1. ESL Unit Workplace learning coordinator induction ESL and newly arrived refugee students Presented by Anita Calore and Laurence Jordan DEECD, ESL Unit and Nth Geelong SC Thursday 26 August 2010

2. ESL Support in Victoria Phase One Intensive English Language tuition at English Language School/Centre/Program Phase Two Transition Program in a mainstream school Phase Three ESL support on regular basis ESL support as necessary

3. New Arrivals in Victorian Government Schools 200420052006200720082009 3 7624 3234 9885 5516 1255 998

4. Main countries of origin and student numbers 20052009 Sudan Afghanistan Iraq Kenya Ethiopia Cambodia Liberia Iran Somalia Burma 680 214 106 75 65 64 53 46 37 Afghanistan Burma Iraq Thailand Sudan Ethiopia Iran Somalia Cambodia Kenya 246 213 172 155 104 83 72 65 59 53

5. Refugee “likely” Students in government secondary schools Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 600530595717550341 Based on Aug 09 Census data

6. ESL Index funded students - statewide RegionTotal Students SecondaryPri/Sec BSW70920920 EMR8 6771 9975 Gippsland308951 Grampians2324118 Hume8222573 LMR56514835 NMR9 0661 001254 SMR12 6012 262584 WMR10 5241 5281 215 Source: August Census, 2009 DEECD ESL Unit

7. Pathways VCAL- foundation level, pre-VCAL, three year VCE, VET TAFE ACE programs Features of the programs Flexible learning programs Learner centred programs Authentic learning experiences Supportive learning environments Bilingual support Pathway connections back to school or on to further education and training Skill and knowledge development in preparation for work environment

8. Challenges for ESL students in secondary school Level of English when entering secondary school Previous education experience Age at entry to secondary school Parent aspirations Personal goals Understanding a new education system

9. Challenges continued….. Understanding the pathways to further study Seeking employment Work readiness Work experience Networking and contacts Learning to learn skills Homework and study Access to resources and computers Being an adolescent Settling into a new country

10. Implications for schools An increasing number of ESL learners require literacy, numeracy and content knowledge & skills as well as ESL support Settlement and well-being needs increase Schools need to link to a range of support services outside the school Older ESL learners with disrupted schooling entering the school system will need additional support and pathways advice Parents of ESL students require support to understand our education system and school expectations of them

11. Connecting with local agencies Local Learning and Employment Networks University and TAFE providers AMES and ACE providers Local Industry Local Government

12. Local resources New arrivals programs (schools, centres, programs) Transition officers ESL Regional Program Officers (RPOs) Network provision of transition programs Secondary schools (facilities, coordinators, programs) Universities, TAFEs, AMES, ACE providers Local Learning and Employment Networks (LLENs) Other community based organisations: Migrant Resource Centres Community groups Settlement services providers

13. Resources LMERC – Statewide Resource Centre www.education.vic.gov.au/studentlearning/programs/lmerc/ 150 Palmerston Street Carlton (Carlton PS- lower level) ESL Website www.education.vic.gov.au/studentlearning/programs/esl/default.htm Local Learning and Employment Networks http://www.llen.vic.gov.au/ Families as Partners in Learning www.education.vic.gov.au/about/directions/familiesaspartners/default.htm Community profile information http://www.immi.gov.au/living-in-australia/delivering-assistance/government-programs/settlement- planning/community-profiles.htm Refugee Council of Australia – new report http://www.refugeecouncil.org.au/docs/resources/reports/Finding_the_Right_Time_and_Place.pdf

14. Considerations Cultural inclusiveness Resettlement issue A scaffolded approach to supporting ESL students A range of experiential learning experiences Work readiness- OH&S Use of ipods and other technologies Goal setting

15. Questions for schools About the ESL learners How long has the student been in an Australian school? What’s their level of English like? Do they work well as part of a team? How much do they know about pathways and options? What are their interest areas for future study, work? Have they had a part time job in Australia? About the school programs Have the parents/family been included in any discussions about pathways, subject selections etc? OH&S: has this been covered? How did they cope with this? Did they complete their test? What types of tasks can the student do? Do they need supervision to complete these? Do they need extra support to complete these? What field experiences have the students had? Any speakers or visits?

16. Anita Calore Senior Project Officer ESL Unit - DEECD Phone 9637 2131 calore.anita.a@edumail.vic.gov.au Lawrence Jordan VCAL for refugees program coordinator Nth Geelong SC Phone 5278 9399 jordan.lawrence.w@edumail.vic.gov.au