Wulagi School Programs
NT Music School offer instrumental instruction for students in years 4 to 6. An instrumental showcase is held in Term 3 each year to invite students and families to consider instrumental music for the following year. This program is paid for by families and lessons are delivered within the normal school day.
In 2019 Wulagi School began exploring and implementing the Berry Street Educational Model. This provides a teaching and learning model in which positive psychology, explicit teaching of social emotional skills and high expectations for learning are embedded.
Wulagi School recognises the essential role of the Arts in building community, fostering connections, expressing emotions, exploring different perspectives and healing trauma.
Tournament of Minds is a problem solving program for teams of students. Team members need to display original thinking, cooperation, creativity, leadership, organisational skills and be confident about performing in front of an audience. Teams are required to work on a Long Term Challenge for 6 weeks without assistance from teachers, parents or peers. Students present the product of their ideas to a panel of judges on Tournament Day in September. The teams must also participate in an unseen Spontaneous Challenge on Tournament Day. This challenge requires rapid interchange of ideas; the ability to think creatively and well developed group cooperation skills. Wulagi Primary School may not participate in TOM every year.
Students propagate seeds, grow and care for plants and assist in the planning, care and development of areas within the school grounds. The Garden Club has grown and planted hundreds of trees within the school grounds and raises funds for the school through plant sales held each year.
AFL Open football is played on Friday afternoon at 4.00pm to 5.15pm at various venues in Darwin. This may be in Term 1 or Term 4 depending on the AFL Development Officer. Students in Years 4 to 6 are eligible to participate on the return of a signed permission note and attendance at training sessions. A charge of $2.00 per player each week is levied.
Interschool sport is conducted on most Friday afternoons in Terms 1, 2 and 3. Students from Years 4 to 6 are able to attend if their behaviour, academic efforts and homework have been of a satisfactory standard. They may only attend if they are dressed in the school uniform and have the appropriate footwear. Hats and drink bottles are compulsory. Travel is by bus to various schools within the cluster. A nominal bus fare is charged.
Our Inquiry Based Pedagogy
We use a whole school inquiry approach. Inquiry-based pedagogy starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. Inquiry learning cultivates curiosity, perseverance and thoughtfulness through well-designed inquiries and projects. This pedagogy is entirely compatible with rigorous literacy and numeracy teaching and the rigors of scientific or historical research. Learning proceeds on three different levels
- The acquisition of knowledge and information. ‘Hydrated copper sulphate crystals are blue.’
- The development of skills, techniques and strategies which expand capacity to do useful and interesting things like ‘make a paper boat that will carry a load of coins’.
- The development of a broader collection of attributes called habits, dispositions, values, attitudes and interests. Learning at all these levels is going on simultaneously.
Transition-2 Age-appropriate Pedagogies
Age-appropriate pedagogies ensure that contextual, instructional and developmental interpersonal factors that impact on learning in the early years are considered in planning and programming. Age-appropriate pedagogies need to be learner centred, involve the scaffolding of learning and actively engage children in learning. ‘Selecting and utilising age-appropriate pedagogies that respond to the range of children, cultures, communities, ages and developmental levels, subjects, skills and knowledges that teachers face every day is complex but essential. Age-appropriate pedagogies are considered: active, agenic, collaborative, creative, explicit, language rich and dialogic, learner-focussed, narrative, playful, responsive and scaffolded.’ Foundation Paper-Age-appropriate pedagogies for the early years of schooling. Queensland Govt.
In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the benefits of information systems are exploited ethically. Digital Technologies is the knowledge and understanding of the information system, components of data, and digital systems (hardware, software and networks).Individually and collaboratively, students design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs
Google Classroom is a blended learning platform developed by Google for schools that aims to simplify creating, distributing and assessing assignments in a paperless way. Google classroom combines google Drive for assignment creation, google Docs, Sheets and Slides for writing, Gmail for communication, and Google Calendar for scheduling. Teachers can monitor the progress of each student, return work with feedback, for the student to revise and improve. Teachers can post announcements to a class stream, where students can comment.
Student Leadership Student Voice
Leadership is a quality that all students are encouraged and supported to develop. Students take on the role of leaders of their own learning. Through the curriculum and extra curricula activities, all students are encouraged to develop leadership skills and to have a voice.
Students from years 4 to 6 are voted onto the Student Representative Council by their peers. The SRC meets weekly to discuss issues of concern to students and is active in the democratic process of the school. SRC members coordinate fundraising events throughout the year such as Wulagi’s Got Talent, water slides, Civvies Day and Ice Cups to support designated charities and the School.
Our Vision of a trauma sensitive school
A trauma-sensitive school is one where all students feel safe, welcomed, and supported and where addressing trauma’s impact on learning on a school-wide basis is at the centre of its educational mission. It is a place where an ongoing, inquiry-based process allows for teamwork, coordination, creativity, and sharing of responsibility for all students, and where continuous learning is for educators as well as students.
Wulagi Preschool runs an education program based on the Early Years Learning Framework (EYLF) and works to achieve the following outcomes for each individual student:
- Development of a strong sense of identity
- Connection and contribution to their world
- A strong sense of wellbeing
- Confident and involved learners
- Effective communicators
Preschool students attend two whole days and one half day per week which equates to 32hours 30 minutes access time per fortnight.
Group A: 8.00am to 2.30pm – Mondays and Tuesdays
8.00am – 11.15am – Wednesdays
8.00am to 2.30pm – Thursdays and Fridays
8.00am – 11.15am – Wednesdays
Wulagi Family Centre-FAFT Playgroup
The Wulagi Family Centre is a micro model of collective impact and draws on many assets in the community to provide wraparound service to address developmental vulnerability in children’s physical, and emotional learning domains from birth through integrated service delivery.
Good start early learning
Camp Australia (Out of School Hours Care)
The Outside School Hours Care program at Wulagi Primary School provides time for homework, time to relax, educational activities and a healthy snack. Kids play, explore, share with friends and enjoy.
Gamardi sister school
Gamardi Homelands School, Maningrida College, Maningrida, Arnhem Land, Northern Territory, Australia and Wulagi Primary School, Wulagi, Darwin, Northern Territory, Australia hereby agree to form a Sister School partnership in order to develop friendship and cooperation between our two schools and promote cultural understanding and collaboration on local and national issues between our two school communities.