This overview provides a general picture of our school and provides useful information for new families. Hopefully, it will set the scene, prior to getting into the nitty gritty details that may assist you to effectively fill your new role.
School Uniforms
The school colours are royal blue bottoms with a gold (royal blue trim) polo shirt. Shirts, skirts, skorts, shorts and school hats are available from the school and orders are taken for tracksuits from time to time. It is worth having the uniform as it encourages identification with the school by the student.. Uniforms are worn at many school occasions and generally our students appear to enjoy wearing them at camps. Some families wear the school uniform in their classroom, to differentiate between school and free time. To order uniform items, contact the Registrar.
School Focus Areas
For 2008, the school will have a particular focus on the following areas:
• Writing and Spelling
• Processes and Strategies (Reading, Investigating Scientifically and Technology Process)
• Personal Management
• Indigenous Education
• Individual Student Potential
• Students at Educational Risk
Apart from the initial despatch for new students, two despatches of learning materials are normally sent out during the year – one in Term 2 and the other in Term 4. These contain lesson materials for the following two terms. Despatch materials will come in a variety of forms, depending on your child’s particular program. Set materials (lesson books etc developed for distance learning) generally provide ten days of school work, however the rate at which your child works may vary depending on their development. The School of the Air teacher’s role is to provide and support you with a program that is balanced and appropriate for your child’s needs. Therefore, the despatch that you receive may vary from what other students receive.
As teachers modify and develop programs based on students’ needs, additional learning materials may be forwarded to families. Tutors will be aware of these materials, as it is the practice that learning programs are negotiated. In some cases, these materials may replace the standard learning materials and in others, they will extend or compliment that which is already in place
The despatch also includes additional resources such as stationery items. On receiving your despatch you will find an inventory of items included. Some will be marked “to follow” which means that they were not available at the time of packing and will therefore be forwarded later. Check your list carefully and notify the school of any missing items so the teacher can remedy the situation before the student commences these lessons.
Your despatch may be given to you if you are a first enrolment and you visit the School. In this case, it may be possible for the teacher will go through the despatch with you, explaining the contents and giving you some tips. This will depend on the timing of your visit and the availability of staff.
Postage and Return of Materials
Blue vinyl and red canvas zip-up bags are provided for the return of completed work and associated resources. Please do not hoard these, otherwise we will run short. When you open one of these bags, please turn around the address label to show the school’s Reply Paid address. This can be done via the unsealed slot found on the inside of the blue bags and at the edge of the address cover on the red bags. This will ensure that the bag is ready to be filled with completed work for the return trip to school. Other items (resources, books, video tapes etc.) can be returned in the vinyl bags, however if the Itinerant Teacher or class teacher is due to visit, please hold these resources and return them to the school with him/her, as it is a great saving on postage.The school pays all mailing costs, as long as parents use either the blue or red bags or the Reply Paid stickers. To obtain further supplies of “Reply Paid” stickers for envelopes, please contact the Registrar. If you have heavy items to return, please contact the Registrar to ascertain the preferred delivery method.
Air lessons are a vital part of the school program and students are encouraged to participate in all such lessons. When students have no access to Centra, it is possible for them to participate in the lesson via telephone (in most cases). If this is necessary, please ring either the teacher or the Registrar to arrange connection. Whilst these lessons are intended to motivate and be fun for students, they also provide another avenue for consolidation and teaching of skills and concepts. One of the key benefits of air lessons is the sharing of ideas and different viewpoints, thus providing students with another avenue to develop their thinking and knowledge. Again it is emphasised that air lessons should be seen as part of the timetable. All students taking air lessons are required to be on air each day ie regular and prompt attendance. Prior notice if unable to attend would be appreciated.
It is also recommended that students take advantage of other activities that may be offered on air. This will assist your child to feel a part of the wider school community and may also provide another avenue for motivation.
Students will either log onto their class name for their lessons. An air lesson timetable is sent at the start of the year to detail all lesson times throughout the week.
The following tips may also be useful:-
Have your air lesson timetable where it can easily be seen.
Participation
The children need to learn to say the teacher’s name at the end of each answer.
Listen for the teacher to say the pupil’s name before he/she answers a question.
If the pupil cannot answer the question, he/she is to say “I’m not sure” or “I don’t know”, but give the pupil encouragement if he/she answers incorrectly. When a pupil finishes he/she says the teacher’s name.
Make sure that the child speaks directly into the microphone, as this will provide the best clarity.
If your child is unsure about how to use an aspect of Centra, either ring the teacher or ring the Centra help line on 1800 764 011.
It may assist your child to participate more easily if you discuss, prior to the lesson, possible news items they may have. Back to the TopRole Guidelines
Following the ‘School Song’, later in this file, are guidelines for the role of Tutor, Base Teacher, Itinerant Teacher and Support Teacher - Learning. These were developed collaboratively by the school community, School Council and staff several years ago, but still have much relevance. They are not ‘Job Descriptions’, however provide a useful guide and reference to clarify ambiguities.The Home Tutor
The Home Tutor is the key to a student being successful in a School of the Air environment. The SOTA teacher is there to provide as much support as possible for the tutor to carry out the daily school routine.Tutors soon find that organisation is essential to the success of activities. Some suggestions are:
• Check all lesson materials (when first received) to ensure that nothing is missing. Please advise your teacher if something is not as it should be.
• Make yourself familiar with the instructions and lesson materials.
• Organise a teaching day and stick to it as closely as possible.
• Ask your class teacher or Itinerant Teacher for help and an early home visit if you are having difficulty in getting started. Back to the Top
It definitely helps to work to a timetable – displayed in a prominent place. A timetable, one worked out to suit your own circumstances, will help you establish a routine. It will also help with discipline (your own and your pupil’s). It will make sure you don’t neglect a subject, and it will tell your pupil(s) what they should be going on with, if you are called away. It may also encourage pupils to finish lessons in a specific time, which will help them to work at a satisfactory pace.
A good timetable will have flexibility built into it; not to give an excuse for unnecessary chopping and changing, but to allow for those times when activities are more involved and time consuming.
Within the timetable, don’t forget to make allowance for the daily air lessons. Depending on the age and independence of your children, air lesson time may provide an ideal quite period to work one on one with another child. It may still be necessary though, to keep an ear open to the air lesson, in case there is a difficulty. This is a judgement for you to make, however staff would be more than happy to discuss this with you.
It is not always necessary to complete every exercise within the provided set materials, however tutors must be very careful about what they leave out, as this can cause difficulties at a later stage. It is often tempting for tutors to omit activities that appear to be “play”, however these concrete learning experiences can be vital in developing skills and concepts that the tutor may not have recognised. If in doubt, discuss the matter with the child’s teacher.
Camps, seminars, sports days, etc. are vital parts of our school program. Due to the fact that set work is provided for thirty two weeks of the school year (a school year is forty one weeks), it is possible with careful planning, for students to attend many of these activities and still finish their work for the year on time.
Individuality in Timetabling
Everyone’s timetabling will vary according to their daily routine, lifestyle and air lesson timeslots, however all learning areas should be covered. As a guide, classroom teachers have approximately five school days with five hours teaching time. Depending on your situation and the strengths and weaknesses of your student(s), you may find that your timetable works a little either side of this time. Sufficient time must be allowed to cover all subject areas not just maths and language. You should ensure that your timetable provides a balance of all learning areas. A timetable without them is sadly deficient and can lead to discrepancies when you child reaches secondary education. Areas such as Art/Crafts, Music, Drama, Literature and Physical Education are not only important learning areas, but provide variety, fun and motivation to your program. Knowing that there are these periods to look forward to may inspire your student to work a little more conscientiously or may prevent them and you from slipping into the feeling that school is boring and nothing but hard work. They are also areas that allow you to “share” with your child, rather than “tutor” your child.Teaching Two or More Students
The same timetable can, in many cases, be used when teaching two or more students. On occasions, some might find that a subject may require the home tutor to give individual help to more than one student. If this occurs it is advisable to consider timetabling one student for one subject and another for a different subject, which he/she can, after initial directions, go on with independently. Air lesson times provide an opportunity to timetable for a student who needs assistance. While one is on air, you are free to devote your attention to the other.Back to the TopReturn or Completed Work
It is essential, both for feedback to your child and to pace the workload for the teacher, that completed work be mailed to the school as soon as possible after it is completed (generally fortnightly). In the wet season, this is more difficult, however we urge you to return work as promptly as possible. Modern technology also provides a great avenue for sending some aspects of work to the teacher eg story drafts, digital photos, word processed reports etc. This may be for the purpose of input from the teacher during the process, or for assessment of the finished product.Employing a Home Tutor
You could try PGA Personnel on 94794544 (277 Great Eastern Highway, Belmont).The school sometimes receives inquiries from people looking to be tutors and will pass the information on. This does not constitute our approval of these people. This is the responsibility of the employing family.
“REVISE _ W.A.” also offers short term assistance in certain circumstances – see REVISE – WA pages within this file for further details – additional application forms for REVISE – W. A. assistance are available from the school. Revise placements are usually for 2 – 4 week periods, however there is a certain amount of flexibility that can be negotiated.
School Assembly
Assemblies are held once a term and on special occasions using the Port Hedland Assembly link on Centra. Our assemblies are enjoyable occasions, led by particular year levels and provide an opportunity for our school community to join together as one. They provide opportunities for students to be given recognition for work well done or for extra initiative or effort shown. Usually, “Home Tutors’ Notes” (announcements) follow the assembly.As all students are required to attend the assembly on air, the assembly replaces all other air lessons for that day. This prevents families from having to extend their school day due to additional air lesson time. Assemblies are considered to be of the same importance as air lessons and attendance is more than encouraged. Prior notice of non attendance is appreciated.
School Concert
An End of the Year Concert and Graduation Ceremony is held in Port Hedland in late November/early December each year. The date is always the day prior to the Year 4 – 7 students heading off to the SOTA Muster (camp) in Perth. The concert is always very well attended by the school community and all families are encouraged to consider it a must. A casual social event follows the concert, to allow families to mix and catch up with each other. Traditionally, the event also includes a visit from Father Christmas, as many of our students have little opportunity to see him elsewhere. Back to the Top
Newsletter
A formal newsletter is rarely forwarded to families. Several years ago, when email was much slower and using land lines, families agreed that the best method of information receival was a plain email with no fancy additions. Whilst our email capacity has improved greatly, this has continued to be the most efficient method for information dissemination. A copy of the email is either faxed or emailed to those families who do not have email access. Where there is a special purpose eg congratulating students for high achievement etc, a colour attachment is added to the email. The simplicity of email communication, as apposed to structured newsletters, reduces printer ink usage, is time efficient and enables messages to be passed through to families as the need arises – the joy of technology.School Magazine
A magazine is produced each year comprising of samples of work from all students. Teachers collect these samples throughout the year for this purpose. The magazine is posted to families in the last week of school for the year, along with Student Reports.Home Tutors' Seminar
This event is one of the highlights of the school year and provides opportunity of tutors to get together and have a program that focuses on their needs, as well as opportunity to have input into school directions and issues. Two programs run parallel – one for the home tutors and one for the children. The program is developed based on input from parents, tutors and staff. Sessions are informal, generally providing plenty of opportunity for discussion. Most sessions relate to education issues eg useful strategies for tutors to use, new resources and materials and curriculum directions and understandings. Tutors generally find Home Tutors’ Seminar highly beneficial and appreciate the opportunity to talk to fellow tutors on common interests pertaining to their role.This event is usually held at the Pilbara Camp School in Dampier in the last week of Term One, running for approximately five days. The timing of the seminar provides sufficient time for tutors to trial or implement ideas and strategies discussed/learnt at the seminar and appears to be the most convenient time for most families, taking into account weather conditions and mustering schedules.
For new tutors, this seminar is essential, not only as an information gathering opportunity, but also as a means of becoming a part of the school community and forming relationships with other tutors and staff.Students participate in a variety of activities including swimming lessons each day. An on-site crèche is provided for all younger children to enable parents to fully participate in the seminar program. All accommodation, catering and program costs are covered by the school. Families are responsible for their own travel to and from the seminar.
Home Visits
There are two components to the home visit program – Class Teachers and an Itinerant Teacher. The Itinerant Teacher spends much of their time visiting families, whilst class teachers are limited in their availability to visit students due to their teaching and assessment responsibilities.Itinerant Teacher Visits
The itinerant teacher endeavours to visit all families three times during the year, however this can depend on several factors eg, weather and road conditions and the number of students enrolled in the school. Families with one student generally receive 24 hour visits and families with two or more students generally receive two 48 hour visits and one 24 hour visit. This is considered our minimum goal and has been consistently achieved (or bettered) in recent years.In summary, the role of the itinerant teacher is to visit school families and assist them with the programs that their children work from. This may take the form of working with students individually as well as for group activities. All staff work collaboratively and you will find that the itinerant teacher is very much a part of the collaborative team, even though they have limited time for catching up with other staff.
Itinerant teacher visits are an ideal time for the tutor to access support and new strategies or gain confirmation about strategies that they are trying to implement. Obviously, the classroom teacher is only a phone call away, however sometimes a face to face opportunity is beneficial. Other ways that the itinerant teacher may be useful include monitoring progress and administering agreed assessment tasks and ferrying school resources to and from families. The itinerant teacher also attends camps that occur throughout the year.
The itinerant teacher is there to help you, as is the class teacher. To make the most of his/her visit it is advisable to make notes, well in advance, of things you wish to discuss with him/her or receive professional advice on. It may even be useful to inform the itinerant teacher of your needs in advance, so they can come well prepared. This will also allow the itinerant teacher to consult with the class teacher, to ensure that the best help is given. This collaboration between the class teacher and itinerant teacher is essential, if we are to obtain the best possible outcomes for your children.
The itinerant teacher can be a very useful resource for families and for staff, however it is essential that tutors remember that the classroom teacher is responsible for their students’ program, not the itinerant teacher. The itinerant teacher is an additional resource who can provide very valuable support.Back to the TopClass Teacher Visits
It is also expected that class teachers will visit each of their students once during the year. Seeing pupils working in their own learning environment can greatly assist the class teacher in providing you with an educational program suited to students needs and in helping you implement it. Home visits also provide opportunity for teachers to develop stronger relationships with their students. Unlike the itinerant teacher, class teachers will focus mostly on their own student. This does not mean that other children will not be included in general activities, however the main focus educationally will be on the student whom they teach.Visiting the School
Properly planned, this can be most beneficial. When visiting the school, your class teacher will be only too pleased to set aside time to talk things over with you or to teach the pupil in a concept or two that you may be having problems with. If you want the teacher to do the latter, please try to let the school know in advance. This allows the teacher to not only set aside the time to work with the pupil(s), but also to have ready the teaching aids appropriate to the concept and the individual. This can be highly valuable, however please note that it should not be considered a baby sitting service.Accommodation
The school has two accommodation units that are available for school families to use when they come to town. This can either be for the one night or for several. They are both self contained with their own ensuite, a TV, microwave and fridge, crockery, cutlery and a few microwave cooking utensils. One unit has a queen size bed and a futon lounge and the other has two single beds and a futon lounge. Bedding and towels are supplied.The units are cleaned professionally between stays, however we ask that families leave the units as they find them. This also means removing the used sheets and pillowcases and remaking the beds in readiness for the next family (only the beds, not the futons). Additional sheets etc are kept in the cupboards within the units to use on the futon lounges and for remaking the beds prior to leaving.
Bookings may be made through the Registrar. A fee of $55 for one night or $35 per night for multiple nights is requested to cover the cost of cleaning and utilities.
Camps
An integral part of our education program are camps which:
• Provide opportunities for socialising face-to-face with peers
• Provide opportunity for students to see and experience things within a different environment
• Enable class groups to get together for teaching and group work
•Camps help to build a feeling of “being part of a class”, as members can visually identify with one another
• Help to build school spirit through coming together as a school group
• Enable teachers to have an opportunity to assess children, should the need exist
• Provide an opportunity for students to experience teaching strategies difficult to achieve through other teaching modes utilised by the school
• Provide an opportunity for children to practise physical education skills and areas such as drama and art which are so much more fun when done with other children
• Enable parents and home tutors, who may attend a particular camp, to discuss common areas of interest regarding their role.Mid-Year Camp
This is for Year 3 – 7 students and is usually held early in Third Term. The location, style and focus of this camp varies from year to year, with the length being five or six days. We generally work through a four year rotation which includes Broome, Coral Bay (Ningaloo Reef), Dampier and Port Hedland. Transport is provided, however families are responsible for getting their children to an appropriate pick-up point or into Port Hedland. In recent years, the cost has been minimal to families – approximately $100 to $150 per child. The school covers all other expenses.Mini-Camps
Two mini-camps are held each year and usually consist of a two night camp-over at one of the school families’ homes. Mini camps are very much social occasions with the emphasis being on getting together and having fun, however they are filled with activities for the children to participate in. Parents and tutors have a great opportunity to catch-up socially and share their school experiences with each other (if they wish to). Often, parents/tutors explore an area of interest either in a school related area or a general interest area. All family members are welcome to attend.
SOTA Muster
This is an eight or nine day camp (including travel), for Year 4 – 7 students enrolled at the five Western Australian Schools of the Air. This Perth-based camp is usually held in late November/early December. The cost to families per child has been $280 in previous years, and included $30 spending money. Families can expect that this cost will increase over time, as prices rise. The family contribution covers most of the food and accommodation cost, with the school picking up the balance which includes activities, tours transport whilst at camp and the air fares to and from camp. Regular set work and air lessons attendance are prerequisites to attendance at this camp.STL – Support Teacher - Learning
The school is very fortunate to have the services of a Support Teacher - Learning. This position comes under the umbrella of the Centre for Inclusive Schooling, however this person is based full time at Port Hedland School of the Air. The STL’s role in our school is not to teach individual students, but rather to support teachers and tutors in their teaching of students; in particular, students experiencing learning difficulties or with special needs. It is a collaborative role and can provide considerable support for all stakeholders. A request for assistance from the STL should be made through the child’s teacher. It may in fact, be the teacher themselves that initiates the concept of accessing such expertise. The STL is not an Educational Psychologist, but rather a specialist teacher with specific skills and training that may be useful in ensuring that isolated students have access to the best possible education. The STL will always work with and through the teacher. This may result in direct contact with a parent/tutor, to either determine valuable information, or to provide specific training or strategies that have been agreed upon. Please always approach your child’s teacher as the first line of assistance. If for any reason this fails, it may be appropriate to contact the STL directly and for them to then consult with the teacher. Another role of the STL, is to provide professional development for teachers and training for tutors. At various times, such training will be offered. In most cases, this training is just as useful for tutors of students experiencing few or no difficulties, so please take advantage of this training when it is offered. Together we can make a difference.Data Collection/Student Assessment Program
Each year, the school collects data to establish how well it is catering for the educational needs of its students. This data is then considered by staff, the school community and the School Council, in order to establish how well the school is performing in each of the learning areas. This then leads to the establishment of “Focus Areas” for the following year.Whilst teachers gather various data throughout the year on their students, it is important and useful to measure students against well established “norms”. Therefore, during Term 3 each year, the school conducts a program of standardised tests. These are completed at home, supervised by the home tutor and then forwarded to the school for marking. All results are reported back to each child’s parents, as well as being fed into the whole school data analysis.
Other assessments that occur during the year include the NAPLAN (nationwide for Years 3, 5&7) and the University of New South Wales testing program (English, Writing, Maths and Science – optional and at the families’ expense – approx. $5 - $10 per test).
Computer Technology
Please take very good care of all school computer equipment. Our school spends a small fortune on computing equipment and this needs to be kept to a minimum, otherwise it eats into funds that can be used to provide other facilities and benefits for the students. Maintenance costs are very expensive and worse still, maintenance requirements can mean that you are without a computer for a lengthy period of time. Now that we have lesson delivery via Centra, the impact of breakdowns is far more serious. Once turned off, a sheet should be used to cover the computer and printer. This helps to keep dirt and insects out of the equipment.Computers
The computers supplied for Centra are Pentium 4 minimum and run Windows XP. All computers are loaded with Microsoft Word and Publisher, along with other educational software resources and include a CD/DVD player and CD burner combo, gooseneck microphone and external speakers. Internet and email are also provided. Centra is satellite-based, therefore families are supplied with an installed satellite dish and modem dedicated to this purpose. This is a highly sophisticated system and with appropriate care, will provide a high quality service for students and their families. Back to the TopSupport
Staff are more than happy for you to ring if you are having computer difficulties or have questions concerning Centra participation.If you are having technical difficulties when logging into or participating in Centra lessons, ring Centra Support on 1800 764 011. This support line can also be used to gain assistance for any technical problem relating to your school computer at other times and for difficulties, assistance or information regarding internet and email.
Software
Most software has a copyright licence and that licence specifies the number of computers we can use that particular set of software on. Please do not install school software on other computers, lend it to others or copy it to keep when you return the software to the school.Memory
Whilst our new computers have reasonably large memories, they are not unlimited. As you finish with software, please delete it from the computer (not programs that have been installed by the school prior to delivery). Most CD software borrowed from the school, will only run whilst the CD is installed. Therefore, if you are returning software to school, trash the program from your computer first. Not only does this enable the school to comply with copyright requirements, but it will also assist your computer to perform at its best possible performance level. A clogged memory slows your computer down.Printers/Scanners
The school provides a colour printer/scanner with each computer. The school supplies the initial cartridges for the printer. Black cartridges will continue to be supplied by the school (on request) at no charge. Further colour cartridges can be supplied by the school, however families will be invoiced for these. If families prefer, they are welcome to purchase colour cartridges elsewhere, however the school usually manages to purchase them at a reasonable price. There is no profit involved - You will be charged the same price the school pays for them.
Digital Cameras
In 2005, the school purchased digital cameras for each family to use for educational purposes. These cameras are available to families on permanent loan whilst their children are enrolled at the school. Once again, there is a high expectancy of care for this expensive equipment which provides many educational opportunities to students.
All staff and most families across the school have email available. In many cases, this is being used very regularly by students and their tutors. To send an email to a staff member, type their first name, followed by a fullstop, then last name@det.wa.edu.au
Eg malcolm.plester@det.wa.edu.auFor a student type their first name, followed by a fullstop, then last name followed by @student.det.wa.edu.au
Eg fred.nurk@student.det.wa.edu.au
For a parent type their first name, followed by a fullstop, then last name followed by @portal.det.wa.edu.au
Eg peter.out@portal.det.wa.edu.auBook Club
The School takes orders for the Scholastic Book Club. At various times throughout the year, brochures are sent out listing the books available. If you wish to order you may either phone or fax your order through to the school. Families will be billed when the books arrive, unless payment has already been received. The school receives bonus points on all orders and these enable the school to purchase bonus books and resources for the library.Back to the Top
The school’s library contains a wide variety of books, which are available for loan. After the initial set of books is sent to students, staff will send out books to their students, as they receive back those previously borrowed. If there is a breakdown in this system, or you have a specific request, eg a particular series of novels or interest area, please contact your child’s teacher, who can organise this for you.
Please ensure that library books are cared for appropriately, whilst they are in your home and return them when you have finished with them. It is suggested that library books be kept on a separate shelf to other resources, to ensure that they do not get lost or overlooked.
Games Boxes
Large plastic tubs have been filled with games and puzzles for junior students to use. These are available for students in Kindergarten, Pre Primary and Year 1. Due to the size of these boxes, we generally ask that you either pick them up when you are in town, or request for one to be delivered during a teacher visit. Please swap your old box for the new box, rather that keeping the two, otherwise we will run short for other families. Tutors are required to check the contents of the box when it arrives and ensure that it is complete when it is returned. Jigsaw puzzles etc need to be individually checked to ensure that all pieces are present. Please tape a note to the box informing the school of any damage or loss, so that the box contents can be reviewed before it is sent out again.Sports Kits
The school has developed a Phys. Ed. program that is suitable for use across our school community. A Phys. Ed. file and a sport kit that contains much valuable equipment are supplied to enable students to develop their skills in this area. If for any reason you did not receive one of these kits, please contact the school, so one can be organised for you. Like the Junior Games Boxes, these need to be picked up from school or delivered during a teacher visit.Each kit is worth a considerable amount of money. Therefore families are requested to ensure that the equipment is properly stored and used appropriately. Failure to do so may result in the withdrawal of this equipment. It is suggested that families cut down a 44 gallon drum and paint it to act as a strong and easily accessible receptacle for the equipment. Back to the Top
Committees and Associated Groups
At Port Hedland School of the Air, the P&C provides input into many aspects of the school and its directions. It also plays a vital fundraising role, which is essential to the school and its programs. One face-to-face meeting is held during the year at Home Tutors’ Seminar. Other meetings are held during the year as the need arises, either via Centra or teleconference. All families are encouraged to support P&C meetings and activities. Not only will this assist in funding items and activities that support the education of our students, but it also provides an avenue to get to know other parents and tutors.
School Council
Current Construction: 4 Parent Representatives and 3 Staff Representatives, including the Principal.The School Council meets once each term, with additional meetings if the need arises. In particular, this group assists in setting directions relating to school planning, with a major role being the determination of school focus areas and the ratification of the associated plans. Other issues relating to the school and its performance are also discussed. Minutes of these meetings are available to all families.
ICPA – Isolated Children’s Parents’ Association
ICPA is an independent body, which has played a major role in gaining benefits for students and their families in rural and isolated locations. The Pilbara Branch has one face-to-face meeting each year during Home Tutors’ Seminar. Information regarding the ICPA can be obtained by contacting the school. We can then direct you to an appropriate person to assist you.Voluntary Contributions
Port Hedland School of the Air provides a huge amount of resources for its students and therefore requests that all families support the school through payment of the voluntary contribution. The structure of the voluntary contribution changed in 2002, to be consistent with the 1999 Education Act and its associated regulations.The voluntary contribution requested by Port Hedland School of the Air is as follows.
$60.00 one child
$90.00 two children
$100.00 three or more childrenThe School Council considers these amounts to be reasonable, considering the school provides computers and printers for all families, including ink cartridges (black only) and maintenance, along with a myriad of other resources.
Your support of the school through the payment of this voluntary contribution would be very much appreciated.
A LAST WORD (For a Mum, from one who has been there…….)
“At first you are going to be very anxious about your ability to cope with ‘this school thing’. That is to be expected. Bear in mind though that you are not alone. It will seem as if you are, but nothing could be further from the truth. For one thing, the courses are excellent. You really can’t go wrong if you just follow the instructions. For another, the School of the Air teachers are not just there for your child - they are there to support you, the person who is the real teacher on a day to day basis. Finally there are all the other teaching mothers out there, they feel just like you do. So go to supervisors meetings, seminars, go to camps - make every effort to share your experiences with them. You will find you derive great support from them and they from you. As time goes by, you will find the school less frightening and more interesting. You might even enjoy it! (And you will make some very good friends.)”(From the book Education in the Bush – a reference for isolated families. These are available for reading from the school. Please contact the Registrar if you wish to borrow a copy.)Back to the Top
If you would like to see our school song please click on the link.
QUICK LINKS
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