Youth Transitions

Managed Individual Pathways - Case Studies

Debney Park Secondary College

Debney Park is a Year 7 to 12 secondary college in the inner suburbs of Melbourne. The students come from a diverse range of cultural and linguistic backgrounds, and many speak English as their second language. Enrolments have declined in recent years, and Boston Consulting Group (BCG) is assisting the school to market its successes to the local community, in an attempt to increase enrolments and address negative perceptions.

In addition to the usual secondary school curriculum, the school runs a middle school bridging program and Year 11 and 12 Foundation VCAL classes for newly-arrived migrants, most of whom are Sudanese young people who have had little or no schooling. The school’s MIPs program therefore has to support a broad range of transitions, from university and TAFE entrance, to post-school literacy programs and employment.

To add to the challenge, during 2005/06 there was a complete staff turnover from the MIPs/VCAL program resulting in a complete change of pathways team members. Nonetheless, the school continues to refine a MIPs program that takes a caring case management approach to student progress and welfare.

Good Practice Approach to MIPs

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Process to establish the goals and aspirations of students

Keng Chong and Gail Crennan run MIPs and VCAL programs broad enough to support the many students aspiring to university entry and some of the 15-19 year old Sudanese students who are learning to read for the first time.

Students at Debney Park have similar aspirations to students at any school. They need the same information about possible post-school destinations, and opportunities to develop their work readiness. However, many mainstream students are from language backgrounds other than English, and some are English as a Second Language (ESL) students. Debney Park students are therefore often negotiating a school system, a transition process and post-school experiences that are unfamiliar to their parents. The school plays a vital role in preparing students for their post-school lives.

This requires a highly personalised approach to pathways planning, and particularly good relationships with the local LLEN, employers, the Northern Metropolitan Institute of TAFE, other providers of education and training, and agencies such as Western Workplace Learning and Workplace Connect.

The school offers Year 10 students the opportunity to undertake work experience. The preparation for this is delivered mostly in timetabled English classes. (This is not ideal and the pathways team are exploring the possibility of a stand-alone unit to reduce the burden on the English program.) The first step is for students to consider what kind of work experience placement they want, and the companies to which they plan to apply. All students then undertake the occupational health and safety program, safe@work, which includes the industry specific module relevant to their work experience. Work experience was not offered in 2005, as there was some question of its benefits when most students worked part time. In 2006 the school again offers work experience for Year 10s because of the benefits for students who do not have paid work, and because students’ part time work does not necessarily provides an opportunity to test out their proposed career path.

In term 3, Year 10 students take part in careers education and course counselling. After an introductory session with all Year 10s, the program is delivered in class groups. The pathways team try to schedule the program for classes where the teacher knows the students well, and they will often team-teach the sessions. The pathways team also seize opportunities for additional sessions with the students by volunteering to take those classes as extras when the classroom teachers are away!

Students work with the Job Guide and VTAC Guide, and learn the language of tertiary entry requirements. Students also undertake a personality test, and discuss the implications for their future career choices. Each student compiles a folder documenting their work. After the group sessions, students have an individual interview with a member of the pathways team.

In 2006, the Boston Consulting Group (BCG) opened their city offices to Debney Park’s Year 10 students in an Open Day. The pathways team, Year 10 English teachers and BCG staff developed sessions which provided a series of stimulating learning experiences for the students. They toured the offices, discussed appropriate workplace behaviours and etiquette, and listened to brief presentations from staff; many of whom had interesting career pathways leading to their current job. All students then had a ten minute mock interview with BCG staff who provided supportive, constructive feedback on their interview and the resumes they had prepared prior to the day. In the afternoon they worked in teams on a business improvement case study. The students appreciated the genuine insight into a real workplace and the interest and support of the BCG staff.

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Pathways plans to inform curriculum needs

The school’s curriculum offerings are tailored to meet the learning needs of its student profile. The school achieves very high tertiary entrance rates through its VCE program. The pathways team also strongly promotes VCAL, apprenticeships and SBAs as valid alternatives to the traditional VCE. However, “the kids who most need VCAL are often the most resistant. Sometimes it is about meeting parent expectations, but many kids see VCAL as a step down from VCE,” says VCAL and senior school curriculum coordinator Gail Crennan. “Everyone wants to go to university, whether or not that is a realistic or appropriate choice.”

The school also provides a modified curriculum to meet the needs of senior Sudanese new-arrival VCAL students, who have had little or no previous schooling and who have come through the school’s bridging program. For these students, the school’s focus is teaching the students basic literacy, and giving them the skills to negotiate living in their new country. “It is just a joy to teach them – you are with them as they are learning to read. And it is great to watch them develop skills and familiarise themselves with Australia,” says Gail.

In 2006 there is one class of Year 11 students and two classes of Year 12 students. The barriers these students face are exacerbated by the fact that most of them come from areas outside Debney Park such as Sunshine and Altona to be part of a program that is tailored to their needs. However, this means students spend a lot of time on public transport, and have to find the money to pay for it. Students who have an appointment or family commitment are more likely to be absent from school for the whole day. Their school friends do not live near them, and the school’s community networks do not extend to businesses and service providers near the students’ homes.

In a partnership with the college, the Adult Migrant Education Service (AMES) delivers Literacy to the Year 11 VCAL students, while Debney Park staff deliver the rest of the course. The Work Related Skills Unit they study incorporates a modified safe@ work unit with a “A Job Well Done”, a video on work experience developed for special schools – through which students are prepared for their work placement, develop interview skills, and undertake a project at the workplace. These students need intensive support before they feel comfortable approaching potential employers and making phone calls, etc. Those unable to arrange their own placement are found one through the school’s community networks. Year 12 students currently do work experience, and the school plans to extend this to Year 11s in 2006.

Local businesses have been very supportive of the Sudanese students. They provide work experience placements, and sometimes employment after school completion.

The recommended post-school pathway for these VCAL students is a Young Adult Migrant Education Course (YAMEC) literacy program at Northern Metropolitan Institute of TAFE (NMIT) which caters to students from 16 to 24 years of age. The TAFE concession policy makes this a viable option, even for students who do not have family living in Australia to provide support. During the year, Gail Crennan organises an excursion to NMIT so that students can meet the staff and learn about the program. Last year three of the Year 12 class went on to the NMIT YAMEC program, with another two enrolling in a Kangan pre-apprenticeship automotive course. (Both students gained an apprenticeship during 2006). The rest had either left school to take up employment opportunities during the year, found employment after completing Year 12, or left intending to seek employment.

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Close collaboration between the VCE, VCAL andVET coordinators, welfare staff and the MIPs coordinator

A later Years team consisting of the Later Years manager, the Year 10, 11 and 12 coordinators, the MIPs, VCAL and student welfare coordinators and the school nurse meets twice monthly throughout the year. Harry Spoelstra is the Later Years Coordinator, Keng Chong is the MIPs and careers coordinator, and Gail Crennan is the VCAL and senior school curriculum coordinator. The integration coordinator also attends meetings as necessary.

The pathways team therefore has exceptional access to planning and decision making. Concerns about the progress and welfare of individual students are discussed in this forum, ensuring that the school’s support for them is coherent and holistic.

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Process for the identification, support and monitoring of students at risk…

The Later Years Team has developed an ‘at risk referral form’ for all Year 10, 11 and 12 students, and strongly promotes its use. These referrals are then discussed by the Later Years team, who decide the appropriate approach and person to deal with the problem. This case management approach means that all relevant staff are aware of the support needs of individual students.

Two or three times a term, a Later Years meeting is held after school for all teachers of Year 10, 11 and 12 subjects. At this meeting the support needs of students considered at risk because of poor academic skills, or welfare, non-attendance and health issues are discussed and referrals made to the Later Years Team.

In addition, a Youth Pathways counsellor from Melbourne City Mission works with a small number of students who have ongoing personal or pathway issues, one day per week.

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Recognising that retention and engagement issues begin prior to Year 10

During Year 9, students develop resumes and begin to discuss future career direction. In semester 2, they are carefully counselled regarding the subjects they will choose in Year 10. It is common for them to study a VCE unit during Year 10.

The school’s welfare program works hard to remove obstacles to student engagement and retention at all year levels.

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Encouraging parental involvement

It is difficult to cultivate parent involvement in the MIPs/careers program. In term 3 all Year 10 parents are invited to an evening in which the various pathways choices are explained, however many parents are not fluent readers and writers in English. “They find it hard to feel that they can be a useful part of the process.” Drawing parents in to present their own career pathway to students is problematic as many are unemployed or do not have sufficient spoken language fluency. When Year 10s choose their VCE subjects, parents are again invited to come to the school and be part of the formal interview where this is finalised. Attendance is not high because of the family dynamic, suggests Gail. “Their child is the one who is reasonably confident in the new culture – they’re not.”

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Process to regularly review pathways plans

In addition to regular monitoring by the Later Years team, all Year 11 students have a one-on-one interview with a member of the pathways team in which they check whether the students have changed their minds, are on track to succeed in the subjects they have chosen, and are doing the prerequisite subjects for the tertiary course of their choice, etc.

In Year 12 the counselling is focused on the VTAC process. The MIPS coordinator works with the Later Years team to deliver this counselling, with an emphasis on student aspirations, realistic possibilities, and smart VTAC choices. At change of preference time students are counselled carefully to make appropriate choices. This approach has proved successful with almost all VCE completers receiving a university (50%) or TAFE (50%) offer, and excellent take-up rates.

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Supporting early school leavers for six months

The school’s capacity to support early school leavers is through follow-up phone calls. The school invites disengaged early school leavers to come back to school for assistance. Most do, but others don’t keep the appointments. “. There can be a range of reasons why students do not come back to the school for assistance.

Any Year 12 completer who does not receive an offer is referred to the Maribyrnong-Moonee Valley LLEN’s “Learning Circle” day, where alternative pathways and destinations are presented to school leavers. “Often, every student receives an offer. Last year we had two or three kids who didn’t, but they all found something before the Learning Circle day.” The school also contacts all Year 12 completers in May.

The new arrivals students who do not enrol at NMIT can be very difficult to contact. Many move rapidly from one location to another in search of work or affordable accommodation, and it is easy for them to lose touch with school and with school friends when living in far-flung suburbs.

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How did you get here – tips for success?

  • People who counsel kids have to know them well. This applies to careers counselling, subject selection and VTAC facilitation.
  • The Later Years Team has everyone on it who needs to be, and has frequent and regular meetings (twice monthly) so good communication is ensured. The process whereby teacher queries or concerns about students’ welfare or progress come to the team in written form provides more certainty that all concerns will be followed up.
  • Be prepared to be flexible and change your practices depending on your cohort. In some years the group needs more help. You have to really look at the students in front of you.

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What next – where to with your MIPs /VCAL program over the next two years?

  • “Keng and I are still learning the program. We’ll have a better answer at the end of this year.”