QSA SENIOR SCHOOLING CONFERENCE 2009

1. QSA SENIOR SCHOOLING CONFERENCE2009 SUCCESS FOR BOYS MARNIE BYRNE Contact: Marnie Byrne Sunshine Beach State High 45 Ben Lexcen Drive Sunshine Beach Q. 4567 mbyrn9@eq.edu.au 0754 702 863 0418 159 191

2. Order of Presentation • The Shoe Analogy: Warehouse or Boutique shopping – finding the right shoes so boys can walk tall • Sample Programs for gifted and talented students and engaging the disengaged • Sourcing Program Grants • Conclusions

3. SUCCESS FOR BOYS MY BACKGROUND • Dance Panel Chair Sunshine Coast/Wide Bay; Boys in Education Consultant; Senior Teacher • 20 years experience in S.A.C. Dance, Drama, HRE and Alternative Pathways; Behaviour Management • QTU Women’s rep • teaching experiences including Kingston State High (now college), Gayndah, Clontarf Beach, Kawana Waters, Deception Bay, Sunshine Beach State High (currently) • and from the real world a career in Promotions and Marketing Manager Accor Hotels; Interior Designer and more recently wedding coordinator!

4. ESTABLISHING PROGRAMS WITHIN BUNDARIESOld shoes -‘The ‘Good Ol’ Days’ • In the 1980’s/1990’s Education Queensland mounted a slogan Girls Can do Everything. It was emblazoned on almost every piece of promotional material, letterhead, and yes, even car bumper bar stickers! • Predominantly the focus was to address the then very concerning issues of the inclusivity of girls in ‘traditional’ male dominated subjects including (but not restricted to) the Maths, Sciences and Technology and Industrial subjects. • It was obviously a successful initiative. Data from cohorts since pinpoints that our female students far outshine the males. So somewhere along the way during the next 20 years how did the boys lose their way. • How? Why? Solutions?

5. The Shoe AnalogyWorking Within Boundaries -Footprints and New Designer Shoes If the Shoes Fits • Whether they be large, medium or small, since the beginning of time all cultures have left their footprints; lasting imprints for other generations to absorb, study, follow and in most cases big shoes to attempt to fill. Most boys buy shoes that they need to grow into. • But what happens when the footprints disappear or are washed away? Or when boys need new shoes? If the shoes are too big and they need to grow into them what do they do? They wear bigger socks! • Our male students live in a world of constant development and change where technology (new shoes) has infiltrated the ways in which we communicate, socialise and form our sense of identity and they need to learn how to walk tall in their new shoes. • Our male students live in a world where the global economy will need to regenerate and reinvent and where the jobs that will exist in 5, 10, and 20 years from now do not exist and thus new shoes will be essential. • Our male students need to be the next generations of creative designers and thinkers who will create and think of ways of how to manipulate technology, minimise manual labour, and earn them enough money to pay for their lifestyles of toys, toys and more toys and yes their new shoes! • New programs are needed to engage these disengaged boys who don’t like ‘shopping for shoes’ and for those who need a better variety of shoe stores.

6. Knowing Your Boy’s Shoe Size- Working within Authority and non Authority subjects • When boys go to buy a pair of new shoes they often can’t remember even the general size of their own foot. • Boys need to try things on but get frustrated because they are always in a rush. • Boys often don’t know what shoe is required for what occasion. • Boys need help, advice, and reassurance that they look good in the shoe. • Boys need schools to identify their needs, ascertain their required level of interest, boys will look at your stock, and you need to decide upon a few different types of shoes for these boys and sizes that may fit them. Or they will leave your shoe store, having purchased nothing. • Boys rely on the sales assistant to help them find the right size shoe which is comfortable and fits them best. • As educators we need to ensure that our shoes for sale (boy’s curriculum) provide many options to cater to our mass consumers (boy’s alternative pathways and diverse curriculum options) to suit their individual needs for purchasing their new shoes (boy’s directions/future) • As educators we can choose to sell the boys ‘our shoes’ (curriculum) in two predominant ways: in a warehouse or in an exclusive boutique store. En masse or tailored. • Consider how you sell your shoes now. • As educators we need to ensure the correct size for everyone and the best fit. Boys need to be reminded even if they have shoes they do not like to wear, sometimes, they have to wear them regardless. • Let’s consider working within QSA with a shoe warehouse approach.

7. STRUCTURING BOYS PROGRAMS WITHIN BOUNDARIESMy Warehouse Approach • Warehouse or outlet shopping is a wonderful way for a boy to purchase a quality shoe for an affordable price. So too is ‘warehouse’ education. Authority and Non Authority subjects, VET options, school based options need to be explored. • Warehousing provides boys with an incredible range of shoes to suit all sizes and tastes or in other words a curriculum which is broad and provides something for every one. • Warehousing enables stores (schools, staff) to pool together their buying capacity, (diversifying the curriculum options) purchase in bulk (catering for individual learners within boundaries) pass on the savings (cost effective measures delivery) to their customers. • Warehousing education offersopportunity. Mainstream curriculum, alternative pathways and subsequent curriculum offerings can be further enhanced. • Consider the following associated with warehouses: • Alternative Timetabling structures to best maximise and increase variety. Think beyond the ‘shoe box’ and the now traditional junior/senior split. Does your clientele need to work long hard hours to even afford a basic pair of shoes? Survey your customers; can your warehouse openat different times? Earlier in the morning, close for lunch, extend the trading hours, does late nightshopping apply? • Warehouse outlets often have their own cafeteria. And the one thing guaranteed with growing boys is the one thing they will do well is to eat! Warehouse food is hearty and plentiful. It provides sustenance for their exhausted customers trolling through aisles and aisles of choice, who (more often than not) don’t even know what type of shoe they are looking for . • Remember teenage boys eat, sleep, think, do, and are controlled by their hormones. Therefore their body clocks are often out of wack. Boys stay up all night and wake up late. They think best after 13 Weetbix and 10 bits of toast too and at least 10 hours sleep. What do you need to do to keep them awake,feed them and most importantly keep them shopping? • In hard economic times even warehouses struggle to maintain customer numbers sometimes an influx of cash helps but your credit may be difficult to obtain. You may devise a wonderful alternative but there is no cash reserve. Investigate what discounts you can offer, ways to make shopping quicker/ fast track, incentives to keep the customers coming back. • Maybe you need a stimulus package to inject some life into your own student economy. Grant funding solutions are available. • Harness other local businesses, expertise, consultants. • Choose a good ad agency. Steal the customers. Corner the market share. Advertising is a powerful tool. Market your strengths in variety.

8. Structuring Boys Programs within Boundaries- My Boutique Approach • Boutique stores offer in most cases less choice but they concentrate on specialised goods. • The great thing about Boutique shopping is that it can exist in a pre existing warehouse (authority/non authority) or a ‘stand alone’ (school based alternative pathway) approach. E.g. Structuring curriculum based on Authority, Non Authority, VET, Alternative Programs, Extension Programs, areas of special interest. • Boutique stores offer specialised products and personalised service. Tap into teacher talents/expertise/passions. Teaching is ultimately a service industry. • Boutiques stores are in sort after locations. Geographical isolation and subsequent specificity are wonderful assets. • Boutique stores offer loyalty programs, incentives,ambience. Personalised,specialised, exclusive programs tailored to suit clientele and make boys want to buy shoes and take their time trying them on. • Boutiques stores look after each other. The shop next store keeps an eye on yours so you can have a 10 minute lunch break or to go to the toilet. Share Human and Non human resources, pooling the skills and talents of teachers in nearby and like schools with areas ofspecialisation to broaden all of your current curriculum offerings. • Boutique stores are eligible for small business grants. Funding grants are every where you just need to think beyond the shoe box.

9. Sample Programs Using These Approaches • BID – Boys In Dance - challenging perceptions of homophobia pertaining to boys in dance, engaging the disengaged, creating links to arts industry. Students study ballet, jazz, tap, hip hop, acrobatics and contemporary dance. Successful graduates have gone onto: perform professionally at the Moulin Rouge, Jupiter's, Las Vegas, Australian Ballet, won the Australian X factor Television show, top 100 So You Think You Can Dance, performed with Will Smith, Bangara, Mega Jam, Queensland Ballet, toured in rural and outback Australia, teach, and establish own dance companies including government funded indigenous dance companies and work in several arts related occupation including lighting, camera and directing for Home and Away and Survivor. • Excellence in Surfing - a dedicated subject where students go to the beach and surf as a recognised subject under the tuition of classroom tutors and specialists coaches. Students compete in all major surf competitions on a state, national, international platform. Most students have professional sponsors by the end of year 9. Currently ex student Julian Wilson has numerous world junior titles including the prestigious Billabong pro. Just last week he knocked out world champion Kelly Slater. • Transitions to Work - students have their individual timetables altered and attend school in the capacity of an alternative structure e.g. 2 days school and 3 days traineeship and/or apprenticeship. Previous students have gone onto gain trade qualifications, teach at TAFE, establish own business, manage multi millionaire construction companies/businesses, and be home owners by the age of 21 • Ongoing Work Placement and Head Start -similar to work experience students on their flex day are attached to an area of interest post secondary schooling. They become intrinsic to that organisation or university department on a weekly basis. Students receive accreditation for university and/or students have been sponsored by that business to complete university/TAFE studies and upon graduation have guaranteed jobs. • Take a Break Program - Structured lunch hour groups are delivered in ‘boys only groups’ in areas of teacher and student interest. E.g. football, martial arts, hip hop, chess, bonsai (seriously), athletics etc. Instead of PGD teachers were given designated groups of boys to work with during breaks. This engaged these male students and subsequently prevented many of the common altercations from these boys during lunch hour times. E.g. fighting, bullying etc THE WAREHOUSE APPROACH AND THE BOUTIQUE APPROACH WORK BEST WHEN INTERCONNECTED TO ENSURE LEARNING OUTCOMES ARE MAXIMISED FOR ALL PARTICIPANTS, THE ALREADY ENGAGED AND THE DISENGAGED.

10. How To Get a Discount on New ShoesFunding/Grant email contacts • www.grantslink.gov.au • www.grantsearch.com.au/ • www.australia.gov.au/topics/business-and-industry/grants-and-financial-assistance • www.aph.gov.au/library/intguide/sp/spgrants.htm • wa.gov.au/governmentservices/lifestyleenvironment/yourcommunity/grantsfunding/ • www.dfat.gov.au/acc/ • www.arts.gov.au/grants_and_funding • www.zdnet.com.au • www.serviceskills.com.au • www.australiacouncil.gov.au/grants/arts_funding_guide • www.history.org.au/guide/chapter6.htm • www.outbackinfront.com • www.cultureandrecreation.gov.au • www.communitybuilders.nsw.gov.au • www.ccamatil.com/FoundationGuidlelines.asp • www.australia.gov.au/topics/culture-history-and-sport/arts-grants • www.culturaldevelopment.net.au/downloads/Funding_opportunities.doc • mgnsw.org.au/resources/grants_funding_and_fellowships/ • www.tennis.com.au • www.harmony.gov.au/funding/community-grants/ • www.southaustralia.biz • www.scacc.com.au • www.service.tas.gov.au • www.indigenoustourism.australia.com • www.afc.gov.au/funding

11. Funding/Grants email contacts continued • www.feast.org/opportunities • www.australiacouncil.gov.au • www.healthpromotion.act.gov.au • www.philanthropy.org.au • www.brisbane.qld.gov.au • www.rowingtas.asn.au • www.ourcommunity.com.au/easygrantsWebsites featuring such Grants include: • http://www.grantslink.gov.au; (a guide to grants available from Commonwealth Government agencies);http://www.cultureandrecreation.gov.au/grants; (lists over 1400 grants and opportunities for cultural organisations from local, state and federal government as well as private sources); http://www.community.gov.au; (provides information for community groups in Australia including a selection of links to sources of grants and funding);http://www.australiacouncil.gov.au/grants/arts_funding_guide; (provides an overview of funding programs and other forms of support for the arts in Australia);http://www.ourcommunity.com.au; • http://www.perpetual.com.au; http://www.ianpotter.org.au; (private philanthropic organisation); http://www.telstrafoundation.com.au; (provides community development grants for projects particularly aimed at children and young people);http://www.wesfarmers.com.au; (makes contributions to community-benefiting activities through its corporate office and through subsidiary businesses);http://www.grantsearch.com.au; (publish the grants register); http://www.pathwaysaustralia.com.au; (provides a database of corporate and government fundraising opportunities for not-for-profit organisations); http://www.philanthropy.org.au; (publishes the Australian Directory of Philanthropy); http://www.optus.net.au; (provides grants to organisations to help reduce social isolation and to reconnect disengaged youth);http://www.landcareonline.com; (funded in partnership with Australia Post and provide grants for projects aimed at improving the environment);http://www.youngaustralians.org; (not-for-profit organisation committed to investing in excess of $3 million each year on providing opportunities for young people with specific funding for projects involving Indigenous youth);http://www.reichstein.org.au; (funds projects aimed at assisting disadvantaged communities);http://www.frrr.org.au; (aims to take a leadership role in assisting regional, rural and remote communities to respond to social, cultural and economic change. The FRRR administers a number of funding programs and grants);http://www.fosters.com.au; (for specific projects run by community groups and charities);http://about.commbank.com.au; (aims specifically to assist community groups with projects that improve the health and well being of children and young people nationally); http://www.volunteeringaustralia.org; (grants are managed through Volunteering Australia and are available for a wide range of not for profit organisations);http://www.anz.com/; (provides a listing of a wide number of funds and foundations providing grants in different areas);http://www.woolworths.com.au; (provides support to local community organisations and charities);http://www.westpac.com.au; (matches donations by employees to charities dollar for dollar, great for Pand C matched projects)www.australiacouncil.gov.au/www.harmony.gov.au/funding/community-grants/ • www.ccamatil.com/FoundationGuidlelines.asp • www.tennis.com.au/Pages/ • Also consider: Telstra, Optus, CBA, National Bank, Red Rooster, McDonalds, Woolworths, clothing manufacturers, consulates, local councils, Virgin and Mr Branson and exhaust every government agency.

12. WHEN PURCHASING NEW SHOES -Consider the importance of Pedicures The following strategies are absolutely essential on a day to day basis interacting/working with boys. When working with boys we always need to acknowledge boys need to have a curriculum which enables them to: • Move, do, then think • Have a public and private face • Experience and be taught appropriate touch and social etiquette • Feel empowered while discovering their place in the pecking order • Have a sense of urban Family – it does take a school community to raise one MAN • Discover and be engaged in finding a lifelong passion • Be engaged and alter the design to suit • Be equipped with the skills to battle apathy and foster resilience • Be given the cement for building blocks: the foundations to build their house in their community • Have embedded essentials in all they do: literacy, numeracy, ICTS. • Be given support and several attempts at success

13. CONCLUSIONS • Altering curriculum within Authority and Non Authority is possible if you think beyond the shoe box. • Whether interconnected (or not) the Warehouse approach and the Boutique approach provide you with tools to implement innovative and engaging programs which provide productive lifelong pathways for boys. • Harness the expertise and passion of your best resource - your colleagues. Encourage them, support them, help them, find them money, be creative in relation to their timetables. Reward them, value them, praise them. • Remember the importance of the pedicure strategies When you leave today maybe you might go and put on your favourite pair of old shoes or maybe you might leave today and try some new ones!