Festival for Healthy Living

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Glenroy North Primary School

Glenroy North Primary School prides itself on providing a caring, attractive and positive environment where students are encouraged to take responsibility for their own learning and develop a Class Learning Plan with teachers each year. Students play an active role in the school. Glenroy North Primary School has a dedicated team of teachers and support personnel who demonstrate a high commitment to the provision of quality teaching and learning. The positive tone of the school is a reflection of the consistent approach by all stakeholders with welfare and curriculum programs based on shared values, a vision and a mission which drives school improvement and enhances wellbeing and school connectedness.

Why was your school keen to become involved in the Festival? In the beginning, what did school staff think about participating in the Festival?

Glenroy North Primary School had a very extensive Drama Program for many years with the then Assistant Principal teaching every class. Then with a change in role to school Principal, performing arts was limited to special events. The Festival was a chance for staff professional development and provided the opportunity for students to work with professional artists. With the 50th Anniversary of the school this year, teachers felt the timing was right so that performances could be prepared for this special event.

The school has always placed a strong emphasis on health and well being and been involved in pilot programs including working with the Centre for Adolescent Health.

How did you set up or identify your school teams?

The school already works within teams and providing the opportunity for the students in grades 5/6 to gain more confidence and insight into this area was very important as preparation for secondary school and the development of life skills.

How did you select students for participation? Given that the Festival is a whole-school program, how did you manage to involve the rest of the school?

The performers chosen were the Year 6 students in order to make their final year at primary school even more special. School community members were kept up to date with the Festival and the work of students, teachers and the Steering Committee through assemblies, the Newsletter, School Council Reports and Staff Bulletins. Parents and staff were invited to the show at Box Forest but will also have the opportunity to see repeat performances for the 50th Anniversary of the school and at Graduation.

How did you integrate the Festival with the usual work of the classroom/school?

The goals of the Festival complemented the You Can Do It Program, school values of respect, trust and acceptance of diversity which are explored by classes at the beginning of the year as they develop their Class Learning Plans.

Following the staff Professional Development day, teachers used more role play and drama activities in the curriculum and at several Staff Forums the Principal involved teachers in the performing arts as part of the meeting.

What theme(s) were explored in the final Festival performance? How did this come to be?

Acceptance of others was the Year 6 focus during Term 2 and this was a strong element of the act "The Outsider". The "What Are You Afraid Of?" performance allowed students to explore an understanding of themselves and their concerns about the next phase of their lives as they begin Secondary school.

How was the whole school community (students, teachers, parents) involved in the Festival?

The wider school community viewed performances, were invited to the final Festival performance and will see a repeat at the schools 50th Anniversary celebration on November the 11th 2006.

How were community agencies, organisations, individual members (external to the school) involved in the Festival?

The Performing Artist in Residence, Claire, was inspirational and guided students with great enthusiasm and patience. She also went to a great deal of trouble to organise props and music to enhance the performance. She will return to the school as a special guest for the 50th Anniversary and share in the performances.

What were some of the things that helped get the school's effort off the ground?

The Teacher Professional Development days and the work of the performing artists and the supportive team. As well, the preparation and the clear links to the Victorian Essential Learning Standards and health and wellbeing which are critical elements for schools and also complemented school goals.

Were there any particular highlights of the Festival?

The self confidence and group connectedness developed amongst students as well as the opportunity to experience elements of technical rehearsals and performance skills was such a positive experience. Many students experienced success and recognition from the school communities which they had not necessarily enjoyed before. Many acts were very moving and special to both the audience and all stakeholders.

It was disappointing that the fantastic work of the schools was not showcased further in the media or wider community.

What things presented difficulties/barriers for the school in its participation in the Festival?

The time of the show made it difficult for some parents to attend and a couple of students had to withdraw because the performance was going to finish too late.

What advice would you give regarding areas for caution?

The timing of the Festival can impact negatively on school organisation and teacher stress if it is assessment and reporting time.

To what extent did the Festival support your school goals relating to strategic planning - accountability and improvement and other government initiatives?

The work of the Festival enhanced the school focus on implementing VELS and Health and Wellbeing and priorities within the National Safe Schools Framework.

Have any school indicators such as attendance or school engagement changed for students over the course of involvement in the Festival?

No data as yet.

How will the work of the Festival continue in your school beyond this year?

The Principal who is drama trained will be able to provide professional development for staff and activities including role plays to support topics and enhance well being initiatives. Whole school performances or Arts Festivals will be implemented in the future.

Contact:
Judy Ellis
Principal, Glenroy North Primary School
t: 9306 8251
i: http://www.glenroynth.vic.edu.au

NEWSFLASH!

SENSE OF PRIDE… We all watched proudly as our students took Glenroy North and the Festival for Healthy Living to the stage of the Melbourne Convention Centre on Thursday 14th September 2006, leaving special memories of acceptance and believing in yourself with professionals from France, Spain, Africa, America and all parts of Australia. Members of the audience snapped photos and applauded warmly following their performance of 'The Outsiders'. Our wonderful year 6 students certainly left their mark on the International Conference of Children and Adolescents for Mental Health. They were so successful that delegates rang about their performance, and we were subsequently invited to be the opening act at the Royal Children's Hospital's biggest event and major award ceremony in front of important Board members and Politicians on Tuesday the 17th of October at 5.00pm in Parkville. Although working on a smaller stage than we were used to our students adapted well and were rewarded by spontaneous applause and laughter in all the right places which left them feeling quite exhilarated. The CEO recognised the fact that the students had created the act which epitomised the acceptance of diversity and understanding and wished the school community well for their celebration of the 50th Anniversary of the school on the 10th and 11th of November 2006.

Glenroy West Primary School

Glenroy West Primary School is located in the established residential northern suburb of Glenroy within the City of Moreland. The school was established in 1958 and has a solid record of educational service to the local community. Students are drawn from a culturally rich and diverse community covering many ethnic language backgrounds and broad socio-economic profile. Similarly, parent occupations cover a very broad spectrum. Currently the school has an enrolment of 235 and is classified as Like School Group 8. At Glenroy West emphasis is placed upon:

Providing a safe and secure environment for all
School and home working in partnership
Developing each child's potential
Developing positive attitudes to learning, school life and self
Providing professional development for all staff
Striving for excellence through achievement
Enhancing academic programs
Fostering cooperation through responsible behaviour and self-discipline
Fostering independence as students progress through the school
Expected behaviours tied to agreed school/classroom values
Involving parents in classroom programs and co-curricula activities

Why was your school keen to become involved in the Festival? In the beginning, what did school staff think about participating in the Festival?

Many of our students had not had the chance to participate in a program such as this before and drama is an area of the curriculum that we are keen to develop at Glenroy West Primary School.

How did you set up or identify your school teams?

We chose our 3 middle school classes as we were already working a performing arts program in this Teaching and Learning area. Focussing on these years would also help build their group work skills and confidence working with a specialist facilitator.

How did you select students for participation? Given that the Festival is a whole-school program, how did you manage to involve the rest of the school?

Participation in the program was compulsory for Grades 5/6 (although the night performance was voluntary). The Grade 5/6's performed their program for the rest of the school and answered their questions. Teachers from across the school were all involved in Professional Development which transferred to classroom practice. Our Primary Welfare Officer has also successfully applied for a performance based values program through another local agency (Dianella and Concern Australia).

How did you integrate the Festival with the usual work of the classroom/school?

We integrated designing the backdrop through Art and creative writing topics through You Can Do It.

What theme(s) were explored in the final Festival performance? How did this come to be?

Bullying - based on a stimulus picture of a child being laughed at.

How was the whole school community (students, teachers, parents) involved in the Festival?

Students and teachers worked collaboratively to create the production and the sets. It was also performed to the whole school community. Plus we had regular updates in the school's weekly newsletter.

What were some of the things that helped get the school's effort off the ground?

The school was keen for students to have the experience.
The focus of the Festival for Healthy Living tied in with the school's priorities.
Staff were keen to have the support of a specialist facilitator to work with.

Were there any particular highlights of the Festival?

The kids! They were amazing, organised.
The feedback from parents.
Students were very motivated to participate in the weekly lessons.
Fantastic facilitator.

What things presented difficulties/barriers for the school in its participation in the Festival?

The program is very time-consuming in a crowded term.
There were some issues with clear and concise communication.
The follow-up paper work.

What advice would you give regarding areas for caution?

Establish and publish a clear time line of all dates at the beginning and stick to these dates. Changing times and dates creates a paper work nightmare for schools.
Clearly outline school's responsibilities, as well as artists' and co-ordinators' responsibilities.

How did you go about organising Professional Development? What plans are there for follow-up PD after the Festival?

The Professional Development day for staff was planned within the school's Professional Development plan. The school's plan includes aspects of Festival for Healthy Living philosophy. The school will continue to up-skill teachers to deliver performance and You Can Do It programs.

To what extent did the Festival support your school goals relating to strategic planning - accountability and improvement and other government initiatives?

School throughout the year has been focussing Professional Development on incorporating VELS, POLT and Safe Schools strategies into its Teaching and Learning programs and focussing on updating unit development. The two curriculum days in semester two were devoted to Safe Schools strategies and Unit development.

Have any school indicators such as attendance or school engagement changed for students over the course of involvement in the Festival?

Attendance has improved. The Festival for Healthy Living was one of the initiatives that assisted.

How will the work of the Festival continue in your school beyond this year?

The Festival for Healthy Living fitted in well with our Drama/Performance Arts program which will continue for the remainder of this year. This Semester we are focussing on singing and music-making. The program is also taken in Years 3 / 4.

Contact:
Belinda Mann
t: 9306 8955
i: http://www.glenroywestps.vic.edu.au

Box Forest College

At Box Forest Secondary College we value the strengths of diversity and cultural differences within a coeducational community where girls and boys can succeed side by side. We come from a diverse range of cultural and ethnic backgrounds and are drawn from the surrounding areas including Glenroy, Oak Park, Pascoe Vale, Coburg and Broadmeadows. Our strengths are our ability to:

Provide a truly excellent, balanced and diverse program
Blend innovation with tradition, and
Encourage freedom and creativity within a caring environment in which each student learns and grows in a community of mutual respect and cooperation.

This is a school where each student is valued as a unique human being and where both the journey and the destination are important.

Why was your school keen to become involved in the Festival? In the beginning, what did school staff think about participating in the Festival?

Health and Wellbeing has always been a focus and a priority at Box Forest Secondary College. Staff at the school felt that students would benefit from being a part of a creative program that encouraged self expression, personal development, social skills and teamwork. We value input from experts outside our school community and had worked with the artist, David Joseph, previously and were eager to work with him again.

How did you set up or identify your school teams?

Professional Learning Teams were established and staff selected which team they joined based on their interest and passions. Quite a few of the Creative Arts staff joined this team.

How did you select students for participation? Given that the Festival is a whole-school program, how did you manage to involve the rest of the school?

The Student Co-ordinator and Team Leader selected students for participation in consultation with the Chaplain and other Year 8 teachers. We made sure that we had a good mix of students with a range of social skills and popularity levels. In the end, a group of 20 students worked most intensely with the program.

How did you integrate the Festival with the usual work of the classroom/school?

We dedicated a class that was staffed by a regular teacher and timetabled. Each student received a written report and teacher assessment at the end of the semester. A class was created for the students participating in 'Circus Skills'. This class was staffed and placed on the timetable and students were assessed at the end of the semester. The students came out of a regular class and teachers made allowances for their absence.

What theme(s) were explored in the final Festival performance? How did this come to be?

Courage, resilience and teamwork were the main themes presented in the final Festival performance. Multiculturalism and bullying were also explored. The Professional Learning Team had input but the major decisions were made by the performing artist and the students.

How was the whole school community (students, teachers, parents) involved in the Festival?

"Circus Students" were spread throughout year 8.Other students were really keen to find out what they were doing and also wanted to learn some of their skills. To all my classes I carried 3 sets of juggling balls and the circus students became the experts, teaching the other students. This did wonders for their self esteem. I used this in all my classes as part of my teaching practice. When students were stuck with their work, they were able to juggle and activate their brain and then go back to their written task.

In many other classes the themes of the Festival were explored. In media, students took photos of rehearsals. Other students helped with the lighting. In Art students explored the themes and a 'cluster' Art exhibition was created. There was a video made of Year 8 boys reciting poetry by others as well as their own original work. Music and Drama classes explored themes and created performance pieces.

The Anti-Racism Action Band (A.R.A.B): A project of Victorian Arabic Social Services is a community development, youth performing arts project working with young people from various cultural backgrounds in the north and north-west of Melbourne. The A.R.A.B project was involved on the actual night of the performance.

How were community agencies, organisations, individual members (external to the school) involved in the Festival?

Moreland Council provided funding. We had an artistic director and an artist in residence. The A.R.A.B. project was involved. Meeting regularly helped make the program work.

What were some of the things that helped get the school's effort off the ground?

The support and enthusiasm of the school administration and the whole staff helped the successful implementation of the program. Having whole staff professional development to explain the Festival was also beneficial as well as further professional development just for those members of the Professional Learning Team who were involved. The support of classroom teachers and the enthusiasm and creativity of David Joseph, and later Mandy, also helped.

Were there any particular highlights of the Festival?

Watching the development of some of the students was incredible. They gave everything a go and had the confidence and the skills to continue even when something went wrong in their routine. Their proud and joyful faces were amazing to watch. One parent said to me, "look at my son, he is smiling. I asked him the other day, why are you happy and smiling and he told me to come to the performance and find out. Look at him." He said all of this as he was kneeling and taking pictures of his son with his mobile phone. I had tears in my eyes as he told me this.

Another parent of a marginalised student was nearly in tears. He was so proud of his son. He wanted him to get a unicycle. His son rarely has his school books or his uniform but he never missed a rehearsal and has developed many new and positive relationships.

We could discuss each student in the group and talk about the positive developments in their resilience, social skills and their sense of community and being 'connected'. This would turn into an essay worth reading.

What things presented difficulties/barriers for the school in its participation in the Festival?

The timing of the festival was a problem with end of semester pressures on staff. The availability of the 'hall' due to VCE exams. Regular classes that used the hall for Music and Drama had to be relocated.

What advice would you give regarding areas for caution?

Timing will always be an issue. Secondary schools have less flexibility than Primary schools when it comes to classes and who is affected. Need not to have too many schools involved as it can become too long a performance. There are problems finding a space large enough for the audience numbers.

How did you go about organising Professional Development? What plans are there for follow-up PD after the Festival?

We had two sets of professional development. We have a very strong Professional Learning Team that has many plans for 'beyond the Festival' and have developed an action plan for the future.

To what extent did the Festival support your school goals relating to strategic planning - accountability and improvement and other government initiatives?

The Festival contributed to our Annual Implementation Goal of Student Health and Wellbeing. In terms of student outcomes and teacher practice we have seen an improvement in student resilience and their courage to try new things. The Arts have expanded beyond the key learning areas and we now have a strong Professional Learning Team.

Have any school indicators such as attendance or school engagement changed for students over the course of involvement in the Festival?

The students directly involved in the circus group have increased their attendance, especially on the days that they had circus skills classes. Many of them have been more engaged in their regular classes and seem genuinely happier at school. Hence their wellbeing has increased and their disruptive behaviours have decreased. This information has come from both teachers and parents.

How will the work of the Festival continue in your school beyond this year?

For the artist, David Joseph, to return so that students can give another performance to the school.
For all of the boys in Year 8 English to publish a book of poetry to go out to the Primary schools.
For Kate Gillick to work with 8C Beats to integrate a performance piece into the A.B.A.B performance.
To create stronger links with the Arts Key Learning Areas and mental health.
For an art show to continue with a performance emphasis.
For the Professional Learning Team to inservice staff on skills and Teaching and Learning practices that they can use in their classrooms.

Contact:
Kristine Nelson
t: 9304 0467
i: http://www.boxforestsc.vic.edu.au

Last Updated 29-Sep-2009. Authorised by: Pam Marland. Enquiries: Harry Gelber.