National Safe Schools Framework 9-12

Discuss how each of us has different perceptions of school based on our own personal experiences.

Watch the video of students talking about their different perceptions of their school.

Complete the perceptions Student survey (handout 1). Collate and share the data.

Analyse the data, and as a class identify the five key areas that students perceive to be of concern. Reflect on and discuss reasons for this.

Break into five groups and select one of the five key areas identified. Focusing on your key area, reflect on and discuss what you think needs to happen to bring about positive change within the school.

Using Action plan (handout 2), identify one (or a maximum of two) key goals that would bring about positive change within the school

We all have a role to play in bringing about this change. Now focus on the specific tasks or areas of action for students, staff and school leaders that will assist in reaching your group’s goal(s).

Consider the resources you may need to implement your action plan.

When your action plan is complete, select a medium for presenting your proposed action plan to the wider school audience. This may be at a student or staff meeting, through posters around the school or during a school assembly.

Revisit the action plan four to six weeks later and identify areas of change and improvement. You may then consider identifying a new goal and related strategies for improvement to build on the successes of this action plan.

Six questions related to safe schools are written on poster paper and placed at circuit stations around the room.

Form six groups. Negotiate roles for members in your group – Reporter, Decision coordinator, Time checker and Sheepdog. Each group needs a different coloured marker to record their ideas at each circuit station.

Move to an unoccupied circuit station – this will be your group’s home station.

• Read the question, discuss and negotiate a group response.
• Using your group’s coloured marker, one member of the group needs to write the group’s response on the poster paper.

On the teacher’s signal, move to the next station and repeat the task. Continue this process until your group has completed the circuit and returned to your home station.

As this is a brainstorming activity, keep in mind that your group’s responses need to be different to the responses already recorded on the poster.

During this session, the whole class comes together. The Reporter from your group will present your home station poster and share the contributions from each group.

Individual reflection

While the responses to the questions are being presented, think about the ideas and what they mean for you. These questions might guide your thinking:

• What idea(s) resonate with you? What ideas would be really helpful for you at this time?
• Do you need to clarify anything?
• What ideas might you try? What ideas might you suggest to a friend who needs help?
• Do any of these ideas apply to multiple settings? For example, at school, home and online?

Class discussion

Consider sharing your reflections with the class.

Consider entering your reflections in your learning journal/diary, especially any actions you resolve to take or any questions you still have.