Karama School operates on the traditional lands of the Larrakia people and is conducted with the acknowledgment of, and respect for, the traditional owners past present and future.
Karama School is located in the heart of the Northern Suburbs of Darwin in the suburb of Karama. Karama School offers a dynamic balance of engaging educational and social emotional programs for all students from Preschool to Year 6 complemented with our 0 to 3 years Early Learning Tata Centre. Our schools enrolment is on average 200 students made up of a wide variety of cultures that replicates the multicultural design of greater Darwin. This diverse cultural mix is celebrated regularly across the school and wider community.
Karama School Learning Pathways offers a unique experience ensuring that all students engage and access a learning program that is tailored to be at an appropriate developmental level and challenge students to further achieve.
Our crocodile represents the resilience of our students, staff and community and the many shapes and colours represent the multicultural make up of our school.
Together we achieve
Our School Mission is:
- Karama School and community work together to empower students to reach their full potential.
Our School Vision is:
- Students at Karama School will have the opportunity to achieve in a safe, supportive, innovative and sustainable learning community.
Since its opening in 1982, Karama School has established itself as an exceptional school in which both families, teachers and students work together to provide the best possible educational experience. At Karama School we recognise that strong relationships between families and the school are critical in helping children get the best from their learning. Our entire team look forward to working with you in this partnership.
Your child has already accomplished a great deal of learning when they arrive at Karama School and our goal is to continue to build on this knowledge with them and their families. As a ‘Community of Learners’ children are encouraged to develop as individuals using strategies of intentional and spontaneous learning through play.
Karama School follows the Australian Curriculum from Transition through to Year 6. The Australian Curriculum is designed to help all young Australians to become successful learners, confident and creative individuals, and active and informed citizens. The Australian Curriculum describes to teachers, parents, students and others in the wider community what is to be taught and the quality of learning expected of young people as they progress through school.
Karama School delivers the Australian Curriculum expectations through whole school programs.
Berry Street Education Model
Through a whole school approach incorporating the Berry Street Education Model (BSEM), Karama School works collaboratively with students, staff and the wider community to build strengths in our students to have the confidence to achieve. BSEM is based on trauma informed practice (healing) and positive psychology interventions (growth) to provide every student with the building blocks to achieve academic and personal growth. The following principles from the BSEM are applied; the students’ physical, psychological, social and emotional capacities are supported through students learning to better regulate their bodies for learning, identifying and managing emotions, developing resilience and identifying character strengths. There are 5 building blocks in the BSEM (Body, Relationship, Engagement, Stamina and Character) that focus on capacities that each student requires to be ready to learn. Students at Karama School are supported to regulate their bodies, develop positive and supportive relationships with teachers and peers so that they are able to reason and engage in meaningful learning. Hence providing the academic rigour and opportunities to achieve.
Neurosequential Model in Education NME – Brain Mapping
The Neurosequential Model in Education (NME) brain map is a way to inform staff about brain development. It is a teacher judgement tool that profiles students’ brain development across varied developmental areas that include; attention/ distractibility, fine motor skills, coordination/ gross motor skills, threat response, affect regulation/ mood, relational skills, communication / language, reactivity/ impulsivity, maths/ logic and reading/ verbal skills. From completing a teacher judgement score in each of these areas, a developmental map of the students’ brain is developed with associated executive function score that allows for differentiation in learning to address individual student needs.