This page contains real stories of students
who have faced various difficulties while trying to complete their
SACE. Each one of these young people was assisted by
a SSABSA coordinator and has now complete their studies successfully.
|
| Scenario 1 |
| Family Tree |
| Phone call from teacher |
I have a student who I think is illiterate.
He has been in my class for two terms and I cannot get him to
participate with anything that includes reading and writing |
| Question |
Have you tried to develop a program round his interests?What
about getting him to work on his family history and culture? |
| Action |
Talk with student and show copy of the published
genealogy book for his family. Discuss possible activities student
could be involved with and explain the different options for the
presentation of work. |
| Result |
“'Where do I Fit' was produced.
- Student interviewed members of his family using an audio
recorder and took photos
.
- Student presented a static photograph display to a small
group of students, teachers and community members.
- Student's profile, self-esteem and confidence rose greatly.
- Student and teacher found areas where literacy learning could
take place in partnership.
- Teacher was able to show the student where he had missed
learning and dispelled any thoughts of being dumb.
- Student's attitude and participation improved because
his culture and story were valued.
- Student completed SACE.
|
| Scenario 2 |
| Attendance issue |
| AFO visit to school |
During a conversation with a teacher about Community Studies
contracts, the teacher was reminded of a student who had promised
to develop a contract, but was yet to do so. The student was a
notoriously poor attendee, and making contact with him to help
develop the contract had been difficult. |
| Action |
However, the teacher caught the student
on the hop in the yard one day and reminded him of the deadline
to get the contract produced. The student admitted that he had
not done so because he had missed too much school time and believed
that it was now a lost cause. The teacher reassured him that
there was still time to complete the contract. Faced with this,
the student did as asked, and the next day, handed in the required
document. The teacher and the student worked through the contract
to ensure that all the required parts had been completed to
everyone's satisfaction and the student left feeling excited. |
| Result |
The student embarked on the project
and found that the topic was so interesting that he was spending
much of his spare time on it.
The teacher/mentor was able to provide
much encouragement and support so that the confidence of the
student rose markedly.
The staff noticed a renewed enthusiasm
by the student for his other subjects. He had previously been
drifting along but now the student was seen making more of
an effort. |
| Scenario 3 |
| Drama Conversation |
| Mum Rang SSABSA |
My daughter who has not had any attendance issues is now not
interested in going to school any more. Can you please help? |
| Action 1 |
A meeting was set up with the student,
mother, counsellor, Assessment Field Officer and Aboriginal
Strategy Project Officer. The student was quiet and withdrawn,
and reluctant to answer questions about her learning in the
drama class. |
| Action 2 |
- Student was withdrawn from Stage 2 Drama.
- The skills she had already learnt
were identified and incorporated into a Community Studies
unit of work.
- She proceeded to develop a cultural
event within the school which could address some Reconciliation
issues while sharing Aboriginal culture.
|
| Result |
- Student found an interest and motivation.
- School community had an interesting
time at the event and learnt more about Aboriginal Culture
and the student.
- Student's profile, confidence and
self-esteem rose greatly.
- Student's work in other subjects
improved.
- Student completed SACE.
|
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