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engagement self-reflection


									This newsletter is designed to give the School community an insight to the
Service-Learning programme introduced at All Saints in January 2008.
                                                                                                                             Issue 1
                                                                                                                    4 November 2008
Service-Learning at aLL SaintS
Why introduce Service-Learning?
An internal staff review two years ago asked what we hoped
an All Saints graduate should ‘look like’. The findings led to a
rethink about our service programme at the School. It was agreed
that, although All Saints has always responded generously to
community needs, there was more that could be done to offer our
students the opportunity to actively engage with people whose
circumstances are quite different to their own. Further, we felt that
a more co-ordinated approach might indeed sharpen the focus
of service for our students, staff and parents and deepen the
commitment to making a difference in our world through lifelong
active engagement.

What iS Service-Learning and Why iS it important?
Embracing, as it does, all elements of both Christian and
humanistic values, Service-Learning aims to embed the
importance of reaching out to others into all areas of the
curriculum – hence it is a teaching method or pedagogy that
connects our learning with active service, engagement, civic
responsibility and self-reflection for the development of character.
It is not another subject. Through the educative process, students
(and indeed many staff and parents) should develop a sense of
community – in both global and local terms– that they would not
necessarily experience through community service or classroom
activities alone.

hoW WaS it introduced?
Ken Symonds (Assistant to the Headmaster-Chief of Staff
and Chair of the Imnau Foundation at All Saints) directed the
introduction of the programme after earlier attending conferences
on Service-Learning. Catherine Carpenter (formerly our Senior
School Tourism teacher) joined the project, and together they have                             Nurul Azizah and Year 8 student, Gabby Cox
presented the programme to each sub-school teaching team and
then enlisted some 25 staff volunteers to launch S-L in 2008. The
early results are highly encouraging. In time, it is hoped that every
year level from P-12 at ASAS will have at least one curriculum unit                   active service
or theme with Service-Learning integrated into it.
                                Ken Symonds & Catherine Carpenter
                                     Service Learning Co-ordinators
                                                                                civic responsibility
                                                                        Please visit the Service-Learning website
about   the programme overvieW
        These examples demonstrate how Service-Learning can be incorporated into teaching and learning. Hopefully they will serve as
        ‘beacons’ for future development of curriculum ideas and enhance our students’ sense of community, something they might not
        otherwise experience through classroom activities or community service alone.

lighthouse projects
 year 1                       year 8                       year 9                       Learning Support            poSt SchooL
 Postman Platypus             The Gold Coast: Past,        The World of Work            Resources for Banda         Volunteer Gap Year
                              Present & Future             & Leisure                    Aceh

year 1 – poStman pLatypuS                                                  year 8 - the goLd coaSt: paSt, preSent & Future
All three Year 1 classes commenced with a writing project called           An important part of this unit is designed to develop students’
Postman Platypus and each then sent a package to three different           understanding about themselves as members of a community.
communities, with the object of developing links with those                The aim is to develop active citizens with an understanding of their
communities to gain an understanding that “not everyone is like            present and future responsibilities to that community.
us”. With this project, we can appreciate and celebrate those              Students will explore the questions of how they can contribute to
differences and make friends around the globe. The package                 the preservation of the past and how they can sustain the present
contains a glove puppet, in the form of a little furry platypus, along     in such a way as to contribute to the development of a future
with a gift of a book about Australian wildlife, as well as letters from   vision for their community.
our children (beautifully written!) and photographs of themselves
and their families. The children from the other communities                The local environmental organisation GECKO will come and
will send back their letters or stories and pictures c/- Postman           speak to the students about the role of their organisation in
Platypus. We hope to receive the replies during Term 4 when our            the community and how students could also join with them in
children are also studying Australian Native Animals.                      volunteer projects. The Gold Coast City Council also has a vision
                                                                           for the future and they will send a representative to speak about
The communities are:                                                       this in an open forum with the year group. By providing our
• Class 1C: The Kokoda Infants School                                      students with this opportunity to participate in discussion with
  Saga, Papua New Guinea                                                   our local government we hope to help develop these students into
• Class 1H: Wadeye Aboriginal Community School                             active and responsible citizens of the future.
  Northern Territory, Australia                                            Other activities in which these students will participate include
• Class 1K: The Fountain Gate Academy                                      an excursion into the community to visit organisations that play
  Dar Es Salaam, Tanzania                                                  important roles in maintaining the history and the environment.
STOP PRESS: Postman Platypus has just arrived from Wadeye                  Students will also participate in some active engagement through
Aboriginal Community with a wonderful book full of drawings                a local clean up of the dunes and recreation areas around
and notes from the children there. They really enjoyed receiving           Coolangatta and Greenmount beaches.
our letters and have shared with us some engaging photos of                Reflection about their experiences will occur as part of their
themselves in their local community during a recent excursion to           classroom activities at the end of the unit.
Kuy in the Northern Territory .

Year 1 All Saints
students Finn Easson 1C
Sebastian Younan 1K
Juliet Chung 1H

Below Right:
Fountain Gate Academy
students, Dar Es
Salaam, Tanzania

Far Right:
Students of 1C handing
their Postman Platypus
to Mr & Mrs Kienzle to
take to Kokoda Infants

                                                                                                                                   Page 2
                                                                                                                          4 November 2008
                                                                                                        lighthouse projects cont’d

year 9 – the WorLd oF Work and LeiSure                                  voLunteer gap programme
As part of this unit of work the year 9 students were introduced        There are many opportunities for young people when finishing
the idea of volunteering as something in which they could               school, prior to commencing tertiary study, to make a contribution
participate that would benefit not only society but also themselves.    to the community either locally or internationally. This type of
Volunteering plays an important role in our world of work and           Service-Learning can provide many benefits, not only for the
leisure and the contribution made by volunteers can enhance the         community in receipt of the voluntary work but also for the
stability, economy and health of a community.                           students themselves. They can be life-changing experiences and
Students were introduced to a local volunteering organisation,          our world is eager for volunteers in a large variety of activities to
Volunteering Gold Coast, which can match their skills and interests     help others in need.
with a large range of local volunteering opportunities. They offered    Community service/volunteer work might take the form of a block
to interview students for these positions as part of the assessment     of time (perhaps from 1 to 3 months) in an overseas location,
item Get that Job, where the students were required to prepare          where some adventure travel experiences might also be part of the
a resume and letter of application as well as attend a mock             trip, or it may be with any number of local organisations either on
interview. Students also understood the benefits of volunteering        the Gold Coast or within Australia. This may also require travel (for
in terms of resume building as it can add to the list of skills and     example - to an Indigenous community).
experiences that are often fairly limited at this age.                  The remainder of the year could then be occupied in paid
Students discovered that often voluntary work in an organisation        employment and/or participating in ‘short’ courses to help
can lead to paid employment in that organisation. Particular skills     develop work skills, prior to starting tertiary studies.
can also be developed from voluntary work that are both useful          This Service-Learning Programme provided students with a
experiences and transferrable to other jobs. There is also that ‘feel   comprehensive list of organisations that they could contact for
good factor’ when volunteering!                                         information about community service both locally and overseas.
Some students have actually applied to Volunteering Gold Coast          Many of these organisations or contacts already have links to the
for voluntary positions and are eagerly awaiting their chance to        School through other projects in which All Saints has been involved
actually engage with the community in their areas of interest.          over the years. For example the Shiluvane School in Southern
                                                                        Africa, which has received donations each year of books, unused
Mention should also be made of year 9 students who are
                                                                        paper and writing equipment from our students, was delighted to
currently active in a number of local organisations as volunteers.
                                                                        offer placements for volunteers at the school in a variety of areas
These include Surf Lifesaving, Mudgeeraba Special School and
                                                                        and to provide secure home stay situations.
Aged Care. These students spoke to the year group about their
experiences and reflected on just how rewarding it can be.              Other possibilities for students either in a post school situation
                                                                        or for a Christmas holiday experience include: Crossroads
An important message to come out of this exercise is that we all
                                                                        International, a Hong Kong based Christian organisation where two
realised that the range of volunteer opportunities available is
                                                                        of our students spent time helping in their programme; and more
limited only by a person’s interests and drive, never their age!
                                                                        recently there have been connections formed with Tanzania and
                                                                        Papua New Guinea.
Learning Support - reSourceS For Banda aceh
Organised through Di Hatcher and the Learning Support Centre,           A number of our past students came in to speak to the students
one of our Year 8 students, Gabby Cox, has created a wonderful          about their service experiences and offered some important tips
set of teaching resources for one of our visiting teachers, Ms Nurul    about engaging in this type of programme.
Azizah, from Banda Aceh. Gabby’s work was part of her community         Tamah Murfet (2001) spent almost a year in Peru as a volunteer
service programme and as part of her curriculum she has been            and is now in East Timor doing similar work as a paid career with
able to complete a service for a community in need of support.          an Australian government programme called Australian Youth
Her work complements a number of initiatives in the rehabilitation      Ambassadors for Development. Jillian Ash (2006) spent time
of education in Banda Aceh following the devastating tsunami in         at the Mary Hare Grammar School for the Deaf in England for
2005.                                                                   12 months under a GAP programme. During her holidays she
As part of the work of the Imnau Foundation, a charity arm of All       also volunteered at an orphanage for disabled and HIV positive
Saints, teachers from Banda Aceh are coming to the Gold Coast           children in Moldova. She organised her placements through an
to receive intensive English language training and to undertake         organisation called Lattitude Global Volunteers.
professional development in teaching practice as well as to
develop friendships and exchange cultural understandings. A
bonus for our first teacher exchange has been to receive these
                                                                          uSeFuL WeBSiteS
teaching resources from Gabby that will be used in the teaching of
English to middle school students at Ms Azizah’s school in Banda          FOR VOLUNTEER GAP PROGRAMMES
The resources include letter and picture books with reading tips,
letter and word games, Beginning Sounds - Teacher and Student   
workbooks and a booklet specially produced by Gabby called ‘A to
Z of Australian Animals’. (See photo on Page 1)                 

                                                                          For auStraLian SchooLS invoLved in

                                                                                                                                Page 3
                                                                                                                       4 November 2008
about   our community                                                 • The Duke of Edinburgh Awards Scheme: This is a programme
                                                                        for 14-24 year olds interested in leadership, personal
        other community programmeS                                      development and community orientated endeavours.
      These programmes involve either students or staff who             Depending on the level of the Award being completed, students
      contribute to the community in some capacity. Although not        are required to complete between 3 months (Bronze level) and
      actually part of the formal curriculum at All Saints, they do     12 months (Gold level) of community service. Activities that
play an important role in the development of our students. They         All Saints students have undertaken to satisfy this element
provide a sample of the wonderful work that takes place around          of the Award include surf lifesaving, assisting with special
the School each year. It is by no means a complete list!                needs children/students and at music and sporting camps for
• Saints Outreach Service Committees: Under the guidance of             young children, assisting at Aged Care facilities, working with
  Father Ainsley and Sharon Sigley, these student groups operate        environmental groups and humanitarian organisations such as
  in both the Middle and Senior Schools. The committees                 Amnesty International.
  drive a community service programme whereby students                • Amnesty International: The group in the Senior School is
  can accumulate hours of service in a variety of projects (eg          part of the South-East Queensland Schools’ Network Team.
  helping at lunch time with visits from the Mudgeeraba Special         The group follows an advocacy model of Service-Learning
  School) and are then recognised through awards, depending             whereby students take an informed stand on social issues
  on the number of hours that they volunteer. This year in Middle       and disseminate information about the issue in their
  School alone, students have accumulated over 8,000 hours              community. They have attended a number of meetings and
  of community service. The SOS Committees also manage                  events including a visit to a re-creation of a refugee camp in
  our annual Giveathon. The money has been distributed to               Brisbane organised by Medecins Sans Frontieres. This gave
  a large number of different charities and can be critical to          the students an opportunity to speak with aid workers who
  the survival of many of these organisations who do such fine          had returned from the field and were able to give the students
  work. Giveathon is an extremely important way in which we             first hand accounts of the problems and issues for refugees
  contribute to the community, both local and overseas, and is a        and displaced persons. For their final event this year the group
  cornerstone of our Christian Living programme at All Saints.          will erect a peace tree in the School grounds to mark the 60th
• The Imnau Foundation: Commenced in 2002 with the charter              anniversary of the Declaration of Human Rights to highlight
  to “promote, encourage and facilitate the advancement of              something that is sometimes forgotten or taken for granted:
  education and to reflect humanitarian, altruistic, social and         Human Rights are Every Human’s Rights.
  cross-cultural values, to be implemented by non-discriminatory,
  non-sectarian and non-religious means”. This year the                Future directionS
  Foundation has supported two teachers from Banda Aceh in             • Shiluvane School, Africa: Our students have been offered
  a Teacher Exchange and Development Programme that was                  positions at this school either as part of their Volunteer Gap
  funded jointly by The Australia-Indonesia Institute with a grant       placement after graduation, or perhaps as a holiday project
  and a scholarship from Imagine Education for English language          for our current senior students. Each year, Mrs Julie Robinson
  training. The School supported the programme with structured           organises the donation of equipment and teaching resources
  professional development for the term which included helping           to Shiluvane and it is hoped that in the coming years, some
  in the Indonesian language classrooms at St Stephen’s College          students and staff will take the opportunity to go over and
  and also time at All Saints with some one-on-one tuition from          work voluntarily there.
  Ken Symonds (Chairman of Imnau) about language teaching.             • Kiribati: There are plans for an ongoing commitment to the
  For these teachers it has been a wonderful experience and              people of Kiribati with a combined Service-Learning project
  they are keen to take their new found skills back home where           from the senior Geography class and the Engineering Tech
  they will ‘train-on’ other teachers. This is just one of the ways      class. The projects will need to be developed in consultation
  the Foundation hoped to help the people of Aceh following              with the people of Kiribati and both teachers and students will
  the devastating Tsunami in 2004 when they lost almost 2000             be involved in the process. If possible, a teacher from Kiribati
  teachers.                                                              may also come to the School for professional development
• Aboriginal Reconciliation: This programme actually                     under the existing Imnau Foundation Teacher Development
  commenced with Father Ainsley’s Year 10 Christian Living               Programme.
  classes where a unit of work was developed based around              • Senior Art - Creative Arts: The new Creative Arts subject
  the ‘Apology to the Indigenous People of Australia’ by the             for Senior students commencing in 2009 will involve the
  Federal Government earlier this year. The students studied             students in a community arts project as a unit of work. It
  the film Kanyini and started to gain some understandings of            will provide these students with a perfect Service-Learning
  the difficulties faced by our indigenous population. As a result,      opportunity to engage with an Indigenous community, by
  the School will be working to develop links with the Indigenous        visiting, exchanging and completing a local artistic project
  community, both locally and nationally. We recently welcomed           with them.
  local representatives of the Indigenous Community who                • Kokoda Infants School, Papua New Guinea: With money
  performed traditional dances and music and a Declaration of            raised from Giveathon, a new classroom will be built for the
  Intent on Indigenous Issues was signed between Aunty Joyce             children of the Kokoda Infants School. These are the same
  Summers, Community Elder, a Year 5 and Year 10 student and             children who communicate with our Year 1 class as part of
  Mr Patrick Wallas.                                                     ‘Postman Platypus’. This project may also be suitable for
• Various Environmental Clubs: These small groups operate                our Seniors or for students intending to do a Volunteer Gap
  throughout the School and involve students in recycling                placement after graduation. We hope to have representatives
  projects, tree planting and vegetable/herb gardens. In Senior          from the school attend the ANZAC ceremony at the Kokoda
  school there is also a specialised club for the protection of the      Memorial next April.
  endangered Polar Bears.                                              • Interact Club: Proposed to commence in 2009. Interact is
                                                                         a service club for youth aged 14-18 years. The clubs benefit
                                                                         from sponsorship by individual Rotary groups, which provide
                                                                         support and guidance. Interact’s global youth network is
                                                                         dedicated to community and international service.

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                                                                                                                     4 November 2008

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