- Parents and community
- Our School, Our Future - Increasing School Autonomy
- Early childhood
- NT Board of Studies
- Assessment and reporting
- Supporting students and learning
- Training and beyond school
- Community use of school facilities
- Middle Years Review
- Palmerston Special School
- Indigenous Education Strategy
Families as First Teachers-Indigenous Parenting Support Services Program
The early years of a child's life are the most important for learning and development. The Families as First Teachers-Indigenous Parenting Support Services Program builds family knowledge of early learning through active engagement in quality early childhood education programs. Play based programs support families through modelling, side by side engagement and discussion. Resources have been developed to give families information about how young children learn and how parents can make the most of everyday opportunities. These resources can be used in group or individual family settings.
School readiness is addressed through the Families as First Teachers-Indigenous Parenting Support Services Program in early learning groups with a focus on literacy and numeracy foundations, orientation to school programs and parent engagement initiatives. A dual generational approach provides adult activities during early learning sessions.
Child development knowledge
Families who are aware of their children's development can support learning and access help if they are concerned. Through engagement in early learning programs, home visits, family workshops or individual consultations families will strengthen knowledge of child development, birth to three. With this knowledge families will be able to take advantage of everyday learning opportunities and give their child the best possible start in life.
Health, hygiene and nutrition
Health, hygiene and nutrition are major contributing factors to developmental outcomes. The Families as First Teachers-Indigenous Parenting Support Services Program works to build an awareness of these factors in order to address the improvement of developmental outcomes for young Indigenous children.
The Families as First Teachers-Indigenous Parenting Support Services Program models health promotion messages in early learning programs, engages parents in health and nutrition activities, holds parent workshops, partners with clinics and health promotion officers to co-deliver Healthy Kids under 5's program and works with other agencies to support families in need of specific information and skills. Resources have been developed to support the interactions with families around the topics of healthy bodies, healthy foods, healthy homes and safe homes.
Parenting and family support
The Families as First Teachers-Indigenous Parenting Support Services Program works to strengthen positive relationships in families, promote positive behaviour in children and build confidence in parenting. This is done through modelling behaviour management at the early learning sessions, encouraging families in their interactions, group discussions, parenting workshops, home visiting and individual consultations. The program takes a strength based approach to parenting, working from the belief that all families want the best start in life for their children.
Families as First Teachers (FaFT) at work – Video
|Families as First Teachers programs are delivered in remote communities across the Northern Territory to support the healthy development and early learning of young Indigenous children. The video clips explain how FaFT is rolled out across several locations, and highlights the importance of people, place, collaboration and community. View video|
Families as First Teachers-Indigenous Parenting Support Services Program newsletters
- Newsletter July 2013 (pdf 6.4MB)
- Newsletter January 2013 (pdf 7.3MB)
- Semester 1, 2012 (pdf 4 mb)
- Semester 2, 2011 (pdf 1.4 mb)
- Semester 1, 2011 (pdf 2 mb)
- Semester 2, 2010 (pdf 967 kb)
- Semester 1, 2010 (pdf 2 mb)
- Learning with Family Resource book (pdf 5.6 kb)
- A5 pamphlet (pdf 2.6 mb)
- A3 posters: English version (pdf 2.2 mb) | Yolngu Matha version (pdf 2 mb)