Australian Educators in Juvenile Justice National Conference 2010

Ultimo College - Sydney Institute TAFE Mary Ann St Ultimo NSW 2007

Wednesday October 20 – School Visits (optional)

Proposed itinerary – bus travel provided 9.00 am - Depart Sydney city from The Meriton World Tower, 95 Liverpool St. 10.00 am Visit to Reiby Juvenile Justice Centre to see Dorchester Education and Training Unit 11.30 am Dorchester ETU Hospitality class will provide lunch at no cost 12.30 pm travel to Juniperina If any participants wish to join the visit in the afternoon, they can catch a train from the city (approx 11.30) to be picked up at the Regents Park Station at 12.30pm Please ensure that Jo Whillier is informed. 1.00 pm visit Juniperina Juvenile Justice Centre to see Sunninghill Education and Training Unit 2.30 pm travel back to Sydney city

Thursday October 21 - Theme: Curriculum

9:00 am to 9:30 am Registration

9:30 am to 10:30 am Keynote Address Thomas Nielsen - ‘Giving Curriculum’

10:30 am to 11:00 am

Morning Tea Provided by Dorchester School Hospitality Class

11:00 am to 12:00 pm

Session 1 1. Working with the Aboriginal Community and ATSI – Nathan Towney (SEO2

Aboriginal Education and Engagement) and Carol Brown (Liaison Officer)

12:00 pm to 1:00 pm

Session 2 1. A Practical Guide to Testing, Error Analysis & Targeted Interventions - Rae Sinclair 2. Spoken Language of Young Offenders – Jo Whillier 3. VET in our settings – Yvonne Russell

1:00 pm to 2:00 pm Lunch “The Apprentice” Restaurant – Ultimo TAFE

2:00 pm to 3:00 pm

Session 3 1. Student Volunteering and Service Learning – Tanya Flanders 2. Dreamtime to fulltime – Ricky Powel, The Ti-Tree Program 3. Vocational Education & Training: Challenges facing the delivery of VET courses: Girrakool ETU reflection and response to curriculum, transition pathways and culture – Kevin Armstrong and Alan Stephens

3:00 pm to 3:30 pm

Session 4 Panel (questions could be text to a number throughout the day and a panel formed to respond) or networking or ‘Speed Dating’ Daily Wrap

6.30 pm Conference Dinner – venue to be confirmed

Friday October 22 - Themes – Culture and Transitions Out

9:00 am to 10:00 am Keynote Address Lisa Smith from ‘Minds at Work’

10:00 am to 11:00 am Session 5 Lisa Smith ‘The Culture of Thinking Differently’

11:00 am to 11:30 am Morning Tea - Provided by Sunning Hill School Hospitality Class

11:30 am to 12:15 pm

Session 6 1. Cultural Programs at Girrakool ETU – Fiona Heavrin and Helene Culleton 2. Burragah, a pastoral care and outreach program and Driver Education – Gavin

Moncure and Alison Cooper 3. Transition from Secure Care to the Community – Aaran Peggs to lead a

workshop to gather information or get someone to share their practice and leave time to workshop

12:15 pm to 1:15 pm

Session 7 Youth Connections – Specialised Services – a federal initiative as part of Youth Connections with 3 requirements – case management, provision of youth friendly activities and capacity building across the state – for youth either in the Juvenile Justice system or at imminent risk of being in the system. What can we learn from this for Youth Connections nationally? Jen Tyrell, Director, Connecting Youth Programs and Policy Team, DEEWR and Gerri Walker

1:15 pm to 2:00 pm Lunch Provided by Sunning Hill School Hospitality Class

2:00 pm to 3:00 pm

Summary session Time for a focus on the big picture item of a three year plan for a national ‘community of schools in juvenile detention’, with an annual emphasis that fosters professional learning and quality best practice based around nationally imposed ‘square peg’ issues. Facilitator: Richard Manning

3:00 pm Conference Close

Each school is asked to prepare an electronic presentation that can run throughout morning tea and lunch so that participants can see what other schools look like.

Laptop Poster Session

Turning lives around – How a ‘Curriculum of Giving’ in Juvenile Detention Centres can improve student engagement and achievement In 2009 the Australian Juvenile Detention Centre (AJDC) cluster, consisting of 10 schools participating in the government funded Values in Action Schools Project (VASP), embarked on a journey of explicitly teaching aspects of positive psychology and values for the improvement of student engagement and achievement. With an emphasis on putting values into action, students were engaged in giving activities and reflecting upon the values embedded in such activities and their lives in general. A multi-pronged approach to document this journey by AJDC teachers and university researchers resulted in a convincing evidence-base for continuing key tenants of the project; that is, by allowing students opportunities to be something for others and to reflect deeply upon values, student wellbeing and academic diligence will improve. In this presentation, the evidence and underlying philosophy of a giving curriculum are discussed and its transformative effects highlighted. Keynote speaker Dr. Thomas William Nielsen is an Assistant Professor at the University of Canberra, Australia. A member of the 2009 National Values Education Project Advisory Committee, he has served in several of the Australian Government values education projects (2004-2009). Dr Nielsen was the University Advisor for the Australian Juvenile Detention Centres cluster in the 2009 Values in Action Schools Project.

A Practical Guide to Testing, Error Analysis & Targeted Interventions

Name: Rae Sinclair

School: Youth Education Centre Adelaide (Cavan)

Abstract:

Consider able time and effort is invested into testing regimes within Juvenile Justice Centres. By selecting and analysing information gained from appropriate testing tools, quick and effective assessments can be utilised to provide baseline data, placements, progress tracking and highly targeted instruction.

This presentation will provide participants with the practical skills required to administer and analyse a range of tests that will assist in refining placements and interventions. These include:

• 1minute Oral Reading Fluency assessments • 3minute Reading Comprehension Assessments • Reading Running Records (reading recovery style) with error

analysis • Text levelling using “ readability graphs” (how to work out the

level of reading competency required for any written text) • Converting data e.g. Reading ages to year level equivalents,

fluency rates to reading ages etc. • Tracking reading progress for independent readers • Spelling analysis, placements and interventions.

Biography: Rae Sinclair

Is the Special Ed. teacher at the Cavan campus of YEC and has worked at YEC since 2007. She has post graduate qualifications in Special Education (Learning Difficulties) and TESOL, and has recently completed a Masters of Education focussing on Literacy & Numeracy acquisition. Rae is keen to continue her studies in this area.

Spoken Language of Young Offenders – Jo Whillier

In 2004 a group of centres across Australia undertook a National Project called “Spoken Language of Young Offenders”. The project had two goals –

1: Improving spoken language of young offenders 2: Increasing the capacity of teachers to teach spoken language.

The successful project included research, professional learning from experts, trials and documented teacher activities. The project culminated in the development and publishing of a comprehensive “toolkit” of theory, assessment tools and activities that teachers used to improve spoken language of young offenders. Jo was the coordinator of the project and now, as Assistant Principal of the Slattery School within Dorchester ETU in NSW, she has developed a 10 week teaching program, based on the theory, assessment tools and activities in the toolkit. Jo will share the original project, the toolkit and her teaching program, including an evaluation of its success. Jo will:

• Summarise the theory of Spoken Language of Young Offenders and the research findings

• Discuss strategies to support young offenders to improve their spoken language

• Explain and share the structure of the toolkit • Take participants through the 10 week teaching program – a practical and

immediately usable program directly from the toolkit.

Workshop: VET in our settings

Presenter: Yvonne Russell

Kangan Institute - Melbourne Juvenile Justice Centre

Title: Opportunities for Young Offenders: VET in Custody

Kangan Institute delivers a total of 10 VET subjects to male and female youth offenders (clients) at the Melbourne Youth Justice Centre (MYJC). Our model tries to emulate the mainstream TAFE model for delivery to youth in the post compulsorily education sector. The aim of this presentation is to explore the delivery of VET in a youth justice custodial setting and discuss the ongoing access to education, employment and training that VET provides for young offenders in preparation for their release from custody.

At MYJC Kangan employs fully AQTF qualified, professional teachers who deliver innovative, creative project based activities that enhance our VET delivery. Our Youth Justice team are part of the Institutes Centre for Corrections Education that has the responsibility of the delivery for corrections education for the Melbourne Metropolitan area.

The presentation will outline the delivery of VET at MYJC for both the young females and young males. VET areas include Hairdressing and Fashion for the female clients, Automotive and Engineering for the male clients. Shared VET subjects include Aboriginal or Torres Strait Islander Cultural Arts, Horticulture, Hospitality (including separate Certificates in Barista (Prepare & Serve Espresso Coffee & Food Handlers), Information Technology, Music, and Visual Arts & Contemporary Craft. All VET subjects are delivered at Certificate 11 level.

The VET subjects feed into the Victorian Certificate in Applied Learning (VCAL). VCAL is our overarching umbrella with the Certificate 1 in Vocational Placement (Voc Prep) delivered alongside reinforcing employability skills. Literacy and numeracy support underpins all VET subject areas and is delivered through the Certificate in General Education for Adults (CGEA).

Attendance at this workshop will provide an insight into the value of VET curriculum to young offenders. The presentation will focus on the client’s opportunities to explore a vocational area, gain portable and transferrable outcomes and improve employability skills.

Biography:

Yvonne Russell, Assistant Manager, Parkville Campus, Centre for Corrections Education, Kangan Institute.

Yvonne is currently Assistant Manager at Kangan Institute’s Parkville Campus leading a team of 26 teachers delivering Vocational Education and Training in a Youth Justice setting.

Yvonne has worked in correctional settings for the past 12 years teaching literacy to both women and men. Yvonne has a Masters degree in Education

Coordinators Resource

The NSW Premier’s Student Volunteering Awards

Student Volunteering: What’s in it for schools and their students?

Information from the Australian Bureau of Statistics 2006 census data indicates that of the 34% of adults who volunteered, 52% were influenced to do so by a role model parent who volunteered. With significant lifestyle changes Australia’s current generation of adolescents have, for the most part, had limited experience of this. Yet for youth, the greatest influences on their motivation towards volunteering are parents and teachers – the significant adult role models in their lives.

Generally, young people will be more inclined to volunteer, at least initially, as a social activity. Participating alongside friends keeps volunteering activity within their comfort paradigm (pattern).

Adolescents of higher socio-economic background, and academically high-achieving students, are likely to be the more prevalent willing and active volunteers. However, case studies have shown the significant and positive impacts that volunteering can have on students of lower academic ability and lesser wealth. From this, it is hoped that the Program’s target groups have increased by 10% by 2016, the target groups are the:

• Less engaged

• Kids who don’t connect with community

• Low achievers

The NSW Premier’s Student Volunteering Awards encourages all students to undertake a minimum of 20 hours of volunteering during the time they are enrolled in Years 9 and 10. In appreciation of this contribution to the community, students will receive Premier’s Certificates for completing, (Bronze = 20 hours, Silver = 40 hours, Gold = 60 hours and Diamond = 80 hours) of volunteering.

The certificates will be printed towards the end of each semester (biannually) and distributed to schools for presentation to students who have achieved the required number of hours.

We can develop our own ‘in school’ certificates to add value to the Program, build confidence and present opportunities for students to have the ability to connect with home communities when they leave.

Making the difference – the benefits to students:

Research shows that participation in volunteering leads generally to:

• Increased happiness

• A sense of satisfaction and purpose

• Improved self-esteem

• Better health

• A stronger network of relationships (friends and support groups)

• Skill development (both practical and personal)

Student’s recorded hours spent volunteering is transferrable from one school to another.

DRAFT INDUNA EDUCATION & TRAINING UNIT (ETU) Student Volunteering and Service Learning Program 2011 - 2016

The aim of the NSW Premier’s Student Volunteering Program is to provide adolescents with engaging opportunities to achieve curriculum outcomes while developing a sense of their role and responsibility in the community. The objectives of the program are to:

• Enhance the quality and consistency of student opportunities across the Department’s schools. • Engage students in an active process of reflection and offer opportunities that enable development of the whole person into

successful learners, confident and creative individuals, active and informed citizens and contributing members of society and the community through interrogation of the nature of values through volunteering by: 1. Supporting students’ development of self-identity and values through altruistic activities that allow students to accept

responsibility for helping others. 2. Supporting students to demonstrate their understanding of core values of public education and experience the deeper

learning that comes from genuine reflection and analysis of the impact of their altruistic actions. • Support students to transfer their understanding of values through volunteering, by giving them opportunities to participate in

meaningful activities, enabling them to develop skills and values that will help them grow into responsible, caring and contributing members of their communities.

Strategies to achieve objectives at Induna ETU Objective A: Enhance the quality and consistency of student opportunities across the Department’s schools.

Opportunities To Specific Detail Target Group

Staff When

Objective B: Engage students in an active process of reflection and offer opportunities that enable development of the whole person into successful learners, confident and creative individuals, active and informed citizens and contributing members of society and the community through:

1. Supporting students’ development of self-identity and values through altruistic activities that allow students to accept responsibility for helping others.

2. Supporting students to demonstrate their understanding of core values and experience the deeper learning that comes from genuine reflection and analysis of the impact of their altruistic actions.

Opportunities to help

others Specific Detail Target

Group Staff When

Supporting Students To Articulate Their Own

Values

Specific Detail Target Group

Staff When

Objective C: Support students to transfer their understanding of values through volunteering, by providing opportunities to participate in meaningful activities, enabling them to develop skills and values that will help them grow into responsible, caring and contributing members of their communities.

Strategies to support students to transfer

understanding of values through volunteering beyond the school &

broadly apply them in their lives

Specific Detail Target Group

Staff When

1

© Richard Powell 2003

Skywater Solutions

ABN 68 7755 00686

7A Clearwater Place NSW 2830 | skywatersolutions@hotmail.com | 0437 891 183 |

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Dreaming

Didgeridoo's and don'ts

The lore is the law

Awakening

Plaits of pride

Crossing cultural creeks

The Need To Seed Creed

Carved in stone In totem control

Weed Greed

Bitter or better

Boomerang back on track

The self-esteem wheelsin motion

Richard (Ricky) Powell is a Kamilaroi man from his mother’s

family and has Wiradjuri traditional connections from his

father’s side. Ricky was born in Narromine NSW and has

Custodial responsibilities. Rick has developed Cultural

programs to compliment educational and training programs that

are delivered to Aboriginal and Torres Strait Islander people.

Rick's personal development Dreamtime to Fulltime program

is based on the growth cycle of trees. It is best described as a

Spiritual Awakening with a Philosophical framework. All

programs are delivered through the fun of games and hands on

delivery to enhance curriculum through literacy, numeracy and

person growth and spiritual development for both Aboriginal

and Torres Strait Islanders and non-Indigenous Australians.

Skywater Solutions

ABN 68 7755 00686

Ricky Powell 0437 891 183 | Phil Thompson 0409 904 365 | 7A Clearwater Place NSW 2830 | skywatersolutions@hotmail.com

1

© Richard Powell 2003

DREAMTIME TO FULLTIME “T” Tree Program

'Life is like a boomerang, before the boomerang can go forward, it must go back. What we throw out

in life it comes back at us.’ Rick Powell 2003

Skywater Solutions is the latest Aboriginal owned and operated business, specialising in Australian Aboriginal Culture

and Culturally competent training for all services working with Aboriginal and Torres Islander people. Richard (Ricky)

Powell is a Kamilaroi man from his mother’s family and has Wiradjuri traditional connections from his father’s side.

Ricky was born in Narromine NSW and has Custodial responsibilities. Rick has developed Cultural programs to

compliment educational and training programs that are delivered to Aboriginal and Torres Strait Islander people. Rick's

personal development Dreamtime to Fulltime program is based on the growth cycle of trees. It is best described as a

Spiritual Awakening with a Philosophical framework. All programs (which are covered in this brochure) are delivered

through the fun of games and hands on delivery to enhance curriculum through literacy, numeracy and person growth

and spiritual development for both Aboriginal and Torres Strait Islanders and non-Indigenous Australians.

Dreaming

Didgeridoo's and don'ts

The lore is the law

Awakening

Plaits of pride

Crossing cultural creeks

The Need To Seed Creed

Carved in stone In totem control

Weed Greed

Bitter or better

Boomerang back on track

The self-esteem wheelsin motion

Skywater Solutions

ABN 68 7755 00686

Ricky Powell 0437 891 183 | Phil Thompson 0409 904 365 | 7A Clearwater Place NSW 2830 | skywatersolutions@hotmail.com

2

© Richard Powell 2003

A BRIEF LOOK AT THE PROGRAM CONTENT

ACTIVITY DESCRIPTION OUTCOMES

Cultural Games

20 games adapted from historical family games and

given a Cultural perspective

1. Personal Development

2. Cultural Knowledge & Identity

3. Inclusivity

4. Engagement

5. Respect and more

The ‘T’ Tree

Getting to know

yourself and how you

think.

'From the root to the fruit'

Self-assessing, self-determining and developing

program that offers a Spiritual Awakening with

frameworks for the future.

Recognising the scientific growth and evolutional

stages of a tree to achieve a tangible spiritual

perception of reality.

Derived from traditional Aboriginal perspectives,

highlighting pathways of purpose, identity and

belonging, creating a vision to nurture the process of

adapting and evolving to change within your

environment and personal experience.

1. Goal setting

2. Personal Development

3. Self-assessment

4. Recognising own strengths and

weaknesses

5. Accepting own responsibility

6. Evaluating own purpose

Module 1

Identity

Didgeridoo Do's and Don'ts looks at the positive and

negative and staying in control when making

decisions.

Learning about rights and responsibilities

1. To provide participants with the

opportunity to explore and strengthen

their identity.

2. Through learning the responsibilities,

roles and rights used respectively by

Aboriginal people growing up in ancient

and traditional times and demonstrating

how it fits into today's society.

3. Exploring the responsibilities, roles and

rights and it’s application in today’s

society.

Module 2

Belonging

Plaits of Pride

In relation to ancient and traditional times the Elders gave

you a ceremonial string that the young person had to

make themselves out of materials. This was used as an

assessment tool to identify where the young person was

up to at each stage of initiation. It allowed young people

to not only assess where they were up to but to

acknowledge how far they have come and take control of

their destiny.

1. Participants will identify and determine

their own roles and responsibilities within

family, school and community.

2. Acceptance and better understanding of

what they can control and what they can't.

3. Elder and Peer assessments

4. Goal Setting

5. Strategizing for success

Module 3

Purpose

Boomerang Back on Track

Don't get Bitter Get Better! Negatives can be turned

into positives.

What we throw is what comes back at us.

Evaluating where your life is at and where it is

going. It is realising that we have made mistakes and

learnt from them and then are ready to make the

necessary changes to right any wrongs.

1. Identifying and understanding of negative

actions and their consequence’s.

2. Identifying and understanding positive

choices equals positive outcomes and

rewards and the opportunities that flow

for self, family, school and community.

Module 4

Vision

In Totem Control

Carved in Stone

Identifying and understanding of totems and beliefs.

The value of totems and how they relate to self.

1. Begin to identify and respect all totems

and their responsibilities

2. Participants will identify and maintain the

strengths of all totems

3. Identify strategies to strengthen and

maintain totem responsibilities

4. Improved knowledge of the values and

characteristics of totems and their

application to informed choices.

September 2, 2010 AUSTRALIAN EDUCATORS IN JUVENILE JUSTICE NATIONAL CONFERENCE 2010

Name of Presenter (s): Mr. Kevin Armstrong - Deputy Principal/ VET Coordinator

Mr. Alan Stephens - VET Information Technology

School: Girrakool Education & Training Unit – Frank Baxter Juvenile Justice Kariong NSW

Presentation Title: Vocational Education & Training: Challenges facing the delivery of VET courses: Girrakool ETU reflection and response to curriculum, transition pathways and culture

Format: Workshop Proposal: VET in our settings

Equipment Required: Data Projector and Screen

VET Workshop Proposal: Challenges facing the delivery of VET courses in NSW Juvenile Justice: Girrakool ETU reflection & response to curriculum, transition pathways and culture

The purpose of the workshop is to provide a candid overview of VET courses carried out at Girrakool Education & Training Unit, Frank Baxter Juvenile Justice. The overview will focus on three major areas in the context of the conference theme. These include:

1. Curriculum: VET challenges experienced in Juvenile Justice Systems: Working towards improved learning outcomes for VET students at Girrakool ETU

2. Transition pathways: Advantages of VET 3. Cultural challenges

September 2, 2010 AUSTRALIAN EDUCATORS IN JUVENILE JUSTICE NATIONAL CONFERENCE 2010

Curriculum:

VET challenges experienced in the Juvenile Justice System: Working towards improved learning outcomes for VET students at Girrakool ETU

The first section of the workshop will focus on curriculum in the context of Vocation Education & Training as operated at Girrakool ETU.

Areas for discussion would include:

1. What does the VET curriculum for Girrakool ETU look like? 2. What are the challenges experienced by VET teachers at Girrakool ETU? How have these

challenges impinged and/or improved learning outcomes for VET students? 3. What are the limitations and long term benefits of VET? 4. What practice(s) have VET teachers at Girrakool ETU applied and/or utilized to appropriately

and effectively deliver a VET course? 5. The transient natures of VET curriculums in order to meet current industry standards within an

RTO and of course its impact on the student learning (Hospitality Case Study) Indeed, while the environment of educating students within Juvenile Justice is arguably unique; still, ETU’s like mainstream schools are mandated to consistently maintain and comply with the RTO policies, standards and procedure in its delivery of VET and the appropriate qualifications provided to students undertaking any VET course. This section of the workshop will provide some suggestions, practices and ideas to assist colleagues who are or intending to deliver VET within their ETU.

Transition Pathways:

Transition pathways from incarceration to successful reintegration into community life will focus on the advantages of VET qualifications in assisting students in their transition at post release.

Culture:

Culture encompasses a multiplicity of definitions and how it is appropriated contextually. In this instance nationality and ethnic origin is taken into account. Over half of student enrolments at Girrakool ETU are Aboriginal students. Australian (Non- Aboriginal) students make up just over one quarter, while the remaining student population is composes of Lebanese, Arabic, Pacific Islander and Asian backgrounds. In this section the workshop will focus on challenges and issues related to the relevance of VET in the context of student cultural and perhaps social background.

Wherever there are open minds looking for change, there are Minds at Work.

‘Mind-expanding, thought provoking, thoroughly absorbing and enjoyable. It’s given me new

insights into some of the people around me. I’ve tried the techniques… and they work! (Noeleen Roche, Kaleidio Media)

" This team takes you to where you never thought possible! Minds at Work challenges the whole team to think differently.

These guys are sinfully delicious to work with." (Judy Robinson, Communications Manager Disney Corporation)

“Your extraordinary thinking style and ability to rapidly uptake

and synthesize the issues that we were trying to address at the conference was invaluable. Your unique approach to problem

solving, combined with expertise in program design and facilitation enabled our ideas to evolve into effective

presentations and workshops.

Your insight into human behaviour in the work place not only enabled us to address program issues but also helped

individuals to recognise their potential in how they can contribute more effectively to the organisation and to achieving program outcomes.”

(Senior Flora and Fauna Officer, Department of Natural Resources and Environment) Lisa Smith - Mindworker Lisa is a professional thinker dedicated to helping people unlock their innate creativity; to slake the thirst for new solutions and to empower people to think differently for themselves. After many years working in a corporate environment encouraging other people to follow their dreams, Lisa decided to take her own advice and is now following her dreams as a cross between creative midwife, problem solver and social irritant with Minds at Work, a collective of thinkers helping to change the world one mind at a time. She's lucky enough to share the Minds at Work thinking strategies with educators, community groups, government and socially responsible corporate, helping them to make the change that they themselves dream of. Lisa and the Minds At Work team can be heard weekly, espousing various topics on ABC Radio National and other stations.

Minds at Work We help people think

Lisa Smith Keynote: ‘The Culture of Thinking Differently’ Creativity isn't something you pay for. it's something you're born with. Of course, after a few years in the system, most of us learn to put our imaginations to one side and get on with playing the game. Each person is born with the ability to dream up new ideas and schemes to meet any need, fix any problem and change any paradigm. That person also has the ability to turn those musings into something real, to implement them, to deliver. As pressures build up over our lifetimes, often people let one or the other go - they become an individual who has many great dreams but accomplishes few of them or a person who spends less and less time pondering how 'a thing' could be so much more and become delivery or do focused. This session is designed to rekindle the fires of a more youthful age, help us understand better the people we work with and then set us free to accomplish our dreams. Workshop: The culture of thinking differently Discovering your own creativity is one thing, but it won't go far if it's not supported by an innovative working culture. This session looks at the key ingredients to the innovative culture, where to find them, how to mix them, keep them fresh and inspire teams to work together creatively whether developing the next big idea, solving nagging problems or just having fun.

PRESENTATION TITLE: Cultural Programs at Girrakool ETU

NAME OF PRESENTERS: Helene Culleton – Visual Arts

Fiona Heavrin – Assistant Principal / Literacy

SCHOOL: Girrakool Education and Training Unit

AIMS OF THE PRESENTATION:

The main aim of our presentation is to share with fellow Juvenile Justice schools the various cultural programs that our school conducts in conjunction with the Department of Juvenile Justice staff, and the connections these programs can create for a student’s transition into the wider community.

BRIEF OUTLINE:

The presentation will cover the cultural representations amongst the student body at Girrakool ETU. Specific programs will be discussed with the successes/obstacles encountered and the resulting outcomes of these programs for students, including the creation of avenues to assist in transitioning back into the community upon release. These include Harmony Day, NAIDOC Week, Art Exhibitions and the University Program.

PARTICIPANT GAINS:

Participants will be able to gain insight into cultural programs that have been successful and beneficial for students.

Burragah, a pastoral care and outreach education + Driver Education This presentation will look at the evolution of Burragah, a pastoral care and

outreach program funded by Access to Pathways, established by the Cleveland

Education and Training Centre as a strategy to divert young people from further

offending and to remain engaged in education and training contexts. Data

examining attendance trends, staffing models, and highly flexible educational

activities on offer will be presented and the high and lows of such a program will be

discussed.

The second half of the presentation will outline the successful Learner Driver

program (Passing the written test component) currently run by the Cleveland

Education and Training Centre. With students drawn from communities across Far

Northern Queensland, what works for ESL students will be the focus of this session.

Examples of educational materials and strategies on their use will be featured.

Burragah will be presented by Gavin Moncur. Gavin is the Principal of the

Cleveland Education and Training Centre, who brings with him 23 years of teaching

experience across a range of educational models and context. As an educator he

strives to ensure the school is a quality learning and teaching environment. He

upholds the belief that disengaged students, given the opportunity, can achieve

worthwhile success and self respect.

The Learner Driver session will be presented by Alison Cooper. Alison has been “at

the chalkface” in the youth detention setting for close to 10 years and has been

successful in encouraging young offenders to re-examine their attitude to both

literacy and numeracy within a “life skills” context. With a high percentage of ESL

students in class, the ability to break down the complex language within both

competency based educational courses and those involving practical work skills such

as Driver Education and White Card sessions, is a pre-requisite to success for these

students.

Transition from Secure Care to the Community - Aaran Peggs

Aaran has worked as a Youth Officer within Keelong JJC before becoming a teacher and working at Dorchester ETU (within Reiby JJC) over the past 4 years. Aaran has recently been appointed as Transition Coordinator in the pre-release unit at Reiby JJC. This pre-release unit is specifically for detainees in their final 10 weeks of their sentence and the unit’s purpose is to provide a smooth transition from secure care to being effective members of the community. The unit is in its embryonic stage and this workshop is meant as a sharing and/or information gathering opportunity, to learn from others who have experience and knowledge in the area. Aaran will lead the workshop in finding out what works and what doesn’t in the transiting of young people from incarceration to work and life on the outside. He will be seeking every aspect of transition, from administration, to programs, through to barriers to success and the impact such programs has on recidivism. This is an opportunity for participants to share their experiences and knowledge, discuss the value of smooth transitioning by Educators and to gain further information. Aaran will:

• Provide information about the Reiby JJC pre-release units structure & purpose • Seek information from the group about other similar programs • Lead discussion about what works, what doesn’t and address the question “What

role do educators have on supporting detainees in their transition from secure care to the community”.