Sample 6: Future Moves report and evidence of workshop involvement
Standard 1: 1.3, 1.6
As a leader I am responsible for instructing and relating to students from a variety of backgrounds, whilst differentiating my strategies to cater for all students no matter their ability level, cultural background or socioeconomic status. “Inclusion is a concept relevant to the whole school community, including, not only students but also teachers and school support staff, parents and families, visitors and other community members" (Weatherby-Fell, 2015, pp. 156-157).
Standard 2: 2.4
Focus schools that CSU works within the Future Moves program have a percentage of Aboriginal and Torres Strait Islander students. A main strategy used by leaders and supported by the Future Moves organisers is the sharing of stories in order to give students an insight into the real life of university students. This strategy is supported by 8 ways (n.d.). that states the way in which Indigenous people learn, "We connect through the stories we share” (8 ways, n.d.).
Standard 3: 3.3, 3.5
Effective communication is essential; the interactions between leaders and students take place in a variety of settings. Students range in ages from primary school to upper high school therefore differing strategies apply to each age group and reason for the Future Moves visit.
Standard 4: 4.1, 4.4
A leaders role is to promote students engagement in the activities in conjunction with maintaining the safety of all students and their teachers, especially while moving around the campus. Four identified strategies as stated by Ainscow and Miles (2008) outline areas that assist in promoting engagement;
Standard 6: 6.2, 6.3
A 3 hour training course is a pre-requisite for any volunteer wishing to become a student leader. This course gives background information on the Future Moves program and strategies that are useful in being a student leader.
As a leader I am responsible for instructing and relating to students from a variety of backgrounds, whilst differentiating my strategies to cater for all students no matter their ability level, cultural background or socioeconomic status. “Inclusion is a concept relevant to the whole school community, including, not only students but also teachers and school support staff, parents and families, visitors and other community members" (Weatherby-Fell, 2015, pp. 156-157).
Standard 2: 2.4
Focus schools that CSU works within the Future Moves program have a percentage of Aboriginal and Torres Strait Islander students. A main strategy used by leaders and supported by the Future Moves organisers is the sharing of stories in order to give students an insight into the real life of university students. This strategy is supported by 8 ways (n.d.). that states the way in which Indigenous people learn, "We connect through the stories we share” (8 ways, n.d.).
Standard 3: 3.3, 3.5
Effective communication is essential; the interactions between leaders and students take place in a variety of settings. Students range in ages from primary school to upper high school therefore differing strategies apply to each age group and reason for the Future Moves visit.
Standard 4: 4.1, 4.4
A leaders role is to promote students engagement in the activities in conjunction with maintaining the safety of all students and their teachers, especially while moving around the campus. Four identified strategies as stated by Ainscow and Miles (2008) outline areas that assist in promoting engagement;
- Presence
- Participation
- Progress (or achievement)
- A sense of belonging (as cited in Weatherby-Fell, 2015, p. 157).
Standard 6: 6.2, 6.3
A 3 hour training course is a pre-requisite for any volunteer wishing to become a student leader. This course gives background information on the Future Moves program and strategies that are useful in being a student leader.