NAPLAN examinations test student skills in spelling, reading, numeracy, grammar and punctuation, and writing.

At South Campus Aboriginal students are performing above the state average for like students in writing and numeracy while at Delroy Campus Aboriginal students exceed the state average for similar cohorts in writing, spelling, punctuation and grammar.

Overall NAPLAN results from both Dubbo College junior campuses show an improvement in Year 9 results, with Aboriginal student results reflecting a strong trend towards ‘closing the gap’.

Dubbo College executive principal Stacey Exner said it was clear specialised teaching and learning programs for staff and students were having a positive impact.

She said the college management team had implemented a number of programs in the past five years, with all staff also undergoing cultural training.

“If you look at our programs chronologically, the Clontarf Academy support program for Aboriginal boys started in 2014,” Mrs Exner said.

“Since that development we’ve seen NAPLAN results begin an upward trend, with a 7.7 per cent improvement in numeracy, a 15.5 per cent improvement in writing and an 8.6 per cent improvement in grammar and punctuation at South Campus.

“Writing results at Delroy have also improved 11.1 per cent since 2015, with a similar boost in punctuation and grammar.

“Then in 2016 we began a staff professional learning program where teachers started implementing a reviewing process aimed at ensuring student learning and thinking were linked through all subject areas in the college.

“Our best and brightest AVID program also got underway in 2016, and since this time there has been a gradual improvement across all subject areas.

“Since 2016 Aboriginal student spelling at Delroy Campus has shown a marked improvement of 6.4 per cent.

“So Delroy’s Year 9 Aboriginal students are now performing well above the state average for similar students in writing, spelling and punctuation and grammar, while South Campus Aboriginal students are also well above the state average in numeracy and writing.

“We are thrilled with these results and I firmly believe Dubbo College’s collaborative approach to Indigenous education is reaping rewards for students.”

In 2017 the college established the Girls’ Academy at all three campuses, providing support for Aboriginal girls in a similar way to boys in the Clontarf Academies.

College staff have also been involved in training aimed at including Aboriginal perspectives and learning techniques in their teaching programs.

Mrs Exner said the development of wellbeing hubs at each campus, incorporating a school counsellor, learning support teacher, Aboriginal education officer, student support officer and both Clontarf and Girls’ Academies, was another college initiative aimed at helping Indigenous students.

“In addition to this, our parent portal has resulted in increased parental involvement with student education because parents can easily access student learning information and attendance.

“This has been further enhanced by ‘unpacking the task’ nights, where parents are taken through assessment requirements at the start of each term.

“Our faculties across the college work collaboratively to ensure students undertake similar assessments and units of work, with a focus on consistency when students enter Senior Campus.

“I think college students overall are benefiting from all these initiatives, and the impact on our Indigenous students has been quite amazing.

“Our Year 9 NAPLAN outcomes reflect the success of this approach and we are very proud to be playing a major role at Dubbo College in ‘closing the gap’ for our Aboriginal students.

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