ADVANCE+Project+Profiles

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= = = = = = = = = = = School Project Profiles 2016 = = =

Advance is a school-based program that provides practical opportunities for young people to participate in their local community. The goal of Advance is to enable young people’s participation and volunteering in community life.

The essential elements are that young people DO something with their community, that they do it in PARTNERSHIP with a community organisation and that it involves young people’s CHOICE.

Through participation in the program young people: = =
 * Develop skills to participate in their communities.
 * Are engaged in community activities.
 * Are supported by their communities.



= School Project Profiles 2015 =

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= = = = = School Project Profiles 2014 =



= School Project Profiles 2013 = ==

= School Project Profiles 2012 =

** Digital Project Records **
East Loddon P-12 College students would like to share their digital project records. **Check it out!** == = =

= School Project Profiles - 2011 =

**// Northern Bay P-12 College - Goldsworthy Road Campus //** In 2011, young people participating in Advance partnered with the Jirrahlinga Koala and Wildlife Sanctuary. The students, along with Sanctuary staff, worked to create a new dingo enclosure at the Sanctuary, built breeding boxes for possums and undertook various fundraising acti vities for the Sanctuary. The students selected to partner with Jirrahlinga Koala and Wildlife Sanctuary following their researching of the variety of opportunities available to them in the Geelong area. The young people were offered different options as to what they could become involved in and when they learnt about the rescued dingoes, they chose the option to build an enclosure and two dingo huts for them.
 * ==** Animal Welfare **==

In terms of community impact, the Director of Jirrahlinga Koala and Wildlife Sanctuary told the students that if it hadn’t been for their efforts, the building of the enclosure would not have begun for at least another 2 years and that their work had inspired the Sanctuary staff to see the remaining work required for the enclosure (ie: the erecting of the dingo proof fence) completed as soon as possible.

At a celebration morning tea on the last day at Jirrahlinga Koala and Wildlife Sanctuary, each student was given a certificate of appreciation, an individual A5 photo of them holding a dingo puppy and two free passes to visit the Sanctuary in the future. A sign was also made by the students and placed in front of the enclosure to acknowledge their contribution. ||  || ** Arts/ Culture/ Heritage ** **// Northern College of the Arts & Technology //** In 2011, Advance played a key role in supporting students pursuing a career in the Art and Design industry to develop a direct pathway into the renowned Northland Design Studies program or into other further education and training. Working in partnership with the City of Darebin, students collaborated with organisations in the Darebin community to create public artworks for community and cultural events as well as working to enhance local facilities. Examples of projects included an exhibition and curation of their own work for the Spart awards night, a public art project for the VET community, involvement in an international cross-cultural comic art project named 'My International Friend' and development of and involvement in a school Fashion Week competition (based on Project Runway). As well as the achievement of various recognised certificates, students gained a portfolio of artworks for work, TAFE and University entry; knowledge about many aspects of Art and Design, Art History and Philosophy; experience with a broad range of Art materials and techniques; a developed pathway into work, TAFE or University; and a workplace experience in the Art/ Design industries. Students attended events for each project, to celebrate their achievements and ensure maximum exposure in the community. At the completion of each project, an article was featured in the school newsletter highlighting student achievements. At the end of the year, students attended the school's annual awards ceremony, where prizes were awarded to especially deserving or promising students. || **// William //****// Ruthven Secondary College //** In 2011, Advance was targeted to students in Year 9, Year 11 and 12 VCAL classes and students identified as 'at risk'. When Year 9 students started an education research topic on 'What is poverty?' little did they know then that it would lead them onto public speaking forums at Federation Square and local primary schools on both local and global poverty, discussing what it is, how people are effected and what William Ruthven Secondary College (WRSC) is doing to change it. The voice of the students involved in this project was heard loud by many, with the Global Poverty Project seeing students talk at Federation Square to over 500 guests, including the Australian of the Year and the Young Australian of the Year. An article was also written in the Preston Leader and students wrote an article which was printed in the FOCUS magazine. Over 100 students at the school were involved in raising both awareness and funds for poverty organisations, with money raised contributing to improving water aid and to an orphanage in both Tanzania and Cambodia. As part of Advance, students visited the homeless shelters of St Mary's House of Welcome and Fitzroy and Wesley Central Mission in the city. The Global Poverty Project has had a massive impact on many of the students at the school as well as in the local community. The awareness that it raised with all of our year 9 students was fantastic and the message shared by the students with children at local primary school was even better. Students worked in groups to develop their presentations, worksheets, role-plays and PowerPoint displays. They wanted to keep their message simple but powerful. They wanted everyone to know that they can make a difference to help eliminate poverty. They were heavily involved in organising guest speakers, visits, personal leadership development, fundraising, camps and excursions as well as volunteer placements. ||  || ** Conservation/ Environment ** **// Peninsula Special Developmental School //** The young people involved in Advance assisted in the development and maintenance of the Shoreham Foreshore. They developed skills with mowers, whipper snippers and branch cutters in order to keep the site presentable for patrons. The students also assisted in fire prevention tasks such as burning off excess dead wood and clearing vegetation from access tracks for emergency services to access if need be. Students learned to identify weeds that needed to be removed and improved their listening skills, often completing tasks with minimal supervision. They developed an increasing skill set and improved confidence in communication. Participants were required to liaise with management and to seek clarification in relation to certain tasks. The students also participated in an outdoor education camp this year, gaining increased confidence, learned about safety in the water whilst rafting and with securing harnesses properly on the flying fox. Students also gained information about conservation and the general management of the Flora and Fauna around the Bogong High Plains. The young people were recognised for their achievements at whole school and departmental assemblies. Students were also involved in an end of year celebratory barbeque and were able to assist with menu preparation and decided on the location for this event. Students were also given the opportunity to select elective options in which to participate in at Dromana Secondary College. These included art, robotics, textiles, woodwork and dance. Students also expressed a desire to discuss relationship issues so programs were organised with SECASA and WHISE to address these needs. || **// Noble //****// Park English Language School //****// - Casey Campus //** This year the students chose water safety education as the focus for their community project. The idea was initially suggested by two refugee students who had arrived by boat on Christmas Island and who were acutely conscious of their inability to swim during that perilous voyage. The idea was warmly received by the other students, most of whom originated from landlocked Afghanistan, and who were all too aware of their community's lack of water safety awareness. The Multicultural Unit at Life Saving Victoria (LSV) were happy to partner the students in this project as they are very concerned about the high number of drownings amongst members of CALD communities in Australia. LSV provided significant support for the program. The students were very enthusiastic participants in water safety training at Casey Aquatic and Recreation Centre and their skills and knowledge improved significantly as a result of the sessions. In addition, students who completed the First Aid training will take that knowledge with them back to their families and communities. The CALD community targeted by the students will also benefit from the water safety materials developed and produced by the students. Several students have expressed interest in continuing to improve their swimming and water safety skills with a view to qualifying as volunteer life savers in the future. LSV is very keen to foster this enthusiasm and to provide assistance to the interested students. The students' achievements were recorded in a full colour report which they helped to produce. They also received a letter of commendation acknowledging their contribution and a certificate to recognize their new knowledge and skills. The water safety banner made by the students won second prize in a competition organised by Aquatics and Recreation Victoria for Water Safety Week. The students also chose to go on excursion to Phillip Island as their end of project celebration. ||  || ** Events/ Festivals ** **// Yarra //****// Hills Secondary College – Mount Evelyn Campus //** The main Advance projects for 2011 involved event management and organisation and included the 'What the Fun' youth mental health awareness event, a wellbeing day in relation to understanding what it is like if you are disabled and a youth dance evening and sausage sizzles as well as other general school events. The projects entailed brainstorming, planning, task allocation, contacting potential sponsors and community groups, writing reports and debriefing at regular intervals. Tasks include advertising, phoning, public speaking, catering, mentoring, leadership, poster and flyer designing, liaising with community and business groups, meetings and venue preparation and fundraising. The recognised training consists of Level Two First Aid training. The students-run free Youth Day involved students undertaking event management training, with all decisions originating with the whole group giving input and then specific decisions becoming the responsibility of the group designated with carrying out those tasks. The students receive completion certificates for the program and the First Aid training and were acknowledged at the College Awards night. Indeed, two of the students received major community awards (one an A.D.F award through the school, with the other being a Community Bendigo Bank Award) due to what they achieved through the Advance program. || **// Heathmont //****// College //** Students participating in Advance selected the theme of homelessness for 2011. They spent time exploring what this meant and then developed a school-based task to practice how to plan and deliver a community project on this issue. This took the form of a half day event run for all other Year 9 students comprising of workshops, competitions, catering and lessons. Students formed small teams and developed a series of community projects that involved either their own small group or the Advance Youth Class as a whole. Projects included volunteering in Fair Share Community Kitchen, coordinating an event for children of Parents Without, a music performance at Olivet and working with the Big Issue’s Street Soccer team. The Street Soccer group volunteered to help out at training for the male Street Soccer team in North Melbourne. The team is made up of men who are in crisis accommodation or considered homeless. Students made contact with the coach and made arrangements for them to attend training. The students also decided to hold a BBQ for the team and needed to plan a menu and budget to fit within their funding. The students were involved in the training session with other volunteers and the men’s team. All groups had to develop and put into practice skills in relation to effective communication and project management. All groups made cold contact with their providers and were able to find and develop an effective relationship with their contact person. All students were able to foster and build upon a basic understanding of the issue of homelessness and it's causes and solutions. All students volunteered their time to assist those in need, either directly with the person in one or other form of housing crisis or indirectly by volunteering in a kitchen that supplies meals to the homeless. All community partners provided feedback to the students that expressed their gratitude and the fact that some simple care from others does make a difference. All students worked through the same modules in relation to two major investigations with respect to communication and project management as well as completed a first aid course (level 2). All groups celebrated in a function at the end of the year which was fully catered for, with students receiving a Certificate of Completion. ||  || ** Sport/ Recreation ** **// Bright P-12 College //** In 2011, 19 students participated in Advance through the school’s Outdoor Education project //The Great Outdoors//. The aim of this project was to enhance the skills of these young students in being able to enjoy safely, maintain and learn more about their local areas and past cultures with respect to land use through shared learning. The Thathangathay Foundation (Indigenous foundation for young people from Wadeye) worked with the Bright P-12 College students to develop basic camping and bush skills. In return, the Bright P-12 College students learnt about the indigenous culture, both locally and traditionally from the perspective of the Wadeye people. By the end of the program students had completed competencies in the areas of basic first aid, canoeing skills, minimal impact strategies, bushwalking and fire safety, trip preparation and planning, understanding and predicting the weather, map reading and orienteering skills, rock-climbing and knot tying skills, trangia use, team building and positive communication. All the students were involved in three separate outdoor education trips that provided students with the opportunity to use the skills learnt to teach and promote sustainable land use with the Indigenous young people who in turn will promote it back to their Indigenous community. Along with celebrating their competency in the outdoors during the trips, students celebrated their achievements with an afternoon at a local swimming spot, where they undertook various team activities that reinforced the relationships and skills that the students have developed during the semester. Students were also recognised in their school reports, school newsletter and the school magazine. ||
 * ** Community Services/ Health/ Welfare **
 * ** Emergency Services/ Safety **
 * ** Human Rights/ Social Justice **

=Sneak Peek: Advance 2011 =


 * __**Crusoe Secondary College**__


 * ADVANCE students help make CFA Championships 'GREEN' by Richard Irvine, Advance Facilitator **

Over the Labour Day long weekend members of our Police-CFA Corps volunteered with the CFA at the 2011 Senior State CFA Championships. They formed the 'green team' and their task was to process the mountain of waste produced to remove recyclables. Students worked a number of 4-5 hour shifts and challenged themselves to keep up with the production of litter. In the process they recycled about half of the waste produced.

They were rewarded for their efforts with the CFA Chief Officer taking them to a quick lunch on the Monday. They also received corporate polo tops and certificates of appreciation for their environmental contribution.

The students would like to thank Ben and Darlene from CFA for their guidance. ||  || __**East Loddon P-12 School**__


 * ADVANCE Students Dig In For Flood Relief by John Clyne, Advance Coordinator **

Last Monday, year 9 and 10 students enrolled in the Advance program, took up the challenge to do their bit for flood relief in the local area. Working in the Thompsons Road area, 34 students made short work of fence clearing on flood damaged farming land in the Loddon Shire.

The effort was a trial run for the students to allow them to gauge their capabilities and desire to perhaps undertake further volunteer relief efforts, in aid of local farmers on flood ravaged properties. Students will undertake a review of their day’s contribution and determine level of motivation and potential target areas most in need of possible future efforts. Parents and students are encouraged to engage in conversation at home to reflect on what was achieved and the role that they believe the individual can play in mounting community volunteer efforts.

The school and community would particularly like to recognise Dale and his crew at Loddon Transit Bus Lines, for their donation of buses and driver in support of the community effort. ||

= School Project Profiles 2010 = //**Note:** HEAPS more examples in even more detail can be found in the page ADVANCE Learning Modules//

__**Lyndhurst Secondary College **__ Students at Lyndhurst Secondary College, divided into four teams, explored different areas in the implementation of Advance. One team explored animal welfare, commencing with visits to a range of venues such as the Melbourne Zoo, Werribee Zoo and the RSPCA shelter. They learned about different animals and their preferred habitat, about threats to animal’s health and well being and also about the crucial role of the RSPCA to protect and educate the community on animal welfare.
 * ==Animal Welfare ==

Students investigated different issues surrounding animal cruelty and looked at what they could do to educate the community on these issues and what they could do to support the RSPCA. They became passionate about the cause. They discussed ideas to educate the community on these issues as well as the kind of projects they could undertake to further support the work of the RSPCA.

Dedicated Advance students worked closely with the RSPCA to run a very successful mini fete day where they sold dog cushions, sweets and dog toys to raise money for the RSPCA shelter and show their appreciation for the work that they do.

Students also developed education and awareness resources. They created instructional brochures on how best to look after pets. Students also worked in teams to research the campaigns currently being run by the RSPCA. They then presented their findings to the rest of their class. One team presented information on the shocking affair of puppy factories to all of the students studying the Animals and the Environment Advance subject. During this course students learnt animal care skills among a variety of other skills such as effective communication skills. ||  || ==Arts/ Culture/ Heritage == __**Collingwood College - Alternative School **__ The Advance program has the flexibility to be adapted by special schools such as alternative and ESL schools. Project management requires a set of basic skills that Advance seeks to improve through applied learning, such as verbal and written communication, strategic thinking, team work and leadership.

Collingwood College - Alternative School has adapted the program to focus on improving these skills in Advance students through participation in a music program, the Developing Independent Skills for Home (DISH) Program and photography workshops run by the Rotary Youth Arts Project. Among other activities, students also helped enormously on the day of the ‘Stepping Out in Yarra’ fun run and engaged in a carpentry project through the Brotherhood of St Laurence, donating the outcomes to the homeless members of the Coolabah House.

The participating students identified their interests and social concerns through discussion. The variety of programs that comprised Advance in 2010 provided a positive demonstration of different ways in which young people can participate in the community, including:

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">**Music project:** Students participated in a ten week music program entitled ‘Reprezent The Youth’ which encompasses a series of music workshops devised by UK Hip-Hop artist Motley (Joe Warburton) in partnership with not-for-profit organisation Cultural Infusion. Students learned to compose their own lyrics individually and in groups, and participated in the production process in recording their own CD.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">**Fun Run:** Students assisted Yarra Youth Services with the organisation of the inaugural ‘Stepping Out in Yarra’ fun run for the over 50s. They promoted the event by putting up posters at various local venues and delivering PowerPoint presentations to a range of community groups. Despite the rain, runners were aplenty. Some students assisted by helping to set up markers around the course, while others stood on the side of the road and offered drinks to the participants as they ran by. Another group assisted in registering participants at the start of the event and performed marshalling duties as the runners passed the finishing line.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">**Carpentry:** The Advance project module was fulfilled through a program run by the Brotherhood of St Laurence Community. Through the Services Leadership Program students liaised with members of the Coolabah House at the Brotherhood of St Laurence to design and construct an entertainment unit and fish pond enclosure for the homeless members of Coolabah House, learning valuable carpentry skills along the way. As part of the process they researched and costed the resources required to complete the project. || __**<span style="font-family: Arial,Helvetica,sans-serif;">Broadford Secondary College **__ <span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">As students of Broadford Secondary College engaged in brainstorming sessions and open discussions to determine their direction for Advance 2011, there emerged a wide interest in engaging in Fire Relief projects as most of the students were directly affected by the Black Saturday bushfires in 2009. Grateful community members of the King Lake community received assistance from the students by way of having their damaged properties, including fences, sheds and gardens, rebuilt.
 * ==<span style="color: #808000; font-family: Arial,Helvetica,sans-serif;">Community Services/ Health/ Welfare ==

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">In identifying their desired outcome to help support people whose property was damaged by the fires, students took a marketing initiative that proved very successful. They invited the local newspapers to the school to let the community members know that they were willing to help families in need. //“It wasn't long before the school was inundated with cries for help! The students really did run the show and were very passionate about helping out their fellow community members.”// (Paul Campbell, 2010 Advance Coordinator).

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Furthermore, all of the students participated in project activities as a team resulted in effective planning, delegation of tasks and negotiation. Communication and teamwork skills were strengthened through the successful development and implementation of project activities such as directly liaising with organisations and other community members, conducting research, establishing community links, participating in public speaking, drafting plans, preparing quotes and letters to the council.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Other groups of Broadford Secondary Students participated in other Advance projects including working bees at primary schools, the provision of breakfast for students (as many do not eat breakfast), volunteering at Caladenia Nursing Home and Kilmore and Broadford’s Men’s Sheds. ||  || ==<span style="color: #808000; font-family: Arial,Helvetica,sans-serif;">Conservation/ Environment == __**<span style="font-family: Arial,Helvetica,sans-serif;">Kensington Community High School **__ <span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Kensington Community High School decided that they would address the Advance Framework modules by learning about the community and volunteering in a classroom setting. In student discussions, young people expanded the concept of conservation and environment to mean the conservation of our highest societal values and principles through addressing issues that we might ignore, but that are indeed part of our societal landscape. Students discussed charities and negotiated as a group which charity would be selected to receive support from the school. They opted to support, through fundraising, a smaller charity that supported people who were marginalised and homeless.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Furthermore, students developed their project skills through managing a school canteen horticulture project. Students saw a great project opportunity in their own school to come together to learn about growing and tending to produce in a horticulture project for the school canteen.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Students received instruction in horticulture and construction by community members. Students cooperated to plan the outlay of the gardens, write up product and material lists, research growing requirements, contact suppliers and obtain quotes for various materials.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Students ran 'board meetings' to plan each phase of each project, to allocate tasks, problem-solve, and make decisions. In board meetings, students worked as a team to identify their desired outcome and the means to achieve it. These meetings also gave them the opportunity to identify and allocate specific tasks and activities and to take on specific roles within the team to achieve their goal.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Self assessment was a key tool used to determine students learning outcomes, as well as coaching them to self reflect on their individual contribution and the roles of others in teams. Students developed communication skills through team work, contacting community partners, resourcing produce providers, outside facilitators and school based teaching staff. || __**<span style="font-family: Arial,Helvetica,sans-serif;">Wonthaggi Secondary College (McBride Campus and Dudley Campus) **__
 * ==<span style="color: #808000; font-family: Arial,Helvetica,sans-serif;">Emergency Services/ Safety ==

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Wonthaggi Secondary College (McBride and Dudley campuses) partnered with the Cape Paterson Lifesaving Club and Wonthaggi Lifesaving Club to implement the Advance program in their schools. Upon each student completing 20 hours of patrol time over weekends and the Christmas holidays, they were formally examined for the Bronze Medallion by Lifesaving Victoria.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Training for the Surf Rescue Certificate with the Wonthaggi Lifesaving club includes assisting with the running of the clubs Nipper program, a recreational and educational water program for children aged 6-13 years old. Students also conducted a Sunsmart campaign for younger students.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Other ways in which youth participation was ensured as a key theme throughout the training was through students arranging the details of their patrols, self reflection leading to self paced learning, choice in some activities and organising the details of an optional ski camp to celebrate their achievements.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Overall, the Lifesaving Victoria Bronze Medallion training exposes students to a broad range of learning experiences including leadership, communication and the importance of responsibility in carrying out commitments and working in teams. Skills were also developed in first aid, water safety and working with groups of people within the wider public.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Many of the student participants who live locally continue to remain active members of the club, offering an injection of young members each year into local aquatic based clubs, benefiting the wider community in a variety of areas. Some young people have joined neighbouring clubs and some have gained employment with the local Surfing School and the YMCA. ||  || ==<span style="color: #808000; font-family: Arial,Helvetica,sans-serif;">Events/ Festivals == __**<span style="font-family: Arial,Helvetica,sans-serif;">Rosehill Secondary College **__ <span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">The carnival organised by Rosehill Secondary College helped young people to develop and practise a range of skills independently and in teams. Guest speakers were then organised for the group to explain the roles of different organisations and what the donated money might be used for. Students then worked on ideas for stalls to raise money at the carnival in small groups. This culminated in the carnival afternoon that the whole school was involved in. Money raised was then presented to each organisation at an assembly.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">The Advance program was seen as an opportunity to develop a long standing relationship with community service organisations. The benefits were highlighted by the RSL's offer to present an award of $200 to a year 9 student at our Awards Night. || __**<span style="font-family: Arial,Helvetica,sans-serif;">Newcomb Secondary College **__ <span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Newcomb Secondary College partnered with Scope to undertake the Scope Young Ambassadors program, a youth development applied learning program. Scope is a not-for-profit organisation providing disability services throughout Victoria to thousands of children and adults with physical and multiple disabilities. The program included modules on Disability & Diversity, Successful Communication, Leadership, Community Connecting at a Local Level, Marketing and Promotion and Business Planning.
 * ==<span style="color: #808000; font-family: Arial,Helvetica,sans-serif;">Human Rights/ Social Justice ==

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Students were inspired by a talk from Chris Van der Will, who has lived with his cerebral palsy for most of his life. He discussed the many personal and social hurdles he has needed to overcome to achieve independence. Students learned that a disability does not mean that, with persistence and determination, a person can not fulfil the same goals and aspirations as able bodied people, but that they do often have additional social stigmas and personal hurdles to overcome in doing so. From their experience, some students have indicated that they would like to work in the disability field as a future career.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Students applied their learning to organise fundraising activities for Scope and the 'Adopt a Family Program', working with people with cerebral palsy at Shannon Park Industries in North Geelong. Young people brainstormed ideas for fundraising activities and as a team selected the types of events that they then organised. ||  || ==<span style="color: #808000; font-family: Arial,Helvetica,sans-serif;">Sport/ Recreation == __**<span style="font-family: Arial,Helvetica,sans-serif;">Lyndhurst Secondary College **__ <span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">One Advance group at Lyndhurst Secondary College explored fitness as a future career path by participating in coaching lessons whereby they later developed lesson plans and practised coaching primary school students.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">The Fit For Life program was designed around coaching and pathways in which fitness could be undertaken as a career. The idea behind the program was that students would be given the chance to view how they could help improve fitness in the community and how through coaching they could affect young people's lives in the community.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">The major focus of the program was to educate the students on coaching. They were asked to create a lesson plan on a sport of their choice in a small group and were then taken to Lynbrook Primary School where their coaching lesson plans were to be completed.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Throughout the program, the focus was not only on the development of coaching skills and developing athlete skills but to understand the profound effect a coach can have on his or her players. Students were marked on their interaction with the primary school students, the way they carried themselves as role models in the community and their overall coaching performance.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">The above two projects demonstrate how the teams implementing Advance at Lyndhurst Secondary College claimed ownership over the outcomes through group participation in decision making and problem solving and by having a clear project goal in which to apply their learning and develop new skills. ||

Special School and English Language School Project Profiles


= YOUR School Profiles =


 * Advancing the Community**

[[image:advance-online/Hoppers Crossing 2014.gif width="305" height="231" align="right"]]
At Hoppers Crossing Secondary College, //Advancing the Community// students collaborate with 10 Foundation English students both at school and in the Wyndham Region to work on English skills, and volunteering in the community.

Friday the 31st of October was a time for students to contribute to a gardening project with Parks Victoria at the stunning Werribee Mansions, as well as going to HeadSpace Werribee to look at the work of volunteers at HeadSpace to consider how mental health is an issue for all of us.

The Advance Students are all keen to register for the Parks Victoria Volunteers as well as participate with HeadSpace Werribee events. The best thing about our project is not only the fact that students get to volunteer, but also that students get to break language barriers, learn about refugee and migration experiences, share stories and forge new friendships.

Chloe Tayler Advance Coordinator 7 November 2014

East Loddon P-12 College
(Nov 2010).

=**East Loddon ADVANCE Students launch**= =**"The Gardening Gurus"**= == These were the exclamations of delight Mrs Jean Govett uttered as she walked through her freshly rejuvenated garden at the Grevillea Court retirement units in Dingee. Three hours earlier, Mrs Govett, a previously proud and active gardener, had welcomed four members of the "Gardening Gurus" into her property. The result - a complete garden make over and a free BBQ lunch under the freshly blossoming fruit trees to boot. The Gardening Gurus is the brain child of a group of Year 10 students from East Loddon P-12 College. As part of their community and leadership studies in the school's youth development program, Advance, the students created and marketed their youth driven community project. Their goal is to provide assistance and company to elderly community members having difficulty managing their precious gardens.
 * //“I can’t stop looking at it – Just can’t stop looking at it”//**

Gardening Guru's CEO, Stella, said that the youth of today appreciate the contributions made by past leaders of their communities and aim to demonstrate that they too can make a difference and want to produce recognition of their capabilities through their own deeds.

The Gurus are now gearing up for their next community service blitz.
 * Dec 2010** - The Guru's have blitzed 3 more gardens and proved to themselves and the community that the youth of today can move mountains and do it with a massive smile on their faces. And we never go anywhere without a feed. The community BBQ's at the end of the days work, really brings the ages together. Some of the locals even nominated us for Australia Day Awards - that's massive!

__//**Mogg's Creek Surf Camp**//__ - Our celebration surf camp had to be seen to be believed. Our teachers can't believe that they == are getting paid for this stuff. Thanks Leedy, Smithy, Caity & Clyney. **The legend of Moggs Creek is growing beyond control.**

=__**PARKOUR Project**__= = = For 3 years, we, (Chris, Andy & Hamish), have been chased by teachers from one end of the school yard to the other - just because our passion was "a bit different". But then the Advance program gave us a chance to show that we are really normal kids who are really good at something. We built a project around creating an awareness program about PARKOUR. - "Free Running". We created videos for youtube and brochures about our journey through the sport. At the Colleges end of year production night, we gave a demonstration and got a standing ovation. Thanks for the opportunity Advance.

Scoresby Secondary College
In 2009, students at Scoresby SC were involved in group sporting sessions, music sessions and an outing with Nadrasca (intellectually disabled). They also undertook First Aid Level 1 (Total First Aid Training), ran a fund-raising campaign that included an organised Out of Uniform Day, a student BBQ and student concert to raise money for the Bushfire appeal. They also designed, built (landscaped) and planted a native garden as well as undertook research on and designed educational awareness material regarding global warming and reducing our carbon footprint. They undertook research projects on and presented material on mental health and disability awareness and completed study and practical work modules in regard to communication, community and project management. The year included a practical hosting arrangement with Nadrasca, home for intellectually disabled, a partnership with Polperro Dolphin Swims, and a partnership with the Knox Environment Society.



Crusoe Secondary College
Crusoe Secondary College is in Kangaroo Flat just south of Bendigo. We have been part of the VYDP and now Advance for the past 11 years with CFA as our community partner. This year, 2009, we have introduced the Victorian Police Youth Cadet Corp. Over the years, 30+ of our students have gone on to become volunteer firefighters and some now work as career firefighters or DSE officers.

Crusoe College has won the individual team and Aggregate Shield at the annual Youth Crew CFA Challenge. Competing against teams from East-Loddon, Castlemaine, Eaglehawk, and Kalianna SDS in tasks of teamwork and firemanship, all had a fantastic day with all teams encouraging each other to produce their best performances. Many thanks must go to the staff and volunteers from CFA for their time and expertise in the organisation and running of the event.

It's now 2010 and Crusoe College has moved into our new buildings. We are running a Police Youth Cadet Corp this year. This is in cooperation with Vic Police and as well as undertaking studies of Policing and Youth Issues, we have been involved in community events and volunteering (Seniors Cyber Cafe tutoring of Seniors in use of IT) and Blue Light discos.

= Add your school name here = Add a description of your Advance program here.