Prospectus

A warm welcome to Clyde Fenton School

This information is presented to introduce you to our school, some of the ways we operate and our vision for education. We trust that the information will be beneficial to you in assisting your child/children entering Clyde Fenton School.

Clyde Fenton School enjoys an excellent reputation in the community having a history as the oldest Primary School in Katherine. It has a tradition of achievement in academic, performing arts, cultural and sporting activities. This tradition, however, lacked intellectual rigour in academic achievements which we are addressing through the introduction of programs that excel in intellectual quality and changes to teaching and learning. In addition, we are addressing the middle years schooling to ensure students are connected to their real life learning.

We have a clear focus on lifelong learning outcomes for students underpinned by an environment of positive behaviour support using strategies from the TRIBES process. TRIBES creates a culture that maximises learning and development through 5 major agreements: mutual respect; participate fully; personal best; listen attentively; give appreciation. This vision will facilitate our emergence as a learning organisation within a learning community that responds in innovative ways to the educational needs of all. Children are the starting point for our strategy about the future of the school – what they should know, understand, value and be able to do as a result of the education we provide.

Our core business is providing a learning experience for students in a challenging, caring environment to achieve system-wide and school-based learning outcomes and prepare for flexible and adaptable pathways.

The teacher/learner programs at CFS are planned to cater for the individual; their needs, learning styles and interests. Clyde Fenton puts student learning outcomes first and has very high expectations of achievements. We see our role as empowering our students through helping them to gain knowledge – knowledge of facts, skills, processes and attitudes. Knowledge of skills that they will need to acquire if they are truly to be the life long learners of the 21st century. Our students become active partners in the learning process and will be literate and numerate citizens of our community.

Our curriculum is enhanced by a range of opportunities offered to children to extend their learning and to participate in additional activities such as Tournament of Minds, Westpac Mathematic Competition, Eisteddfod Wakakirri Story Dance/Singing Story Telling, School Musical and Rivers Cluster School Sport.

Information Technology integration in the curriculum has been recognised as paramount to the curriculum at school. The expansion of resources in this area is a strategic priority working towards a 1:5 student/computer ratio in all classrooms by the end of 2007.

Central to our vision in the middle years of schooling is the concept of a “learner centered curriculum”, where the emphasis is on learning rather than teaching. This is achieved through the facilitation of ‘Rich Tasks’ where the role of the teacher is changed from the ’giver’ of knowledge to a facilitator, collaborator, partner, mentor and guide in the student’s learning journey. The empowered student finds satisfaction, connectedness and enjoyment in becoming engaged in their own learning.

CFS School Mission:
“To promote and build a learning community of students who are lifelong learners”

School history
Clyde Fenton School opened in 1977. It is a medium-sized school of approximately 370 preschool and primary school students. The school is located in Katherine North, on Gorge Road. Approximately 58% of students are Indigenous with some students living at Binjari, Rockhole and Kalano communities. A mobile preschool operates on a daily basis at Binjari and Rockhole communities.
The school is of open-plan design, including a central library, two computer cells, enclosed stage and undercover area and extensive grounds and oval.

Current enrolment
Preschool students 27
Primary students 320
Mobile Preschool 28

Key staff and school council chair
Principal: Bryan Hughes
Assistant Principal: Tanya Lambert
Office Manager: Renee Manual
Council Chairperson: Dale Jones

Clyde Fenton School of Excellence:
Performing Arts
Philosophy: Classroom of Inquiry
Automaticity of Literacy & Numeracy
Primary Connections: Linking Science with Literacy

Special features and programs
• A Middle Years bank of videoed/still photos/vignettes of teacher practices
• Curriculum mapping of the Northern Territory Curriculum Framework (NTCF) band levels
• Rich tasks
• Unit plans reflecting intellectual rigour and pedagogy strategies
• Automoticity of Literacy/numeracy: Intervention across students in Transition; Year 1; Years 2/3; Years 3/4; Years 5/6; Years 6/7; Indigenous Learning Unit (ILU)
• AIEW (Aboriginal and Islander Education Worker)
• A specialised English as a second language (ESL) classes and general support program
• Tutor Pilot Scheme
• Age of Entry Trial
• Special needs program
• Indigenous language speaking students (ILSS) program
• Information and communication technology (ICT) program
• Mobile preschool
• Sports challenge program
• Participation in interschool and regional sports activities
• Organised lunch time activities and sports
• Participation in Eisteddfod, Wakakirri and Clyde Fenton School musical
• Participation in community events such Katherine Music Muster, Flying Fox Festival
• Successful participation in academic competitions, eg University of New South Wales maths, Dorothea MacKellar poetry competition, Nestlé Write Around Australia
• Extended excursions for upper primary classes related to units of work or to address outdoor education outcomes
• Student leadership programs: School captains, sports
• Student Representative Council

Implementation of middle years
Clyde Fenton School has trialled “enrichment” programs in 2006 to look at improving student connectedness to their learning and teacher intellectual rigour to their teaching practices.The school has discussed teacher responsiveness to pedagogical practices and improving the intellectual quality of student learning outcomes in the new change paradigm of 2006. School staff have completed a Plus Minus Idea (PMI) within the action research program trialled and made the necessary adjustments and reconceptualised the enrichment program to rich tasks and explicit literacy and numeracy automoticity programs for 2007.

In consultation with the school council, the school has prearranged 2007 middle year students into three Year 6/7 classes structured around student ability, taking into consideration friendship groups and behaviour. Teachers will operate as a Professional Learning Community (PLC) and be given time to plan as a PLC. PLC teachers will make decisions about the core teaching areas of the middle years and work closely with Katherine High School to ensure a continuum of learning occurs for students. Dual and different leadership opportunities will be offered to both Years 6/7 students.