Aboriginal Literacy Strategy
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 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.
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Indigenous Language Speaking Students
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.
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Vocational Education and Training in Schools Program
Implementation of VET across Australia is in accordance with the set of nationally agreed principles from Principles and Guidelines for Improving Outcomes for Vocational and Technical Education and Training (VTE) in Schools (2005 - 2008).
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 (i.e. the Western Australian Certificate of Education - the WACE) 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 which relate to skills shortages, and
* addressing areas of skills shortage.
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