Nectaria, can you make the font larger, also less wordy somehow?
Several students gained permission to make subject changes after the deadline as a result of increased awareness of tertiary course requirements
Staying On Program
Canterbury Boys High School<br />
How can we engage ESL students, particularly refugees and international students, now that they must stay at school until at least age 17? <br />At your tables discuss some possible strategies. – 2 minutes <br />
A program to engage and retain ESL and refugee students into the senior years.<br />Staying on Program<br />
At a glance …… <br />491 students<br />400 LBOTE (mainly Arabic, Chinese, Vietnamese, Indonesian, Bengali and Maori)<br />81.5% LBOTE<br />154 ESL (identified Phase 1, Phase 2 and Phase 3 requiring ongoing support)<br />246 not requiring ESL support<br />25 Refugees<br />12 International students<br />2010 <br />
10 ENE made up of 21 students, all LBOTE and ESL. <br />3 international students and 5 refugees.<br />Why 10 ENE? ESL group, mostly made up of recently arrived IEC students needing explicit career support.<br />10 ENE – Target class<br />
Staying On Innovation Grant<br />The ‘Staying On’ Program was a Sydney Region initiative, underpinning student success and providing equitable access to career information and support.<br />A joint Careers/ESL submission was successful. The program was to be supported by ASPIRE, UNSW. <br />The purpose of this initiative was to implement a program that encouraged the engagement of students and facilitated/accommodated the retention of students over the new leaving age of 17.<br />
The HOW! <br />Our program was facilitated by Alexandra Giameos (Careers Advisor) and NectariaMelas (ESL teacher). <br />We decided to implement the program as part of the school’s Post School Certificate Program. This ensured that students were engaged and attending school, with a focus on achieving ‘something’ at the end. <br />10ENE attended Maths, English and participated in other workshops when not with the ESL teacher and Careers advisor.<br />Program involved two full days of on-line surveys, reflection tasks, a variety of quizzes and discussions. Industry visits, TAFE and University workshops followed.<br />Our Program <br />
What are some careers program initiatives that you are aware of? <br />
Pre School Certificate – Pre program reflection, including Career Areas of Interest survey<br />Post School Certificate – Creating Future Pathways survey and reflection <br /><ul><li>My Career Profile, Learning Styles tasks
Making connections with careers advisor<br />Networking with outside agencies<br />Adding value to ESL program<br />Raising profile of ESL teacher in the school <br />Getting a greater insight into Careers Education<br />Providing greater opportunities in planning and implementing excursions <br />Creating a better/stronger rapport with ESL students<br />Benefits for ESL Teachers<br />
Improved learning outcomes for students - Students have an increased awareness of career choices and tertiary options.<br />Broadening careers knowledge and improving ICT skills<br />Narrowing achievement gaps (mainstream vs ESL)<br />Engaging students post SC<br />Retaining students post 17 years of age <br />Clear career and study paths <br />Written career plan<br />Outcomes for ESL Students<br />
All students have stayed on. <br />Increased awareness of tertiary course options and their requirements. <br />One student is repeating yr 10 to improve his chances of doing well in stage 6. <br />Increased visits to the careers advisor for guidance and actively seeking more assistance from the ESL teacher. <br />Student feedback from evaluation sheet: <br />“I learnt that it is important to look at who I am first before choosing a suitable career”<br />“I enjoyed getting to know and talking to real university students”<br />“I learned that my preferred learning style is ‘Visual’ “<br />“I enjoyed listening to the workers talk about their job and how they got there”<br />“I now know about the different university and TAFE courses available”<br />Outcomes for ESL students<br />
This program was funded by $2500 grant. <br />How can schools run similar programs without grant funding?<br />Teaching and learning funds can be used for program and resources development<br />ESL teacher flexible to come off classes to plan, organise and implement a program like this (still meeting needs of ESL students) <br />Careers advisor has a flexible timetable, can support ESL/careers lessons<br />Minimal cover needed (in lieus) for excursions as both ESL and Careers Advisor mostly on team teaching periods <br />Students can fund own transport and food costs <br />Schools can access local contacts, minimise transport time and costs<br />Evaluation<br />
Limited conversational skills for many students.<br />Some absenteeism. <br />Some difficulties in completing tasks due to language and comprehension.<br />Two days of on-line research, job investigations, tasks etc too overwhelming. <br />Excursions to follow in the next week, with a period allocation for reflection after each excursion. <br />Involve the Chinese CLO in the future to support students in careers lessons.<br />Have a morning tea to ‘formalise’ completion of program and present students with certificates.<br />Evaluation/Challenges <br />
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