School Profile

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Junee North, established in 1922.

Situated on Queen Street, Junee. (Junee North Public School, 2015) Currently 163 students are enrolled, majority from low socio-economic households.

Teachers undertake various roles including, organising sporting teams, choir, and art/dance/drama programs. Students with special needs are facilitated with tailored programs  and adjustments to the learning environment (J. McDevitt, Personal communication, 24 March, 2015)

Currently 7 classrooms operate, that range from early stage 1 to stage 3.

 

Advertising, Technology & Communication

Advertising and parental communication is done via email, newsletters, brochures, booklets and also using ‘Skoolbag’ App. The app, along with 20 computers, Ipads within classrooms and Interactive whiteboards, demonstrate a culture embracing the use of technology and understanding the importance of multimodal systems in teaching, learning and communication.

Programs

• Targeting Early Numeracy (TEN)

• Focus on reading

• Language, Learning and Literacy (L3)

• Reading Recovery

• Taking Off With Numeracy (TOWN)

• Jolly Phonics

• Jolly Grammar

• Sentence a day

• Focus on Reading 3-6

• Dance & Gymnastics

• Better Buddies

• How to Learn

(Junee North Public School, 2014)

 

Ngumba-Dal Learning Community

Ngumba-Dal involves partnerships between 5 schools. (Fig. 3) Ngumba-Dal encourages inter-school collaboration. Ngumba-Dal also articulates the cultural understanding of Aboriginal/Torres Strait Islanders, in particular the Wiradjuri people. In Wirajuri, Ngumba- Dal means unity. (Junee North Public School, 2012)

 

Behaviour Management

Positive behaviour is encouraged with Positive Behaviour Awards, or Merit Awards. In contrast, inappropriate behaviour is managed with monitoring, time-outs and parental involvement.  (Junee North Public School, 2015)

 

Class Profile: Kindergarten

Kindergarten has 18 Children, 8 boys and 10 girls, aged between 5 and 6. 5 students have areas that need development whilst 2 are advanced in Literacy and numeracy.

 

Development

Writing stages observed included early phonemic, letter naming and transitional. Emergent literacy experiences include, reading big books, discussion of letter names/sounds and free writing. Visual cues, including alphabet charts and familiar words are present. Phonic development is taught through repetition, flashcards, modelled reading, speaking and writing. Most students recognise sounds within language, demonstrating phonemic awareness. Big books are used to encourage guided writing, by reading and encouraging students to examine books to complete sentences.

 

L3

During L3, children are able to rotate between structured tasks: free writing, letter focused worksheets, reading levelled texts, speaking and listening, or read to exercises on the Ipad, adding cultural dimensions to learning experiences. The engine room is a targeted environment administered by the teacher, addressing deficiencies in reading, writing and language within small groups.

 

Fine/Gross Motor Development

Students participate in targeted fine motor development skills weekly. The dialect used by students as they explore creatively is vast and dynamic, demonstrating knowledge in verbal communication and developing social/emotional skills. They actively use exploratory talk, (Clay, 2005) elaborating on context, texture and challenges. Gross motor skills are developed through movement exercises, inbuilt in class structure.

 

Summary

Junee North actively engages students of differing needs, abilities, socio-cultural and socio-economic encouraging students to grow and develop.  This is demonstrated in kindergarten with varying programs, embracing individual student needs and promoting personal accountability.

 

 

References

Australian Curriculum, Assessment and Reporting Authority. (2014). My School. Retrieved from Junee North Public School, Junee: http://www.myschool.edu.au/SchoolProfile/Index/83981/JuneeNorthPublicSchool/42588/2014

Clay, M. M. (2005). An observation survey of early literacy achievement (Third ed.). Portsmouth, USA: Pearson.

Darby, S. (2003). Learning Theories in the Classroom: Behaviourism. Retrieved March 14, 2015, from CME, Didsbury: http://www.did.stu.mmu.ac.uk/cme/Student_Writings/ProfStudies/SueDarby.html

Junee North Public School. (2012, Term 4 Weeks 5 & 6). www.juneenorth-p.schools.nsw.edu.au. Retrieved from Newsletter.

Junee North Public School. (2014). Brochure.

Junee North Public School. (2015). Information Booklet. Junee.

Junee North Public School. (2015). Newsletter. Term 1 Week 6 and 7, 4.

Junee North Public School. (2015). School Expectations. In K. Thurston, Information Booklet (pp. 6-9). Junee, NSW, Australia: unknown. Retrieved March 2015

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