Kormilda College - IELTS General Reading Sample With Explanation

The IELTS Reading section contains three passages and forty questions. Candidates need to answer all the IELTS reading questions in one hour. The sources of IELTS reading passages are science, technology, business, arts, environmental, psychology, and more. This IELTS reading topic - Kormilda College is an IELTS General Reading topic. This passage contains the following question types:

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• Sentence completion
• Matching Information
• True/False/Not Given
• Complete the diagram

Kormilda College - IELTS General Reading Sample

Section A

Kormilda College is a unique school situated near Darwin in Australia’s Northern Territory. For 20 years, to 1989, Kormilda College operated as a government-run, live-in school for high school Aboriginal students. In 1989 it was bought from the Government by two Christian church groups and since then it has expanded enormously, to include a day school as well as borders (residential students) in Years 8-12. Although 320 pupils of the College’s total number are Aboriginal students, drawn mainly from isolated communities across the Northern Territory, Kormilda also has a waiting list of non – Aboriginal students. With a current enrollment of 600, student numbers are expected to grow to 860 by 1999.

Section B

Central to the mission of the school is the encouragement of individual excellence, which has resulted in programs designed especially for the student population. Specialist support programs allow’ traditional Aboriginal students, who are often second language users, to understand and succeed in the mainstream curriculum. A Gifted and Talented Program, including a special Aboriginal and Torres Strait Islander Tertiary Aspirations program, has been introduced, as has an Adaptive Education Unit. Moreover, in Years 11 and 12, students may choose to follow the standard Northern Territory Courses, or those of the International Baccalaureate (I.B.).

Section C

To provide appropriate pastoral care, as well as a suitable academic structure, three distinct sub-schools have been established.

Pre-Secondary: For Aboriginal and Torres Strait Islander students in Years 8-10 who are of secondary school age but have difficulties reading and writing.

Supported Secondary: For Aboriginal and Torres Strait Islander students who are of secondary school age and operating at secondary school year levels 8-12 who need specific second language literacy and numeracy support.

Secondary: For multicultural Years 8-12 students.

Students remain in their sub-schools for classes in the main subject areas of English, Maths, Social Education and Science. This arrangement takes into account both diverse levels of literacy and the styles of learning and cultural understandings appropriate to traditional Aboriginal second-language users. In elective subjects chosen by the students – which include Indonesian, Music, Art, Drama, Science for Life, Commerce, Geography, Modem History, Woodwork, Metal Work, Economics and Legal Studies – students mix on the basis of subject interest.

Section D

To aid the development of the Aboriginal Education program, a specialist curriculum Support Unit has been set up. One of its functions is to re-package school courses so that they can be taught in ways that suit the students.

The education program offered to Aboriginal students uses an approach which begins with the students’ own experiences and gradually builds bi-cultural understanding. In one course, “Introducing Western European Culture Through Traditional Story-Telling”, students are helped to build a common base for approaching the English literature curriculum. Drawing on the oral culture of traditional Aboriginal communities, they are introduced to traditional stories of other cultures, both oral and written. In a foundational Year 10 course, “Theory of Learning”, concepts from Aboriginal culture are placed side by side with European concepts so that students can use their own knowledge base to help bridge the cultural divide.

Another project of the Support Unit has been the publication of several books, the most popular, Korniihla Capers. The idea for Kormilda Capers came about when it became obvious that there was a lack of engaging material for the school’s teenage readers. One of the stories in the book, “The Bulman Mob hits the Big Smoke”, recounts the adventures of Kormilda pupils on their first visit to Sydney, Canberra and the snow country. Focussing on experiences which have directly affected the lives of students at the College, and on ideas and issues which are of immediate interest to Aboriginal students, Kormilda Capers has earned enthusiastic support within and outside the school.

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Questions 26 – 27.

Complete the following sentences with a NUMBER OR DATE from the passage.
Write your answers in boxes 26-27 on your answer sheet.

26. Kormilda College opened as a school in ..............................

Answer: 1989

Supporting Sentence: For 20 years, to 1989, Kormilda College operated as a government-run, live-in school for high school Aboriginal students.

Keywords: government-run, live-in

Keyword Location: Section A, Line 2.

Explanation: The school was run by the government for 20 years, until 1989 two church groups bought it. Thus, the answer is 1989.

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Also, check:

27. At the time of writing there were .............................. non-aboriginal students at Kormilda College.

Answer: 600

Supporting Sentence: With a current enrollment of 600, student numbers are expected to grow to 860 by 1999.

Keywords: enrollment

Keyword Location: Section A, Last line.

Explanation: It is clearly mentioned that Kormilda has non-Aboriginal students and the current enrolment of them is 600. So the answer is 800.

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Question 28.

From the list below, choose the best heading for Section B of the reading passage.
Write the appropriate letter A-D in box 28 on your answer sheet.

A Specialist teaching and teachers at Kormilda College
B Special Programmes at Kormilda College for Aboriginal students
C The new look Kormilda College
D Programmes at Kormilda College to promote individual excellence

Answer: D

Supporting Sentence: Central to the mission of the school is the encouragement of individual excellence, which has resulted in programs designed especially for the student population. Specialist support programs allow’ traditional Aboriginal students, who are often second language users, to understand and succeed in the mainstream curriculum.

Keywords: encouragement, programs

Keyword Location: Section B, Line 2.

Explanation: According to the passage, the college focuses mainly on the encouragement of individual excellence. Therefore, option D is the correct answer.

Questions 29-33.

The following diagram shows how Kormilda College is organised. Complete the diagram using information from the text.
Use NO MORE THAN THREE WORDS for each answer.
Write your answers in boxes 29-33 on your answer sheet.

Question 29.

Answer: Pre Secondary

Supporting Sentence: For Aboriginal and Torres Strait Islander students in Years 8-10 who are of secondary school age but have difficulties reading and writing.

Keywords: Torres strait islander, secondary school

Keyword Location: Section C, Para 1.

Explanation: Three distinct sub-schools have been established. The Pre-High School (also known as Pre-Secondary School) is the sub-school designed for 8-10-year-old pupils. The academic function of it is to help students who find reading and writing daunting and challenging.

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Question 30.

Answer: Supported Secondary

Supporting Sentence: Supported Secondary: For Aboriginal and Torres Strait Islander students who are of secondary school age and operating at secondary school year levels 8-12 who need specific second language literacy and numeracy support.

Keywords: Language literacy, numeracy support

Keyword Location: Section C, Para 1.

Explanation: Students from Aboriginal and Torres Strait Island have problems with literacy and numeracy in second language, they are advised to get support from Supported Secondary. Thus, Supported Secondary is the correct answer.

Question 31.

Answer: Secondary

Supporting Sentence: Multicultural students aged 8-12 who are of secondary school age but need some second language literacy support.

Keywords: multicultural support

Keyword Location: Section C, Para 1.

Explanation: Two previous sub-school which are designed specifically for Aboriginal and Torres Strait Islander students, High School programme welcomes students who are from different cultures. Thus, the answer is Secondary.

Question 32.

Answer: English

Supporting Sentence: Students remain in their sub-schools for classes in the main subject areas of English, Maths, Social Education and Science.

Keywords: remain, classes

Keyword Location: Section C, Para 2, Line 1.

Explanation: In the passage it is mentioned that the students stay in the sub school to learn main subjects areas that includes English, Maths, Social Education and Science. Therefore the answer is English.

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Question 33.

Answer: Science

Supporting Sentence: Students remain in their sub-schools for classes in the main subject areas of English, Maths, Social Education and Science.

Keywords: main subject

Keyword Location: Section C, Para 2, Line 1.

Explanation: In the passage it is mentioned that the students stay in the sub school to learn main subjects areas that includes English, Maths, Social Education and Science. Therefore the answer is Science.

Questions 34-40.

Read the passage about Kormilda College and look at the statements below.
In boxes 34 – 40 on pour answer sheet write:

TRUE if the statement is true
FALSE if the statement is not true
NOT GIVEN if the information is not given in the passage

34. Kormilda College educates both Aboriginal and non-Aboriginal students.

Answer: True

Supporting Sentence: Although 320 pupils of the College’s total number are Aboriginal students, drawn mainly from isolated communities across the Northern Territory, Kormilda also has a waiting list of non–aboriginal students.

Keywords: pupils, isolated communities

Keyword Location: Section A, second last line

Explanation: It is mentioned in the passage that the school has a waiting list of non-aboriginal students and the total number of Aboriginal are already mentioned so the answer is True because the college educates both Aboriginal and non-Aboriginal students.

35. Some students travel from Arnhem Land to attend Kormilda College

Answer: Not Given

Explanation: No such information is given for this question.

36. Students must study both the International Baccalaureate and Northern Territory courses.

Answer: False

Supporting Sentence: Moreover, in Years 11 and 12, students may choose to follow the standard Northern Territory Courses or those of the International Baccalaureate (I.B.).

Keywords: Northern Territory Courses

Keyword Location: Section B, last line

Explanation: In the passage it is given that the students will have a choice between the International Baccalaureate and Northern Territory courses. Therefore the above given statement is false.

37. The Pre-Secondary School attracts the best teachers.

Answer: Not Given

Explanation: No such information is given for this question.

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38. The specialist curriculum Support Unit adapts school courses so the students can approach them more easily.

Answer: True

Supporting Sentence: To aid the development of the Aboriginal Education program, a specialist curriculum Support Unit has been set up. One of its functions is to re-package school courses so that they can be taught in ways that suit the students.

Keywords: specialist curriculum Support Unit

Keyword Location: Section D, Para 1.

Explanation: The passage mentions that one function (purpose) of the curriculum (module/subject) called Support Unit is to adopt a new teaching methodology which will ‘’suit the students’’.

39. There are no oral traditional stories in Western communities.

Answer: Not Given

Explanation: No such information is given for this question.

40. The school helps the students make connections between Aboriginal and non-Aboriginal cultures.

Answer: True

Supporting Sentence: Drawing on the oral culture of traditional Aboriginal communities, they are introduced to traditional stories of other cultures, both oral and written. In a foundational Year 10 course, “Theory of Learning”, concepts from Aboriginal culture are placed side by side with European concepts so that students can use their own knowledge base to help bridge the cultural divide.

Keywords: traditional stories, oral and written

Keyword Location: Section D, Para 2, last line.

Explanation: Studying at Kormilda college, pupils will have the opportunity to discover the diversity of cultural stories from different communities. Therefore, the programme is the combination or connection between Aboriginal and non-Aboriginal cultures.