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3.2 Course content for bridging programs

School and community orientation

Maths

Subject English

Science

Civics and citizenship

Careers/Vocational education

Humanities

Well being: building resilience

Course content for bridging programs 1

School and community orientation1. School orientation

Who do I go to? roles of school personnel eg school nurse, SWC, office staffWhere do I go? location of school personnel, location and function of specialist rooms e.g. computer laboratory, food and technology centre, playground and recreation areas School routines and structures

structure of the school day – times, breaks, expectations lockers uniform and book arrangements including second hand book store,

subsidies, State Schools Relief lunch order arrangements, location of canteen library – location and opening times library card, computer ID, student ID using public transport and school buses subject organisation and electives reading the timetable access to computers and acceptable use policy extra curricula activities: what they are, when they happen, where they

happen, how to become involvedHomework programs: where and when they operate

School rights and responsibilities, rules and consequences

The ‘hidden curriculum’, the largely unwritten ‘rules’ of behaviour that include roles, responsibilities and acceptable behaviours. eg When is it appropriate to question or disagree with a teacher

See section 7.0 Hidden Curriculum values and the low literacy background learner

2. Community orientation

Our local community: knowledge of local community services e.g. medical, library, recreation, transport

Excursions to the local shopping centre, library, health centre etc can be used as a basis for language experience.

Listening and speaking activities which focus on formal and informal situations eg role playing asking for assistance, at the doctors, the canteen, the library.

Consider making an orientation handbook that students can add to and keep as a a reference to help develop personal organisation skills.

Rights and the law: Many young refugees may have a fear or mistrust of authority figures and people in uniform. Community police may work with the school working with schools with high numbers of refugees. Legal aid

Course content for bridging programs 2

lawyers may assist with teaching about student rights and can suggest resources for teachers. Requirements for a driver’s license is a popular topic. See DVD resource: Getting to know the law in my new country, distributed by Victoria Legal Aid

Safety e.g. fire safety, road safety, water safety and personal safety. The Metropolitan Fire Brigade can provide schools with multilingual resources and incursions.

A buddy program provides good orientation support. See Beaut buddies organised by Foundation House http://www.foundationhouse.org.au/contact/index.htm

Getting help: accessing community support agencies and their role eg youth mentoring. See section 8, Resources for students with disrupted schooling for a list of community agencies and their services

3. Study skills time management including use of diary for planning homework tasks materials needed for different classes organisation of folder and books eg use of dedicated sections in folder for

subject learning and new terms etc, maintaining a personal dictionary note taking skills revision strategies research skills using library and Internet using different technologies as tools for study learning how to learn strategies goal setting reading strategies, for example previewing and predicting; using the index,

contents etc; skimming and scanning for information Presentation skills for example, using Powerpoint to support oral

presentations.

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School and community orientation Resources

See also VELS/AusVELS Personal learning domain

Get Wise 2 an Adult Migrant Education program (AMEP) resource has two modules You and me which includes: sexual harassment, Australian driving regulations, dealing with the police and Your time out which includes: understanding water safety, going to the gym, playing sport, discovering things to do, planning an excursion.

Course content for bridging programs 3

http://www.ameprc.mq.edu.au/resources/classroom_resources/get_wise_2

Stay safe is a downloadable AMEP resource on safety in the home with limited text and excellent visuals. http://www.ameprc.mq.edu.au/resources/classroom_resources/stay_safe

Fired Up English is a fire safety education program designed by the Metropolitan Fire Brigade for adult English language learners.

http://www.cfa.vic.gov.au/firesafety/educationandtraining/multicultural-esl.htm

Getting to know the law in my country A free resource developed by AMES in partnership with Footscray Community Legal CentreA  DVD containing twelve engaging  photo stories, in simple English, covering some of the most common legal issues experienced by recently arrived refugees and migrants.

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Course content for bridging programs 4

Mathematics Topics can cross all dimensions during the year but aim to start where the students are at with their numeracy learning. Focus on the strands Number, Measurement and Space in that order with most initial weight on Number.

Maths teaching needs to be visual, concrete and most of all meaningful and relevant to students. When modelling key concepts, the more visual and tangible the better. Use strategies that show links between the concrete and the symbolic or representational

Use concrete materials and games as learning supports. Make these available for students to use in their independent work.

See list of suggested concrete materials

Students with no previous schooling may need familiarising with basic tools such as rulers protractors, measuring tapes, and need practice in manipulating them.

The language of mathematics is learned concurrently with concepts but it is only when the related concepts are embedded that word problems are attempted. Explicitly teach strategies such as highlighting key words.

Not all students will be at a basic level so programs need to be adapted to individual needs.

Note that some students may have learned previously in their countries with a different emphasis Emphases of estimation, exploration, problem solving and verbalising the process may be new to them. Conventions used in Australian schools eg decimal markers and the processes for problem solving may also vary. Encourage students to explain processes to check for understanding.

Familiarise students with appropriate technologies to use as learning tools.

Encourage students to talk their way into understanding in pairs or small groups. Use first language eg a Multicultural Education Aide, to help students clarify concepts.

Determining needs Determine gaps in mathematical knowledge and identify progression levels through:

o Language school report

o observation through games/activities

o testing

Take into account students’ years of formal schooling and periods of interruption to schooling.

Where possible make arrangements to access primary school online and on demand testing programs for all progression levels including Levels 0-4 .Note and make provision for English language demands of tasks.

Use gathered results (testing/ language school report) to place students on the VELS continuum, using the Maths Bridging program VELS checklist

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Course content for bridging programs 5

Suggested course content

A recommended approach is to use the Victorian Essential levels 2-6 as a checklist and select content according to identified student need. See section 7.1 Maths checklist and http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/indicatorsgrid.pdf

Alternatively, the following course outline has been followed by Maroondah Secondary College bridging program

Note that the student cohorts can be very different in each school depending on the level of education they have received so use as appropriate to your context.

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Maroondah Secondary College outline

Topics have been chosen to meet the students’ needs and provide a balance of different areas/dimensions such as geometry, algebra and consumer mathematics. The learners are assumed to have a basic level of calculation skills and basic number operation skills but this needs to be checked. It is expected that after one year study in this program, they will join the mainstream core maths of Year 9 or Year 10. Some advanced students who have done extra advanced work using Maths Quest 9 in the program will join the mainstream maths after half a year in this program.

Number Operations

read and recognise numbers, numbers into words and words into numbers

addition, subtraction, multiplication and division

order of operation when doing mixed operations

multiplication tables

solving word problems using the four different basic operations.

Using Calculators;

learn how the basic keys work for the calculator( a scientific calculator)

use calculators for different operations

use calculators for squared , cubed and square root operations.

Decimals and Fractions;

know what decimals are and how to use decimalisation in daily life such as purchasing

compare the value of decimals, ascending and descending orders

round off to two or three decimal places

Course content for bridging programs 6

use decimals to study time and temperature values and expressions

complete different operations with decimal numbers

solve worded problems in decimals

visualise what fractions mean, (cakes, coloured parts, fruit can be used for demonstration of this concept; interactive whiteboard is used to engage students)

express values in fractions; read and identify fractions; shaded and unshaded

use proper, improper fractions and mixed numbers

simplify fractions; addition, subtraction, multiplication and division of fractions.

solve worded problems with fractions.

Percentages;

understand the concept of 100% (represent 1 by using visuals)

pie graphs (interactive whiteboard is used to visualise the pie graph

convert shade and unshaded parts from fraction to percentage

basic operations of percentages

simplify percentages

change percentages to fractions, decimals and vice versa.

solve worded problems with percentages.

Algebra

pronumerals, coefficient, constant

perform basic operations with algebraic values

substitution

solving simple equations

common shapes, angles and triangles

identify different shapes, names, features of each

values of sides, angles, perform operations for values.

Perimeter and Areas

know the concepts of P and A, how to use formula to calculate each

solve worded problems with perimeter and Area.

Rates and Ratios

understand rate concept, units and quantity

average, speed, worded problems

understand ratio concept; parts and share; increase and decrease in the ratio given; proportion; cross-multiplication; solving problems.

Chance and Data

Course content for bridging programs 7

visualise the concept by using a probability scale; spinners games and coloured parts; daily life examples;

calculate probability at basic levels

concept of data; collecting data; displaying data using frequency distribution tables, dot plots; stem-and –leaf plots; interpreting data from different graphs such as line G, Picture G, column G, Pie G, Histogram.

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AssessmentAt the end of each topic study, there is a revision period followed by a topic test. There is ongoing monitoring of learning and timely feedback for encouragement.. Students’ classwork is marked twice a week. Homework is set once a week.

End of Maroondah College material

---------------------------------------------------------------------------------------Language of mathsThere has been a focus on maths language and special terms throughout each topic study. Word puzzles, matching meanings, spelling work and multiple choice are some of the activities used as part of language study.

Resources for Maths programs Space; quadrilaterals. See section 6.1

On-line maths programs can be useful www.mathletics.com.au

Learning Federation digital objects offer interactive ways of developing maths concepts.

Visual Maths Dictionary – student made

A visual dictionary provides a clear and colourful reference tool which consolidates the processes students have learned. A contents page at the front allows students to quickly and easily refer back to key concepts written in their own special way, and even their own language if required. An A5 size “visual diary” is perfect for this. The Number – addition page for example could have: a heading; alternate words eg. plus, add, put together, increase; images eg, a pictorial representation; and a numerical equation.

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Concrete materials

Course content for bridging programs 8

Counters – semi transparent

Abacus

Number lines

Basic calculators (all the same style, model and keys)

Commercial games – Monopoly, cards

Place value cards

Unifix (click together blocks)

Rulers

Number chart starting with 0 – 100

Numeral (cardinal and ordinal) and number word cards

Modal picture sums

Money – coins and notes

Fraction wheel/wall

Fraction game – eg pizza game

Pens, pencils, crayons, textas – to provide stimulus

MAB blocks

Times table – laminated sheets

Times table CD

Attribute blocks

Magnetic tape – allows concrete materials to be displayed on the whiteboard

Laminated enlarged graph paper

Whiteboard markers

Prism blocks

Cuisenaire rods

Place value chart – George Booker

Ten frame

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Subject English Teaching approaches for refugee students with disrupted schooling, section 2.1

Course content for bridging programs 9

Teaching spoken English see section 2.3

ESL English and Humanities biography unit, see section 6.2 sample units

Ensure that the key elements of English language development are being covered. If there is a separate EAL literacy program to focus on literacy development, the English program can run parallel to subject English such as study of text, issues and the production of different text genres.

In an integrated program the English component of the course will complement both language and content objectives of topics and themes being covered, for example in humanities.

Older students will likely be preparing students for VCAL as well as VCE, content, ideas and resources can also be adapted from VCAL Foundation Literacy.

Scaffold reading through audio recordings and/or watching a film version of the text as well as using a range of before reading, while reading and after reading support strategies.

Course content

Study of textText study follows mainstream English focus eg a short response, a character review, text analysis, write an essay, watch a film and provide a response, create and deliver oral presentations. The emphasis is on the connection between language and ideas: on the appropriate language to express ideas.

Include a range of texts : eg spoken, print, visual, including websites, blogs, newspaper, television documentaries, textbook extracts that complement humanities, science topics etc

When choosing texts consider: length, linguistic accessibility, cultural accessibility, relevance and connection to students’ lives.

See EAL Inclusive text selection, section 7 3

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---------------------------------------------------------------------------------------Sample approach: Maroondah SC Year 10In the following outline, simplified texts are used to target specific aspects of text study. Texts are chosen to suit the group and its level.

Four of the following texts are studied:.

The House on the Hill – an introductory text to familiarise students with text response, characters, setting, plot and themes

Billy Elliot -focus on themes.

Course content for bridging programs 10

Rain Man –focus on character development.

Storm Boy

The Secret Garden.

We used a variety of tasks to gradually build up the students’ writing, reading, listening and speaking skills. Tasks are simplified and adapted to suit the students’ levels, and a lot of individual support is given. The tasks include:

Vocabulary exercises

Matching exercises

Cloze exercises

Sequencing exercises – using sentences and/or pictures

Work on general language and sentence structures

Character maps

Role plays of characters in different situations

Reading aloud by students – for pronunciation and intonation practice

Reading aloud by teacher – to model pronunciation and intonation.

These gradually build to longer pieces of writing which include the following:

Paragraph writing

Diary entries for characters

Letters from one character to another

Development of essay writing – using introduction/body/conclusion and TEEL structure (Topic sentence, Evidence, Explanation, Link) or The teaching and learning cycle: the genre approach to teaching writing (link to Teaching English language and literacy)

Major essay on text.

The film of the text is shown at the end of the study of the text, after students have consolidated their understanding of the text, language style, vocabulary and issues raised.

When time permits, work also includes wider research on the internet on aspects related to the story.

Related DVD’s are shown if time permits e.g. “The Real Rain Man”.

Assessment tasks are conducted during the study of the text, in the form of longer pieces of writing (e.g. diary entry, letter from character) and also at the end of each text studied, in the form of a major text response essay.

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Course content for bridging programs 11

Issues: developing an oral/multi media presentationStudents explore an issue relevant to their lives and develop an oral presentation. Use debates to help develop formal spoken English and encourage students to see both sides of a question and are a useful scaffold. Use Flip top cameras or mobile phones to video student practice presentations and to practice self evaluation skillsSample topics:

road safety

recreational opportunities for young people in their area

boat people and immigration issues

contribution of refugees to Australian life

celebrity culture in Australia

role of sport in a society

the relationship between police and young people

the environment eg recycling, the carbon tax

healthy living –the different dimensions of health

Humanities – history, geography and economicsEAL literacy learners can find humanities very challenging due to the high cognitive load and linguistically dense nature of humanities texts. As well as reading and understanding a large volume of text, they need to be able to read and interpret visual information such as tables, charts and graphs, as well as read maps, a skill that students with disrupted schooling find difficult. Key skills such as analysing sources, reading charts, interpreting data and synthesising information are need targeted practice.

Teaching approaches

Check basic understandings at course commencement eg geographical knowledge of the world, home country, Australia; concepts of time and sequence using personal timelines.

Aim for an an integrated approach where a range of skills and content are covered through a topic that contains elements from a range of subjects. In this way the cognitive and language load is less. VELS learning focus statements and standards, Levels 1-6 can serve as topic prompts.

As students generally lack knowledge about Australia, topics about Australia help build up core understandings and skills eg understanding and interpreting time lines, understanding spatial concepts such as location, scale, distance. Some schools offer Australian Studies as their humanities option.

Include a global perspective. Topics and activities that acknowledge students’ countries of origin and build on their experiences help students understand their place in the world and build global understandings.

Course content for bridging programs 12

Build concepts through a visual, preferably experiential approach to learning. This engages students and their language skills develop through a shared experience.

Scaffold research tasks. The use of simplified resources and texts that have strong visual supports and scaffolds such as the use of data charts to teach note taking skills and assist synthesising information are recommended.

Use An applied learning approach for the basic accounting component eg personal financial planning and developing a household budget.

Aspects of economics may also be covered under careers and vocational education eg types of work and career paths.

See also Teaching approaches for refugee students with disrupted schooling, section 2.1 Volcanoes: Example of differentiation using a topic on natural disasters, section 6.3 ESL/English and Humanities biography unit, section 6.2

Course content: suggested topics

Natural disasters eg volcanoes, earthquakes, fires - incorporates elements of science, geography, history as well as interdisciplinary perspectives

o Causeso Preventiono Protectiono Impact on individuals and community.

See : Example of differentiation using a topic on natural disasters, section 6.3Volcanoes

Australia topicso Australia physical o Mappingo Weathero Travel o Indigenous Australia, history, culture, stolen childreno Explorationo Colonisation –first fleeto Migrationo Symbols, celebrations and commemorations eg Anzac

Dayo Famous Australians – develop biographyo Australia political (civics and citizenship perspective).

Knowing your local communityo What a good community needs

Course content for bridging programs 13

o Mapping – survival skillso Investigation of resources in local areao Local governmento Fund raising for local charity: research, survey, choose

charity, fundraise, write a report.

Moneyo Needs and wantso Budgeting - personal and householdo Banking and loanso Credit cardso Phone planso Saving plans.

Ancient civilizationso What is history?o Mappingo Evidenceo Beliefs and traditionso Art and technology/ inventionso Governing of societyo Daily life

Global warming and sustainabilityo Water conservationo Energy saving strategieso Greenhouse gas emissions-Ozone layero ‘Green’ options e.g. solar panels etc.o

World of work in Australia (or include as part of careers and vocational education)

See Humanities/Vocational studies bridging program outline, section 6.4

Resources

Humanities Alive 1 Humanities Alive 2 and Humanities Alive 3

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Science

Course content for bridging programs 14

Teaching Approaches

See also Teaching approaches for refugee students with disrupted schooling, section 2.1Science 7-10 Introduction to science, section 6.5

The science domain is ideally suited to the kinds of teaching approaches recommended for this group. Through the practical, hands on experiential approach of science inquiry, students with minimal English can engage in quite challenging cognitive tasks. Take care that previous knowledge, necessary for understanding is not assumed. This may include scientific knowledge the students don’t yet have or else general world knowledge.

Make the language of science explicit, practised and recycled.

Teaching the language of science includes:

o allowing students to work towards understanding of concepts through discussion in small groups even in first language

o teaching the more formal language of oral reporting

o introducing key specialist vocabulary eg skeletal, respiratory, evaporation

o clarifying vocabulary which has particular meanings in science context eg transport, cell, properties

o teaching word symbol correlations (Water- H20)

o teaching specific functional language for example the language of probability, prediction, hypothesis, cause and effect, comparison and contrast, sequence discussion, conclusion etc.

o reinforcing reading strategies for gaining information from science textbooks which may contain diagrams; charts; tables; graphs; flow charts; experiment data; photographs; individual illustrations; sequenced illustrations.; instructions; labels as well as text

o scaffolding and providing models of texts eg a report on an experiment

Note: Consult the Bridging program EAL specialists for further suggestions on teaching writing for this cohort.

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Suggested content for the science program

The topics outlined below by teachers from Geelong North Secondary College and Brunswick English language centre represent topics in a bridging program 7-10. Select and adapt content according to the year level, previous learning of the students

Course content for bridging programs 15

and their prospective learning pathways. If students come with minimal knowledge, reduce the number of topics. More important than content range, is the need to develop a deep understanding of the principles of science, the accompanying language and appropriate cognitive skills.

Introduction to science, section 6.5

What is science?

Predict, observe,

Laboratory

Equipment

Boiling water: Practical experiment

Classification

Classify an animal using a key based on physical features

Particle Theory

Solid, liquid, gas

Change of states

Properties of each state

Body Systems

Cells

Tissue

Organs

Organ systems – the digestive system as an example

Magnetism

Repulsion/attraction

Earth’s Magnetic poles (North, South)

What is magnetic

Famous Scientists

Newton

Einstein

Galileo

Darwin

Ecosystems

Food chains/webs

Habitat

Ecosystems

Requirements for survival

Course content for bridging programs 16

Human impact

Ozone layer and greenhouse effect

Light

How the eye works

Refraction

Reflection

Einstein

Colour

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Civics and citizenshipSee also: Teaching approaches for refugee students with disrupted schooling, section 2.1

Teaching approaches

The VELS domain of Civics and Citizenship helps students to understand the principles and practices that underpin communities and societies in Australia.

Include Civics and citizenship as part of the Humanities program particularly in an Australian studies or an integrated humanities program. Cover elements in a home group pastoral care program eg school and class rules, student responsibilities, as well as in the English program.

Make Links to values education with values of freedom, tolerance, respect, responsibility and inclusion. Encourage students to analyse and synthesise information, think critically, solve problems and make decisions.

Topics lend themselves to oral activities such as structured group discussions and debating which provide a bridge to formal written English genres such as exposition and argument.

Class community engagement projects enable teaching and practising of democratic processes in decision making, cooperative planning, development of an action plan.

Suggested content

Topics could include:

Rights and responsibilities of individuals and organisations within a communityo at school and in the classroom (understanding role of Student

representative committee)o the role of police and citizens in the communityo role of government at local, state and federal level

Course content for bridging programs 17

o caring for the environment eg recycling, cutting emissions, water conservation

Democracy o compared to other systems of governmento electionso political partieso free speech

Australian citizenship – the application process, the test

Discrimination and the law– identifying discrimination eg gender, disability, race, ethnic background

Symbols, icons and celebrations (Australia and other cultures)

Human rights

Refugees, harmony week, refugee week

Community engagement – class project eg planning and preparing a lunch for school staff or another class, fundraising

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Resources

VELS/AusVELS Civics and citizenship domain

Human Rights! Everyone, everywhere, everyday

Discovering democracyLaws (courts, parliament)Parliament of Victoria resources http://www.parliament.vic.gov.au/education/learning-a-teaching-resources/adult-education

The Learning Federation

Australians All Civics and citizenship in Australia by Anne Vize ISBN 9781921454974Available from http://www.teachingsolutions.com.au/civics.html

Living in a democratic society –developing an argument This is a South Australian English language teaching resource resource which would need adapting to the Victorian context.

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Course content for bridging programs 18

Careers/Vocational educationThe careers/vocational program prepares students for the workforce or for further vocational studies. Students develop interpersonal skills and gain confidence through their understanding of self. They learn language for interacting and communicating in spoken and written English. They also learn about the workplace and how to look for and apply for jobs. They begin to develop a Career Action Plan.

Teaching approaches

See also Teaching approaches for refugee students with disrupted schooling, section 2.1

Providing pathways advice to refugee students with disrupted schooling, section 5

Plan the program with Managed Individual Pathways (MIPs) coordinators and career coordinators. Region based key pathways people eg the local LLENs. and Community support agencies may also offer assistance. The involvement of the MIPs coordinator is strengthened through the development of a MIPs Pathways Plan

See Developing Managed Individual Pathways Plan in the Guidelines

When developing a MIPS or Careers Action Plans, provide explicit structured support and revisit the plan regularly. Students need practise in skills such as reflecting on their personal interests, skills and preferred learning styles as well as goal setting. See the DEECD resource Career Resource Guidelines for ESL and CALD Young People which has links to activities designed to stimulate and guide thinking. Adapt these as needed to the special needs of this group. See http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/catresourcekit/esl/default.htm

Many refugee background learners and their families don’t have an understanding of the world of work as it operates in Australia or of the structure of the Australian Qualifications framework. Older learners in particular, need a structured program which introduces them to the kinds of jobs available, the skills required, workplace expectations as well as realistic education pathways.

Where possible, involve parents and carers as partners in the development of pathway planning to help overcome resistance to career pathways other than high status careers. Consider holding parent teacher information nights with interpreters.Use ex students from similar backgrounds as role models for alternative vocational pathways and careers, including for the ‘winding pathway’, can be effective.

The Victorian Careers Curriculum Framework provides a useful scaffold for a careers program. Many of the learning resources have been adapted for EAL

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Course content for bridging programs 19

students but may need further adaptation for EAL low literacy learners. Draw activities from Years 7-10 resources.

Develop English language communication skills relevant to the workplace and to seeking employment or further education.

Use an experiential approach building Class work could be around a range of field visits to local workplaces; bringing in guest speakers, possibly ex students. Enrol students in a supported TAFE tasters program which provides experience in a range of training programs. Always scaffold these experiences through preparation and the support of a teacher and/or an MEA. Simulating experiences through eg role play, mock interviews, preparation of a curriculum vitae etc are useful strategies.

Employability skills are a requirement underpinning effective work experience and students must feel ready and safe to undertake tasks required. They would also need to complete a safe@work module.

Where students are considered ready for a work placement, prepare them carefully and monitor them closely during the placement. Preparation includes providing information on expectations of the workplace including the concept of regular hours. As appropriate, brief employers on the special circumstances of bridging program students

For some students, participating in a work experience program can be difficult due to a number of factors such as emotional vulnerability and other issues.

Content

The following Bridging program careers/vocational program outline was developed by teachers from the Geelong North High School and the Dandenong High School Bridging program.

Year 9-10 – Oriented to year 11 vocational studies or WorkThe comments and course outline below relate to a year 10 Bridging class. This course will need to align with future VCAL or VET studies in year 11 and so any decisions on content will depend greatly on what is covered in those programs.

Content Approaches, Activities And Resources

Self as Learner/Future-worker

Reflect on personal qualities and preferences

Students complete survey on learning styles and preferences. What do I like doing? How do I like learning? What am I good at?

Role plays and other interactive activities – from personal to abstract, informal to formal conversation

Interpersonal skills

problem-solving conflict resolution team work

Course content for bridging programs 20

group work interviewing small presentation camp (or excursion) to develop team-

building activities

Activities My favourite things (beginners) Teacher for the Day structured journal writing report-writing using examples of workplace

reports presentation evening where students present

to parent/family member audience

Communication skills

speaking in different modalities/contexts

instructing listening interviewing body language, eye contact

handshakes etc. Presentation skills including

powerpoint writing for a specific

vocational purpose (see also job hunting).

Orientation to the working world

Experience and exploration of wide range of work places and places of ongoing study work safety unions, work relationships Punctuality and attendance uniform

Series of excursions to a range of work places and places of further study eg TAFE Tasters : Can use outside agency to facilitate eg local

LLENS, local TAFE Brief employers and agencies on specific

needs of students Use guest speakers eg specially briefed

employers. Students prepare questions.

Role play with employer and frequently late or absent employee

Pathways

Career planning Notion of success Promotion Information SelectionApprenticeships and traineeships

Stimulus, discussion, concept games Powerpoint presentations eg “The Straight and Winding Path” Wyn Madigan(LINK to resources below)

Speakers and brochures from: local TAFE School MIPS coordinator Careers teacher

Job hunting

Job hunting and researching Letters Resume Response to criteria Interview

Links to work experience Speaker from school Genre study/practice of the resume and job

letters.Option: Finding a jobExtended project to research and apply for a job. Powerpoint presentation on chosen career. Students can present to parents at end of

year function

Content Approaches, Activities And Resources

Community connections and

Course content for bridging programs 21

supports

Need to teach students and families who can support and teach young people Work experience Course selection Interviews with others

“Races Around the Suburb” Excursion to different Youth Support sites - incorporates independent travel, team work, research

Presentation to class on a community resource

Write pamphlet about Youth Support

Topics for study can include:

Identifying my skills and interests: What do I like doing? What am I good at?

“The winding pathway”

Developing a career action plan (see resources below)

The structure of the Australian education system

The Australian Qualifications Framework

Senior secondary school options: VCE (including a 3 year VCE), VCAL and VET programs

Researching information on careers

Career and employment choices and skill set requirements

Courses: University, TAFE, ACE,

Apprenticeships and traineeships

Applying for a job – writing a resume, applications, interviews

Introduction to work experience and Structured Workplace Learning

Health and safety in the workplace

Language in the workplaceBack to top

Resources

Guidelines for Victorian Careers Curriculum Framework for ESL Young People Assists careers practitioners working with EAL and refugee young people. Guidelines include Careers Action Plans and useful links to support pathways planning, including preparation for resume writing, applications and interviews.

Career Resource Guidelines for ESL and CALD Young People provide information on using the resource materials such as

Youth transitions website

Course content for bridging programs 22

Workplace learning coordinators and Careers transition officers located

in DEECD regional offices

Get Wise 2 This AMEP resource designed specifically for this EAL literacy cohort has a section Your Future: work and study ** LINK to

Teaching notes for Get Wise

At Work in Australia is an AMEP two part resource package to teach job seeking and workplace communication skills to ESL learners. Part 1 - Getting a Job: follows Sam, a young school leaver, and Olga, a recent arrival in Australia, in their search for work. It focuses on topics such as writing resumes, telephoning about jobs, cold canvassing, networking and interview skills. Part 2 - Getting on with the job looks at the workplace communications skills, behaviour and personal attributes valued by employers in Australia. Topics include: following workplace instructions, socialising at work, negotiation and teamwork.

The AMES bookshop website also has details of other useful resources related to preparing for the workplace. http://www.ames.net.au/bookshop?link=78

Local Learning and Employment Networks http://www.llen.vic.gov.au/

LMERC (link) has a collection of resources for careers and transitions, pathways etc

Youth Now: Victorian Education System and Careers

The Western English Language School has created useful PowerPoints for use with CALD parents and their children.

So you want to be a doctorSo you want to be a lawyerSo you want to be a doctor or a lawyer (combined)The world of work and study  Victorian School system - The Bridge Victorian School system - The straight path and the winding pathThings you can do at home - Parent versionThings you can do at home - Student version

http://www.youthnow.org.au/system-careers.php

Workwizard

Victoria University, in partnership with Centacare Catholic Family Services and the Horn of Africa Communities Network, has produced a booklet and DVD called 'Working in Australia - a guide to deciding what jobs could be right for you'.

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Course content for bridging programs 23

Well being: building resilienceResilience program content helps refugee students recover from trauma and make meaningful connections within their new community. Programs help students develop a healthy sense of self through an understanding and awareness of past and present factors which contribute to identity and well being. This assists them to build relationships and make social connections within the communities they function in e.g. family, school, mosque, church, sporting club.

Teaching approaches

See also Teaching approaches for students with disrupted schooling (link) Decide whether the program content is delivered within the EAL program, in a

short term program or through a pastoral care program. Some aspects may form part of an orientation program.

While much of the content will reflect the learning focus of Physical, Personal and Social Learning strand, aspects of programs will reflect other domains eg English, science, communication, thinking.

Students benefit from a range of mainstream building resilience programs such as MindMatters or Get Real *see resources below) but there is a need to be sensitive to issues that may cause distress or are culturally inappropriate. If any student does become distressed follow up promptly. Also take account of students’ stage of English language learning. Delivery of modified programs within the personal safety of the bridging program class is preferable.

There needs to be a link to whole school policy and programs on bullying and harassment which includes practical coping strategies.

Making connections with other students and linking students into the community can include providing students with access to lunchtime and after school social and recreational activities.

Suggested content

Programs, topics and units may include:

the physical, social and emotional dimensions of health

safe behaviours – eg drug education, sexual and reproductive health

journeys and transitions

emotions and feelings: o understanding our emotions and how they affect our bodies and

behaviouro identifying triggers for emotionso strategies for managing anger e.g. deep slow breathing,

withdrawalo understanding and recognising stress and its effect on health

and well being

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o identifying personal strengths and strategies for coping with stresses and challenges

o strategies for resolving conflict

making connections in the school and community eg through sport and recreation

assertiveness training

dealing with bullying and harrassment

goal setting

personal organisation skills

family relationships

Who do I go to? sources of support for physical and mental health

Taking control – identification of issues, developing a plan, identifying sources of support

Resources

The Kaleidoscope: Cultures and Identity Program (1996) is a six-session group program designed by Foundation House for young refugees aged 14–24 years and currently in secondary school. The program seeks to:

explore the impact of living in a new culture

break down social isolation, alienation and dislocation

build trust, bonding and an understanding of others

promote self-esteem and identity

integrate past experiences and build a vision of the future.http://www.foundationhouse.org.au/resources/publications_and_resources.htm

Bullying No way! http://www.bullyingnoway.com.au/

Racism. No way! www.racismnoway.com.au/

Healthwize (2004) is a health literacy teaching resource for refugee and other EAL students suitable for students at S2-3 levels. It uses language learning as a medium for refugee young people to develop social, emotional and physical health awareness and health literacy skills and teaches them how to access formal and informal health care and supports.http://www.foundationhouse.org.au/resources/publications_and_resources.htm

MindMatters, Enhancing Resilience 1: Communication, Changes, Challenges

Curriculum Corporation (2002) Commonwealth of Australia

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Multicultural sport and recreation program Centre for Multicultural Youth This

program has been picked up by a number of sporting and community organizations

including the AFL.

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Published by: Student Learning DivisionDepartment of Education and Early Childhood DevelopmentCarlton 2012

© State of Victoria (Department of Education and Early Childhood Development) 2012

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