history

Brief History

Hedland School of the Air was established to enable distance education students in the Pilbara to have peer and teacher contact on a regular basis. The first radio lesson was transmitted on 7th September 1964.

In October 1998, staff moved to new premises located at the Port Hedland International Airport. This building was constructed as a joint School of the Air and R.F.D.S. facility. This is the only such physical alliance of the two organisations in Western Australia, even though there has always been a strong relationship and common clientele.

Demographics
Port Hedland School of the Air has an annual enrolment of 35 – 45 students, mostly located on cattle stations and within national parks. Whilst being the smallest of the five W.A. Schools of the Air, PHSOTA has the second largest area, covering 560,000 square kilometres.

Personnel and Communication Resources
Staff are appointed through merit selection and work within a modern building with ‘state of the art’ electronic resources. Teachers’ workstations have email and internet access and are linked through a sophisticated network to support the planning, reporting and communication processes of the school.

Teachers communicate daily with their students through CENTRA, a computer-based satellite conferencing system. This system provides high quality voice clarity, as well as a range of tools that enhance lesson presentation eg chat and whiteboard. In addition, the system provides students with internet and email access.

Teachers visit their students once per year, with the Itinerant Teacher visiting each family three times per year. To do this, they travel through isolated areas using 4WD vehicles (school and hired) equipped with satellite phones so that contact can be kept with the school. Charter flights are also used to visit students when deemed appropriate.

Learning Program
Catering for the needs of students in distance education is challenging. Many students use distance education materials, however much individualising of programs occurs. Most students work on modified or specifically designed programs, which cater for their specific developmental needs. Each child spends up to thirty minutes per day on their “air lesson” with their teacher and peers.

Most children return a completed ‘set’ (program of work) each fortnight. These are assessed by their teachers and returned with a report, certificates, library and supplementary reading books and materials. The turnaround time for completed work can be substantial, depending on when or how often the mail is collected and the route it must take to arrive at its destination.

Families are provided with computers and satellite dishes, to enable them to participate in CENTRA lessons and activities. Internet and email is also provided for students.

To enhance opportunities for social contact, students attend several camps throughout the year ranging from mini-camps held at stations, to a camp for middle/upper students from all Schools of the Air, to conclude the school year. This face-to-face interaction is vital, both for students and teachers.

The school is supported by a School Council, which consists of four parent and three staff representatives, including the Principal. This group meets once per term, more frequently if necessary, and plays a key role in providing school community input to school planning and decisions. The P&C Association also provides strong support to the school and its students. It has generally been the practice that the majority of tutors are P&C members.

Unusual Facets of Teaching at School of the Air
• Facilitating education with very little face to face contact
• Close working relationship with parents/home tutors, and developing a strong team to support each student
• CENTRA is a fascinating and unique medium for conducting lessons
• Travelling in isolated areas to visit students and meet with parents
• Much greater contact with parents than would occur in most schools
• Working in an office area in close contact with other staff

Port Hedland S.O.T.A. "Working Together -Apart"
	*Brief History* Hedland School of the Air was established to enable distance education students in the Pilbara to have peer and teacher contact on a regular basis. The first radio lesson was transmitted on 7th September 1964. In October 1998, staff moved to new premises located at the Port Hedland International Airport. This building was constructed as a joint School of the Air and R.F.D.S. facility. This is the only such physical alliance of the two organisations in Western Australia, even though there has always been a strong relationship and common clientele. Demographics Port Hedland School of the Air has an annual enrolment of 35 – 45 students, mostly located on cattle stations and within national parks. Whilst being the smallest of the five W.A. Schools of the Air, PHSOTA has the second largest area, covering 560,000 square kilometres. Personnel and Communication Resources Staff are appointed through merit selection and work within a modern building with ‘state of the art’ electronic resources. Teachers’ workstations have email and internet access and are linked through a sophisticated network to support the planning, reporting and communication processes of the school. Teachers communicate daily with their students through CENTRA, a computer-based satellite conferencing system. This system provides high quality voice clarity, as well as a range of tools that enhance lesson presentation eg chat and whiteboard. In addition, the system provides students with internet and email access. Teachers visit their students once per year, with the Itinerant Teacher visiting each family three times per year. To do this, they travel through isolated areas using 4WD vehicles (school and hired) equipped with satellite phones so that contact can be kept with the school. Charter flights are also used to visit students when deemed appropriate. Learning Program Catering for the needs of students in distance education is challenging. Many students use distance education materials, however much individualising of programs occurs. Most students work on modified or specifically designed programs, which cater for their specific developmental needs. Each child spends up to thirty minutes per day on their “air lesson” with their teacher and peers. Most children return a completed ‘set’ (program of work) each fortnight. These are assessed by their teachers and returned with a report, certificates, library and supplementary reading books and materials. The turnaround time for completed work can be substantial, depending on when or how often the mail is collected and the route it must take to arrive at its destination. Families are provided with computers and satellite dishes, to enable them to participate in CENTRA lessons and activities. Internet and email is also provided for students. To enhance opportunities for social contact, students attend several camps throughout the year ranging from mini-camps held at stations, to a camp for middle/upper students from all Schools of the Air, to conclude the school year. This face-to-face interaction is vital, both for students and teachers. The school is supported by a School Council, which consists of four parent and three staff representatives, including the Principal. This group meets once per term, more frequently if necessary, and plays a key role in providing school community input to school planning and decisions. The P&C Association also provides strong support to the school and its students. It has generally been the practice that the majority of tutors are P&C members. Unusual Facets of Teaching at School of the Air • Facilitating education with very little face to face contact • Close working relationship with parents/home tutors, and developing a strong team to support each student • CENTRA is a fascinating and unique medium for conducting lessons • Travelling in isolated areas to visit students and meet with parents • Much greater contact with parents than would occur in most schools • Working in an office area in close contact with other staff
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