Case Studies

Children's Music Program

Partners: Our Lady of Mount Carmel Primary School, Waterloo and the Australian Children's Music Foundation

Students' Music Partnership                 

Context and Goals

Our Lady of Mount Carmel is a co-educational primary school administered by the Catholic Education Office. In 2011, there were approximately 128 students, one third with a non-English speaking background, and over 60% are indigenous students.

The school was addressing a number of student issues connected with attendance and engagement, including:

• Lack of personal self-esteem and confidence to undertake certain tasks
• Lack of knowledge and skills to work either in teams or on projects and school activities
• A basic lack of communication skills in dealing with teachers and peers.
• Continual fighting and skirmishes in the playground

Their aim was to identify and apply alternative methods in building self-esteem, personal skills team work, and communication skills in aiming for behavioural change.

The Partnership’s Approach

The ACMF worked in partnership with OMLC to develop a customised and flexible music program to meet the needs of the students and the school.

ACMF provided a music teacher to deliver the weekly program during school term. Additionally, ACMF were able to donate the instruments that students were able to utilise both inside and outside school hours.

All students in the school starting from Kindergarten to year 6 attend a 40 minute session every Monday of school term. In addition, they run a singing choir and hand drumming session for selected students. Students are taught how to play theirinstruments read music and learn to sing and play the drums. At the end of the year students perform for parents and community members at the school.

 Benefits

• Significant behavioural change; improvement in the number of children gaining skills in self-control and self-discipline in the music lesson by listening rather than talking and demonstrating respect for the music teacher.  
• An increase in students’ cognitive and coordination skills through learning an instrument, reading music and playing together as a team.
• An improvement in literacy and numeracy skills by learning how to read music.
• The Drumming sessions addressed anger management issues in some children, by providing an alternative outlet to express their anger and therefore be more content in the classroom and themselves.  
• Professional development for teachers by allowing staff to participate in the music sessions, learning an instrument, and read music.
• An increase in the overall self-esteem amongst students by becoming more confident in playing their instrument and being part of a team that makes music.
• A basic understanding of the benefits of working as a team as they develop the understanding of teamwork see the good results that can be achieved.

Next Step

The initial level of commitment by all partnership stakeholders has ensured both long term partnership longevity and sustainability and is producing continual positive outcomes.

Furthermore, the advantages of this partnership are that it has the flexibility in being able to be applied to a variety of learning environments, aimed towards similar or other cohorts in providing beneficial behavioural change, and beneficial educational outcomes.

Support from the Partnership Broker

Sydney BEP was able to assist a request by the President of the School Council with initial strategic discussions. This was demonstrated by applying the necessary structure in capturing and understanding their current situation, exposing existing challenges, identifying required resources, and sharing possible solutions. 

Additionally, Sydney BEP was able to provide time and resources in sourcing potential stakeholders that could work collaboratively towards meeting the partnerships’ overall objectives. Once achieved, The Partnership Broker was able to deliver facilitation benefits; in identifying the necessary partnership goals, objective strategies and project managing milestones.

Finally, a consultative role was undertaken in advising on a range of partnership components including;  strategic alignment, change management, cross- partnership feedback, and operational issues, aimed towards meeting all stakeholder’s desired outcomes, and maintaining  long term partnership sustainability.

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Alternative Education Alliance

Partners: Youth Connections (Oasis Youth Support Network, WAYS Youth Services, Rosemount Good Shepherd Youth & Family Services), City of Sydney, The John Berne School

Please click on the links below to read the Alternative Education Alliance Case Study and to view the Alternative Education Providers Programs Directory.

ALTERNATIVE EDUCATION ALLIANCE SNAPSHOT 2012                      

  Directory of Alternative Education Programs 2011  

TAFE Taster Program 2010 - 2011

Partners: TAFE NSW Sydney Institute - Randwick College, Randwick City Council and High Schools in the Randwick LGA, YWCA NSW

Due to the recent changes in legislation regarding the school leaving age, Randwick TAFE and a number of schools in the local area identified a need to partner to engage and retaion young people at risk of disengaging from education through alternative learning opportunities.

With financial support through Randwick City Council's Community Partnerships Funding Program, Randwick TAFE are running a series of TAFE Taster programs for selected at risk students in Years 9 and 10 from schools within the Randwick LGA. These taster courses provide alternative hands on learning opportunities whilst providing an insight into vocational study at TAFE to support students make informed decisions about their future. Areas of TAFE Tasters will range from the traditional trades including Plumbing, Hair & Beauty, Carpentry & Joinery and Automotive to other vocational areas including Dental Assisting, Childcare, Fitness and Screen Media.