Introduction to Extension

Studies

What is Extension Studies?What is Extension Studies?

HESS general subject

2-unit sequence at Stage 2

Group 1 or Group 2

2 year trial

Across existing SSABSA subjects or

deepening an aspect of existing subjects

Investigation developed from idea, skill,

questions

Why Extension Studies?Why Extension Studies?

Preferred ways of learning

Learning self-initiated and directed

Fosters independent and collaborative learning

Students able to investigate an area of personal

interest or pursue a passion

Deep learning or cross-disciplinary learning

The Time is RightThe Time is Right Lifelong learning

Retention, engagement and achievement

Enterprising and entrepreneurial learners

Creative and global thinkers

Incorporates cross-curricular perspectives

New learning models - Constructivism, Authentic Learning, Relational Learning

Recognition of other learning

Draws on wealth of knowledge, skills, experience in community

Develops knowledge, skills in “real world” situations

Connectedness - brings students out from behind classroom door

Transforms community perceptions of school

The Time is RightThe Time is Right

What is What is not not an Extension an Extension Study?Study?

Covered by existing subject

“Project” based only on a collection of existing secondary sources (Find out all there is to know about….)

Transfer of information

Community Studies

MethodologyMethodology Qualitative - e.g. transcript of unstructured

interview

Quantitative - numeric measurement

Action research - action (change, improvement) and research (understanding, knowledge) to be achieved through a cycle of action and critical reflection

8 March 2004

The Initial ProcessThe Initial Process

Program approved by SSABSA and student enrolled

Student completes Program Approval Form

Contact teacher identified

Student(s) informed and identified

Develop a proposal and discuss with panel (Assessment Component 1: Investigation Proposal)

Negotiate and carry out the investigation using proposed methodology (Assessment Component 2: Folio)

Communicate the Investigation Outcome (Assessment Component 3: Investigation Final Outcome)

Extension Study ProcessExtension Study Process

How can we make assessment How can we make assessment decisions in this unique decisions in this unique

subject?subject?

Curriculum statement without content Scope of the subject is unique to each student Early engagement with assessment section of

curriculum statement is crucial Assessment focuses on their learning rather than

the content

Who are the Students?Who are the Students? Strong passion for an area

Independent, organised learners

Risk-takers, initiative, ability-able to access range of community resources

Demographically diverse

Diverse learning styles and capabilities (SHIP, STAR, post school)

Appreciate flexibility

Qualities necessary in an Qualities necessary in an Extension Studies student – Extension Studies student – according to the teachers!according to the teachers!

focus clearly on goals operate

independently discriminate make decisions develop sound

research skills

persist seek/take advice articulate ideas (oral,

written) solve problems adapt to change

(resilience)

Further teacher commentsFurther teacher comments

“Can bring out the best in students, but is not for all students”

“Students comfort zones are being challenged”

Critical question to ask potential students, “What do you want to learn?”

WhatWhat about the teachers?about the teachers? Goodwill and generosity

Early adopters, risk takers, flexible

Focus on students as learners

Know their students well

Strong community links

Diverse skills and backgrounds

SACE Coordinator, Director of Studies, Teachers, Leadership/Administration

A variety of support-time from school, mentors etc.

Mentors/SupervisorsMentors/Supervisors Variety of skills,interests, and professional

backgrounds-some University Professors, Film makers, Naturopaths, Vets, carers, actors

On-site and off-site

Variety of qualifications

Main aim-to support students

The Investigation Final The Investigation Final OutcomeOutcome

Three parts:

Exhibition (30%)

Discussion (5%)

Personal Evaluation (5%)

The Investigation Final The Investigation Final OutcomeOutcome

How much writing is involved?

Up to 500 words in context statement to accompany final investigation outcome

Up to 1500 words in personal evaluation of learning

Intended Final OutcomesIntended Final Outcomes

Short Film, Digital Movie, Video

CD - collection of songs/performance

Interactive multimedia – Flash, Website, Power Point

Traveling Drama performance

Promotional materials

March 200419

Anthology

Manual

Comic Strip

Photographic Portfolio

Quilt

Cookbook and Meal

Fashion Parade

Written Report

Sketches

Oral/Visual

Booklet/Pamphlet

Scientific paper

Innovative

Organisation of an event (video evidence)

Snake handling demonstration

School musical production

Dance for CROC FEST

Film Script to industry standards

Display model and planning proposal

Combinations of one or more of the above

ConclusionConclusion

Integrated learning across subject boundaries

Draws on wealth of skills and knowledge in community

Students are doing what they love and it is authorised by a curriculum statement

Evolving life long skills-developing awareness of preferred learning style

“Even if a student withdrew from this subject now, their learning has been amazing, and the value of this subject to them has already surpassed expectations”