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Connect February 2009 Supporting Student Participation ABN: 98 174 663 341 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.
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