Number 175 Connect February 2009 supporting student participation ABN: 98 174 663 341

• Primary School Students Advise on Teacher Training In this Learning Partnerships at St Margaret Mary’s Primary School • Research and Action on School Engagement Continues issue of Switched On/Switched Off Update • Student Voice: A 30-Year Journey Connect: • Plan to be Part of the VicSRC Action in 2009! • Get Up - Stand Up!: Mobilising the ‘Me Generation’ An Essay

• From Voice to Dialogue to ...: Indooroopilly State High School • Resources: To the Student Representative Council; Form One Lane; The Wedge Workshop

Print Post Approved: PP 340646/0008 ISSN 0158-4995 $4.00 This Issue: Connect elcome back to the 2009 Number 175: February 2009 school year - the 30th year Wof Connect’s publication. (Should 3 Primary School Students Advise on we start celebrating yet?) U Teacher Training: Learning Partnerships at St As we start this year, we’re Margaret Mary’s Primary School, Brunswick North experiencing a renewed interest in active, participatory, real, Maree Moore, Tania Rivett, Bern Murphy valued roles for students, from schools throughout Australia. Sometimes they call it ‘Student Voice’, sometimes ’Civic and 9 Research and Action on Engagement Citizenship Education’, sometimes ‘Student Leadership’ or Continues: Switched On/Switched Off Update ‘Student Action Teams’, but each is underpinned by a similar Jeff Jackson, Sam Ross interest in and commitment to curriculum approaches in which 14 Student Voice: A 30-Year Journey students are respected and challenged to make significant Heather Robertson decisions about their own and others’ education. For example, we’re about to present a series of workshops 16 Plan to be Part of VicSRC Action in 2009 in South Australia through the lens of Values Education, and VicSRC the interest is in students leading their school community in defining, enacting and assessing their values. In both New South 17 Get Up - Stand Up: Wales and Victoria, we’re about to be involved in some Student Mobilising the ‘Me Generation’ Genevieve Hudson Action Teams in which primary and secondary school students 19 From Voice to Dialogue to ... will investigate and action on ‘transition’. Elsewhere, there is strong interest in the lead that students can take in investigating Indooroopilly SHS Jan Hargreaves environmental, health and other issues, and making a real 22 NEWS AND REVIEWS: difference in their world. To the Student Representative Council; Form One Connect is proud to be supporting these initiatives; Connect Lane; The Wedge Workshop is even more heartened that most are taking off independently – as schools and students recognise that such approaches 23 CLEARINGHOUSE: are essential to meeting educational goals and to engaging Local and Overseas Publications; Documents; Website; Friends of Connect students meaningfully ... beyond simple (and limited) ideas of ‘engagement’ as attendance or retention. 24 ORDER FORMS: Subscriptions, Materials Therefore This Issue This first issue for 2009 then continues the documentation of Why does Connect exist? such encouraging approaches, with stories firstly that update information in previous issues of Connect. Student Action Connect has been Teams are represented through another report on the work published bi-monthly since 1979. of the Student Initiatives in School Engagement (SISE) – or Switched On-Switched Off – project at Preston South and It aims to: Penders Grove Primary Schools in Melbourne. The Learning • document student participation Partnerships program continues, and students from St approaches and initiatives; Margaret Mary’s Primary School are developing a book of • support reflective practices; drawings to advise beginning teachers on ‘what works’. The • develop and share resources. VicSRC also reports here on its plans for 2009 and urges all SRCs to similarly plan now for participation. There are some new voices here too. Genevieve Hudson Cover: was a Year 12 student in 2008 who investigated the reality At the SISE Student Forum: of global citizenship in schools; her essay raises challenging Student-led Mask-Making Activity: see pages 9-13 questions. Heather Robertson is a primary school Principal committed to student voice practices; she reports on a study Photo courtesy Jeff Jackson tour she was involved in in 2008. And finally, Jan Hargreaves, Deputy-Principal of a secondary school in Brisbane, outlines the continuing process of dialogue between students and Connect: teachers about teaching, learning and student leadership. ABN: 98 174 663 341 We’ll be excited to hear more from all these initiatives. Connect is edited and published by: Roger Holdsworth Happy reading ... and writing, as your share your stories! 12 Brooke Street, Northcote 3070 Victoria Australia 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: #176: April 2009 Melbourne Graduate School of Education, The University of Melbourne Deadline for material: end of March 2009

2 Connect 175: St Margaret Mary’s PS, Brunswick North, Vic Primary School Students Advise on Teacher Training The Learning Partnerships Program Maree Moore and Tania Rivett

tudents at a Melbourne primary school are helping to train the school and outlined a possible new teachers by providing information about what to do collaboration between us and Sin classes and around the school. After all, they say, who knows the University. We were invited to better than students about what works and what doesn’t? a professional development day that gave more information about These students’ voices – and the solutions. Using these scenarios the project and, after attending ways in which they are shaping as a basis, the school students this, the teaching staff committed teaching – are part of the provide advice to trainee teachers to the project. As facilitators, we Learning Partnerships program about what makes an effective attended two further professional at The University of Melbourne. teacher and discuss how Previous articles in Connect (#154- best to react in certain 155, August-October 2005; and situations. For example, they #162, December 2006) outlined have said that getting angry this program, and provided or yelling at students is high some examples of how this was on the list of what to avoid, transforming curriculum within a whereas listening, being fair secondary school. The work at St and remaining calm are seen Margaret Mary’s Primary School as better ways to respond builds on this and continues the in challenging situations. It approach through a partnership should be noted that these within a primary school. students’ involvement with St Margaret Mary’s is a co- such drama approaches educational Catholic primary school prior to the project had in Melbourne’s inner northern been minimal. suburbs, with a large component of culturally and linguistically How we (teachers) diverse (CLD) students from varying got involved socioeconomic backgrounds. We are the teaching staff The school was introduced to the and facilitators of the project in 2007 and continued program. Maree is a very their collaboration in 2008, experienced teacher with with 42 students from Grades 3 vast experience with all and 4 involved in 2008. (Similar age groups and literacy approaches were used in each year, backgrounds while Tania but the student drawings are from was, in 2008, a graduate classroom development days for teachers from the 2008 group.) teacher with a major in Teaching the several schools that were in the The Learning Partnerships Primary Drama. The other member program. These days involved our program uses strong drama of this team is Bern Murphy from introduction to and participation in components to role-play situations the University. a range of drama, literacy, problem facing students and teachers Bern initially approached the solving, and team building activities, and, together, to explore possible Student Wellbeing Coordinator at which also explored social issues

February 2009 3 that are frequently confronted by them that they were going to have quality work – often far beyond the students – and teachers – at school. an opportunity to teach student standard of work they had achieved These workshops were presented teachers. In our classrooms, we with more conventional methods in a way that was very accessible started to discuss what teachers earlier in the year. for teachers without prior drama do, and work on some of the At the University experience. The activities discussed activities that would be used were practical and, as we discovered during our visits to Melbourne The core of the program was the when we started using them within University. These fuelled their sessions with the beginning teachers our classrooms, could be easily interest and, even at this early at the University, in which drama adapted for a wide variety of ages stage, their enthusiasm was high. was used to explore and discuss and learning experiences. We implemented strategies situations facing both students and teachers within schools. Groups Teacher resources were that were provided at the PD that best suited our children; we were led through techniques and provided; these included support selected topics for investigation subsequent discussions, where literature and possible frameworks that were age appropriate and student, teacher and beginning for our workshops with trainee relevant to our children and teacher perspectives were valued. teachers (in a subject initially called curriculum. The activities were Education Policy, Schools and Throughout the program, the used as tools for learning in a similar children worked in group situations Society – EPSS – then Social and way to the ways in which we used only, as a strategy to support Professional Contexts – SPC). These the Six Thinking Hats earlier in the confidence and learning. At no resources prepared us for what year. We found these techniques stage was any child (or adult) forced could have been daunting sessions created a safe, supportive and for both us and for our students. challenging learning environment to perform or improvise individually They also laid the basis for on-going to explore many areas of our in front of an audience. The mixed support through phone and e-mail Religious Education (RE) and age and ability groups provided contact throughout the term. As our Victorian Essential Learning effective scaffolding for all involved University contact person, Bern was Standards (VELS) program. These in a variety of ways. A fundamental available to come into the school, strategies for teaching and learning part of our preparation with the chat with our children, outline were most beneficial in curriculum students involved developing a clear the program at staff curriculum areas such as maths, literacy and understanding of the importance meetings and support us in any RE, as they involved a high level of of anonymity when discussion or area of need. inquiry learning. reporting on the characters within their dramatisations. Specifically, How the students The children also found these learning experiences exciting as children were directed not to refer got involved they were novel and inclusive of to others by name on any occasion, When we initially outlined the all levels of understanding. This and this was re-inforced throughout project to the children, we told resulted in them producing high the year.

4 Connect 175: Here are examples of two days This was with the trainee teachers. In the first a purposeful session, we organised activities that and effective facilitated the two groups getting use of our time, to know each other, so we used and one that ‘meet and greet’ strategies such as established a developing unique greeting actions safe environ- or words, and mingling within the ment, so that everyone could teachers maintain harmony within group The primary school students remain in their comfort zone. a classsroom, and what strategies were armed with questions for This was particularly important are useful in preventing or dealing the teachers that involved simple so that both our students and the with misbehaviour. This was done interviewing skills in search of basic trainee teachers could develop through mixed groups developing information. They decided that relationships that could be built a small role-play, followed by asking the student teachers why it on in future meetings. discussion of what was happening is that they wanted to be teachers In the second session, the in the scenario and how things in the first place would be the best foundations that were built during could be made easier. Another starting point. The most effective our first session led to more in- version of this was to ask students way to do this was through paired depth questioning and sharing. to put together a ‘freeze frame’ of sharing, and then moving around We found that having this second both ‘good’ and ‘bad’ examples of in a rotation, so that the primary session was valuable in terms of what teachers do. The rest of the students could briefly interview the relationship between the two class were then invited to guess a number of student teachers groups of students – as both our what was going on in the scenario. and gather a range of responses. students and the trainee teachers The benefit of this method is Digging deeper and asking why were more relaxed in each other’s that students from all levels of the teachers had chosen secondary presence. The primary students abilities and confidence can readily and not primary teaching for their welcomed the fact that teachers participate. future, really made the university remembered their names and they Learning Partnerships in students think about their commented on feeling ‘equal’ to responses and made the task of the student teachers. This allowed the curriculum the primary school students much the students to feel comfortable As classroom teachers, we initially easier. The activity leaders provided in contributing to the group questioned how we could include short but structured questions, and activities and involvement in the Learning Partnerships program this allowed all students to feel role-play. In this session, students in our increasingly crowded competent with this activity. were invited to think about how curriculum. It soon became

February 2009 5 apparent to us that using this person when solving a dilemma. This level of participation and program as part of our pedagogy This technique, known as a ‘hot engagement was far beyond his enabled us to explore and assess seat’, could be used in a range of previous input. many aspects of our curriculum situations and could involve the simultaneously. It was therefore not whole class by asking them to Formalising the advice an ‘extra’ that added to our load, construct the possible thoughts Following the involvement at the but a valuable investment of both of a person in a given dilemma University, we suggested to the teachers’ and students’ time. or events that have happened students that they might like to present their advice to new teachers We found that, when using the in history. We found this strategy in some way. They had seen the Learning Partnerships techniques, a helped students to develop an cartoons that some students at a revealing moment of the project for understanding of a particular issue secondary school had developed, us was when a student who rarely and move towards a deeper level of analysis. and were excited about the contributes to any form of class possibilities for ‘speaking’ to new discussion participated at a much Another student had displayed teachers in this way. higher level. In this case, this child’s limited language and social skills So we began by discussing with ability to demonstrate knowledge throughout the year and this them what we had learnt – and in the areas of literacy was not frequently resulted in him being what we had to say to new teachers. dictated by his ability to write. This frustrated and not contributing The students then worked in groups, allowed an assessment that was to class discussions. Although dividing up the topics they wished truly indicative of his understanding he was, at times, reluctant to to comment on. These cartoons are of text and other subject material. involve himself speaking in role what they produced over a couple For example, we used the throughout the dramatic activities, of sessions. Students at the primary technique of inviting students to he was observed actively listening level have well developed opinions become the conscience of another and involving himself in mime. and can offer sound advice on what

6 Connect 175: works for them at an individual level We have also seen that some in relation to effective teachers. They of our children get very little are able to dig much deeper than Outcomes opportunity to interact with adults simply requiring that a teacher be There have been many outcomes other than their parents and someone who they ‘liked’. The notion for our students. Most noticeable teachers, and so we have found of the importance of a teacher is the change in many of our this program most valuable in knowing all of their students’ needs, students in confidence and ability developing their skills to engage responding fairly in any situation to read in front of an audience. with a wider circle of adults. and making sure the classroom is a This has been most obvious in We have received only very place where kids feel comfortable so one student who was able to read positive feedback from our school they can learn – were things that the at a class Mass at the end of the community – students, parents students wanted to communicate to year – something that would have and other teachers – about our student teachers. previously been impossible. undertaking of this project. And

February 2009 7 we believe that our students have produced some invaluable advice for teachers – that would otherwise not have been heard! Maree Moore and Tania Rivett

For further information, contact: Bern Murphy: [email protected]

These cartoons were developed in 2008 by students from St Margaret Mary’s School, Brunswick North as a book for beginning teachers. This work supports the Learning Partnerships Project between The University of Melbourne and participating schools. In the Learning Partnerships project students assist teachers and doctors to develop their professional skills by participating in workshops with them and developing learning materials for them. This builds on the notion that to learn with and from young people is different from simply learning about them. For more information about the Learning Partnerships Project, contact Helen Cahill ([email protected]) or Bern Murphy ([email protected]) at the Youth Research Centre, University of Melbourne.

8 Connect 175: SISE: Student Initiatives in School Engagement: Part 3 Student Research and Action on Engagement Continues Pre- and post-campaign survey s has been reported in previous Penders Grove PS responses to the question ‘Do you think issues of Connect (#168, uring Term 2 2008, the Switched engagement is important?’ show clear ADecember 2007; #172, August On/Switched Off Team at Pender’s movement of students toward a greater 2008), students at two Melbourne DGrove Primary developed and conducted understanding of engagement by the end primary schools - Preston South an Education Campaign with three foci: of the engagement campaign. signage in the form of A-frames at the PS and Penders Grove PS, and In response to the major purpose of front of the school over several weeks; a supported by the CASS Foundation the Engagement Campaign, students in Year 4-6 Engagement Treasure Hunt; and – have been leading their school the post-campaign survey were asked if engagement workshops with individual community in Student Action they agreed with the statement: ‘Knowing classes. The SAT collected pre- and Teams around ‘engagement with more about engagement has helped me post-campaign data through a survey of school’. In 2007, the students switch on more in learning’. As Figure students. began by developing ideas about 2 demonstrates, the overwhelming engagement, inventing models From the data collected in Term 2, the percentage of students agreed with and insruments to ‘measure’ team isolated eight possible activities that the statement. The SAT recognised the engagement and carrying out they might now focus on. The SAT surveyed significance of these results and used this research about how engagement students in 3-4J, 5-6C and 5-6J, and three information to shape their action in Term 4. was influenced by what went on key areas emerged as possibilities for at school. the rest of the year: the introduction of a Switched On/Switched Off Peer Engagement In the second report, the two Award; the opening and planning of schools reported on how they had activities in the indigenous garden; and the worked individually and together planning of student-run excursions. around student-led approaches to investigating and acting on Action This Semester issues affecting engagement with 1. Data from the Education school. The SAT at Preston South Campaign Primary School had led Grade 4 During Term 3, students explored and to 6 students through discussions interpreted the results gathered over and decisions about possible the education campaign. This data was initiatives that would increase gathered from an online pre- and post- engagement, and had decided campaign survey written by students in on student-led excursions as the SAT and completed by all students in Years 4-6. The primary focus of the Figure 2 Students were asked if they agreed to the post survey their primary strategy. This was Education Campaign was to educate statement ‘Knowing more about engagement has helped me switch to be developed, conducted and students on what engagement was on more in learning’. evaluated in Term 3. with the belief that understanding and Students were surprised at the extent At Penders Grove Primary awareness of engagement empowered to which their peers agreed with their thesis students to be more engaged. School, the students had developed that an understanding of engagement a theory that ‘the more you empowers students to take control of their know about engagement, the engagement levels. more you will be engaged’. To As we’ll see later, the students are test this, they had conducted now exploring whether such engagement in educational campaigns across the activities carries over into classroom learning. school community, and were set to 2. Primary Action Focus evaluate their effectiveness before Using the data that was collected from the deciding on further action. Education Campaign, the SAT refined a This report picks up from list of eight possible actions that students that mid-year report and outlines had suggested as ways to promote subsequent action at each school engagement at school. The SAT members then surveyed their classmates and in these areas. Figure 1 Compares pre and post survey responses to the question ‘Do You Think Engagement is Important?’ identified three major foci for Term 4.

February 2009 9 A Student Planned and Organised Excursion were read to the assembly, and the certificates also record Many of the students were excited about hearing of the these comments. The award recipients, along with their actions of the Preston South SAT to plan and conduct their behaviours described by their peers, were published in the own excursion. This proved very popular among students at School Newsletter. Pender’s Grove but, after defining some of the characteristics Staff have since decided not to continue with the regular of an effective excursion, the SAT decided to postpone any weekly ‘Student of the Week’ Awards in favour of these action until next year. It was thought that a more considered student-led Engagement Awards. and timely approach would ensure a more effective excursion. Opening of the Indigenous Garden and Activities Fortnightly Whole School Student Engagement Awards Students in Years 4-6 suggested that opening the Indigenous Students continued with their new understandings arising Garden would improve engagement. Over four weeks, three from the Education Campaign: that knowing more about times each week, the SAT team opened the garden during engagement enables lunchtime and organised activities including pot painting, students to make decisions “It’s been great in our class. weaving and mask making. Students from the SAT rostered that make them more We’re having some great themselves on to help conduct the activities and to collect a engaged. A Whole School conversations about engagement pre and post engagement rating (using the Switchometer). reward system was not and what it is.” With the only a favoured option by 1/2 Teacher frequency of activity students in Year 4-6 but in the Indigenous was a logical step to raise Garden, many engagement across the whole students have school. entered the garden Students from Prep to Year during planned 6 gathered three times over Term activities and been 4 during lunchtimes to bend wire, using the garden as join connectors and create a simple a retreat or simple light circuit controlled by a switch quiet place. – to build engagement awards: The data a small ‘engagement box’ that derived from pre symbolises being ‘switched on’. and post interviews Members of the SAT then has again shown developed a process for peer students claim that nomination of students for these activities engagement awards. They visited increase their classes and explained the voting engagement at process for the awards. Students school at lunchtime. in the P/1 classes were invited to The SAT recognised draw a picture of what engagement that this data may reflect the immediate enjoyment of the looked like, while the older students event rather than record any improvement in engagement were invited to describe the in learning back in the classroom, and therefore students characteristics and attitudes of the followed up the initial visit to the garden with specific engaged student they were nominating. The SAT members interviews with two students from each class. Their focus collected the ballot papers and tallied the votes, read the question was: ‘Has your participation in the Indigenous comments and decided on a worthy person. It was interesting Garden activities improved your engagement in the to note that the student who had received the most votes was classroom?’ This data is still being collected as this report is not always the student who received the award. In some case being collated. the tally of votes was close and what determined the winner was the quality of the descriptive comments. Roger is a member of the Switched On/ Switched Off Team. He had been disruptive in class and uninterested in the These Engagement Awards were presented to students discussions of the Action Team over the past few weeks. I took by the SAT during whole school assemblies. During the him to the local electronics shop to purchase the necessary presentation, it was clear that the whole assembly was equipment to build the Engagement Awards. That lunchtime strongly engaged. Members of the SAT had rehearsed their fifteen students, including Roger, gathered in a spare room and roles and speeches prior to the assembly. The behaviours began constructing these simple circuits. and attitudes students had recorded on the nomination form Two days later, before school, he bounced up to me and said “Wanna see what I made Jeff?” He pulled out of his pocket his own switch. “I went down to the shops last night with mum and she bought me the battery and wires and stuff,” he proudly announced. We, and later the class, agreed that this was the action of a student ‘chasing learning’, a student at Level 4 on the Switchometer. A week later his classmates recognised the difference in his behaviour and attitude. They awarded him with their vote for a Whole School Engagement Award. Jeff Jackson Switched On Switched Off School Coordinator Penders Grove Primary School

10 Connect 175: Preston South PS n the first half of 2008 the SAT at Preston South PS decided The following list shows their ideas. that the most effective method of engaging students would Ibe through excursions that are planned and led by students. Plus/Positive Minus/Negative Interesting This was decided through brainstorming and then listing ten Students’ ideas We couldn’t do Everyone on the possibilities. The SAT then surveyed the upper grades (3-6) were really good. every idea on the excursion had in the school. The ‘action’ chosen was to have an excursion Eg different excursion. Eg we at least 1 new where students had input into where they would go and what activities at lunch couldn’t do a tour experience. they would do on their excursion as well as having an active time. of the MCG. role in the day. Went to different Too much walking. Went to the MCG. In planning the excursion, the SAT was driven by the places. idea: Kids know kids best! Helping out It was frustrating Action with the group. organising the Organising stuff. It activity sheets and Students made a list of the requirements for a successful was fun. putting them in excursion. This list included things such as it being order. educational and having choices throughout the day. For example, if they saw a park they wanted to play in, they Water testing. Tram + MCG. Movie. wanted to be able to stop and play there. Went to the city. We didn’t go in The movie. A key aspect of the excursion was the lunch break. The the MCG. SAT decided that they should have a variety of activities It was cool I didn’t go. available. We managed to have Angela Foley, a member of making it (the the Merri Creek Management Committee (MCMC), available excursion). to teach grass weaving, while others chose to play in the Planned by us! Grass weaving. Walking. adventure playground and some walked and took water samples. This was very effective in engaging all students in We saw a movie. Squishy transport. Movie in a foreign this part of the day. language. Also on the day, students viewed an Iranian (subtitled) Went to different Too much walking. Went to the MCG. film at the Australian Centre for the Moving Image (ACMI) in places. the Federation Square precinct as well as going on a walking It was fun. Walking. We walked around tour around the MCG. the MCG. The excursion has now been followed up by an excursion It was fun. It Too much walking. Grass weaving. to Merri Creek (Dights Falls) and Trinwarren Tambour in was planned We only got 1 Movie in a Parkville. This excursion was funded by the MCMC and by us. Fun and trick photograph. different students had input into the sites they would visit and the interesting language. activities they would participate in. activities. This excursion fitted in with a number of the elements that the SAT had identified as being important to improve We saw the movie I wanted it to be The movie. student engagement in school: science, learning outside, and played in the longer. working in the community, having new experiences – as well park. as student input into excursion organisation. When all the kids Not many people We did weaving were playing went to do the with Angela and it Data Collection on the park in water sampling was fun. The data collected throughout the day of the SAT excursion Birrarungmarr. with Mr Ross. to the city used the process of a pulse reading (engagement When we went We didn’t do level) at specific points in the day. In addition, students inside the MCG. everything and designed an activity sheet, which all students filled in at two being tired at the points throughout the day, and the SAT provided comments end of the day. about their experiences of the day and their analysis of data collected from the pulse readings. This data is still being analysed by the SAT. Collecting data on the day Passing it on Each student on the excursion had a pulse reading sheet and they had been trained by the SAT – prior to the excursion The success of the SAT approach is in students’ realisation that – how to use this tool. They also had a very simple activity what they are doing and learning can be passed on and used sheet. by other teachers and students to make school more engaging. Post excursion When our SAT discussed engagement strategies in terms In the first SAT meeting after the excursion, students from of their excursion to the city, there was at least one voice in the team were asked to do a ‘Walk and Talk’. This is a short the team that expressed disappointment about sharing the 3-5 minute activity where students choose a partner and walk process: and talk about a specific topic or question. During this time I provided post it notes for students to record their ideas about “But we had to work this out all by ourselves! If we what they talked about. They were asked to do a PMI, where tell them how to do it then we’ve done all the work!” they come up with one plus or positive (P) thing about the To some extent, this student was identifying that the excursion, one minus (M) thing and one interesting (I) thing. process of discussion, research and decision-making about

February 2009 11 student-led excursions was the important aspect in relation to engagement – not Reflections the excursion itself. The team discussed how they could or me, the discoveries of this year – from the ‘action phase’ – have been pass on what we had done and learnt in numerous and varied: such a way as to not give the answers, √F “Kids know kids best!” but rather give others the ability to √ Students become engaged when they are consulted and involved in decision- find their own answers. It was decided that a Do and Don’t list for planning an making processes. excursion could be created. By creating √ Students have creative ideas about how to get themselves and their peers this list, anyone using it would still have ‘switched on’. to plan things in their own way but √ Students can articulate their thoughts in various ways that they find they would have a guide to work from that would enable them to create an engaging. excursion that is an expression of their √ When given the opportunity, students engage in solutions to issues that own class and their studies. This list is affect them. transferable to any class in any setting. A √ Student planned excursions are engaging. copy of this list has been tabled. √ Positive play at recess and lunchtimes helps engage students socially. Where to next? √ Certain subject areas are more engaging than others. Having had a successful ‘action phase’ √ Tasks and activities can be challenging yet engaging. of the project at Preston South, the question is: where to next? There must √ Fun doesn’t mean engaging. be consideration given to what we have √ Positive adult role-models support student engagement. learnt this year; we must continue to act on these learnings to increase student Teacher Learnings engagement in school and learning. here are two key learnings that I have taken from working with the SAT on From a project point of view we the issue of student engagement. These relate to teacher practice and the use will be looking at ways in which we can Tof a SAT approach in tackling issues. communicate what we have learnt to others. Action will include the distribution In terms of practice there are many aspects of what the SAT outlined for of our Do and Don’t list for planning planning an excursion that translate directly to classroom practice. These include an excursion as well as explaining our things such as; learning to other students and adults √ Giving students choices. through texts and verbal presentations. √ Providing new experiences. In 2009, the SAT will be constructing a guide, complete with √ Considering what students know. illustrations, images and cartoons √ Letting kids talk. accompanied by written text explaining their ideas about student engagement. √ Providing variety. The learnings of students within the SAT The list goes on! If you look at the students’ Do and Don’t list for planning provide a knowledge bank from which an excursion, almost all of it transfers to classroom practice. students can reflect on what they know Listening to students’ ideas about this has effectively taken the mystery out about the factors affecting engagement and the solutions, actions and measures of how to make school more engaging from a planning perspective. There are that can be taken to counteract negative certainly other factors that affect student engagement such as coming to school factors. with or without having eaten breakfast, peer pressure, social issues and personal Students will be creating an artefact relationships with teachers, but students from the SAT have been very clear about which is accessible to people of all what they believe teachers should be thinking about when planning. ages, while engaging in a medium (art) This learning is not necessarily new but it certainly is powerful in confirming that they have already identified as many of these ideas that are incorporated in teacher training, literature and ‘engaging’. conversation within the profession. In terms of ‘passing on’ the process The other key area of learning for teachers is the effectiveness, usefulness we have followed, the students will also be working to organise and reflect on and power of using a SAT to solve issues within a school setting. This is summed the process they have used so that this up beautifully by the quote at the beginning of this report, which has become a too can be passed on to other interested slogan for our SAT: “Kids know kids best!” parties. Students have come to see that their opinions, ideas and work are valued Sam Ross and have produced their best work when it has been purposeful and relevant. The Engagement School Coordinator composition of the team in terms of ability, age, knowledge and skills has been Preston South Primary School important. Regular meetings, making it real (not tokenistic), listening and taking action have made it effective. Contacts: Sam Ross [email protected] [email protected]

12 Connect 175: Inter-school Student Forum And in 2009... At the end of 2008, a second inter-school Student Forum was This project will continue in 2009 with the support of the held at Penders Grove Primary School. The Forum enabled CASS Foundation, with a focus on student dissemination of each of the Student Action Teams to report to the other about learnings. their year’s work – with particular emphasis on actions in the The CASS Foundation is a small private foundation second half of the year. that provides grants for medical and scientifi c research and In planning their presentations, students decided that education projects. In 2004, the Foundation commissioned they didn’t simply want to talk about what they had done, researchers at Monash University to conduct a review but wanted to allow others to experience the activities: they about student engagement. Their report: Student noted that this would be more engaging. Therefore, the disengagement from primary schooling: a review Forum also included time for students to lead other students of research and practice, led the Foundation to provide (and teachers and visitors) through some of practical hands- funding in 2007 for seven projects in Victorian primary schools on activities they have been conducting at their schools. designed to improve student engagement. Below are some of the images from these activities (courtesy For further information about the CASS Foundation, or Jeff Jackson): to read or download a copy of the Monash report, please visit the CASS website: www.cassfoundation.org

Student Action Teams: Implementing Productive Practices in Primary and Secondary School Classrooms Student Action Teams - teams of students who, as part of their school curriculum, adopt a community issue that they care passionately about, research it, decide what needs to be changed or improved and take action to achieve that. In this book (April 2006) primary and secondary schools in Melbourne’s northern suburbs tell how to establish and implement Student Action Teams. They describe their students’ work researching and acting around traffic safety and the environment and reflect on what they have learnt: the basic principles of Student Action Teams, their practical operation, and the stories of successful approaches and outcomes in two projects. The principles and approaches outlined here can be used to guide developments in any school - acting alone or in a cluster. Includes sample worksheets and proformas. Order NOW from Connect: $33 or $27.50 for Connect subscribers. ISBN: 978-0-9803133-2-1

February 2009 13 Student Voice: A 30 Year Journey n 1977, I was appointed to an Education Department school situated learning with a complete stranger from in the western suburbs of Melbourne. Like all fi rst year teachers, I the other side of the world. Icouldn’t wait to have my own grade and put my training experiences Coincidentally, the research into practice in the real world of teaching. surrounding Student Voice has a history of approximately thirty years. Whilst I My grade was made up of children these students have endured. I have was launching my teaching career and th st th from many nationalities, predominantly attended 18 , 21 and 30 birthdays dabbling in Student Voice on a small from middle European countries. over the years. scale, without actually calling it Student Some of them were ‘latch key’ kids with Fast forward to 2007: Voice, Student Voice research and little English. ‘Professors, Principals practices were commencing in South We had to use a Language Australia and the UK. and Practice’ Experience approach to build their As a result of my experiences literacy and numeracy skills. Cooking, In 2007, I was awarded a place in the whilst travelling, I have deepened my real life maths activities, science Victorian Department (DEECD)’s High understanding of the complexities experiments, film trips, excursions Performing Principals’ Program. of Student Voice, and now know and camps created opportunities My focus for research was Student that there is a wide range of levels for terrific engagement and great Voice and its capacity as a lever in the beliefs and understandings learning outcomes However, like all of improvement for schools. In which underpin it. I concur with the children, my students were sometimes 2008, I travelled to the UK to meet definition provided by the DEECD reluctant to do the inevitable writing with professors, school principals Paper No. 10 (2006) that: “Student and reading tasks which would follow and students. Thanks to Roger Voice is more than just communicating the fun. Holdsworth, our editor, I was able ideas and opinions; it is about having At this point, I decided that to meet key leaders in the fi eld of the power to infl uence change.” something diff erent might get them Student Voice research and with over their disenchantment and move them forward. I used class forums (in today’s terms, Student Voice) to talk about what they felt their needs were, and married this with what I was required to achieve as the class teacher. The result was the use of learning centres, contracts, compulsory and optional activities. In today’s terms I was using the rudiments of negotiated curriculum and personalised learning. Another Student Voice activity which I used then was a courtroom principals whose work is guiding One of the most remarkable real life model complete with judge, jury, the UK Government’s plans for examples that meets this defi nition is prosecutor, defence lawyer and education. Professor Michael London’s Quentin Kynaston Specialist witnesses to solve playground or Fielding (University of London), Technical School and the work of its classroom disputes. Sentences were Julia Flutter (Cambridge University), principal Jo Shuter whom I visited last governed by the ‘fairness principle’ Professor Pat Thomson (University year. Q.K, as it is commonly known, was ie use of logical consequences and of Nottingham and an Aussie ex- a school in deep trouble as recently provision of sentences which all parties pat), Alison Peacock (Wroxham Park as seven years ago. It was classifi ed would be prepared to receive. Primary School Principal), and Jo by OFSTED to be in ‘Special Measures’. I developed strong relationships Shuter (Principal of Quentin Kynaston (In DEECD, this would equate to very with my classes as we all learned Specialist Secondary Technical School severe underperformance.) QK is together. At the end of fi ve years, I and also Principal of the Year 2007 surrounded by housing estates and transferred to another school. However, awardee), were extremely generous the students represent many, many the connections which I made with with their time and in sharing their nationalities. There was a gang culture

14 Connect 175: because of alliances to Professor Michael Fielding the different housing (University of London) kindly gave me estates. The students the following quote from Improving were angry, disillusioned, Learning Through Consulting Pupils frequently absent and not Jean Rudduck & Donald McIntyre achieving. (2007). From my perspective, In 2008, the students it demonstrates the purpose, the were very settled and potential and the prize for engaging in happy, attendance is very Student Voice activities. “It is perhaps in high and QK’s results rate relation to just these aspects of teacher- also had their say in the design of very highly. In 2006, QK was in the pupil relationships (humane, personal the school uniform, were involved top 3% nationally for value-added relationships and the mutuality of in the tendering of the school meal performance. QK’s achievement in respect and trust) that pupil consultation contract and have an involvement exam results continues to improve has its most striking impact.” in the appointment of key members every year. Attendance is at 94%. As teachers see pupils diff erently, of staff - as well as planning activities Tony Blair, ex-Prime Minister, visited the so they are more likely to respect and arranging social school and stated: “I’ve never seen a and trust them events.” school with such a high Student Voice and to off er more profi le.” (Sept, 2006) I also had the o p p o r t u n i t i e s pleasure of meeting The amazing success in for them to take Vitto Farci, an ex- transforming Quentin Kynaston can be responsibility for student of Quentin attributed to the dynamic leadership of their own learning. Kynaston, who was very its principal, Jo Shuter, and her astute influential in driving Opposite page: Jo Shuter use of Student Voice. Student Voice there. In (in white top) with QK QK has a dedicated Student Voice students; this page: top: 2007, during his gap initials for QK at front of Faculty that consists of: year, the then 18 year school; centre: Vitto Farci; • a prefect team; old Vitto became the bottom: QK students • a student leadership team; UK’s youngest ever Where to • peer mentors; and educational consultant, • Sixth Form Community/Pastoral employed by local from here? Leaders. government to advise I am in my sixth The CK prospectus says: “We schools about student involvement year as principal make sure that our students have a and participation. of Newtown Primary School. Over that time, I have worked with a Junior say too. Students are involved in all In 2008, he returned to QK and School Council, a Student Leadership aspects of school life from Lesson continued to lead and drive the Team and Year 6 leaders. We use Observations to having their own Student Voice Faculty. In 2009, Vitto Student-Led Three-Way Conferences, Student Development Plan... They is off to university. Pupil Feedback for teachers, and have a Teacher–Student Mentoring program involving Year 5-6. In 2009, we are trialling Student-Led Teacher conferences for Year 5-6 that will focus on how the teacher can best assist each child with his or her learning. This is real consultation and relationship building. The questions and comments in those conferences will be based on those suggested by the students. I’ll keep you up to date with developments on this continuing 30- year journey. Heather Robertson Principal, Newtown Primary School [email protected]

February 2009 15 Victorian Student Representative Council (VicSRC) Plan to be Part of the Victorian SRC Action in 2009 he Victorian Student Representative Council (VicSRC) – the student-run umbrella body of SRCs in Victorian secondary Tschools – invites you to be part of an exciting program of events in 2009. Local SRC clusters, as well as local and statewide conferences will enable representatives from SRCs across the state to share information, to plan joint initiatives and to make sure student voices are heard at all levels of education. But if you are to be part of that process, you will need to start planning now. Make sure that these events are on your SRC calendar for the year, and that your school and SRC is represented. Sub-Regional Conferences Local SRC Clusters The VicSRC Represents You The VicSRC will again be organising a The VicSRC is supporting the The VicSRC was invited to several series of SRC conferences and training development and operation of effective important consultations in 2008 to days throughout Victoria in Term 2. One clusters of Student Councils right across represent the views of secondary of these conferences will be in your area. Victoria. These are local networks of school students. As well as the Victorian Information about all these events will be student representatives, who meet Government’s summit on the Blueprint sent to schools later in Term 1. regularly to share activities, to develop for Education, the VicSRC was invited to ideas and to support each other. the discussions on the National Goals Plan now to be there! for Education. If there is a Cluster in your area, If your school would like to host and/or the VicSRC can put you in touch with The VicSRC made a submission to organise one of these conferences, contact it. Contact the VicSRC for information this consultation, arguing that students the VicSRC to discuss what is required. and plan to be an active member. If must be active partners within education Phone the VicSRC on: 03 9267 3744 there’s not a cluster in your area, are you across Australia, and that the National or e-mail: [email protected] interested to help form one? Plan to call Goals should recognise the important a first meeting of representatives - the active roles that students play in decisions VicSRC State Congress VicSRC can help you do this. about their own education and that of The VicSRC will again host a statewide other students. Congress of representatives from SRCs at Effective and the end of July – on Friday July 31st and Representative SRCs Plan to make sure your voice Saturday August 1st. The Oasis Campsite is heard in 2009 – by making The work that your SRC does in the at Mt Evelyn has again been booked for your ideas and views known school is the most important basis for this. to your representatives – the all these discussions, links and actions. VicSRC. Two representatives from all Victorian Your job as a representative is to find out secondary school Student Councils are what students are concerned about and invited to attend. This is the main decision- develop proposals about these. The VicSRC receives funding making body of the VicSRC; it sets out the support from the Victorian Plan to find out students’ ideas and work of the VicSRC for the next 12 months Department of Education and concerns, so you can bring these to the and elects a state Executive of students to Early Childhood Development SRC, to cluster meetings, to Regional organise this work. and is auspiced by and based Conferences and to Congress – so that at the Youth Affairs Council Plan for your involvement. Put these the VicSRC can help you raise this issues of Victoria (YACVic). It can be dates in your SRC diary and make sure with the Government, Department of reached there on 03 9267 3744 you are represented. Education and other groups. or, for the cost of a local call from outside Melbourne on 1300 727 176; or by email: www.yacvic.org.au/vicsrc [email protected]

16 Connect 175: Essay Get Up - Stand Up! Mobilising the ‘Me Generation’ An investigation: Are secondary schools developing global citizenship in students? Genevieve Hudson

’d like to think of myself as a young activist with a passion for social and ability to work actively to do so, value justice, politics, dissidence and the unconventional. Looking back our precious earth and safeguard its future. at my high school years, I found few people to share these interests They defi ne it as a way of thinking and I behaving, an outlook on life, a belief that with – the exceptions being my teachers, who are more like friends. I we can make a diff erence. So I compared was disturbed by the apathy of my peers, questioning why everyone this to curriculum, certain syllabi and the was wrapped up in themselves, myspace, abominable television values schools attempt to instill, to see shows, celebrity gossip and all those other superfi cial things as the whether they measure up. To discover world around us decayed physically and morally. I guess this is what whether their practical implementation was eff ective, I interviewed and conducted triggered me to investigate whether the public secondary schools focus groups and questionnaires with of my state were developing global citizenship in students. students and teachers. Finally I employed a generational cross cultural At the same time that I dimension to measure any changes brainstormed ideas for my topic, and continuities that had occurred something pivotal occurred. I tried to over time. get an activist to speak to my Modern History class, who were studying the So, in a nutshell, what did I uncover? Arab-Israeli Confl ict. My request Secondary research suggests that ended up at the Department and any global citizenship orientated was denied (“no politics in schools”) education isn’t seeing results because despite letters highlighting its it uncovers widespread attitudes direct alignment with the aims and that young people hold surrounding objectives of the syllabus, curriculum international issues. One newspaper content and even the school’s article* described young people mission. The failure to get this speaker today as ‘materialistic’, ‘incurious about was the ‘cherry’ on top of many past the world’, ‘untroubled by ideas’, with experiences proving lip service to all ‘modest dreams’, who “show little the talk of students as ‘future political interest in matters outside their own leaders’, being fostered to adhere “to material welfare” and “have absorbed the principles of democracy, freedom the Prime Minister’s [Howard’s] of expression... and social justice.” For conservative values.” It referred to example, whilst I was allowed to run a qualitative study, Fearless and 40 Hour Famine campaigns for World Flexible: Views of Gen Y, the co- Vision, an Amnesty International group ignorance of today’s youth is connected author of which found “narrow ambition” was ‘too political’ and constant calls for to the ways in which school systems are was “so consistent across groups that a social justice group were ignored. But shaping student’s perceptions of their the picture was likely to be typical of enough whingeing; the point is that this global environment: are they wielding the wide population of young people.” led me to dwell on the question of just their power and infl uence to develop Unfortunately this confi rms my personal how you “prepare them (students) for altruistic attitudes and social awareness experience, including its claim that “the informed and active citizenship,” if you in students enough? If so, are their future they see for themselves is not one won’t expose them to really hard-hitting methods eff ective? inspired by... the wild hopes of youth. issues, debate and discourse? Oxfam’s concept of a global citizen is to understand the need to tackle * HORIN, Adele. The generation that chases no So this evolved into exploring the rainbows. Sydney Morning Herald, injustice and inequality, have the desire questions of whether the assumed Sept 30-Oct 1, 2006. News, Page 3.

February 2009 17 They don’t want to remake the world.” It this concern for what was going on in television, internet, music and the like, is a view also echoed by the co-author of the rest of the world – we were taught is winning the war of infl uence over our the study when summarising his research: charity begins in the home. There wasn’t young people. “There’s a sense if you’re going to change the same attitude as there is today. I But I don’t want to end this being the world you think about changing it remember when we were hearing about nihilistic. I think to fi ght back we need when you’re young. There was not much the Ethiopian Famine on the news; maximise the potential of schools to of that here.” my mother told me that it was natural empower students with the knowledge, selection!” Many Baby Boomers said that One Principal confi rmed the understanding, skills, values and attitudes teenagers these days are more informed, paramount role of schools in turning this to be able to come together and because issues are stressed more in around: “Sadly, other social institutions work to solve the epic problems our schools and there is the immediacy of – the family, church, etc – have become planet is overfl owing with. Teenagers the media as well as technology like less reliable as the promoters of values are compassionate and all we need is the internet. So why isn’t this proving frameworks. Parents are overworked, inspiration and affi rmation and the eff ective in transforming high school churches are a minority taste... That leaves opportunity to make a diff erence. Global schools.” Schools ultimately need to students? play a defi ning role in the identities of students in enabling them to realise their place in the world. But in analysing the content of school programs, it’s clearly evident that they are striving to do this... so why are the results not visible in our generation? Why do the majority of us appear far departed from the notion of a global citizen? Other research provided some insight into that next question. Some suggested that it was diff erent leadership bodies who aff ect the extent to which global citizenship is emphasised, including executive, staff and students. Another pointed out that “issues of international aff airs, human rights, or social justice are really only specialty studies in some subjects like Legal Studies or Society and Culture. There is not much reference to them beyond A strong argument is that all citizenship needs to be a holistic approach these classrooms.” Baby Boomers attributed their social incorporated into every school’s ultimate The cross cultural component also awareness and revolutionary ideas to ethos which is paramount in one’s supported the idea that external factors music: “it was the music that brought us education. could be interfering with schools’ attempts the protest issues... Peter Paul and Mary, Hans Weingartner, writer/director of to instill global citizenship. I wanted Dylan, Baez, Neil Young, the Beatles... a great fi lm, The Edukators, said: “Young to know whether the ‘idealistic avant- music was the avenue for raising social people are meant to be rebels. Most garde’ of the Baby Boomer Generation awareness... but today people don’t revolutions were carried out by young was connected at all to their schooling listen to the same stuff and have the people – because that’s where all the and whether it had made a diff erence; same feelings about music. It’s so energy is. Pure energy. Society needs historically they’re portrayed as radicals diff erent and most of it’s not about that energy to develop and renew itself. who challenged the conservative status global issues.” Therefore, if the popular Someone has to question everything quo and possessed qualities embodied in culture dictates the ideology that young there is to question, so that what’s good global citizenship. However in comparing people absorb, this is a perfect thesis as survives and what is less good gets the results of research, it revealed that the reason why most of my generation changed. So where is all the energy now?” the signifi cance of global citizenship in are not responding to any attempts Let’s tap into it. their education wasn’t remotely close to by schools to transform them into the the same level as today. It wasn’t on the global citizens we need to meet the Genevieve Hudson radar. For example, one participant in ultimate challenge of our time, which a focus group refl ected that “our [their] someone described as forging “a global In 2008 Genevieve completed her HSC education reinforced nationalism and community which is both economically at a high school in Newcastle, NSW. patriotism – not global citizenship! What and environmentally sustainable and One of her courses, Society and Culture, was happening in the rest of the world socially just.” No matter how hard schools involved a major work, or ‘Personal was never an issue. It was more likely try, the overwhelming power of today’s Interest Project’. to instill xenophobia, homophobia... All world of materialistic and self-absorbed

18 Connect 175: Indooroopilly State High school, Qld From Voice to Dialogue to ... he Australia 2020 Schools Summit process at Indooroopilly perspectives and insight alerted us, as SHS has opened up opportunities for us to hear student voices teachers, to the importance of ensuring about education and wider issues. But we have now begun the we were hearing more from our students T about the school itself. process of moving from supporting student voices, to hearing what students have to say, to entering into dialogue between The school’s IDEAS team (a teacher- students and teachers about future directions for our school. led strategic management group in the school, using processes refi ned in the Where will this lead? We’re still in the middle of the process, working IDEAS research project at the University with optimism, and excited about the uncertainty of outcomes. And of Southern Queensland) has now we’re aware of the challenges before us. assumed responsibility for ensuring that Student Summits occur each semester Indooroopilly State High School is Supporting Student in the school. Our fi rst Student Summit set in the leafy, relatively affl uent and modelled the format of the Australia 2020 educationally competitive inner-western Voices Schools Summit around the key question: suburbs of Brisbane. During its 53 years, For many years, we have had ‘What does learning look like at Indro: now Indooroopilly SHS has had fl uctuating student leaders elected by senior and in the year 2020?’ We ensured the enrolments refl ective of the changing students and staff , who represent the elected student leaders were invited and demographics of the local community and school and who provide some informal then asked again for keen students to self- the educational trends and reputations feedback about the school. In parallel select. Year level coordinators and heads of the times. We are currently enjoying with this, a student-elected SRC has of department were asked to encourage a resurgence in enrolments, partially traditionally had a function of raising students to attend. After providing some attributable to our success in recent years money (for charity and for the school) stimulus readings, we asked the students with improved students’ tertiary entrance and organising some social activities. to think in terms of: results. Our School Opinion Survey data The Australia 2020 process led the • What are students doing in the consistently indicates that students classroom? and parents think that ours is a ‘good school, as it did many others throughout • What are teachers doing in the school’ and that teachers enjoy working Australia, to organise a School Summit classroom? in a school where in April 2008. At our school, this Summit ‘students and • What is the environment of the teachers respect classroom? each other’. • What is the context of the learning? ‘ I n d r o ’ • What other ways of learning, outside embraces a the classroom, does Indro off er? certain ethos that • What skills and values do students diff erentiates it show from their learning at Indro? from other state The group broke up into six teams, high schools. each with one of these questions. They Since the 1970s, brainstormed around this question, the school has noting ideas, and then led the whole been unique as group in gathering broader responses to the only non- their question. uniform school in brought together about 36 self-selected Queensland state education. This initially students from Years 8 to 12. They met The students’ view of learning at superfi cial distinction is celebrated and over a full day within the school where Indro was generally positive. They saw vigorously defended by staff , students and they were asked to work in groups on that they often engaged in ‘self directed an active P&C. It is considered emblematic one of six key themes (e.g. sustainability, learning, with structure’ and that ‘Indro of the ethos of a progressive and highly a creative Australia, our role in the students have confi dence to talk back/ask multi-cultural school. Our focus is on region). They were asked to contrast questions, not disrespectfully, with mutual academic achievement, internationalism, what they saw as the situation now with respect’ but they were cognisant of the celebration of our diversity and mature what they thought the future would or diff erences in teaching styles, expertise interpersonal relations. could be like. The students’ passion, fresh and commitment from diff erent teachers.

February 2009 19 While sympathetic to teachers’ workloads, they were critical of teachers who ‘muddle through’, obviously without planning and preparation, and of the use of video and DVDs without context or relevance. They were aware that teaching was an ‘ageing’ occupation and that younger staff would be the norm in 2020. They were optimistic about the future of learning at Indro. In 2020, students would be ‘self managed..., engaged and not problematic’, there would be an increase in technology, but not complete reliance on technology. They did not see a future where the relationship between students and teachers would not matter improvement in ICT resources planned Developing Dialogue (‘Teachers will not become holograms!’). for 2009 will create a paradigm shift In fact, they thought the mutual learning regarding essential learnings and To a great extent, this question is one around technology and the capacity for teaching methodologies when ICTs are about the form of student leadership self direction would see students and more readily available. Staff seemed that exists – and is desirable – within teachers ‘have greater respect for each both impressed and grateful that our the school. Do students want to take the other and so will students with each students recognise teachers’ hard work dialogue forward? If so, how? What are other’ People would be ‘more enthusiastic and interested that unorganised lesson the most productive areas, and the most about learning; understand it is the great plans and general lack of preparation appropriate means for this to happen? resource for the future’ and see school as ‘a are apparent to the students. In particular, how does the current safe haven where people want to come’. separation of student leaders and SRC The English Faculty, in particular, aff ect this? Hearing What Students opened the doors to ongoing dialogue by addressing questions back to the So a second Student Summit was Have to Say students: held late in 2008 to address these very questions. What could we do with all these inspiring • Teachers are concerned about A similar process was followed, in ideas? The whole point, of course, was that students moving to the next year level which student groups were asked to we should be starting to create the Indro without demonstrating the required refl ect and dream on the following issues: of the future now. It would be so easy skills and understandings. What do What should the relationship look like (but ultimately make the exercise futile) students think of the current system? to congratulate ourselves on getting between the SRC and the School Captains? • How can students be motivated to How will we know when our SRC is successful students’ voices about these issues, and complete assignments on time? then to do no more. and busy? How should leadership skills be • Students are more distracted in developed at Indro? Rather, we took the student the afternoon. How can this be Student responses indicated that responses back to the natural teacher addressed? groupings within the school – the Faculty they were frustrated with the limited meetings – and asked teachers: We were now starting to open up roles that both the School Captains and a slow and formal dialogue between the SRC have traditionally assumed at • From your Faculty’s viewpoint, what students and teachers – about learning Indooroopilly SHS. They will consider are the three most interesting issues/ and teaching. How could we take this they have a successful SRC when they points/insights raised by the students forward? ‘can see change occurring as a result in these comments? of their suggestions’ and when they • Are there any clear links between your Faculty’s priorities for 2008 and any issues/points/insights raised by the students in these comments? What are these links? • What follow up issues/queries/ concerns would your Faculty like to see a similar group of students address at our Student Summit in Semester 2? Staff , in Faculty groups, responded to the students’ insights with interest. Many Faculties pointed out that our ICT focus is developing well and that the

20 Connect 175: feel ‘involved’ and ‘valid’ in their roles within the school. The students have begun to develop a sophisticated notion of leadership development in the school, centred around increasing levels of ‘participation’, gaining ‘organisational and communication skills’ and change management (what they called ‘action changes’). And that’s where we are at the moment. Challenges for 2009 As we start 2009, the immediate task is to keep the dialogue going. That means taking these responses from 2008 back to what is essentially a new student group (in a new year) and to staff – again opening up a dialogue about possible and desirable futures. We can see a few challenges along the way: • So far a small and select group of students has been involved. How do we broaden this and challenge these students to take these issues back to others. In particular, how do we ensure that a wide range of voices are heard and taken seriously? • How do we manage this process within crowded school days and curriculum – in particular, in a school that is regarded (and regards itself) as ‘successful’, how do we ensure that student voice and dialogue are regarded as something worthwhile. • How willing will staff be to deepen the dialogue with students when their established work practices and classroom routines may be challenged? • How far is the school willing to look seriously at student ideas for change, especially if these have time, fi nancial or other resource implications? Regardless of these challenges, we are enlivened by these ideas and, like the students, optimistic about Indro’s capacity to think into the future. Jan Hargreaves Deputy Principal, Indooroopilly SHS [email protected]

Student Councils and Beyond: Students as Effective Participants in Decision-Making The first Connect publication (from 2005) supports effective and relevant participation of students in decision-making in primary and secondary schools. It brings together a collection of practical ideas and articles about how Student Councils can go beyond tokenism ... and make a difference. Case studies, ideas, worksheets! Order NOW from Connect: $33 or $27.50 for Connect subscribers. ISBN: 978-0-9803133-1-4

February 2009 21 News & Reviews

Form One Lane The Wedge Workshop orm One Lane he Wedge Workshop is a professional (TWW) is a four- Fd e v e l o p m e n t sessionT event for a Student seminar for teachers Representative Council who are working (SRC) or similar group, with Student wishing to rigorously plan R e p r e s e n t a t i v e its future activities and Councils in primary and dealing with the situation it is working secondary schools. It has been within. It can also be used to review past activities - in a separate running for eight years, with over workshop or within the same event. 90 seminars offered in that time TWW is designed for secondary students, in particular Student by Second Strike. For teachers Representative Councils, and similar groups of student leaders, and regional who may be feeling alone and and state organisations and conferences. It complements and supports other unsure about their role, Form One training in, for example, group dynamics and formal meeting procedure. Lane provides the tools, ideas and TWW is easily adapted for other groups of students - student action support you need to grow a truly teams, a class planning a year’s program. It can also be adapted for youth successful student council. groups, primary classes, community organisations, small businesses, sectors of a corporation or government department etc. Students are also welcome to TWW can be presented as four separate sessions, over four consecutive attend Form One Lane. As well as or non-consecutive days, or as four continuous sessions, as within a student having a great deal to teach all of conference or camp. Along the way there are also roundtable conversations, us, you will find that having your warm-up and wake-up activities etc. students involved in professional TWW comes as a package, not just the four sessions. development means a faster road to success and much less work for The event you to do. The participants leave with a document containing the products of the four In 2009, Form One Lane sessions, as do the supervising or support teachers. The products provide a sessions are planned as follows: record of the transition from rough ideas to polished analysis and action. A disk of the document is left with the school. Melbourne (High Street, Kew): The event is presented by a team of at least two experienced facilitators, with Primary: 13 March; 18 March; the help of one or two assistants or facilitators-in-training. 14 July; 10 December The professional development follow-up Secondary: 20 March; 25 March; Two professional development sessions are provided for teacher professional 8 December development days - focusing on the two key methods which are used, and their many variations. The two methods are called the Workshop Method Sydney (various locations): - more than just brainstorming - and the Directed Conversation - more than Primary: 1 April; 1 July; just a discussion. 24 September; 1 December Further professional development follow-up Secondary: 31 March; The facilitators are available for email or phone mentoring for 12 23 September; 30 November months. Two books, developing further the two key methods, remain For all the details and registrations, with the school. check the Second Strike website: The fee covers all the above - an indication of the seriousness of this www.second-strike.com or activity. contact: [email protected] or phone: 03 9853 0600 For more details: David Mould Contact Frank Bremner, 34/7 Grainger Road, Somerton Park SA Teigan Leonard 5044; phone: 08 8376 6296; or e-mail: [email protected]

22 Connect 175: Clearinghouse

Local and Overseas Reaching High: A Program Promoting Positive Approaches to Publications Received Learning Differences Connect receives many publications directlyj or indirectly Reaching High tells the story of 14 years’ work around literacy relevant to youth and student participation. We can’t lend or sell in north central Victoria. Student participatory approaches these, but if you want to look at or use them, contact us on: are central to a program that caters for students with learning (03) 9489 9052 or (03) 8344 9637 differences, with an annual student-run three-day regional camp as the culmination of that program. This camp brings in adult role models who have, or have had, learning differences, to Australian: act as mentors for students. Past student participants now also Education Connect (Hunter Institute of Mental Health, Newcastle, act as leaders, adult role models and assistants. NSW) Issue 13; December 2008 This inspiring and exciting 120-page book documents the development and operation of the Reaching High Dream Catchrz (City of Greater Dandenong, Vic) Issue 3; 2008 Program. It outlines the theory and Parent Voice (Parents Victoria, Pheasant Creek, Vic) Vol 35, Issue 7; community links behind the program, and November/December 2008 how it is built on the active and strength- based participation of students. Includes a Learning Matters: Beyond Badges on Blazers (Catholic Education DVD of practical ideas. Offi ce, Melbourne, Vic) Vol 13 No 2; 2008 First published by Connect in December YAPRap (Youth Action and Policy Association, Surry Hills, NSW) 2006; ISBN: 978-0-9803133-0-7 Vol 19 No 1; January 2009 Order now: $33 each Yikes (Youth Affairs Council of Victoria, Melbourne, Vic) Vol 6 Edition ($27.50 for Connect subscribers) 5; December 2008 Youth-led learning: Local connections and global citizenship (Wierenga, Wyn, Guevara, Gough, Schultz, Beadle, Ratnam and King; Research Report 31, Australian Youth Research Centre, Friends of Connect & University of Melbourne, Vic) December 2008 By subscribing at a higher rate, the following have helped Youth Studies Australia (Australian Clearinghouse for Youth Studies, keep Connect going. We gratefully acknowledge receipt Hobart, Tas) Vol 27 No 4; December 2008 of the following contributions since the last issue of Connect: International: Supporting Subscribers (for a year): Education Revolution (AERA, Roslyn Heights, NY, USA) Vol 20 No 4 (Issue #55); Winter 2008-9 Peter Cole Port Melbourne (Vic)

Documents “ Connect has a website: The documents listed in this column may be of general background interest. A photocopy is available for research purposes. The length and cost (to cover copying and postage) http://www.geocities.com/ is listed. Please order by code number. rogermhold/Connect A full, computerised index of these documents is now available from Connect for $3; this can be accessed and printed Slowly growing with information about by topic, key-word etc or simply sequentially. subscribing, some back issue contents Code Description/Pages/Cost 612 Beyond Student Voice to Democratic Community (Michael and summaries of Student Councils Fielding; conference presentation: New Developments in Student Voice: Shaping schools for the future; 12 June 2008; and Beyond, Student Action Teams London, UK) (27 pp; $2.70) and Reaching High. Is Your Connect Subscription Up-to-date? Check in occasionally! The number on your Connect label tells you the issue with which your subscription expires. Please renew promptly - renewal notices cost us time and money! www.geocities.com/rogermhold/Connect

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