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0E8    0/( )  )"$&12 3=4:8,2$Aqֺ F 0AA w=@8uʚ;2Nʚ;g4?d?d 0jppp@ <4!d!d@k 0t'<4dddd@k 0t' <4BdBd@l 0tg4JdJdV 0p@ pp*h___PPT2001D<4X0___PPT10 ppz___PPT9\/ 0@&&0 >   &&?@, ,Student Action Teams AOd<(Student Action Teams  Part A: OverviewNStudent Action Teams <rAn Introduction Roger Holdsworth Connect magazine and Australian Youth Research Centre r.holdsworth@unimelb.edu.aut!R 20!P 8 Student Action TeamsAn overview of history and process: introduction to ideas about SATs The research evidence Some local examples Implementation steps for a school or cluster of schools A workshop - starting off & Z$Part A: Overview of SATsVictorian State Program 1999-2002 Evaluation Reports and Manual Local developments School operational models Resources available0$ ^$  Criteria:Identification and formation of a student team; Student determination of the project focus: either student choice of the focus, or decision about whether to take it on, and how to approach it; Student engagement in project decision-making and implementation; A focus within the students community, preferably beyond the school; Processes of research and action by students that intend to make a difference about the chosen topic within the community.Z",!'* \-\h Commissioning:XStrong school-community links around issues of common interest. Value of a community body to commission and support the team s work, and to be an audience for its outcomes.Z$$$?$ $$$$$$,Changed roles&  In the family, the young remain, while the activities from which they could learn have moved out; in the workplace, the activities from which they could learn remain, but the young themselves have been excluded&  The student role of young persons has become enlarged to the point where that role constitutes the major portion of their youth. But the student role is not a role of taking action and experiencing consequences& It is a relatively passive role, always in preparation for action, but never acting &  2 nZ5- Action poverty &  The consequences of the expansion of the student role, and the action poverty it implies for the young, has been an increased restiveness among the young.  They are shielded from responsibility, and they become irresponsible; they are held in a dependent status, and they come to act as dependents; they are kept away from productive work, and they become unproductive. James Coleman (1972) How do the young become adults?, Johns Hopkins Universityt nO n@X      .Deferred outcomesDOutcomes in schools are deferred to a future -  useful in a job or when you study further For some students, outcomes of this future are highly uncertain & and they know this But also lessons for all students:  Your only value is in what you will become, not what you are or can do today&  *#/0Civics and citizenship &  Learning about democracy and citizenship when I was at school, was a bit like reading holiday brochures in prison&  Derry Hannam, English School Inspector and adviser/trainer for the Council of Europe on Education for Democratic Citizenshipbu nZ}0 nZdt$ n{q "Development of strong self-concept#"$ !Victorian State Program 1999-2001"!$HPhase 1: 1999: Teams in 20 Government secondary schools; 2000: 11 refunded for a second year; Partners: Department of Justice (Safer Cities and Shires), Department of Education Focus on  Community Safety Phase 2: 2001: 37 teams in primary and secondary schools; Chosen by Department of Education Partners: Department of Justice (Crime Prevention), Department of Education, VicHealth Focus on  Community Based Action  ZZ ZZv6uG,_ " !Victorian State Program 1999-2001"!$ASchools received: Small grants; Orientation meeting; Staff and student training (phase 1); Some local support and professional development; Student/teacher forums (phase 1); Manuals (phase 2). Evaluations: Manual and case studies - phase 1; Implementation evaluation report - phase 1; Impact evaluation report - phase 2. ZZ ZsZZ r +Examples of Team Foci: (Phase 1, 1999-2000)*,Altona SC: Truancy/Student Welfare and Discipline Policy Banksia SC: Safety Week - School and Community Issues Euroa SC: Safety House - Quit Heatherhill SC: Fire Safety Awareness Karingal Park SC: Nat s Track - Driver Safety Kyneton SC: Skateboarding Melton SC: Youth Safety in Melton Ovens SC: Health Issues Expo - Community Mural Princes Hill SC: Inter-generational Links Wanganui Park SC: Trauma Teddies - Community walk Weeroona College: Road Safety Advertisement and Billboard Z . )     $'2.  % ) 2!&Examples of Team Foci: (Phase 2, 2001)*'Transition: students researched and produced a booklet and video about primary-secondary transition; Road Safety: students attempted to get a crossing shifted or a roundabout installed; Traffic safety: students made a mural within the school grounds to remind students about road crossing behaviour; Bullying: students researched bullying in the school and community and prodded the school into action; Community facilities: students investigated ways to get access to a community oval. ZZZ X Ga \=&Choosing a Topic$Who chooses?: School decides: This often defines which students; students then decide whether to, and how to. Students decide: Students are recruited to a SAT, then carry out a  search process within constraints. Community commissions: Arrange with community group to approach students; students then decide whether to and how to. Importance of the topic: relevant, important, achievable - motivating!>nG 2 QX_/9"Examples of community commissions:xLocal Government challenges students to complete youth component of local safety action plan Consultant commissions students to review use of local park Fire Brigade commissions students to investigate and act on causes of house fires Community Residents Association commissions students to work on image of suburb ~=ZD+=B:Principles for collaboration:Early involvement: from the start Find out about groups and choose carefully Negotiate form and extent of involvement Joint planning Clear objectives for all Timelines: commitments and deadlines Plan for flexibility Acknowledge support'Choosing the StudentsOpen to all (eg a class group) Targeted (specific students chosen for reasons of engagement, expertise, interest) Inclusive (cross-section) Importance of ensuring that otherwise marginalised students are able to participateZT0Z2K S,  !  School modelsAd hoc team of students Meet at lunchtime or withdrawn from classes Part of the Student Council Formed as an  action team to work on Student Council issues Reports to Student Council Within an existing class A curriculum approach of all or part of the class Meets mandated curriculum requirements As a  new class Eg formed as an elective Z, oZZX oZZY oZZ oZ+WX  ; Forms of Credit:Acknowledgement: Certification; Reference; Awards; Public recognition at assemblies, in the newsletter etc; Benefits; Congratulations.Fvu :Academic Credit: Within a subject report; As an extra report; Listing competencies. Time:  Negotiated exemptions ; Assignment replacement; Timetabled space DCB@  Principles:Students can make serious and important decisions about issues that are important to them; Students can do important and valuable things; Important action can be taken as part of students learning in schools.T( 7S $&In a Student Action Team: Students: 6' d (( Decide on and  own the issue; Research and propose solutions; Act on their research/proposals; Reflect on what they have learnt.$%Some resources:&Firstly, Australian Youth Research Centre reports: Holdsworth, Stafford, Stokes and Tyler (2001): Student Action Teams: an Evaluation 1999-2000. Working Paper 21, Australian Youth Research Centre: Melbourne Holdsworth, Cahill and Smith (2003): Student Action Teams Phase 2 - 200102002: An Evaluation of Implementation and Impact. Research Report 22, Australian Youth Research Centre: Melbourne Australian Youth Research Centre Faculty of Education, The University of Melbourne VIC 3010 Ph: 03 8344 9633; Fax: 03 8344 9632; yrc@edfac.unimelb.edu.au3W F2/-ST.t2  54Some resources:Secondly, the  How To Manual is available in South Australia and Victoria: South Australian Office for Youth (2005): Student Action Teams:  How To Manual. Victorian Department of Education and Training (2001): Learning in the Community: A  How To Manual for Student Action Teams. At: www.sofweb.vic.edu.au/mys/engagement/studentactionteams.htmLZ0Z2<8Z2K-'7E;!  0"]5Some resources:Finally, the documentation of practices continues: Holdsworth (ed) (2006) Student Action Teams: Implementing Productive Practices in Primary and Secondary School Classrooms. Connect: Melbourne (forthcoming - approx. $30) Connect (1979-present): journal supporting student participation: 12 Brooke Street, Northcote Vic 3070; Annual subscription (6 issues): $30 (org); $20 (indiv)3Z0Z270Z22c e6P3   0/    " ()*+012367<=^  0` 33PP` 3333` ___MMM` 13` 333fpKNāvI` j@v۩ῑ΂H` Q_{>?" dd@,?n<d@ `7 `2@`7``2 n?" dd@   @@``PR    @ ` ` p>>    . (    <" F    Td" F    <d"U_ F    TLd">& F    N"P F    <"p F    S ~?d?"" F     6 "U  T Click to edit Master title style! !$   0 "   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S   6Ħ " `P   ^Student Action Teams. 0w   6` "0@P  h*,  B  s *޽h ? 3333  Blends;   0     (   ZZ P@  # "Dwoh   s *"PP   Bd" P@ZZ P 0   # "Nyh   s *"P     Bd"P 0 r  <" a*`  s *"  <z ?"pP  T Click to edit Master title style! !  0| " `    W#Click to edit Master subtitle style$ $  6r "`p   Z*    6 u "`p   \*     6  "`  \*     S ~X8?d?" %& F  B  s *޽h ? 3333 0 zrpL (    L L 0r P    P*   L 0w     R*  d L c $ ?   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They carry out research on the issue and develop solutions - either proposals for action by others or action that they themselves take.&x-YaH  0޽h ? 3333  0L0 ((  (l ( C , SP   l ( C < @0`  H ( 0޽h ? 3333  0L0 ,( XXXYYY[[[\\\ ,l , C $ U   l , C  @  H , 0޽h ? 3333  0 *"(  l  C `5r U  r   C +B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+8+0+0 +   0 &0( | l  C 8Hr U  r    C Xr $ 0 rPH___PPT2001$q$ &x-YaH  0޽h ? 3333ia___PPT10A.+} <D' = @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*t%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*t%(+8+0+0 +   0  P( 0t l  C ` U     C a $ 0 PH___PPT2001$q$ H  0޽h ? 3333ia___PPT10A.+} <D' = @B D' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*[%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*[%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*#%(+8+0+0 +]   0 p( XXXYYY[[[\\\ l  C Xr U  r    C ~r @@`$ 0 rPH___PPT2001$q$ &x-Ya  c $A  $D 0 PH___PPT2001$q$H  0޽h ? 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 0L0  H( XXXYYY[[[\\\ Hl H C \ U  \  H C P\ $ 0 \PH___PPT2001$ q$ H H 0޽h ? 3333___PPT10.+8D;' \= @B D' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*H[%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*H[D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*H[D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*H[%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*H[D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*H[D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*H%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*HD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*H+8+0+H0 +  0L0  ( XXXYYY[[[\\\ l  C       C  )$ 0 PH___PPT2001$q$ H  0޽h ? 3333*"___PPT10.+8D' = @B D]' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%( /%,( < +D' =1:Bvisible*o3>+B#style.visibility<*?%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*?D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*?D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*?`%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*?`D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*?`D_' =%(D' =%(D' =A@BBBB0B%(E' =4 B`BPB`B?<*%(/%,( < +D' =1:Bvisible*o3>+B#style.visibility<*`%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*`D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*`+8+0+0 +  0L0 ( ̮D l  C 썒    l  C  `  H  0޽h ? 3333  0L0 >( XXXYYY[[[\\\ r  S X      S  0  &x-YaH  0޽h ? 3333  0L0 0B(  r  S       S 4r   *mm&.6H  0޽h ? 3333?  0 P(  PR P 3 L    P C sL @   These principles underlie any SAT approach. If a school is to embark on a SAT approach, they MUST commit to a belief in these principles.H P 0޽h ? 33  0 T7(  TR T 3 L    T C \L @   EIt was important that students received credit, support and time for their work on SATs. It is also important to distinguish between acknowledgement and academic credit, and to recognise the importance of providing students with recognised time to do this work.$H T 0޽h ? 336  0 X(  XR X 3 L   \ X C t\L @  \ BSchools organised their SATs in very different ways. Initially, the Victorian State Program called for the establishment of  ad hoc teams and this is what most schools started with. However, as the Program progressed, schools realised that teams were only sustainable if they were embedded within the curriculum in some way and so some schools started to operate these SATs within established classes or set up new electives.However, some students responded that they preferred ad hoc teams - out of class - fearing that curriculum inclusion would mean that SATs became  as boring as everything else . This is a challenge for all of us & not just those involved with SATs.6 H X 0޽h ? 33  0 \H(  \R \ 3 L   ^ \ C ^L @  ^ V Here are the topics taken on by 11 of the Phase 1 schools (all secondary schools). There are stories around each of these. At this point, it is useful to look at a video of some of the students from Altona SC talking about their project - this was filmed about halfway through their work.SH \ 0޽h ? 33 0 RJ`(  `R ` 3 L   ^P ` C ^L @  ^ The two phases differed in the level of resourcing offered, in the way schools joined, and in their required focus. The grants were more important symbolically, with some schools struggling to spend their money - access to community resources through partnerships was often more important. The evaluations of the two phases also had slightly different intentions. The first evaluation analysed the program s implementation and identified factors for successful operation within schools; the second evaluation looked more at the impact of the program on student connectedness, self-esteem and learning and on school operations, in the context of developing an evidence-basis for health interventions and promotion in schools.,' N KH ` 0޽h ? 33 0 \Td( D/ dR d 3 L   ^Z d C C^L @  ^ In recent times, the term Student Action Teams was applied to a Victorian State Government program that operated in two phases between 1999 and 2001 around  community safety . It was initiated by the Department of Justice and operated through the Department of Education and Training. The Australian Youth Research Centre was the evaluator for both phases of the program.H d 0޽h ? 33< 0 h(  hR h 3 L   ^ h C 0^L @  ^ 8In response, Student Action Teams have a strong theoretical foundation in many writers about the development of young people and about appropriate educational programs. Nancy Phillips (1990):  Wellness During Childhood/Adolescent Development in Prevention Forum, Vol 10 Issue 4, July - showed it graphically in this way. The  sense of meaning domain is particularly important to me. We will also find these ideas reappearing in the research evidence on SATs. (See Part B of this presentation for more detail.) It would be great if we had understood these ideas from the outset, but they made increasing sense as we had more experience of what was happening in SATs.$H h 0޽h ? 33 0 lX(  lR l 3 L   r l C *rL @  r fRThe role of community groups in working with schools is also vital. In particular, these groups can work with students on issues of common concern, and  commission students to carry out research and initiate action because of their expertise, energy and commitment to the issue. These community groups then ask the student teams to report back to them at various stages, about what they are finding, and what they are doing.H l 0޽h ? 33 0 zp(  pR p 3 L    p C `L @    These criteria were developed in response to practices that called themselves  Student Action Teams but that were run totally by teachers, some that didn t even involve students at all!, engaged with relatively trivial issues,were limited to traditional forms of student/SRC work such as fund-raising for charity, or simply forms of library research or passive forms of  student inquiry . H p 0޽h ? 330 0 t(  tR t 3 L    t C L @   XThe definition of a Student Action Team is relatively simple and direct. We should draw attention here to issues of  community ie going beyond the classroom and, if possible, the school; also that such teams don t just learn about an issue - they are designed to develop and take action around them.H t 0޽h ? 33f 0 &x(  xR x 3 L   $ x C <L @   In this overview, we will look at the history of the SAT program at a state level in Victoria, outline the evaluation reports and manual that are available, then look at local developments since the State Program. We ll also see how schools (mainly in the State Program) put SATs into action, and finally list some resources that are available.H x 0޽h ? 33 0 |H(  |R | 3 L    | C L @   VBThe presentation sits in five separate files. This one covers the basic ideas; the second file covers the outcomes of the impact evaluation; the third file takes an audience through a step-by-step process; the fourth file is in a workshop format for small groups to discuss and plan some starting steps& and the fifth file is a  dancing activity to recognise and discuss local initiatives that are already occurring.H | 0޽h ? 33 0 `?( XXXYYY[[[\\\ R  3 L     C @L @   MThis is a presentation about Student Action Teams by Roger Holdsworth. Initially prepared in early 2006 and drawing on lessons from the Victorian state SAT program and local SAT implementation in the Darebin and Manningham clusters of schools.>;   H  0޽h ? 33O 0  (  X  C L   ^  S ^L @  ^ Here is a summary of the types of topics taken on by some of the schools in Phase 2 (where there was a mix of primary and secondary schools).H  0޽h ? 33  0   @V ( X R  3 L      C \L @   d . In looking at a topic, some schools defined a broad area and proposed this to students; in other cases, the schools set up a team of students and they decided on the topic. In other cases, schools arranged with community groups for an  external challenge to be presented to students. However, we later realised that NO program operates in a vacuum - there are always constraints on topic choice & by funding, by intentions and so on. In fact, to pretend that students have a totally FREE choice of topic is to DE-VALUE the topic & its value is in the seriousness with which students are asked to undertake it. However, the choice of topic is highly important - it must be something that students WANT to do (that they see is relevant to their interests), that is IMPORTANT in a wider sense, and that is POSSIBLE or achievable - something that students can see that they CAN make a difference on. So when we talk of this a student-driven, we mean a more complex relationship than simply saying  what do you want to do? Challenging students about  Why? and  How will this meet program requirements? is a reflection of the seriousness with which we take their participation.tH  0޽h ? 33,  0 `|(  R  3 L   \  C =\L @  \ Which students? There is sometimes a tendency to choose the best students for a SAT - resist it! The students who will benefit most are often those who are most marginalised - who haven t achieved success elsewhere in the school, who are un-motivated etc. But these are also the students who, because of past history, may be most difficult to convince that they CAN be involved and make a difference. ARE YOU SERIOUS!!?!! There is also a danger of a  ghetto program that exclusively targets marginalised students and that is seen as  dead-end or stigmatised from the start. But equally, there are examples of such program targeting having spectacular success. Further, some young people have said:  How come you have to be either very good or very bad to get to do these programs? It is important that programs are inclusive. Membership of SATs should reflect the program s learning intentions.$3 G> > + RH  0޽h ? 33 0 @8( \XP2 R  3 L   >  C hL @   Further to the Principles, there are some basic points about the role of students in these Teams that need to be reinforced about this approach. These are student roles that are characteristic of SATs.H  0޽h ? 33J 0   (  R  3 L     C <=L @   Here are some current resources to support the general operation of Student Action Teams. These are from the AYRC about the Victorian State Program.H  0޽h ? 33 0 bZ (  ŵ R  3 L   `  C GrL @   Student Action Teams exist in the context of some ideas about the changing roles for young people and schools in society. This quote, from James Coleman in the US in 1972, marks early recognition of the changes to families and to workplaces, that place young people in extended  adolescence ,  youth ,  teenagerhood etc - and in  relatively passive roles ./)H  0޽h ? 33 0 @d( ch3 R  3 L     C qL @   r^Coleman then looks at the consequences of this. Note that he is writing prophetically in 1972.H  0޽h ? 33D 0 `( d U R  3 L   r  C xrL @  r Traditional responses from schools have stressed the need to stay at school and to  complete an education - but have provided reasons for this only in terms of outcomes  down the track . Thus outcomes are  deferred - and may not be delivered at all. But ALL students learn a powerful lesson in terms of their current value.H  0޽h ? 33 0 h(  R  3 L   r  C xrL @  r vSuch ideas have also been noted in areas of Civics and Citizenship Education - minimal ideas present citizenship as  deferred - as age-related. Derry notes that such  travel brochures will only be useful, if this is the case, when you escape or are let out.This quote from Derry is from Hannam, D. (2000)  Learning Democracy is More Than Just Learning About Democracy in Connect 122, April $w "cH  0޽h ? 33 0 0K(  X  C L     S <L @   M9These are the current manuals either in print or on-line.H  0޽h ? 33 0 @g(  X  C L     S L @   iUFinally, these are some sources for on-going documentation of processes and examples.H  0޽h ? 33 0  k( A^  R   3 L   ^   C ^L @  ^ yeHere are some examples of projects where a local community groups commissioned a Student Action Team.H   0޽h ? 33% 0 u(  R  3 L   ^  C \L @  ^ oThese are some of the principles for successful collaborations that have emerged from these and other projects.H  0޽h ? 33r@{iA9%!%[ZI!  $@-#(2416;=B%G(I9 +  "< GKjMO=1Oh+'0d6 px  8 D P \hpStudent Action TeamsYRCTMacintosh HD:Applications:Microsoft Office X:Templates:Presentations:Designs:Blends 25Microsoft PowerPoint@,wA@e6<@v&'@0] G4g  mQ  y--$xx--'33--$,4 4 ,,--'-::--$ , 5 5 , ,--ff--$ , 5 5 , ,----$ , 55, ,----$,55,,----$,55,,----$,55,,---'--$4<<44--'---$ 3 <<3 3--X--$3<<33--݌--$3<<33----$3<<33----$3<<33----$3<<33----$3<<33---'QA   2( ~~ll[[JJ99%%rraaOO>>--xxffUUDD5678&'() 90123 !"4$9+,-./9&'() *9 !"#$%;  '--$ * = = * *--'---$89988-- --$89988--"""--$89988--$$$--$89 9 88--&&&--$ 8 9 9 8 8--)))--$ 8 9 9 8 8--+++--$ 8 9 9 8 8-------$ 8 998 8--000--$89988--222--$89988--444--$89988--666--$89988--888--$89988--:::--$89988--===--$89988--???--$89988--AAA--$89988--CCC--$89988--EEE--$89988--HHH--$89988--JJJ--$89988--LLL--$89988--OOO--$89988--QQQ--$89988--SSS--$89 9 88--UUU--$ 8 9!9!8 8--WWW--$!8!9"9"8!8--YYY--$"8"9#9#8"8--[[[--$#8#9$9$8#8--]]]--$$8$9%9%8$8--___--$%8%9&9&8%8--aaa--$&8&9'9'8&8--ddd--$'8'9(9(8'8--fff--$(8(9)9)8(8--hhh--$)8)9*9*8)8--jjj--$*8*9+9+8*8--lll--$+8+9,9,8+8--nnn--$,8,9-9-8,8--ppp--$-8-9.9.8-8--sss--$.8.9/9/8.8--uuu--$/8/90908/8--xxx--$0809191808--zzz--$1819292818--|||--$2829393828--~~~--$3839494838----$4849595848----$5859696858----$6869797868----$7879898878----$8889999888----$9899:9:898----$:8:9;9;8:8----$;8;9<9<8;8----$<8<9=9=8<8----$=8=9>9>8=8----$>8>9?9?8>8----$?8?9@9@8?8----$@8@9A9A8@8----$A8A9B9B8A8----$B8B9C9C8B8----$C8C9D9D8C8----$D8D9E9E8D8----$E8E9G9G8E8----$G8G9H9H8G8----$H8H9I9I8H8----$I8I9J9J8I8----$J8J9K9K8J8----$K8K9L9L8K8----$L8L9M9M8L8----$M8M9N9N8M8----$N8N9O9O8N8----$O8O9P9P8O8----$P8P9Q9Q8P8----$Q8Q9R9R8Q8----$R8R9T9T8R8----$T8T9U9U8T8----$U8U9W9W8U8----$W8W9X9X8W8----$X8X9Z9Z8X8----$Z8Z9[9[8Z8----$[8[9]9]8[8----$]8]9^9^8]8----$^8^9`9`8^8----$`8`9b9b8`8----$b8b9d9d8b8----$d8d9f9f8d8----$f8f9h9h8f8----$h8h9j9j8h8----$j8j9l9l8j8----$l8l9n9n8l8----$n8n9p9p8n8----$p8p9r9r8p8----$r8r9t9t8r8----$t8t9v9v8t8----$v8v9y9y8v8----$y8y9{9{8y8----${8{998{8----$89988----$89988----$89988----$89988----$89988----$89988---'@Arial-. %2 0Student Action Teams   ."System:-@Arial-. 2 J,An Introduction.-@Arial-. 332 S;Roger .-@Arial-. 332 SK Holdsworth.-@Arial-. 2 [Connect.-@Arial-. 2 [( magazine and o.-@Arial-. 72 [D Australian Youth Research Centre.-@Arial-. 33 2 c1r..-@Arial-. 332 c4 holdsworth.-@Arial-. 33 2 cK@.-@Arial-. 332 cPunimelb.-@Arial-. 33 2 c`..-@Arial-. 33 2 cbedu.-@Arial-. 33 2 cj.au.-՜.+,D՜.+,x    $ On-screen ShowThe University of Melbourne TimesArial WingdingsBlendsStudent Action TeamsStudent Action TeamsPart A: Overview of SATs Definition Criteria:Commissioning:Changed rolesAction poverty Deferred outcomesCivics and citizenship #Development of strong self-concept"Victorian State Program 1999-2001"Victorian State Program 1999-2001,Examples of Team Foci: (Phase 1, 1999-2000)'Examples of Team Foci: (Phase 2, 2001)Choosing a Topic#Examples of community commissions:Principles for collaboration:Choosing the StudentsSchool modelsForms of Credit: Principles:'In a Student Action Team: Students: Some resources:Some resources:Some resources:  Fonts UsedDesign Template Slide Titles 8@ _PID_HLINKSAChttp://www.sofweb.vic.edu.au/mys/engagement/studentactionteams.htm_P0    !"#%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLNOPQRSTUVWXYZ[\]^_`abcdefghjklmnoprstuvwx}Root EntrydO)PicturesFCurrent UserqSummaryInformation(M6PowerPoint Document($PDocumentSummaryInformation8i