Case Study: Copperfield College
FAMILY ENGAGEMENT AND CONNECTEDNESS AFTER SCHOOL
HOURS LEARNING SUPPORT
The need
Copperfield College is a multi-campus secondary
college in western Melbourne with over 1800
students. Across the campuses there are many
students from refugee backgrounds and language
backgrounds other than English. These students
either commence school directly from the Western
English Language School or arrive without prior
English language support.
The college identified that newly arrived families
often held high expectations for their children’s
academic performance but lacked an understanding
of the Australian education system and how to
support their children’s learning.
The response
As part of RESP, the college decided to build the
capacity of after hours learning support available
to all refugee background students and to support
families to engage with their children’s learning.
The college developed a homework club model,
offered weekly at each of the three campuses. A
teacher from each site was appointed to coordinate
student referrals and program spaces. Lead tutors
managed the program, with study support provided
by teaching staff.
A family engagement project was also developed,
involving workshops focused on career and education
planning, and student transitions. Key information
resources were developed and translated to support
these workshops.
A partnership was established with the Afro-
Australian Student Association (AASO), a not-for-
profit student organisation representing tertiary
students. AASO delivered careers information to
parents from African backgrounds, and provided a
mentor to support the homework program.
Challenges
An initial challenge was to find the balance between
the social and learning objectives of the junior
homework clubs. Ensuring sufficient numbers of
staff and the availability of computers and other Social and wellbeing outcomes
educational resources assisted the club to maintain Opportunities to discuss careers, subject choices, and
its dual focus. Moving the activities of one club to a home-life were also positive for students. Tutors and
quieter space also assisted. teachers often discussed these topics with students
and made referrals for additional support (e.g. career
The school experienced some difficulty keeping counsellors), as appropriate.
the boys motivated until the end of the homework
program. The AASO mentor was recruited to provide
the boys with a ‘big brother’ figure. The mentor “The program has helped me know a lot in
created opportunities for exercise, and for sharing history [and] helped me understand more
experiences and advice about life and education. The English…..I also enjoyed to spend time with
mentor also worked with the girls, providing career
advice and homework help.
other people and also the teachers that we
didn’t know. We made new friends too.”
Student, Sydenham Campus
Student outcomes
Learning outcomes Staff also reported that the opportunity for students
The homework program provided a safe and well to practice English and participate in the program
resourced space for study. This enabled students led to improvements in their confidence and
to focus and complete homework, increasing their relationships with one another.
engagement in the classroom. Teachers reported that
students who had been unwilling to even attempt
learning tasks had developed the skills to complete
tasks independently.
Case Study: Copperfield College
FAMILY ENGAGEMENT AND CONNECTEDNESS AFTER SCHOOL
HOURS LEARNING SUPPORT
Outcomes for families
Engagement with the school system
Parents reported feeling more involved with the
school as a result of the program. Parents also
enjoyed the opportunity to ask questions at the
information sessions and to receive detailed and
relevant information in their own languages.
“Parents were engaged, they asked
questions, and challenging questions.”
Campus Principal, Kings Park
Support for their children’s learning
Parents experienced greater confidence to discuss
career and education options with their children. They
were more informed about available study and career
choices and the scope for students to base career
decisions on their passions.
The school reported that parents attending the Year 7
transitions sessions also felt more comfortable to offer
guidance to their children. These sessions helped the
school to clarify the expectations of the secondary
school environment.
Outcomes for the school
Capacity to meet the needs of refugee students
The program improved relationships between
teachers and students, strengthened student
engagement in learning and improved homework
completion rates. It also brought together EAL and This resource was produced as part of the
pathways teachers who explored incorporating work Refugee Education Support Program (RESP).
education into the EAL course. Teachers developed
a greater understanding of student needs, enabling RESP assists selected schools to identify
specialised learning interventions and better and implement strategies to support the
management of student workloads. achievement outcomes, wellbeing and
engagement in learning of students from
Engagement with families refugee backgrounds.
School staff gained awareness of the value of To learn more visit www.cmy.net.au
enhanced communication with families. This led to the
development of a range of communication strategies, RESP is a partnership between CMY,
tools and resources and improved staff knowledge of Foundation House and the Department
the needs of families. of Education and Training, delivered in
collaboration with Catholic Education
Commission of Victoria and the Association
“There are more conversations happening
of Independent Schools Victoria.
about what is important for education
and beyond for students, looking at all
RESP is supported by the Victorian
components of education and wellbeing.” Government.
Classroom Teacher, Kings Park
Working in partnership
RESP gave staff the opportunity to work more
collaboratively across campuses and to share
strategies and insights. This led to improved program
outcomes. The program also created new connections
with other agencies such as AASO.