELLC) who provides localised support and advice.

The ILSS program is a Commonwealth-funded initiative that has been developed for culturally and linguistically diverse Aboriginal students who commence compulsory schooling.

A once-only per capita grant is made for each eligible student. The program currently operates in approximately 60 schools in the Goldfields, Kimberley, Mid West, and Pilbara education districts.

The objective is to facilitate the entry of Aboriginal students into education by providing intensive English language tuition to each eligible student.

KindiLink is a play-and-learn initiative for three-year-old Aboriginal children who attend with a parent or carer at 37 selected schools.

It is running as a pilot (2016-2018) and will be independently evaluated to inform future directions.

The target group for KindiLink is Aboriginal children in the year prior to them being eligible to attend Kindergarten (i.e., three-year-olds). Where capacity exists, younger siblings may also attend. Children and families from outside a KindiLink school's catchment area are welcome to participate in KindiLink. Where capacity also exists, and with support from attending families and the local community, non-Aboriginal children and parents or carers may be invited to participate.

The 2015 Australian Early Development Census found that many Aboriginal children in Western Australia were doing well, but it also found that 47.5% of Aboriginal children were vulnerable on one or more developmental domains compared with 19.5% of non-Aboriginal children and higher than the national average of 42%. NAPLAN 2015 data indicated that only 66% of Year 3 Aboriginal students in Western Australian public schools met the national minimum standard for reading compared with over 95% of non-Aboriginal students.

Each session is planned and facilitated by an early childhood teacher and an Aboriginal and Islander Education Officer who work alongside families. Activities are based on the principles and practices of the Early Years Learning Framework, with a range of freely chosen and developmentally appropriate hands-on experiences available.

Vocational Education and Training (VET) in Schools programs are delivered as part of a broad, general education that combines study towards a senior secondary certificate with a nationally recognised VET qualification within the Australian Qualification Framework.

The specific areas identified as priority areas for VET in Schools for action in the Principles and Guidelines include:

- The establishment of VET in Schools by schools not previously involved in the delivery of VET in Schools.
- Expanding the range and spread of VET in Schools courses offered across industry sectors by schools already involved in the delivery of VET in Schools.
- The establishment of VET in Schools courses in new industry areas and in industry areas currently not well subscribed in VET in Schools.
- Increasing participation in VET in Schools by particular student groups that are difficult to reach and/or service, for example, improving access for students in rural and remote areas and for educationally disadvantaged students including Indigenous students and students with a disability.
- Developing strategies to maintain quality standards in VET in Schools, including professional development.
- Increasing participation in School-Based New Apprenticeships (in WA these are called School-Based Traineeships) and other trades-related vocational courses that relate to skills shortages.
- Addressing areas of skills shortage.