Welcome to Term 3 P-12 Staff Meeting Good Afternoon! Grab yourself a sweet treat- enjoy Sign the sign on sheet Catch up with some colleagues from across the College Please be seated…. for a 3.35pm start Thank you

This Session We ask that… You listen to each other & respect each others views Participate in group discussions & activities Consider the possibilities being explored Keep on task so we can make the most of the time we have together

Service-Learning Model Reflection

Research Deep knowledge Students need to engage in real world issues, questions and concerns that focus on key concepts to ensure that their knowledge is deep. Deep understanding Students demonstrate their deep understanding of ideas and concerns surrounding the service- learning issue in number of ways, including solving problems, giving explanations and drawing conclusions.

Problematic Knowledge Students consider the issues from multiple perspectives, recognizing alternative possibilities and considering a range of options for their project / task. Higher Order Thinking Service-learning tasks require students to use higher order thinking skills to organise, recognise, apply, analyse, synthesise and evaluate knowledge and information about the issue at hand.

Action Where ever possible this component should provide a series of ‘first hand’ experiences for students with a particular focus on students analysing their gifts and talents and connecting this with diverse needs (that are both near and far- home, school, local, national and global).

Advocacy This component focuses on an explicit teaching of the meaning of advocacy and its different forms and forums. eg. consult with the local community vote to clean up part of the community observe, take inventory analyse what they found; hypothesise share the results and offering suggestions.

Reflection Reflection is used as a powerful tool as it connects all the components together and aims to engage students to answer questions such as ‘What are the issues?’ ‘What is my role within the world?’ ‘What does the bible say about justice? What does this mean for me?’etc

Effective reflection is: Continuous – before, during and after the learning. Connected – to specific learning objectives. Cognitively challenging – demanding problem- solving, decision-making Contextualised – appropriate to the subject and student. Varied – multiple forms of reflection – written and oral.

CASE STUDY: MIDDLE SCHOOL HEALTH EXPO

SL internal review Choose a unit or project that is currently underway or in the planning stages Complete the planning sheet in your department or year level that undertakes that unit How can you improve the following elements: –RESEARCH? –ACTION? –REFLECTION? –ADVOCACY?

Year/KLASL Project PrepVegetable garden 1Community stories 2Meeting people's need in the community children around the world 3Survival of things under environmental change 4Positive differences made by people 5Human rights 6Exhibition unit, Refugees Japanese (JS)Stop Littering Mt Fuji fliers PE (JS)Jump Rope for Heart MathsYear 10 Data collection (Letter) ScienceYear 8 Energy Unit DanceArts week mentoring/workshops DramaArts week mentoring/Pantomime Prod performance, Youth Issues film Visual ArtClick film crew MusicCommunity performances PEFutsal competition EnglishYear 10 Voices of war. Year 11 Eng Com - Charity assessment Home EcReusable shopping bags, catering, ICTCyber-bullying awareness powerpoints Year 7 COREMigration/Racism Poster, Natural disasters awareness Pennies for Peace Knit one Save One Cambodia project Mufti days