Senior Room

Currently in the Senior Room the programs I use are derived from evidence –based research to deliver the best possible English curriculum for my students.  For example,  the morning English session focuses on explicit teaching of sounds using the Thrass system.  Which is a daily repetitive sound based program for students to hear and say sounds. To complete this session students enjoy both the consonant and vowel raps.   

This session is followed by intensive Phonological and Phonemic awareness skills training.

I use the Sounds–Write Program.  It is a linguistic phonics program emphasising that sounds are represented (encoded) by symbols that we call letters.  Some sounds are represented by one letter, some by two letters.  Secondly, I encourage students to master the Alphabetic code, from simple 1-1 sound: 1-letter correspondence; to sounds represented by several different spellings. And finally blending and segmenting.  These are essential skills for our students to practice and master. It is important that speed and accuracy need to be achieved for these skills for them to become automatic.

Writing in the Senior Room

For writing we use Talk 4 Writing (T4W) that allows students to speak the language of non-fiction before they attempt to write it.  There is a three-step process used to develop students’ confidence and linguistic ability so that they are able to create their own writing. The three stages are Imitation, Innovation and Independence. T4W is a highly structured process enabling students to grasp the structure of writing when writing an explanation for example, and using  appropriate tools such as capital letters , full-stops and commas.

In the images are examples of Sounds –Write work completed by Flory and Jahlile. Short burst writing by Flory. Phonemic awareness work by Jahlile. Also Boxed-up work (T4W) for ‘Why giant Bung-arras became extinct.’ And finally Text maps completed by Flory and Jahlile.

Ted Cousens

Senior Room Teacher

Yeun Carrucan kindly donated some texts for the students to enjoy. A huge THANK YOU to Yeun for her thoughtfulness.

On Thursday 24 October the staff and students visited the SKA site and were treated to a tour of the plant.

On Friday 25 October students from Pia Wadjarri RCS enjoyed creating their own art works on bags. drawing on ideas thye had preveously explored in art, including:

• using lines of various weights to define an area
• choosing colour of varying intensity that expresses personal ideas
• creating 2D art forms
• using symbolism to create traditional or cultutral art pieces

they had a lot of fun and did some amazing art!!

At Pia Wadjarri Remote Community School we want to focus on good behaviour, not bad behaviour.

We believe good behaviour should always be rewarded, so that every child has the opportunity:

• To be positively nurtured and rewarded, not focusing on negatives.
• To be challenged in all aspects of their lives and encouraged to be the best person they can be.
• To be given the opportunity to excel and feel good about their achievements.

Every time your child displays positive behaviour they will receive a stamp from their teacher on their reward card.

When the reward card is completed (30 stamps), in acknowledgement of their achievement, the student will receive a Principal Award Sticker for excellent behaviour and a prize from the Principals Treasure Chest. In this way, every child has the opportunity to see the Principal in a positive light, and as an encouraging experience.

Congratulations Matchum and Trinity on being our first reward card completers!