staying on program

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A program to support ESL students in their transition fr

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  • 1. Canterbury Boys High School

2. How can we engage ESL students, particularly refugees and international students, now that they must stay at school until at least age 17?
At your tables discuss some possible strategies. 2 minutes
3. A program to engage and retain ESL and refugee students into the senior years.
Staying on Program
4. At a glance
491 students
400 LBOTE (mainly Arabic, Chinese, Vietnamese, Indonesian, Bengali and Maori)
81.5% LBOTE
154 ESL (identified Phase 1, Phase 2 and Phase 3 requiring ongoing support)
246 not requiring ESL support
25 Refugees
12 International students
2010
5. 10 ENE made up of 21 students, all LBOTE and ESL.
3 international students and 5 refugees.
Why 10 ENE? ESL group, mostly made up of recently arrived IEC students needing explicit career support.
10 ENE Target class
6. Students at UNSW
7. Staying On Innovation Grant
The Staying On Program was a Sydney Region initiative, underpinning student success and providing equitable access to career information and support.
A joint Careers/ESL submission was successful. The program was to be supported by ASPIRE, UNSW.
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.
8. The HOW!
Our program was facilitated by Alexandra Giameos (Careers Advisor) and NectariaMelas (ESL teacher).
We decided to implement the program as part of the schools Post School Certificate Program. This ensured that students were engaged and attending school, with a focus on achieving something at the end.
10ENE attended Maths, English and participated in other workshops when not with the ESL teacher and Careers advisor.
Program involved two full days of on-line surveys, reflection tasks, a variety of quizzes and discussions. Industry visits, TAFE and University workshops followed.
Our Program
9. What are some careers program initiatives that you are aware of?
10. Pre School Certificate Pre program reflection, including Career Areas of Interest survey
Post School Certificate Creating Future Pathways survey and reflection

  • My Career Profile, Learning Styles tasks

11. Multiple Intelligences test and reflection 12. Job Search and My Future website quizzes and reflection

  • Job search, My Future and The Job Guide job investigations

13. Resume writing 14. Construction site visit 15. UNSW and Randwick TAFE excursions 16. Sign writing and manufacturing business visit 17. Post program evaluation task 18. Career Action Plan and student interviews Program Activities
19. Students on task
20. Whats in it for me?
WIFM
21. Making connections with careers advisor
Networking with outside agencies
Adding value to ESL program
Raising profile of ESL teacher in the school
Getting a greater insight into Careers Education
Providing greater opportunities in planning and implementing excursions
Creating a better/stronger rapport with ESL students
Benefits for ESL Teachers
22. Improved learning outcomes for students - Students have an increased awareness of career choices and tertiary options.
Broadening careers knowledge and improving ICT skills
Narrowing achievement gaps (mainstream vs ESL)
Engaging students post SC
Retaining students post 17 years of age
Clear career and study paths
Written career plan
Outcomes for ESL Students
23. All students have stayed on.
Increased awareness of tertiary course options and their requirements.
One student is repeatingyr 10 to improve his chances of doing well in stage 6.
Increased visits to the careers advisorfor guidance and actively seeking more assistance from the ESL teacher.
Student feedback from evaluation sheet:
I learnt that it is important to look at who I am first before choosing a suitable career
I enjoyed getting to know and talking to real university students
I learned that my preferred learning style is Visual
I enjoyed listening to the workers talk about their job and how they got there
I now know about the different university and TAFE courses available
Outcomes for ESL students
24. This program was funded by $2500 grant.
How can schools run similar programs without grant funding?
Teaching and learning funds can be used for program and resources development
ESL teacher flexible to come off classes to plan, organise and implement a program like this (still meeting needs of ESL students)
Careers advisor has a flexible timetable, can support ESL/careers lessons
Minimal cover needed (in lieus) for excursions as both ESL and Careers Advisor mostly on team teaching periods
Students can fund own transport and food costs
Schools can access local contacts, minimise transport time and costs
Evaluation
25. Limited conversational skills for many students.
Some absenteeism.
Some difficulties in completing tasks due to language and comprehension.
Two days of on-line research, job investigations, tasks etc too overwhelming.
Excursions to follow in the next week, with a period allocation for reflection after each excursion.
Involve the Chinese CLO in the future to support students in careers lessons.
Have a morning tea to formalise completion of program and present students with certificates.
Evaluation/Challenges