Providing Education and Training for At Risk ... - Victoria University

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In 1997, there were 21 students in the program. There are currently 22 students in the 1998program. All would have dropped out of school had this Program not been available to them.What attracts students to the Program is the practical focus and the potential to gain anapprenticeship or traineeship and eventually a “job that you like”. The students appreciate theopportunity to early access to what they see as the relevant VCE and VET studies that willhelp them to achieve these goals. Another attraction to the course is the adult learningenvironment ie. “no bells, uniforms or junior students”. Students currently in the course saythe way their teachers “treat” them also makes learning interesting and enjoyable. They say“[the teachers] have a different attitude” to teachers in their previous schools.The “different attitude” may be explained by the school decision to handpick teachers to workwith this group of students based on the following criteria. These teachers:• are positive but demanding of students;• relate well to students;• have clear expectations of students;• make studies relevant to students; and• are committed to trying different ideas.These teacher qualities are essential contributing factors to making the Program work. Anotheris the project-based learning that occurs in technology studies. For example, in last year’sProgram, students built a catamaran and a trailer. They then raffled the trailer. Because theproject focus involves them in developing skills and knowledge in a range of technologies,students “get a taste” of what is possible before they specialise later in their studies. Thisenables them to make more informed choices and helps them set personal goals.Personal goal setting is part of the College’s ethos. This is reflected in the mentoring schemein which all staff, including the principal and the office staff, take part. They each have a groupof students who they counsel individually once a fortnight about their progress and furtheraction plans. The outcomes of these meetings are recorded on a student log sheet.These practices produced the following results: students have developed a more positive attitudeto learning; their self-esteem has increased; they enjoy school; and many have raised theirexpectations about their futures. For example, five of the 1997 technology group continued oninto electronics and another five opted for applied science studies. These are students whowould not have been expected to take this path as the Applied Science course has a strongmaths and chemistry focus.In summary, two comments from the Principal are pertinent. The first is that other schoolscould introduce this type of program and the practices that support it – “They just need to bemore flexible… This is just an accelerated VCE”. The second comment is that the students areattracted to the school because “it’s a good place to be”.Doveton Secondary CollegeDoveton has addressed the issue of ‘students at risk’ on three levels:1. The curriculum focuses on multi-level learning and is sufficiently flexible to accommodatespecial programs such as work education,2. Close links have been established with local support agencies and some of these serviceshave been integrated into the curriculum.37
3. All students are case managed.4. Staff development is aligned with agreed school priorities.The school’s re-shaped program began its development three years ago as staff concerns grewabout increasing numbers of younger students truanting and ‘drifting’, mounting classroombehaviour problems, increasing numbers of suspensions and low levels of literacy. Indicatorssuch as a 50% reduction in the number of suspensions, significantly reduced truanting, improvedcommunication skills and interpersonal relationships (student/student and student/staff) showthat this trend has turned around. The three major elements of the current program thatcontributed to this achievement are described below.Flexible curriculumAll students are tested at the beginning of the year, or on entry to the school, and again at theend of the year to determine their literacy and Curriculum and Standards Framework (CSF)levels. This data is collated and teachers design their programs to accommodate the range oflevels in their classes. Teachers are supported in refining their practice through professionaldevelopment, mentoring and coaching and the appraisal process.Work education is a key part of the Year 9 and 10 program and provides students who havevery low skill levels and are ‘at risk’ of leaving school, with a modified curriculum that includesa work placement (one day per week), and ‘vocation review’ (two sessions per week). Thisincludes industrial visits, job seeking skills and input about the study requirements necessaryto gain full time employment. In addition, students are supported with individual counselingand monitoring by a youth worker (one day per week) and through the sub-school structureand College networks with community agencies. Students are referred to this program bySub-school coordinators and are selected on the basis of evidence of one or more of the followingcharacteristics:• Contemplating school exit or currently not attending College• Low self esteem• Low level of social skills• Literacy and/or numeracy difficulties• Family or peer issues requiring attention• Personal issues requiring attention• Drug or alcohol issues requiring attentionThe work education program commenced in 1995 and 95% of those students who commencedthe program have continued their schooling and have a career goal.At VCE level, students studying Systems and Technology participate in an innovative programthat is closely connected to work and industry practices in the automotive field. Undersupervision of local motor body repair businesses, the students rebuild damaged cars to industrystandards. These cars are subsequently sold. All funds from this venture are re-invested in theprogram to purchase cars for future programs or to acquire more sophisticated equipment.Currently, 35 students are engaged in this initiative, with 12 additional students from SpringvaleSecondary College. This program is popular with students (there is a waiting list) who spendfive sessions per week in the school workshop and a half day per week in a work placement ina motor body repair shop.38
Page 2 and 3: Providing Education and Trainingfor
Page 4 and 5: ForewordThe Commonwealth Government
Page 6 and 7: ContentsForeword 3Acknowledgments 4
Page 8 and 9: Executive SummarySuccessful learnin
Page 10: program leaders (at least) to meet
Page 13 and 14: The major outcome sought from this
Page 15 and 16: Data was entered in categories unde
Page 17 and 18: 2Literature ReviewBenchmark 1995Sub
Page 19 and 20: It is likely that a significant gro
Page 21 and 22: Indeed, these ‘messages’ have b
Page 23 and 24: In this we look at labour market sk
Page 25 and 26: Individuals appear to perform bette
Page 27 and 28: The research literature on ‘alien
Page 29 and 30: ConclusionPathways are notoriously
Page 31 and 32: 3Mapping the FieldThe Stage 1 inter
Page 33 and 34: Wilderness Enhancement Program, ATL
Page 35 and 36: them from progressing or even parti
Page 37: 4Program ModelsAnumber of the 19 pr
Page 41 and 42: (i) accommodating student diversity
Page 43 and 44: Teachers involved in the course hav
Page 45 and 46: There are VET subjects, of which th
Page 47 and 48: This approach helps the transition
Page 49 and 50: Young people are referred to the pr
Page 51 and 52: to become contributing members of t
Page 53 and 54: Rules are negotiated with the young
Page 55 and 56: 5Characteristics of Programs That W
Page 57 and 58: The review processes that already e
Page 59 and 60: attitude to learning and enhanced s
Page 61 and 62: 6Conclusion and RecommendationsMr G
Page 63 and 64: 2.4 That program activities include
Page 65 and 66: ReferencesACFE Board (1998) Young a
Page 67 and 68: Withers, G. and Batten, M. (1995) P
Page 69 and 70: Successful learning projectsDraft o
Page 71 and 72: Successful learning projects 1998Dr
Page 73 and 74: Program and LocationTarget Group, P
Page 89 and 90:
Program and LocationTarget Group, P
Page 91 and 92:
Program and Location- Certificate i
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Program and LocationCambodian Youth
Page 105:
APPENDIX IIICURRICULUM OUTLINE FOR
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