Thank you to our Sponsors!

**PRESENTERS**

If you are a presenter please read your update, which contains useful and important information regarding the conference. Click here to download a copy.

Program Information

PLEASE NOTE: There have been some changes to the session details since the program went to print. When selecting your sessions please ensure you refer to the information below and not the brochure.
In addition the following sessions are now full:
A2, B2, C1, C2, C5, DF, D3, D4, D5 (cancelled) and E2.

Keynote and Panel Presenters

Keynote Speakers

Wednesday 4^th July 10.15am – 11.00am

Keynote 1: Melvyn Davis, boys2MEN Project , UK

Title: Success against the odds

Melvyn Davis is Founder and Project Manager for the Coram boys2MEN Project (an innovative and mentoring program for boys and young men).

Boys2MEN is an experiential group work programme of music, arts & life-experience and sports for boys, young people and fathers/parents. It aims to assist males who are considered vulnerable, challenging, and hard to reach or at risk of social exclusion, to rediscover their potential and to successfully make the transition from childhood to adulthood and on to fatherhood.

Boys2MEN received national recognition for its work in December 2005 winning the prestigious Department of Health National Award for Social Care in 2005 was also a highly commended finalist in the Community Care Awards 2005.

The boys2MEN Project Manager, Melvyn Davis, received an Inspirational and Innovative Leadership award at the NHS Institute for Innovation and Improvement Breakthrough Conference in early 2006.

Thursday 5^th July 9.45 – 10.30am

Keynote 2: Dr Michael Gurian, Gurian Institute, USA

Title: The Minds of Boys: Helping our Sons Succeed in School and Life

Keynote address pre-recorded exclusively for Working with Boys, Building Fine Men Conference participants

Michael Gurian is a social philosopher, family therapist, corporate consultant, and the New York Times-bestselling author of 21 books published in 20 languages. The Gurian Institute, which he co-founded, conducts research internationally, launches pilot programs and trains professionals. Michael has been called "the people's philosopher" for his ability to bring together people's ordinary lives and scientific ideas.

As a social philosopher, he has pioneered efforts to bring neuro-biology and brain research into homes, workplaces, schools and public policy. A number of his ground-breaking books in child development, including The Wonder of Boys, Boys and Girls Learn Differently!, The Wonder of Girls and What Could He Be Thinking? have sparked national debate. His most recent work, The Minds of Boys, provides a revolutionary new framework, based in neuro-biology, by which to understand and care for the educational needs of our sons.

Michael has served as a consultant to families, corporations, therapists, physicians, school districts, community agencies, churches, criminal justice personnel and other professionals. His training videos (also available as DVDs) for parents and volunteers are used by Big Brother and Big Sister agencies in the USA and Canada . He will use this technology to deliver an exclusive address to the conference via DVD.

Friday 6^th July 2007 1.30 – 2.15pm

Keynote 3: Andrew Fuller, Inyahead , Australia

Title: Milestones in the Journey Towards Manhood

Andrew Fuller is a clinical psychologist and family therapist. Andrew focuses on the concept of resilience, using it to offer a coherent framework for the creation of schools that are sensitive to the developmental needs of young people and their teachers. As Andrew describes it, resilience is “the happy knack of being able to bungy jump through the pitfalls of life — to rise above adversity and obstacles”.

Andrew’s approach is light-hearted and supportive of parents. As a clinical psychologist, Andrew has worked with many schools and communities around Australia, specialising in the wellbeing of young people and their families. He is a Fellow of the Department of Psychiatry and the Department of Learning and Educational Development at the University of Melbourne.
Andrew has authored several books, and co-authored a series of programs for the promotion of resilience and emotional intelligence used in over 2,000 schools in Britain and Australia. He has established programs for the promotion of mental health in schools, substance-abuse prevention, the reduction of violence and bullying, suicide prevention programs, and for assisting homeless young people. In his research and practice he looks at the implications for school of gender difference and ways of enhancing the outcomes for both boys and girls.

Panel Presenters

Dr Geoff Munns, University of Western Sydney

I am a Senior Lecturer in pedagogy and curriculum in the University of Western Sydney ’s School of Education and Early Childhood Studies. I have more than 25 years teaching experience in primary schools (including executive roles as Assistant Principal and Principal). My research interests focus on improved educational outcomes for students from educationally disadvantaged backgrounds (including Indigenous students). In particular I'm interested in how these students can become engaged in their classrooms and subsequently develop a long-term commitment to education. My teaching interests are in classroom pedagogies and I am involved in units supporting students undertaking professional experience.

Deborah Hartman, The Family Action Centre, The University of Newcastle

Deborah has been an educator for over twenty years. She has taught primary aged children in Queensland , New South Wales and the Northern Territory , where she worked as a teacher, teacher-educator and curriculum developer with Aboriginal communities.
Deborah is the mother of two fine young men-in-training and has an interest in the care and education of boys, both as a teacher and parent. She is currently the Manager of Research and Dissemination at the Family Action Centre and the coordinator of the Graduate Certificate and Masters Programs in Educational Studies at the University of Newcastle . She is particularly interested in women's work with boys and the relationship between the social and academic outcomes for boys and those for girls.

Deborah believes that child-care and school settings offer us important opportunities for developing wonderful, equitable relationships between boys and girls and for assisting both boys and girls to reach their full potential.

Prof. Jenny Gore, The University of Newcastle

Jenny taught secondary physical education in South Australia prior to becoming an academic. Her educational interests have always centred on issues to do with the quality of teaching and learning, and have ranged across such topics as teacher socialisation, alternative pedagogy, power relations in teaching, and reform in teacher education.

She was a key member of the research team that generated the concept of Productive Pedagogy and, with James Ladwig, co-authored the NSW Discussion paper on Quality Teaching and played a central role in the development of the Quality Teaching support materials. Currently she is a Chief Investigator on a major longitudinal study exploring the relationships between teacher learning, the quality of pedagogy, and student outcomes in NSW public schools.

Jenny is a Professor in the Faculty of Education and Arts at The University of Newcastle and is Director of the Centre for Professional Learning in Education. She is also Associate Editor for the international journal Teaching and Teacher Education and a member of the Editorial Boards for the Australian Journal of Education and Sport Education and Society.

Reflectors for Forum Sessions

Boys’ Discussion Forum AF - Diocese of Broken Bay/St Patrick’s Catholic Primary School, Asquith.

This Boys’ Discussion Forum will be reflected on by Victoria Clay, Team Leader, The Boys in Schools Program, Family Action Centre, University of Newcastle .

Victoria Clay is Team Leader – School and Community Partnerships and leads the Boys in Schools program and the Fathers in Communities project as the Family Action Centre. She is a qualified teacher and registered psychologist. Currently studying for a PhD, she has co-authored the Boys and Families: Literacy Strengths Resources and the Resilience Identification Resource.

Boys’ Discussion Forum BF - Hunter Sports High School: Our boys two years on

This Boys’ Discussion Forum will be reflected on by Associate Professor Wayne Sawyer, Head of secondary Teacher Education programs at the University of Western Sydney .

Associate Professor Wayne Sawyer is Head of secondary Teacher Education programs at the University of Western Sydney. He was recently part of a research team that investigated success in boys' education for DEST. He has researched extensively in the area of effective teaching and had published widely in English education.

Boys’ Discussion Forum CF - Parade College, Bundoora, Victoria. RAP & Rock

This Boys’ Discussion Forum will be reflected on by Richard Fletcher, Researcher, Father Engagement, Family Action Centre, University of Newcastle .

Richard Fletcher BSc. Dip. Ed. (Sydney), Grad. Dip. Infant Mental Health (NSW Institute Psychiatry), M.Med. Sci. (Newcastle). While serving his apprenticeship as a plumber, Richard attended night school to gain entry to Sydney University to study science. he taught science in high schools on NSW, Kenya and the United States. After working for TAFE specialising in reaching marginalised groups, he was contracted to the Health Promotion Unit to examine domestic violence prevention. As a result he pioneered the development of Men's Health and Boys' Health areas of study. In 1992 he founded a community-based group, Fathers Against Rape, to conduct workshops with teenage boys in schools. As a lecturer in Health Studies in the Discipline of Paediatrics, University of Newcastle, he has designed and delivered courses and seminars on Health Research and Male Health Studies to teaches, nurses, occupational therapists, and medical students. He is currently completing his PhD on father's attachment to infants and children.

Boys’ Discussion Forum DF - Brooks High School , TAS

This Boys’ Discussion Forum will be reflected on by Geoff Munns, Senior Lecture in pedagogy and curriculum, School of Education and Early Childhood Studies, University of Western Sydney .

For biography please refer to Panel Presenters

Boys’ Discussion Forum EF - Wirreanda Public School, NSW

This Boys’ Discussion Forum will be reflected on by Andrew Fuller, clinical psychologist and family therapist, from Inyahead consultancy services.

For biography please refer to Keynote Speakers

Choosing your session

During the conference there will be five different sessions, two on days one and two and one on day three, where you will need to choose from a range of options. For each of these sessions you must choose one of six options, consisting of five ‘breakout sessions’ and one forum. A range of options from primary and secondary settings will be available in each session.

The breakout sessions are 90-minute presentations by one or more practitioners from a school or program. These sessions are an opportunity to find out about a specific school-based initiative in boys’ education in depth. There are varying degrees of interactivity, and they will generally allow for input and questions by delegates.

The purpose of the forums is to bring together the perspectives of boys, teachers and researchers and to bring out participants' views on the future directions for the education of boys. These sessions will be in a larger theatre and will be in an innovative format. First, there will be a short presentation from a school. The presentation will involve a pre-prepared multimedia production of successful approaches to boys’ education at a school and a brief explanation by representatives of the school, including boys and teachers.

A recognised researcher will comment on the presentation, in the light of their research and then open up the discussion to the floor to discuss the implications of the school presentation and the research. The whole session will be facilitated to ensure a lively and productive discussion of the issues raised by the school approach and the research evidence.

Sessions A 11.30am – 1.00pm Wednesday, 4^th July 2007

Boys’ Discussion Forum AF

Suzan Hirsch: Diocese of Broken Bay/St Patrick’s Catholic Primary School , Asquith.

Successfully implementing a boys’ education project in primary schools

This presentation provides practical tips for starting a successful boys’ education project that ensures sustainable change. Ways to collect user-friendly data will be explored, as well as practical ways this data can be used to design, track and evaluate an action-research project. The action-research model will be examined, as well as practical ways to document the project using a project-tracking sheet.

Over the last three years 13 schools in Broken Bay have used this approach when implementing successful boys’ education initiatives. The results of these projects will be shared and practical advice given for people wanting to begin the exciting journey.

Suzan Hirsch is the Boys Education Project Leader for the Diocese of Broken Bay where she has led Action Research Projects in 13 Schools. Suzan is also a teacher at St Patrick’s Asquith, where her work in Boys Education won a National Award for Quality Schooling.

This Boys’ Discussion Forum will be reflected on by Victoria Clay, Team Leader, The Boys in Schools Program, Family Action Centre, University of Newcastle .

Breakout Session A1

Annette Peach, and Veronica Johan, Gordonvale High School

Go4Work: Guided outcomes for work

Gordonvale High School hosts students from a nearby Indigenous community, a diminishing rural area, and a growing low socioeconomic group. The session examines the school’s moves towards catering for students not likely to achieve entry to tertiary studies, and more likely to enter service, tourism and hospitality areas. Community consultation with representatives of the Indigenous communities indicates that they share the concerns of the school community.

The program makes curriculum more relevant to target students by linking it to work practices and providing them with literacy skills to function more effectively in competing for work. The session will share the process used to develop the project, the trial 2006 pitfalls and successes, proposed and actual implementation 2007, the project’s evolution to include meeting the needs of Indigenous students, links to local industries through guided work visits students accompanied by school personnel, and shared expectations of employer and applicant.

Annette Peach works as Learning Support Co-ordinator at Gordonvale State High. Veronica Johan works Community Education Counsellor for Indigenous Students.

Breakout Session A2 - FULL

Douglas Lunt, Greg Lambert, Chris Batterham and John Briggs: Darebin Schools Network Boys’ Education Group.

Boys’ education: a cluster approach

Darebin Schools Network developed a unique approach to the implementation of the Victorian Innovations and Excellence funding in 2004. Through the use of Deakin University ’s Middle Years Pedagogy Research and Development program the cluster identified areas for improvement across the 20 primary and secondary cluster schools. One area identified was the boys’ low achievement and engagement. The Boys’ Education Team was established with representation from four cluster schools, and in three years has initiated projects focusing on improving both academic achievement and student engagement. These included cross-sector building program with mentoring as a major aspect, a Boys and Books program, yearly Boys Writing Expo with male authors such as John Marsden, consultation and parent-teacher Professional Development with Ian Lillico and Dr. Michael Carr-Gregg, a Writer in Residence program with groups working collaboratively to publish a writing anthology.

Douglas Lunt, Greg Lambert, Chris Batterham and John Briggs are members of the Darebin Schools Network Boys Education Group. They are a practising group of primary and secondary teachers who meet fortnightly to develop cross sector Boys Education programs and activities for their own schools and other schools in the twenty school cluster.

Breakout Session A3

Sean Allcock & Jason Hibberd, Haileybury College, Vic.

Creating Exemplary Environments for Boys Education

What are we dealing with? The male adolescent brain (an oxymoron?)

Research, data and more importantly many a frustrated Middle School Boys teachers will attest to the fact that teaching Middle School boys can be both rewarding, and challenging. At Haileybury College we constructed a working party whose goal was to improve the learning environments for boys to maintain the engagement.

We soon realised we must first attempt to understand the basic principles of brain function and neurological development, and how this impacts on the learning environments of boys. By developing a whole school understanding of ‘common neuro-sense’, we further could enhance the day-to-day interactions between teachers and students.

We sort out and participated in Professional Development targeted at the neurological development in children through adolescence and gain insights into the aspects of a ‘gendered brain’, specifically those characteristics that impact on the learning and behaviour of boys.

Once we as a school established a ‘common neuro-sense’ about the male adolescent brain, we then could move on the implications of this knowledge, and how we can improve what we were doing.

The Staff was canvassed as to the main principles in underpinning an exemplary Boys Middle School ; if this were a perfect Middle School, What would it contain? We came up with a consistent approach. Through a teacher mentoring program we worked to ensure that we were all on the same page.

Mr Sean Allcock is the Head of the Boys Middle School at Haileybury College in Melbourne Victoria . He is an enthusiastic, and by his own admission, at times, hyper-active leader of both staff and young men, a mentor and a parent. Over his career as an educator who has demonstrated a passion for and been involved in the driving, planning and implementing of curriculum and programs catering to the individual needs of adolescent boys.

Sean draws much of his insights and strategies from practical educational experiences, contemporary research and from watching and observing his students grow and learn, and most importantly getting in and doing. His ultimate goal is create an optimum and engaging learning environment for the boys and staff in the Haileybury Middle Schools.

Jason Hibberd is also an accustomed public speaker having presented at the 2006 National Conference in Sydney on ‘Boys Education’. He holds a Masters Degree in English and his additional role at Haileybury as Dean of Staff, sees him focus his presentation today on the Peer Mentoring Program which makes up a major component of the Staff Professional Development program at Haileybury.

Breakout Session A4

Jim Doyle, Bronwyn Towart and Val Xavier, Boys’ Town.

Raising the bar: Creatively engaging boys in learning and life skills

Australia ’s original Boys’ Town was established at Engadine in 1939. Since then it has offered services to vulnerable and troubled boys. It remains one of the few organisations to have survived periods when major institutions for troubled youth have closed. It has done so by regularly evaluating and changing its programs to meet contemporary needs. In 2000 Boys’ Town developed its current program, which aims to restore boys who have become disengaged from schooling and/or family and who would like to improve their relationships. Results show 80% of boys who had been out of the program for between two and five years were in full-time school, work or TAFE. On entry 100% had been disengaged. This session will: outline the Boys’ Town’s program in education and restoration; present the main elements of the program that work for us; describe how the program meets the needs of individual boys with challenging behaviours; explain the involvement of family members and engaging parents; present a variety of Behaviour Management Strategies; and provide input from the perspective of students who have passed through the program.

Jim Doyle is Executive Director of Boys Time. He was Principal of 3 Catholic Schools before a sea-change to him to become a Director of Centacare. Bronwyn Towart is Manager Family Services. Val Xavier is Teacher of the Dunlea learning and living unit.

Breakout Session A5

Tom Mitchell and Michael Geary: Iona College, Brisbane.

Pastoral care changes enriching "shared concern" efficacy

Iona College is a Catholic College for boys, situated just south of the port of Brisbane in Wynnum West. Our demographic including socioeconomic and cultural is reflective of the broader Brisbane community. A major review in 2003 of the approach to pastoral care at the college led to a massive restructuring to better facilitate the provision of pastoral care. It is fair to say that whilst changes in structure, practice and culture were evolving; a concurrent evolution in our approach to bullying was also occurring. It is now in hindsight that we can see the impact of these whole school changes upon the effectiveness of our approach to bullying. The emphasis on leadership training, empathy development, nurturing emotional intelligence, and promoting each student’s sense of connectedness have all contributed to the effectiveness of the Shared Concern approach. Further, the collaborative approach to behaviour management that exists between the Heads of House and the counselling staff has nurtured a successful synergy between care and consequence.

Tom Mitchell is now Dean of Students Iona College after many other leadership roles. He has taught in Qld and WA. He is co-convenor AIC Pastoral Network Brisbane. Michael Geary has practised as a registered psychologist for 25 years in individual, couple and family therapy. He has been counselling boys at Iona College for 10 years.

Session B 2.30 – 4.00pm Wednesday, 4^th July 2007

Boys’ Discussion Forum BF

Marc Unthank and Bronwyn Tubnor, Hunter Sports High School

Hunter Sports High School : Boys Education, Our journey of Empowerment Two Year on

Hunter Sports High School is in Gateshead, NSW. It attracts students from the local area as well as students from Central Coast and Hunter Valley region through our Targeted Sports Program. The local area is severely economically disadvantaged, being one of the poorest postcodes in Australia . We have a large proportion of Aboriginal and Pacific Islander students. Hunter Sports High School has been at the forefront of boys’ education in recent years. We have developed, incorporated and successfully run several innovative boys’ education programs.

This presentation will reflect on past programs and evaluation of current initiatives. HSHS: 2 Years On: “What’s working now and what has worked”. We will look at our Year 7 Boys’ Camp, Leadership Courses, Engaging Fathers Program and our partnership with the Family Action Centre at the University of Newcastle . We will also outline our programs involving boys into sport (HSHS special sporting setting and our Gifted and Talented Program). Boys’ involvement in the School To Work program, Mentoring, and Captains Leadership. Boys representing years 7, 8, 9 and 10 will be available to answer questions. The boys’ advisor’s role will be examined.

Marc Unthank works as Boys Advisor at Hunter Sports High. Peter Riley is Deputy Principal at Hunter Sports High.

This Boys’ Discussion Forum will be reflected on by Associate Professor Wayne Sawyer, Head of secondary Teacher Education programs at the University of Western Sydney .

Breakout Session B1

Jane West, Andrew Smith, Toukley Public School

Mucking around with clay

The course gives participants ideas in creating hands on experience in ICT and design and build skills. Participants will see the transition from clay to a clay model to a digital image so that it can then be edited and manipulated, with unlimited possibilities.

Ballina Public School has a high percentage of Aboriginal and lower socioeconomic students. In 2006 a decision was made to form a 4/5 boys’ class to trial the philosophy of the Success 4 Boys modules. Michael Taylor has adapted the NSW DET COGS units to incorporate the use of ICT and ICT-related activities such as animation, design and build to engage his students. This is the basis of what will be shared at this course. Both Ballina and Toukley are schools involved with using the Success 4 Boys modules.

Michael Taylor is now Assistant Principal at Casino West Public School and is highly experienced in training teachers and students in ICT.. Jane West is Assistant Principal at Toukley Public School . Andrew Smith was a teacher and Boys’ Co-ordinator at Toukley and has just transferred to Wyong Creek Public School .

Breakout Session B2 - FULL

Sandra Hiscock, Kim Sweeny, Shaun Graham & Erin Clark, Cessnock Cluster

Action Plans for schools – a Cluster Approach

Teachers and Students of Abermain Public, Cessnock High, Cessnock Public, East Cessnock Public and Kearsley Public schools will showcase projects developed from their successful application for Success For Boys funding in 2006. A look at how funding was achieved, the role of the Family Action Centre and the logistics of professional development for over 150 staff will be discussed. The development of over 15 projects in the areas of ICT, Literacy, Indigenous Boys Education and Mentoring Boys will then be examined with presentations from each school.

Teachers and students will discuss some of these projects and showcase many of the results through static and mixed media displays. Individual schools will look at how the needs of their boys were identified, the strategies for positive change and implementation of the projects, evaluation and the sustainability for the future.

Sandra Hiscock works as Deputy Principal at Cessnock High School.

Breakout Session B3

Andrew Kohane, Castlemaine Secondary College , Qld

Castlemaine Sustainable Classroom Project

The Castlemaine Sustainable Classroom Project is a key curriculum and community focus of Castlemaine Secondary College . Leading the project is the boy’s Eco Hut Team and teacher, Mr Kohane.

‘We have designed a sustainable learning centre using energy efficient materials and designs. The octagonal shapes can be repeated and linked in the form of a beehive. We are calling our current design the “Relaxagon”: this captures the sense of how we don’t see it as a dependant learning environment. Rather, it will be a learning place where teams are working together to create something beautiful and memorable. Doing this we are also building strong working relationships and partnerships with our architects, builders and community partners.’ The Eco Hut Team

As a team the boys have produced promotional brochures, PowerPoint presentations, 3D models for displays and a website (at http://www.freewebs.com/relaxagons/index.htm).

Together the partnership is aiming to ‘rejuvenate, re-imagine and develop the existing Munthari campus using best practice design that will make energy use visible to its users.’

‘When will leave school we hope to leave a mark, a legacy. When we are 30 we will have our reunion and take a walk and visit the Relaxagon at Munthari. That will be fun.’

Andrew Kohane has developed holistic community based learning programs in both Primary and Secondary settings. He is developing the Munthari Campus of Castlemaine Secondary College as a model for sustainable design, independent student projects and local community partnerships. Andrew co-manages the Relaxagon Building Project with the boys’ Eco Hut Team.

Breakout Session B4

Paul Dayman, Damien Litchfield: Anglicare Victoria

Boys Will Be Men: school-based mentoring/adventure therapy program

Woori Yallock Primary School is in the Yarra Ranges , east of Melbourne . Anglicare Yarra Ranges has run mentoring programs for boys since 2001. The Boys Will Be Men program is for boys aged nine to 12 who will benefit from an adult male focus, promoting positive social skills, ability to manage intense emotions and to help in improving self-esteem. It is designed to assist the boys in their transition from primary to secondary school and boyhood to manhood.

The program brings together men from the community who volunteer their time to be positive and non-judgemental role models for a number of boys in a weekly program. By building relationships and sharing activities and personal stories these men provide reference points for the boys as they travel their own path to manhood.

The program also includes several adventure-based opportunities for learning including a Challenge High Ropes day and a three-day adventure camp. The team also developed a partnership with local indigenous services and include indigenous elders on the camps to talk with the boys about traditional relationships to the land and bush tucker.

Paul Dayman is ‘Boys Will Be Men’ Coordinator for Anglicare Victoria. He has 23 years Naval experience as PTI and Outdoor Educator. He is a happily married father of 3. Damien Litchfield is Buddies Coordinator / Youth Counsellor for Anglicare and father of 2. Damien has experience in Drug and Alcohol work and Juvenile Justice.

Breakout Session B5

Simon Herd: St Philips Christian College , Port Stephens.

SpiderMAN: Providing structures and programs to connect Boys with school in a web-like manner

St Philip's Christian College was founded in 1982.

This session provides participants with a rich understanding of both the research and the practical ‘coalface’ implications of engaging boys in the middle years. It will outline the way in which this has been achieved at St Philips through structural changes to the school environment and to the modes of curriculum delivery, coupled with focused attention to the core development of relationship between staff and students.

The paper outlines many key structural and curriculum delivery strategies that have provided for greater engagement of boys in the middle years, both academically and socially/ emotionally. This focus allows for the discussion of Authentic Productive Pedagogy as a critical element in attaining connection with boys, providing vision and direction beyond the classroom. This is further entrenched through presentation of strategies that have afforded structural change to see single-gender classes established within a co-educational environment.

Simon Herd is Assistant Head, Middle School, St Phillip’s Christian College. He has been a Consultant for the Commonwealth’s Success for Boys Strategy. In 2005 he was a member of the Board of Studies review of Syllabus development process, Hunter Region. He was Newcastle Young Citizen of the Year in 1997.

Session C 11.00am – 12.30pm Thursday, 5^th July 2007

Boys’ Discussion Forum CF

Vanessa Fox, Bill Jennings, Parade College, Bundoora, Victoria .

RAP & Rock

RAP (rhythm and poetry) & Rock is a student-run event in which a boy’s particular talent is on show in a safe and supportive environment. Boys from Years 7 to 12 perform a particular talent that they have in front of a paying audience. Over the past few years RAP & Rock has raised substantial money for the Starlight Children’s Foundation.

Students perform their own songs, dance routines, beatboxing, turntabling, and perform as part of a rock group. Others read excerpts from their own writing or poetry. RAP & Rock is now run as an annual event. The theatre at Parade is always packed – around 300 students being part of the audience.

What does RAP & Rock achieve? Simply, it is cool for boys to express themselves artistically. The staff agrees that this is a key contributor to the belief that in recent years, Parade has been successful in broadening the parameters of masculinity in the school. Students performing, doing the lights, the sound, and the audio-visuals are the leaders of this event.

Vanessa Fox is a teacher at Parade College who initiated the RAP & Rock program, which has now been running 5 years. She has been a key teacher in the Rock and Water program and has involved herself in innovative drama events. Bill Jennings is the Director of ministry at Parade College . He recently launched ‘Time and Space’ – an initiative that offers intergenerational programs to a range of communities. Bill has over twenty years experience in youth program design and coordination. He has coordinated the ‘Being a Man. ..Becoming a Man project for several schools in Victoria and Tasmania.

This Boys’ Discussion Forum will be reflected on by Richard Fletcher, Researcher, Father Engagement, Family Action Centre, University of Newcastle .

Breakout Session C1 - FULL

Rosemary McDowall, Lidia Jeffrey: Wadalba Community School

Embedding effective teaching strategies for boys at Wadalba Community School

This workshop will provide an overview of the strategies, resources and programs being used at WCS to ensure that teachers have a clear understanding of how to implement effective literacy teaching strategies for boys. The professional learning pathway involves building a knowledge base of the research and using an action research model supported by educational mentors. Teaching strategies include giving the boys some level of choice in the topics studied, providing constructive feedback, ensuring an inclusive classroom, positioning boys as active researchers and learners and providing contexts where boys can demonstrate their skills and knowledge.

Exemplar programs, units of work and assessment tasks illustrate how the theoretical underpinnings of boys’ education can be translated into practice. These will demonstrate how teachers at WCS are expanding their repertoires for engaging boys with literacy. Literacy-related materials that include “real and everyday” texts, popular cultural material, ICT and multimedia are being incorporated into the classrooms at WCS.

Rosemary McDowall is Deputy Principal of Wadalba CS. She is a Senior History/English teacher with over 17 years experience in Government Schools. She has worked as a Curriculum Adviser and Senior Project Officer for NSW DET. Lidia Jeffrey is Head Teacher Teaching and Learning at Wadalba CS.

Breakout Session C2 - FULL

Bruce Collins, Barbara Harrison: Asquith Boys’ High School

Year 7 Personal Interest Project with Habits of Mind

ABHS is a comprehensive boys’ school in northern Sydney . It is involved in ongoing projects (with Newcastle Uni 2000-01 literacy) and Western Sydney Uni (2002-06) on boys’ motivation and National Schools Network Habits of the Mind.

The three project areas discussed are: Set curriculum strategies across all KLAs using Habits of Mind by teacher facilitators; “PIP project 10 weeks” project individual choice. Presented to a panel of markers including 1x principal feeder primary school 1x parent 2x teachers; and “2007 Habits of Mind”, including PIP project, curriculum strategy in Year 8 History and continuing with compulsory extended units for all Year 8 boys. Year 7 2007 program continues. All Year 7 boys presented in week four 2006 with outstanding PIP projects – high quality presentations with increased engagement in learning; this is a learning focus that engages boys at AHBS like never before.

Bruce Collins is the Deputy Principal at Asquith Boys High School . He has wide experience in the development of strategies that reinforce positive and restorative practices in boys. Bruce has developed Rock and Water programs specifically connected to the welfare of students. Barbara Harrison is Project Manager.

Breakout Session C3

Robynne Halliday, Our Lady of the Sacred Heart College , Alice Springs .

Engaging Boys: Pathways for Young Men in Central Australia

It can be difficult to engage boys and develop pathways for young men. This presentation will focus on programs and projects that address the particular challenges of boys attending OLSH College . Students engaged in the program range from students who are in danger of disengagement from education.

The programs were delivered across three campuses. Programs included mentoring and leadership, and included a specific project where boys made their own documentary about tourism in Alice Springs . The documentary was shown at an international conference in Japan . Another program focused on a senior Indigenous student reading his story to the ESL Indigenous Transition boys. Programs included Engagement and Self-esteem, and specific primary boys restored a bike, designed and built a vegetable garden, and then designed and constructed furniture for their own personal use. The outcomes were improved self-esteem, self-confidence, student engagement and educational outcomes.

Robynne Halliday is the Student Support Coordinator for Special and Gifted Education at OLSH College . She coordinated the Boys Education Lighthouse Schools (BELS) and Success for Boys programs. As a consultant, she coordinated the attendance of Indigenous youth at the Youth Forum in Sydney .

Breakout Session C4

John Andriunas, Denis O’Brien: Boys in Schools Program, Family Action Centre, University of Newcastle .

Bringing fathers into the classroom: strategies to help increase father involvement in schools

The benefits of fathers’ involvement with children, in terms of social-emotional well-being, include stronger attachment leading to more stable relationships and more resilient children. Educationally the involvement of fathers and father-figures has been shown to assist in improving academic outcomes for children. Given the historical position of little involvement by fathers in the welfare and education sectors, schools have to take proactive steps to change their practices in relation to male involvement and in how they encourage that involvement.

The Fathers in Communities Project began in February 2006 and is a 2-year project conducted by the Family Action Centre, University of Newcastle . The objectives of the project are threefold: to create stronger families through supporting men in their roles as fathers, create a greater awareness for families and schools of the importance of the role of fathers and to provide guidelines and resources to assist in that work.

The project team has developed and conducted school based activities specifically for fathers and has delivered these in a variety of schools. The team has also developed and trialed protocols and resources to assist schools and teachers to engage with and increase father participation in educational settings.

The project has had dual community and school components. During the workshop the team will focus on educational settings. They will describe the findings and general principles that are being developed for increasing father involvement; display resources developed as part of the project; facilitate group discussion and sharing of ideas on how to increase father involvement in school settings.

John Andriunus is the Community Worker on the Fathers in Communities project. He has successfully conducted workshops for fathers and school and community based activities.

Denis O’Brien works at the Family Action Centre and is working across the Boys in Schools program and the Fathers in Communities project as the Professional Development Officer.

Breakout Session C5 - FULL

Suzan Hirsch: St. Patrick’s Catholic Primary School , Asquith.

Successfully Implementing a Boys Education Project in Primary Schools

This session shall examine the ways boys can be catered for to ensure they are engaged in real rich and relevant learning and reach their full academic potential. Sound too good to be true?

St. Patrick’s Catholic Primary School , Asquith, has used REAL data driven practical methods in its National Award Winning Boys Education Program. The details of its successful projects/programs shall be articulated and practical tips, data and results shall be given.

This session will focus on:

- Adapting curriculum to specifically cater for boys differing needs and learning styles

- Gaining successful results from boys in LITERACY

- How to SUCCESSFULLY use MALE MENTORS in schools

- Details of the annual, term long, Manly Sea Eagles Rugby League Reading Program

- Positively addressing ‘male and female stereotypes’ in a school setting

- Ways to implement the Rock and Water program and track results

- Boys and ICLT

- How to collect user friendly data to influence project decisions and track results

- Informing parents and the wider community about Boys Education

This session will allow teachers to leave with plenty of inspirational stories of how programs specifically catering to boys’ needs can positively change boys’ attitudes and academic results. Teachers will walk away with resources to go and begin the Boys’ Education journey.

Session D 2.30pm – 4.00pm Thursday, 5^th July 2007

Boys’ Discussion Forum DF - FULL

Paul Stevenson & James Price, Brooks High School, TAS

Robust and personalised learning at Brooks

There are no courses specifically for boys at Brooks, not even 'Spanners', our Traineeship and Apprenticeship (TAP) Program for those run at 'Birribi', Brooks' offcampus centre. Yet our boys are improving all the time. We don't stream classes, but expect students to choose carefully, based on the learning outcome they need. Brooks has always included students with the widest range of backgrounds, needs, abilities and interests. With robust choices Brooks offers a personalised education to all and there is plenty for boys to choose. Curiously, growth areas in 2006 have been more demanding science-based choices, visual art choices, and fitness and weights.

Paul Stevenson has taught at Brooks High School since 1998. He currently teaches Maths, Language, and PE classes, and has been Grade 8 Curriculum/ Team leader since 2003. Paul originally trained as a primary teacher at the University of Tasmania , and taught in various primary schools in Launceston and Scotland.

James Price has been a member of the Grade 7 curriculum team at Brooks High since June 2001. He has taught across various curriculum areas, including Literacy, Numeracy, Science, Health and PE, ICT and Presentation Skills. James is currently the Acting Team / Curriculum leader and Transition Coordinator.

This Boys’ Discussion Forum will be reflected on by Geoff Munns, Senior Lecture in pedagogy and curriculum, School of Education and Early Childhood Studies, University of Western Sydney .

Breakout Session D1

Jeff Ward, Glenn Cullen & Darren Hocking, Broulee Primary School, NSW.

Project-Oriented School Mentoring (POSM)

POSM is the most advanced mentoring boys project in Australia , combining best practices in engagement of boys in primary schools, detailed evaluation of effectiveness, appropriate screening, training of mentors, supported by a comprehensive package of modules. POSM is about boys getting their hands dirty and working outdoors while making a valuable contribution to their school community. Mentors work with the kids to plan and carry out a range of projects, usually beginning with a school veggie garden. Schools choose activities that will make a real difference to the school infrastructure, thus they are highly valued and easy to notice and acknowledge.

Some of the projects that have been undertaken in schools are veggie gardens, hen houses, compost systems, worm farms, ferneries, a native seedling nursery and murals.

Teachers have worked with Menslink to design and an early intervention tool that identifies boys ‘at risk’ in grades 3-4, these boys are then recruited into POSM with other students who are doing well, the result is a dynamic “blitz team” of children and mentors who build things for their school.

Jeff Ward in Principal of Broulee Primary School and was the driving force in the development of a boy’s education framework that is integrated into mainstream aims. Glenn Cullen is POSM program manager, overseeing 5 mentoring boys’ schools. He instigated the design of an invaluable evaluation tool for POSM. Darren Hocking is a POSM Senior Mentor.

Breakout Session D2

Deborah Derrick, Adam Brandis, Michael Vine: Robina State High School , Qld.

“League for Life” Giant Steps Program

The “League for Life” Giant Steps Program is a community-based, cross-curricular program commencing in 2007 with Year 9. The program is aimed at and caters for male adolescents who are “at risk” from their schooling, and uses rugby league as the vehicle to deliver secondary school curriculum. The pilot program forms a major part of the Gold Coast Titans school development and education projects and will involved RSHS staff and Titans personnel in the implementation and teaching of the program. Griffith University is also heavily involved in the development of the program and will play a major part in the implementation.

The “League for Life” program is a holistic approach to learning and is designed to improve the “at risk” male students’ attendance, academic results, engagement in the classroom, literacy, numeracy and ICT skills.

The program aims to keep these students in regular and productive attendance at school by engaging them in curriculum that is meaningful and relevant to them and encourage them to achieve to their potential and continue their schooling to Year 12 and beyond.

Deborah Derrick is Head of Department, The Arts at Robina SHS. She is manager of ‘League for Life’ program and taught in Australia , the UK and the USA . Michael Vine is a senior English teacher at Robina SHS and has worked at boys schools in NSW prior to coming to Queensland. He has a keen interest in the League for Life Program and boys education and is the boys teacher for English. Adam Brandis is a head of Department Physical education and a level 2 football coach. He is very interested in the League for Life program and is the boys P.E. teacher and coach.

Breakout Session D3 - FULL

Victoria Clay, Family Action Centre, The University of Newcastle .

‘Motivating and engaging boys: resources to help teachers’

This interactive and experiential workshop will showcase some of the resources the Boys in Schools team has developed as a result of its research into boys’ education and through its work in schools with teachers and boys. The resources are most suitable for boys in the middle years of schooling.

The Being a Man Photopak has been one of the biggest sellers for the Boys in Schools program as teachers have found it so accessible and useful in provoking boys’ thoughts and stimulating genuine conversations about being a male. Victoria will lead teachers in using the new edition of the Being a Man Photopak , providing practical classroom tips for its use.

Rewarding boys in a way that will promote inner strength and enhance motivation can sometimes be a struggle for busy teachers. The 6 Pack of Strengths is about celebrating the strengths of boys and rewarding the great things that go on in and out of the classroom. Victoria will lead teachers through the use of the poster, stickers and cards that comprise the 6 Pack of Strengths, as well as using case studies to highlight the positive results that have been achieved with its use in a high school.

Victoria Clay is Team Leader – School and Community Partnerships and leads the Boys in Schools program and the Fathers in Communities project as the Family Action Centre. She is a qualified teacher and registered psychologist. Currently studying for a PhD, she has co-authored the Boys and Families: Literacy Strengths Resources and the Resilience Identification Resource.

Breakout Session D4 - FULL

Bill Jennings, Parade College , Bundoora, Vic.

Being a Man . . . Becoming a Man

Being a Man… Becoming a Man is a study into the effect of an intentional ‘rites of passage’ program for Year 10 boys and their fathers. The program includes interactive evenings, an expedition wilderness weekend adventure (where the boys are in charge), and a celebration dinner where each father or mentor presents their son/mentee to a community of special guests (family, mentors of the boys etc).

The self-concept of 500 boys in Year 10 and again in Year 11 was measured; the resulting study compared the self-concept of those boys who participated in the program with the average self-concept of those who did not. The post-program survey showed any statistically significant change in the boys’ attitudes to their fathers (or main male care-giver). Has the program improved the self-concept of the boys’ who have participated?

The study is mixed methods as it incorporates some interviews with four of the participating pairs from two of the programs – one at Parade College and one at St Joseph’s in Geelong. Their reflections are captured twice in the first week of their participation and in the fortnight after the last session. What did the ‘rite of passage’ moments mean? Are the fathers and sons closer?

Bill Jennings is the Director of ministry at Parade College . He recently launched ‘Time and Space’ – an initiative that offers intergenerational programs to a range of communities. Bill has over twenty years experience in youth program design and coordination. He has coordinated the ‘Being a Man. ..Becoming a Man project for several schools in Victoria and Tasmania.

Breakout Session D5 - CANCELLED

Session E 9.00am – 10.30am Friday, 6^th July 2007

Boys’ Discussion Forum EF

Carl Leonard, Wirreanda Public School, Medowie, NSW

Enabling Boys Through Quality Teaching

For the past two years, Wirreanda Public School has been undertaking a quality teaching action research project – Quality Teaching – Our Learning Journey – focused on enhancing some underlying dimensions of pedagogy that have meaning in real classrooms and can be sustained by the school community.

A surprising outcome of this project has been the level of improvement demonstrated by our boys. Qualitative teacher data, quantitative teacher, parent and student data, students’ work samples, classroom observation and improved achievement of outcomes have suggested positive, and often dramatic, enhancements in our program delivery for all students.

All stakeholders are increasingly comfortable with the metalanguage of the quality teaching model and are using the quality teaching framework to differentiate the curriculum and set individual learning goals that enhance student achievement of outcomes. An outstanding improvement in Basic Skills Test results and value-adding were further evidence of the positive outcomes.

The presentation will highlight some of the structures, pedagogical practices and learning designs that appear to be effective.

- A structured, ongoing and hierarchical model of staff professional development

- Quality learning environments – focused on inclusivity

- Classrooms high in intellectual quality

- High expectations and explicit quality criteria – providing a scaffold for success

- Assessment tasks that work for boys – open ended, self-directed and connected

- Personal Learning Goals as a vehicle for self-improvement and self-regulation

- Opportunities to celebrate their success (sporting, cultural and academic)

- Quality teaching as a language through which boys are empowered in the learning process and able to articulate their learning need.

Carl Leonard is Assistant Principal at Wirreanda Public in Medowie, NSW. In 2003 he completed a PhD “Quality of Life and Attendance in Primary Schools” at the University of Newcastle . His research interests include school effectiveness and school improvement, quality teaching and quality of school life.