Making it Work in Oz is a dynamic program that accommodates flexibility in order that the teacher can be responsive to ongoing student negotiation which validates the voices of the participants. Feedback and evaluations from previous courses are used to inform program content and goals.
Originally the class was based around introducing Childcare Studies as the stakeholder consultation determined this was most in demand. Participants have continued to negotiate changes. In 2009 the program was rebadged Making it Work in Oz for more accurate reflection of the course content and student needs. The content has shifted to community engagement, multiple literacies, language and numeracy.
The ongoing negotiation at every level with all stakeholders is key to giving students a voice and providing meaningful learning. A commitment has been made to incorporate new ideas and content each week as needed to reflect community interest and focus. This can mean changing how learning goals are achieved or even resetting goals and focus. Learners are also consulted on the structure of the class for example working in one group or splitting into groups. Students are encouraged to bring in resources to assist in tailoring the content to their needs, for example, bills or letters received from Government Departments they may have received and not understood, group discussions and sharing of similar experiences where applicable. Mentoring by students is encouraged to build group learning and develop leadership skills.
Originally the class was based around introducing Childcare Studies as the stakeholder consultation determined this was most in demand. Participants have continued to negotiate changes. In 2009 the program was rebadged Making it Work in Oz for more accurate reflection of the course content and student needs. The content has shifted to community engagement, multiple literacies, language and numeracy.
The ongoing negotiation at every level with all stakeholders is key to giving students a voice and providing meaningful learning. A commitment has been made to incorporate new ideas and content each week as needed to reflect community interest and focus. This can mean changing how learning goals are achieved or even resetting goals and focus. Learners are also consulted on the structure of the class for example working in one group or splitting into groups. Students are encouraged to bring in resources to assist in tailoring the content to their needs, for example, bills or letters received from Government Departments they may have received and not understood, group discussions and sharing of similar experiences where applicable. Mentoring by students is encouraged to build group learning and develop leadership skills.
