Presentation on theme: "Student Action Teams 2009 Stage 2 Implementation Student Engagement in Transition Funded by Multicultural Education Priority Area: Support for targeted."— Presentation transcript:
Student Action Teams 2009 Stage 2 Implementation Student Engagement in Transition Funded by Multicultural Education Priority Area: Support for targeted students, including refugees 2 school clusters: Cluster 1: Western Sydney Region: 1 high school & 2 partner primary schools Cluster 2: Illawarra south East Region: 1 high school & 2 partner primary schools
The Student Action Team Approach Student Action Teams (SATs): provide a student-centred and active educational approach to community based learning and connection for schools. are school improvement projects that are ‘handed-over’ to students in our schools
2009 Project Aims To improve student engagement during the transition process To increase the number of vulnerable and refugee students engaged in student leadership activities To develop self confidence and student leadership skills in targeted students To improve connections between these students and the school community, in particular, other students and staff
SAT Flow Chart… RESEARCH PHASE ACTION PHASE Engagement Event Research Reporting Event Action Reporting Event
2 school clusters: Cluster 1: Western Sydney Region: 1 high school & 2 partner primary schools Cluster 2: Illawarra south East Region: 1 high school & 2 partner primary schools Each SAT consisted of about 10 members Primary schools - Students in Years 5 and 6 High Schools - Students in Years 7 and 8 Each team had: Students from refugee backgrounds (at least 3 students) ‘Vulnerable’ students Students from language backgrounds other than English students from cultural groups identified as being under- represented in existing school student leadership groups Mainstream students Both boys and girls.
The Focus Questions For primary students: What worries you about going to high school? What excites you about going to high school? For high school students: What was the hardest thing about going to high school? What was the best thing about going to high school?
Research Findings Students said they were: scared about 'not fitting in' on arrival in high school scared about being bullied by older students when at high school worried about not knowing anyone/not making friends scared about 'not knowing what to do/where to go/who to ask for help scared that high school will 'not being easy to start'.
The Projects Cluster 1: A video conference was held between high school and primary school students in order to ask and answer frank questions about what to expect when going to high school Students learnt how to analyse and graph data Communication between the high school and primary schools improved.
The Projects Cluster 2: An Improved buddy system for groups of Year 7 students with a Year 8 students Improved signage in the high school Bigger, clearer maps for Year 7 orientation A separate section of the playground earmarked for Year 7 students for the first few weeks. Plans for more school visits next year Student production of media to help improve transition.
What did we learn? It’s important to have high expectations for all students Careful project planning is essential for success Student leadership skills should be explicitly taught When students are involved in decision-making, the process takes longer… but it’s worth it!
Student Reflections I felt happy when participating in the project. I felt happy that I got to help some of the primary school students, getting the chance to interact with them and help them made me really feel good. Getting the chance to speak in front of people has boosted my confidence. I have learnt that when children go to high school most have a lot of worries and fears and most of them guessed and had different opinions of what high school would be like. By completing this I feel like I have helped children in Year 6 get a clearer vision of high school and I have helped the kids know what to expect.
Staff Reflections Students were obviously very engaged in their projects and demonstrated a sense of accomplishment as they described how they solved problems. It certainly made us stop and think. These are voices we haven’t listened to before and they’re important.
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