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Subjects and programs

Music

A music specialist is based at our school and classes are conducted in the fully equipped music room. Each child receives a half hour music lesson per week in Terms 1 and 3. Music education incorporates the study of music theory and music performance through singing and playing instruments. Students also learn to compose their own music and participate in community music events. The school has a choir for children from Years 1 – 6 and membership is based on commitment to attend weekly practise sessions.
The school also has a concert band and string orchestra as part of an Instrumental Music Program which caters for children from Years 3-6. Brass, woodwind, strings and percussion instruments are offered once per week by two qualified instructors. Entry to this program is determined by a recruitment process that involves parental/student commitment and students to be tested on their musical ability. 

 

Resource Centre and Library

The Resource Centre and Library houses our resource collection and provides a vital service for teachers, students and parents alike. Borrowing time is two weeks. The number of items each child is allowed to borrow depends upon their grade level. Children must have a library bag to borrow. Lost or damaged books must be paid for at replacement cost. This is a parental responsibility.

Technology

Southport State School has a fully functional Computer Lab where classes can go as a group to work on their computer skills. This Lab is networked to parts of the school at this present time and students can access their work from the computer terminal in their classroom. All students are required to have an Internet Agreement signed by themselves and their parents to enable access to the World Wide Web. A technology levy is invoiced to each student each year. This levy is used to maintain computers and assists in upgrading hardware. Southport State School is currently implementing the Australian National Curriculum. Key learning areas are Maths, English, Science and History in 2013.

Core Learning Areas of Literacy and Numeracy across all Key Learning Areas are given the highest priority. The units of work incorporate technology, thinking skills, design and create activities. Culmination Activities at the end of the Unit of Work celebrate the successes of the students and showcase their efforts in achieving the set outcomes for the unit. Parents, Carers and Friends are invited to attend these Culmination Activities. Core Learning Areas of Literacy and Numeracy are given the highest priority.

Special Education Program

Our Special Education Program provides support for students with physical impairment; intellectual impairment; speech language impairment; hearing impairment or autistic spectrum disorder. Our school is all on ground level and as such, is particularly well suited to students with physical impairments. All students are included in mainstream classrooms with varying degrees of support dependant upon individual student needs. We embrace technology and the opportunity that it presents to our students. Our students use a variety of specialist equipment and AAC devices like the Liberator and Vantage, student laptops, Clicker 5, Write Out Loud, Intellikeys, Writing with Symbols, itouch and ipads, Proloquo2go, and low tech aids such as PODD books and school made interactive visual tools.

Positive Acceptable Choice Training (PACT)

Southport State School has taken the initiative to implement a school wide pro-active Behaviour Management Program into the classroom. Each week classes are taken to work with our ‘PACT’ (Positive Acceptable Choice Training) Teacher. The teacher delivers lessons which are designed to encourage students to choose positive rather than negative behaviours both inside and outside the classroom.

Physical education

Our school has a PE teacher ensuring that each class has one specialist lesson per week.

Indigenous education

Closing the Gap is a new initiative where all Australian education systems are being challenged to ‘close the gap’ between Indigenous and non-Indigenous student outcomes. The four main objectives are;

  • Ensure all Indigenous four-year-olds in remote communities have access to early childhood education within five years.
  • Halve the gap for Indigenous students in reading, writing and numeracy within a decade.
  • Halve the gap for Indigenous students in Year 12 attainment or equivalent attainment by 2020.
  • Halve the gap in employment outcomes between Indigenous and non-Indigenous Australians within a decade.

Schools will use a range of funding to invest in their place-based Indigenous education strategies to ‘close the gap’. The Department has proposed a menu of a small number of priority areas that are likely to produce the greatest impact. Initiatives to be implemented under the priority areas are listed below.

  • Parental engagement in the early phase of learning.
  • Indigenous students who have English as a second language
  • Whole-school approach for improving learning in literacy and numeracy
  • Numeracy intervention
  • Indigenous education support services 

School reports

Written reports are issued at the end of each semester and detail progress in all Key Learning Areas. Parent/Teacher interviews are held twice per year (Term 1 and Term 3).