Annual Report 1991 Department of Education
Tabled Paper 1288
Tabled Papers for 6th Assembly 1990 - 1994; Tabled Papers; ParliamentNT
Made available by the Legislative Assembly of the Northern Territory under Standing Order 240. Where copyright subsists with a third party it remains with the original owner and permission may be required to reuse the material.
1991 Of the major projects making up the Remote Areas Programunder taken by the Northern Territory, Queensland, South Australia and Western Australiathe Territory provided leadership in two. The NT Open College focused on the provision of junior secondary courses suitable for secondary-age Aboriginal students living in remote areas. In addition, the Northern Territory contributed to South Australia's project concerned with the development of a tutor support and training scheme and the drafting of Western Australia's Teachers' Guide for Remote Schools. Homeland centres: The Homeland Centres Learning Program began with funding through the national Aboriginal Education Policy. A team working in consultation with curriculum and assessment specialists and teachers from community schools and other institutions upgraded levels 1 and 2 of the School of the Bush workbooks, completed master sheets for level 3 students and developed strategies for the provision of student and teacher support materials for Years 4 to 7. Project workshops, involving partici pants from the other States, were held in Central Australia. English as a second language: During the year, the 'Implementing the English Curriculum' (ITEC) programdesigned to assist teachers intro duce and implement the new English curriculumwas extended to teach ers in Aboriginal schools. A new set of Tracks' books, the Dhawu Mala series, was completed and prepared for publication. Consisting of texts covering a variety of genres focusing on a particular theme, the series is intended for middle primary students. Publication of the revised Level 3 of the School of the Bush program was completed, while materials for other levels were reprinted. Work began on the development of strategies and materials at the upper primary level to meet the needs of both teachers and students in homeland centres. Aboriginal languages and bilingual education: In accordance with both national and Northern Territory policy on the teaching of languages other than English, there was continued emphasis on the teaching of Aboriginal languages through both school-based oral language and cultural mainte nance programs and formal bilingual education programs. In 1991, the appraisal and accreditation of the bilingual program at Yirrkala Community Education centre was completed, revealing a desire within the community for students to attain the skills necessary for interact ing with the wider Australian society, while maintaining their own lan guage and culture. In May, the Department was represented at a meeting in Canberra to assist in preparing the final draft of a Commonwealth Government White 21