Just a little about us Why Develop Such A Program Concerns about the students academic and social development Build links between the community and the school Concerns about how Indigenous Perspectives and Cultural Heritage was taught ID: 379629
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Booderee Junior Ranger ProgramSlide2
Just a little about usSlide3Slide4
Why Develop Such A Program?
Concerns about the students’ academic and social developmentBuild links between the community and the school
Concerns about how Indigenous Perspectives and Cultural Heritage was taught.Slide5
Where do we want to go?
Become a school that promotes reconciliation
A school that is building stronger bonds between communities Jervis Bay becomes community school focus on cultural learning & environmental teachingA school were students develop a strong sense of community both as part of the school and as part of society
Develop students who are confident in their ability to make the world a better place A school that delivers cultural activities –
pride in identitySlide6
Developing the ProgramSlide7Slide8Slide9
Program DeliverySlide10
Signature practices to improve student success and outcomes is to emerge the students’ in the following practices;
A
learner centred approach
focusing of the individual needs, interests and concerns with opportunities for negotiating both self directed and cooperative or collaborative experiences.A rigorous approach to intellectual development
which provides intellectual challenges for all young people and encourages a culture of high expectations of student success.
A
relevant and responsive curriculum
which acknowledges and builds on the life experience and expertise of students and provides practical and meaningful learning activities directed to solving ‘real life’ problems.
A focus on
developing skills for active citizenship
through establishing democratic practice in the classroom and school.
An
adaptive and flexible approach to learning and teaching
through exploiting opportunities provided in the curriculum for teachers and students to experiment with new pedagogies and for students to demonstrate their learning in a variety of ways.
A
supportive learning environment
which builds self-worth, self-confidence and self- esteem in all students across the full range of learning activities and generated enthusiasm and respect for learning.
A focus on
developing positive relations
where teachers and others adults act as resource persons, coaches, leaders, guides and mentors for students as well as experts and authorities.
Wilson and Sproats (2009)Slide11Slide12
Intellectual Qu
ality
Deep knowledge
Identify and review students’ prior knowledge as a starting place for addressing deep knowledge through KWHL charts and question
wall
Identify
significant concepts from the
Every Chance to Learn
document as expressed as
learn about
and
learn to
statements.
Map outcomes and content during unit planning so that each lesson focuses on illustrating significant concepts and the relationships amongst them.
Deep understanding
Plan for sufficient time in a unit for students to demonstrate deep understanding of significant concepts.
Provide a range of opportunities for students to demonstrate deep understanding e.g. problem solving in a group, developing or answering probing questions and justifying a point of view on an issue.
Problematic knowledge
Provide opportunities for students to construct their own knowledge e.g. by engaging in problem solving activities such as creating in various ways information brochures/projects.
Provide opportunities for students to develop their critical literacy skills e.g. when using a variety of sources to collect information.
Higher-order thinking
Provide opportunities for students to evaluate manipulate and transform information through, projects, reports and presentations.
Pose questions that can have multiple answers or possibilities and ask students to justify their responses.
Metalanguage
“Unpack” the specialist language of history, geography and information literacy in general, building on known language and appropriately pacing the introduction of new language and usage.
Substantive
communication
Teach and model skills for substantive communication e.g. active listening, turn-taking, open-ended questioning, giving constructive feedback, debating and using body language.
Frame questions that facilitate reciprocal interaction, rather than just information recall and error correction Slide13
Quality Learning Environment
Explicit quality criteria
Provide students with clear criteria that explicitly describe the quality of work expected (rubrics, marking scales etc)
Provide opportunities for students to use the criteria to reflect on and refine their work as it develops.
Provide work samples or models that illustrate high quality student performance-based on the criteria.
Engagement
Connect learning to what is meaningful and interesting to students through connection with the local environment, Junior Rangers Program, involvement with the Wreck Bay and Naval Community.
Activities which will promote student ownership and challenge students through appropriately structured learning activities.
Provide opportunities for negotiated roles within groups to enhance inclusion of all students and joint ownership of tasks e.g. group projects, video documentaries etc
High expectations
Please refer to
Essential Learning Areas, learn about
and
learn to
statements.
Differentiating the program to suit the learner’s needs but still maintaining high response levels. (i.e. modify the task not the response)
Social support
Teach skills in team work (consensus-building, active listening and positive feedback) through the programming of group and pair activities.
Flexible learning tasks that will allow all students to experience success and celebrate these successes in appropriate ways.
Students’ self-regulation
Ensure activities are purposeful and interesting with clear goals that are perceived to be worthwhile.
Provide adequate and relevant learning resources which offer students choices in how they complete tasks and the motivation to participate.
Provide opportunities for students to participate in self-evaluation of progress and achievement on learning tasks.
Student direction
Multiple pathways within learning activities (e.g. logbooks, presentations, Learning Logs, learning contracts and multimedia projects.Slide14
Significance
Background knowledge
Use identified prior knowledge as a starting point for units of work through KWHL, brainstorm, and create mind maps to explore what is already known at the beginning of a topic.
Incorporate students’ background knowledge in learning activities through reference to knowledge they have gained from their family, community, previous experience and Junior Ranger program
Cultural knowledge
Explore how learning resources reflect and values especially in the history and culture from Wreck Bay and HMAS CRESWELL section of unit.
Knowledge integration
Explicitly teach connections between themes or problems and issues where they can strengthen the learning of key concepts.
Links with community groups where students can demonstrate and expand their knowledge. Conduct a learning journey for members of the Parks staff, families and possibly member of the Wreck Bay Council and HMAS CRESWELL
Inclusivity
Opportunities for all students to participate in a range of roles in cooperative learning activities.
Connectedness
Selection of theme that is relevant to students, especially outside school linking to the schools that we will visit as part of the Red Rock to Black Rock Unit.
Practical learning experiences provided by the Junior Ranger Program.
Community links from the Wreck Bay and Naval Community.
Narrative
Opportunities for students to construct their own stories related to the lesson and unit. e.g. Learning Logs, Digital Diary.Slide15
Learning ExperiencesSlide16
PDA ChallengeSlide17
Impact of Bush Fires
The students studied the impact of fire on local flora and fauna.
The students worked in conjunction with visiting researchers to exam animal habitat and to conduct animal tracking research.Slide18
Bush Tucker
The students were involved in the planting of a bush tucker garden at the Botanic Gardens. Park Staff and community members worked with the students to develop an understanding of the importance of particular plants for food, medicine, and technology.
A followed up of this was a bush tucker/native garden being planted at school in co-operation with Parks Staff. The National Park supplied the plants and staff to assist the students at school.Slide19
Marine Studies
The students were involved in a two term program looking at the marine environment of Booderee National Park. The students developed booklets and podcast to inform visitors to the area about different species of marine animals in local environment and fishing regulations. Slide20
As a follow up to the classroom and field experiences the students undertook snorkelling training at the local swimming pool by trained snorkelling instructors and licensed community members.Slide21
Black Rock to Red Rock
Biannually, as part of the Junior Ranger program the school holds a cultural exchange to Uluru for students in years five and six. The aims of this exchange to the Northern Territory are;
For the students to experience the diversity of other Indigenous culturesTo create links between different Indigenous Communities who also conduct a Junior Ranger Programs
To enhance the Junior Ranger ProgramFor the students to participate in learning activities vastly removed from their own environment.
To engage in learning activities conducted by National Park staff in different locations, and,
To experience what other Custodians are working towards and how this will impact on our community now and in the futureSlide22
Singing Up The Country
As a celebration of the end of the year’s Junior Ranger Program the school and community held a Singing up the Country – Cooroboree.
Local community members were employed to teach the students traditional dances, songs and stories to share on the night. Over 50 tonnes of sand was delivered by the National Park to create the performance space. Slide23
Publishing of Dreaming Story
With permission from the Wreck Bay Aboriginal Community the school was able to commercially publish a local dreaming story. The book tells the story of the spirit of reconciliation who comes to live at Jervis Bay School and brings the Navy, Wreck Bay and the wider community together and how the students have a role to play in the teaching of their customs and cultureSlide24
Benefits of the Booderee Junior Rangers ProgramSlide25
This program should be celebrated and shared with other communities as a leading light about what can be done when communities come together for the betterment of the children.
-Parliamentary Secretary Greg Hunt
My children have had an experience that they never would have had anywhere else. They will take this learning from their Indigenous friends for the rest of their lives.
– A parent of three children after the Singing up the Country Project
I can’t believe the feeling in this room. The whole community is here for the kids. I had to wipe the tears from my eyes.
-
Wreck Bay Community Member after the launch of our book and celebration of the Junior Ranger Program
This is an important part of the school, no of the community. It is great! I wish we could have this program in other schools.
-Wreck Bay ElderSlide26
Where to Next?Slide27
For More Information
Alyson Whiteoak
Jervis Bay School02 4442 1002alyson.whiteoak@ed.act.edu.auSlide28