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Connect April 2009 Supporting Student Participation ABN: 98 174 663 341 Number 176 Connect April 2009 supporting student participation ABN: 98 174 663 341 In this issue: • Talking Toilets Student Action TeamsTeams at three primary schools ‘lift the lid’ on sanitation • ruMAD? at Gagebrook Primary School, Tasmania Rubbish, Drains and Bandicoots • Students and Teachers Working Together to Determine Learning Bellaire Primary School, Victoria • Dunoon SRC Dunoon Public School, NSW • Tri-UMPH Three Geelong Catholic Secondary Colleges United Making Poverty History • Education Minister to Attend State SRC Congress VicSRC • The Official Hansard: Frenzy 2008 Primary School students debate and decide • Resources: Do It Yourself Democracy: website; Action Planning Tools: DIVA and E-action Print Post Approved: PP 340646/0008 ISSN 0158-4995 $4.00 This Issue: Connect recently attended an interesting Number 176: April 2009 seminar on Outward Facing ISchools (sponsored by the 3 Talking Toilets: Students at three primary Australian Catholic University U schools ‘lift the lid’ on sanitation and the Catholic Education Office Michelle Wright Melbourne). This raised questions about what an 7 ruMAD?: Rubbish, Drains and Bandicoots ‘outward facing school’ might look like, why it was at Gagebrook PS, Tasmania Kate Pile important, and how we might move towards it. The idea of an ‘Outward Facing School’ is not new; I 10 Students and Teachers Working Together remember that years ago we talked about ways to break down to Determine Learning: Bellaire PS, Victoria the ‘fortress school’ mentality, and also worked to build closer Jane Warren links between schools and their communities – links that would go beyond excursions or incursions, beyond the occasional 12 Minister to Attend Victorian State visit of students to a nursing home, or an address from a SRC Congress VicSRC local Councillor, or use of the local library. While the idea of an Outward Facing School is flexible and responsive to both 14 Victorian Regional SRC Conferences school and community needs, to me the core idea is on-going and Clusters Fiona Waugh, Jennesse Cruz and authentic interaction between the school and its many communities, in ways that are inherent to the curriculum. 15 Action Planning Resource: D.I.V.A. and E-asy I remembered the production of Ascolta, a five-language Roger Holdsworth community newspaper produced by a cluster of schools in 16 Tri-UMPH: Geelong Catholic Colleges, Victoria Brunswick in the 70s and 80s. Connect has previously also carried Simon Cahir, Damian Flanders, Renee Pirrottina, stories about a History class that worked with its community Aleisha Smith, Jess Kearney to reconstruct lost records of the local cemetery, about primary school students commissioned to evaluate young people’s use 18 Dunoon SRC: Dunoon Public School, NSW of a mall, about primary and secondary students collecting and Genevieve Slocombe publishing oral histories to keep community memories alive. What is vital is that students are at the centre of the Outward 20 Frenzy 2008: The Official Hansard Facing School; indeed, as George Otero from the Centre for Second Strike RelationaLearning in New Mexico (relationalearning.com) reminded 22 NEWS AND REVIEWS: us on the day, that students lead the outward facing school. Do It Yourself Democracy Vivienne Brown ... In This Issue 23 CLEARINGHOUSE: In this issue of Connect, this documentation of students leading Local and Overseas Publications; Documents; interaction between schools and communities continues. Website; Friends of Connect Michelle Wright tells of an exciting project in which student action teams from three primary schools took up a commission 24 ORDER FORMS: Subscriptions, Materials to make their communities aware of sanitation issues in 2008. The ruMAD? approach has always stressed active participation of students in community action and change, and Kate Pile Why does Connect exist? documents the story of a Tasmanian primary school that is making a difference to their local environment. Similar issues Connect has been were raised by many primary schools at the Frenzy day in published bi-monthly since 1979. Melbourne last year, and the ‘Hansard’ of the formal debates records their concerns and decisions. It aims to: In Geelong, students from three Catholic secondary colleges • document student participation came together to ‘face outwards’ with a global focus: around approaches and initiatives; making poverty history. These were student leaders looking • support reflective practices; outwards: more broadly than just at in-school concerns, and • develop and share resources. this focus is also reflected in the SRC at Dunoon Public School in NSW, and through the statewide work of the VicSRC. Taking action as an ‘outwards facing school’ is not easy; such an orientation often struggles with national testing agendas. Connect: However, many schools are realising that there are enormous ABN: 98 174 663 341 benefits for students (and teachers), not only in access to teaching Connect is edited and published by: Roger Holdsworth and learning resources, but also in students’ authentic learning 12 Brooke Street, Northcote 3070 Victoria Australia and in their growth as valued and active community members. Ph: (03) 9489 9052; Fax: (03) 8344 9632 Roger Holdsworth E-mail: [email protected] Connect acknowledges the support of the Australian Youth Research Centre, NEXT ISSUE: #177: June 2009 Melbourne Graduate School of Education, The University of Melbourne Deadline for material: end of May 2009 2 Connect 176: Student Action Teams TALKING TOILETS! Students at three primary schools ‘lift the lid’ on sanitation Michelle Wright Whitehorse School Focused Youth Service Coordinator n 2008, Whitehorse School Focused Youth Service Training invited three primary schools within the City of Students participated in two separate full days of training IWhitehorse to participate in a pilot student-driven at different stages of the project. The training was provided community action project. SEED (Students Engaging by Second Strike and covered aspects such as Teamwork, Exploring Doing) was based on and adapted from Motivation, Communication, Creativity, Engaging others, the Student Action Team 1 approach. It involved teams Guided planning, Organising events, Working with teachers, of Year 5 and 6 students from the three local primary Goal setting and Publicity. schools: Burwood Heights PS, Livingstone PS and Weeden Heights PS. The starting point for the 2008 Wiki SEED project was a commission presented to students The SEED model acknowledges that today’s students by an outside agency, WaterAid Australia2. engage with one another and create new global ‘communities’ through the use of Information and Students were invited to engage with, explore and Communications Technologies (ICTs) such as blogs, wikis take action on the issue of the International Year of and social networking sites. Sanitation. They were supported with training, regular meetings with a City of Whitehorse Youth Worker and were To provide a medium through which SEED teams given a small project grant. could network and share their experience and learnings, a project Wiki was created. Each school networked with the other SEED schools at regular Gatherings and via email. They shared their The SEED project wiki was hosted by Wikispaces3, experience and learnings with the broader local and global which offers free wikis for educators. These sites are ad- community through a project Wiki. Through the project, free and can be set up as public sites or private spaces. As they actively and meaningfully engaged as members of the SEED wiki contained photos of students, we opted for their school, local and global community. a private wiki, which could only be viewed and edited by the students, teachers and support workers involved in Aims of the SEED project our SEED project. It was accessible with a username and • To increase student engagement in learning through password. a practical and purposeful student-driven project. Model • To increase student engagement with peers through collaboration in teams, group training, and through There are three key stages in the SEED model: organisation of activities. Engaging Exploring Doing • To increase student engagement with teachers and Council Youth Workers, through collaboration, Stage 1: Engaging negotiation and joint planning of project activities. The “Engaging Gathering” • To encourage engagement of and with parents • All SEED teams gathered to meet one another and through direct involvement in project and activities. the commissioning agency, which presented the • To encourage active student engagement with the ‘commission’ to the students, presented information wider local and global community. about the topic, and sought students’ engagement with the issue. April 2009 3 • Teams met with their support youth worker to The “Doing Gathering” discuss ongoing support, communication and future All SEED teams gathered to share what they had done, meetings. what had been achieved, and what they had learnt from Stage 2 : Exploring the experience. School and Community Based Exploring They discussed how they were going to communicate their achievements at the fi nal celebration evening. • Students explored the issue, enlisting support from partners they identifi ed, both within the school and The “World Toilet Day” Celebration in the community. Once they had explored the issue, Students planned and ran a celebration evening they started to think about what they wanted to do to communicate their achievements and receive with their knowledge
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