School: Gagebrook Primary School (TAS)
Partner: Tasmanian Centre for Global Learning (TCGL)
Gagebrook Primary School is located in a depressed semi-rural area with high rates of unemployment and single parent families. Only 15 per cent of the population has completed education beyond Year 10, and many students have been witness to drug and alcohol abuse and domestic violence. The school has formed a partnership with the Tasmanian Centre for Global Learning (TCGL), a not-for-profit organisation established in 1985 which aims to support Tasmanian teachers to implement aspects of the state and national curricula related to responsible citizenship, sustainability, values and global perspectives. TCGL offers a number of state-wide services, including the education program ruMAD? (Are You Making a Difference?), which aims to engage schools in sustainable community action. Students are required to initiate, plan, organise, activate and evaluate real-life projects in the school and community.
The school embarked on its first ruMAD? project in 2006, and ruMAD? is now an integral part of the school’s curriculum. In 2008, one of the projects undertaken was the saving of the Eastern Barred Bandicoot. The students first met to brainstorm possible projects, the final decision being made through a process of reaching consensus. There followed a period of inquiry, using multi media, and questions were formulated for guest speakers from Parks and Wildlife, Land for Wildlife and the Tasmanian Museum. A partnership was then formed with a local wildlife park. Students agreed to raise funds and construct an enclosure for Eastern Barred Bandicoots which was suitable for breeding purposes. The wildlife park supplied space, assisted with labour and funds and provided habitat expertise. A local nursery supplied native plants and a local hardware store provided building materials at cost. Articles about the project were published in the school newsletter, state newspapers and teacher journals. Footage of the project was aired on state and national television.
In 2009, student-selected projects included: Helping people look after their pets properly (Prep-grade 2), Caring for injured native wildlife (grades 3-4) and Supporting People in Need (grades 5-6). Partnerships have already been formed between student groups and each of the following: Hazelwood Special School, Ronald McDonald House and St Ann’s Aged Care, Bonorong Wildlife Park and the RSPCA. Each class takes a minimum of 90 minutes per week for ruMAD? activities and teachers meet fortnightly in grade groups to collaboratively plan the sessions. The school works closely with TCGL, which provides curriculum materials, professional learning and feedback. TCGL has a Memorandum of Understanding with the Department of Education, which supports ruMAD? as a ‘best practice framework for education in values and responsible citizenship’. The Department has prepared a document outlining the links between ruMAD? and the Tasmanian curriculum. The ruMAD? coordinator at the school works with a literacy officer to ensure that literacy is being suitably embedded within the program and that school literacy outcomes are partly achieved through the program.
At this stage, evaluation has been on the basis of anecdotal evidence from teachers on student engagement, community connection and social participation. The Principal notes that ‘The value of the ruMAD? program is in relation to the way that the wider Hobart community perceives the children of the local community, the potential for literacy outcomes to be achieved though the program, and for student engagement to be maximised.’ Teachers have reported that students have shown increased self confidence and the ability to think creatively. Students have been more engaged and motivated and have realised that they have the potential to create social change locally and globally. One Grade 1/2 teacher in 2008 commented that: ‘Initially I was unsure about the capacity of very young students to understand the concepts involved in ruMAD? but I underestimated their pride in, and sense of ownership of, their community. The students genuinely care about their environment and clearly want to make a difference. Families report that students are applying their learning at home. I believe that even if we were to stop at this point, the project has developed enough of its own impetus to make a big difference in the local community.’
The program and the partnership with TCGL is embedded in the school program and supported by the Department of Education and the local council. A second teacher is being mentored in the responsibilities and methodology of the coordinator’s position to ensure continuity. The program has generated a wealth of favourable publicity for the school. The Impact Award funds will be used to develop, monitor and evaluate the program; in particular, to fund part time teacher relief to support the program.
