ACSA 2017Australian Curriculum Conference

WHAT IF? Embracing complexity Through Curriculum Innovation

From Discord to Dialogue

….. Pain to PRIDE.

Presenters: Lou Single, Melissa Fotea

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EDUCATION

Goal Setting

Flexible Learning

Identity

Stability

Basic Needs

Respect

SERVICE LEARNING

Inclusive

Responsibility

Leadership

Validation

INDEPENDENCE BELONGIN

G

MASTER

Y

GENEROSITY

RESTORATIVE

PRACTICE

Empathy

Conflict Resolution

Communication

Mediation

Accountability

Upskill Students and Staff

WELLBEING

Meditation

Counselling

Self Awareness

Self Care

RESTORATIVE JUSTICE OR RESTORATIVE PRACTICE

Restorative Justice

it is perceived as a conflict between individuals which has resulted in harm to victims and communities

RJ is more concerned with repairing the harm caused by offending and restoring relationships

RJ processes provide an opportunity for „active participation by victims, offenders and their communities‟

Restorative Practice

proactive in developing inclusive community and building relationships

Emphasises proactive informal practices to build social capital prior to an offence

Follows RJ in managing conflict and repairing harm and restoring relationships

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TO RESPOND TO CHALLENGING

BEHAVIOUR

What happened?

What were you thinking of at the

time?

What have you thought about since?

Who has been affected by what you

have done? In what way?

What do you think you need to do to

make things right?

RESTORATIVE QUESTIONS

TO HELP THOSE HARMED BY

OTHER’S ACTIONS

What did you think when you

realised what had happened?

What impact has the incident had

on you and others?

What has been the hardest thing

for you?

What do you think needs to

happen to make things right?

PREVIOUS SCHOOL EXPERIENCES

Violence, actions, didn’t care

if I got in trouble or not and I

wasn’t really focused in

school, worst part was I

didn’t learn nothing, violent,

suspended a lot

INCLUSIVE COMMUNITY

pissed off you’d know not to get them

even more angry to make them blow

up and cause a fight and if they are in

a happy mood you’d know you could

get along heaps good .... it helps me

know that they are on the same path

.....................................

you know you’re kind of

the same so you’re trying

to help each other out ...

INCLUSIVE COMMUNITY

the questions that go around like how

was your day? Or week? Does anyone

want to say anything? It feels like you

have a voice like you can speak for

yourself. It feels like the teachers are

focused on you not like that other

place… I feel like somebody not a

nobody

RESTORATIVE PRACTICE STRATEGIES

ILP’s at the beginning of every term

so with mum all the time, setting

goals for the term and it does help

because through the term you’ve got

goals that you want to set like an

attendance goal, 85% or 90% or

whatever and you try to get as close

as you can to it or over it and some

were like behaviour ones and like if I

am feeling angry I just take time out

go outside for 5 minutes or whatever

and like it does help knowing that

you have set them goals and to know

by the end of the term you had

achieved them

RESTORATIVE PRACTICE IMPACT

I have changed 100% ..my

attitude – I’m more calm now,

my respect is like higher now so

that’s what I think for myself. I’ve

built my respect up and my

confidence and to deal with the

situation the right way

PREVIOUS SCHOOL EXPERIENCES

Trouble, cops, at home, at

school …. Fights, wagging

swearing, lying … not owning

up to what I done ..

suspension .. Counseling 1

time and it helped but it

didn’t happen again

WHAT IS

SERVICE

LEARNING?

A values-based program

for youth at risk

Developed further with

Youth Off The Streets

to address the cause(s) of

violent and anti social

behaviour in teens.

The aim is to help young

people develop a lasting

moral framework for

positive behaviour.

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OBJECTIVES

Learning social skills to build character

Four major themes for successful learning

service projects.

Focus on strengths, rather than weaknesses

Develop a sense of power versus helplessness

Create worthiness instead of worthlessness.

Provide opportunities for giving instead of

depending.

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AIMS

To foster leadership, team building, collaboration and civic

responsibility to enhance citizenship

Enhance the school curriculum by extending learning whilst meeting

actual community needs

Provide structured time for reflection through group work and

feedback

Extend learning beyond the classroom by applying skills and

knowledge relating to life and community

To develop empathy and caring for others

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FATHER RILEY’S PHILOSOPHY

In life no-one is better or worse

Everyone has had a different life experience.

These life experiences have shaped our

values.

By employing empathy we can endeavour to

understand another person's point of view.

By doing this we show respect and this

leads to trust.

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It takes courage to see our faults and to try to change. By making yourself the best person you can be, you improve the world. Your positive actions have a ripple effect.

By deciding to improve your community you agree to being part of the solution as opposed to being part of the problem.

We achieve this through Service Learning.

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We provide a strength based intervention;

highlight the positive.

We provide kids with a success based

curriculum

We have the courage to believe that ALL kids

have the ability to believe that they can

achieve greatness.

That we have the courage to try different ideas

and approaches.

Our role is to find opportunities for them to

succeed.

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CIRCLE OF COURAGE (BRENDTRO, BOCKERN & BROKENLEG)

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“He who helps in the serving of others, saves

himself as well”

WITH WILLING,

GENEROUS AND

CREATIVE STAFF

SERVICE LEARNING

OPPORTUNITIES

ARE POSSIBLE!

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GILROY

RETIREMENT

VILLAGE 10XSTUDENTS

GENEROSITY: volunteering

time and energy to assist in

developing and

implementing afternoon tea

and recreation activities for

elderly

BELONGING: building

greater relationships with

elderly community members,

developing story

connections across

generations.

MASTERY: food preparation,

learning about community

history and its people, time

management

INDEPENDENCE:

responsible for own tasks

and how that role affects

other people's roles i.e.: if

food is running late then

there is less time for

recreation task

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HILLTOP PRIMARY SCHOOL

LITERACY

GENEROSITY: volunteering

time to assist in the classroom

and sporting oval to

encourage primary students

participation in class activities.

BELONGING: connection

between the students, building

friendships and role modelling,

our students develop

professional relationships with

primary school teachers which

assists in breaking down

stigma

MASTERY: literacy,

numeracy, coaching skills,

communication skills

INDEPENDENCE: each

student is responsible for a

designated classroom and

assisting the teacher. Hilltop

students seek out students

for help and the YOTS

students take on the

responsibility to assist when

appropriate.

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WINDS OF CHANGE- DISABILITIES AUSTRALIA SAILING

GENEROSITY: Building links with charities within the Sydney area to strengthen social responsibility and awareness BELONGING: Working within a team, building skills to work cooperatively with others. Developing communication skills

MASTERY: Students built skills in learning basics of sailing a boat & what is involved in being a safe deck hand

INDEPENDENCE: Allowing students to develop a sense of independence in carrying out skills needed to sail a boat

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HOLROYD – WORKING WITH

YOUNG PEOPLE WITH

DISABILITIES

GENEROSITY: Spending time

engaging with young people in

their environment; interacting,

playing games and building

positive relationships

BELONGING: Developing

positive partnerships with

services in the local area and

increasing community

awareness

MASTERY: Learning to facilitate

activities with small groups and

developing communication

skills where there is a barrier

with language/communication

INDEPENDENCE: Developing

ability to work independently to

ensure the needs of the young

people are met

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WHAT HAVE BEEN THE OUTCOMES SO FAR?

“Fulfilling”

“these guys let me know that I‟m not worthless and that I have

qualities and characteristics that can be used in the

community””

“makes me feel proud, I‟m doing something that has

benefitted and helped someone else””

“I have purpose”

“learn more responsibility”

“learnt to empathise”

“see things from other people‟s perspective”

Changed attitudes and opinions of people with a disability

SYDNEY TO SURFERS

CYCLE- 2X STUDENTS, THEN 8 , THEN 9 NOW

12………

STUDENT COMMENT:

“The best thing about it was all the support you got. The kids and the teachers supported each other the whole time. There was so much teamwork. Every night we would eat dinner together and talk and laugh and everybody got on. We bonded quickly. The biggest challenge was the distance we had to ride each day. I wanted to give up but I kept going. It was a mental battle. I learned to be organised because we had to be up so early and have everything ready. We all learned to help each other. I learned all about riding a bike! And I learned perseverance”.

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GENEROSITY: Assisting,

through cycle, raising

awareness and approx

$200k for YOTS.

BELONGING: Developed

teamwork, joining cycle

club. Now part of a wider

community group.

MASTERY: Mechanic skills,

maintenance, road safety,

team work, greater

knowledge of health and

nutrition

SYDNEY TO SURFERS CYCLE

INDEPENDENCE: decision making skills about team mates safety, responsible for own bike, gear and equipment

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Sydney to Surfers :Blaney to Bathurst

MS Bike ride own fundraising for entry

fee Kids Giving Back/Cook 4 Good: preparing, cooking

and then distributing food to needy groups

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HOW DO WE KNOW IF WE ARE SUCCESSFUL?

Preparing and fundraising for visit to Orphanage in

East Timor for the week

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WELLBEING

Meditation/mindfulness for relaxation, stress and focus

Healthy meal planning on a budget and cooking activities

Physical activity: bike riding, team sports, group exercise, yoga

Planting herbs/plants and learning about how to use in cooking

AND the medicinal value of herbs

Individual consultations and health assessments

Video presentations: oral hygiene, fats (healthy and unhealthy),

junk food, food additives, sexual health, healthy relationships

Improving lifestyle choices (social issues)

Group discussions (healthy food v fast food and the impact on

the physical and mental health)

QUESTIONS ?

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EDUCATION

Goal Setting

Flexible Learning

Identity

Stability

Basic Needs

RESTORATIVE

PRACTICE

Empathy

Conflict Resolution

Communication

Mediation

Accountability

SERVICE LEARNING

Inclusive

Responsibility

Leadership

WELLBEING

Meditation

Counselling

Self Awareness

Self Care

Independence Belongin

g

Mastery Generosity

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Websites:

www.iirp.org

www.youthoffthestreets.com.au

Email:

lous@youthoffthestreets.com.au

melissaf@youthoffthestreets.com.au

THANK YOU….