Opening the gates to learning pathways

Students find meaning in their learning as staff collaborate at a Youth Apprenticeships school

In class, I used to muck around but now I've got a purpose."

So says Howick College Year 11 student John Marshall who has had a strong turn-around this year through Youth Apprenticeships.

He talks about the trouble he used to get into at school, but also how he has changed all that. He speaks with precise determination about his career goals and how his learning in and out of school is getting him there.

"I'm aiming to be a qualified, certified engineer. I've got a purpose to go to school, and after school I've got something to do," he says.

That includes staying focused on homework, and getting work experience at an engineering firm. "It helps a lot. I've learnt a lot more doing all sorts from hydraulics to welding fabrication."

He's now so tuned into his engineering dream, he has even realised he can use his growing practical expertise to help out classmates in the school workshop.

"My behaviour has turned around and it's really good. Now in metalwork, people ask me what to do. It feels good."

Howick College Student Pathways director Nicole Macquet says Youth Apprenticeships had a strong impact on John.

"He has really flourished. He wants to go on and be an engineer. He's sorted out how he works with other people and how he deals with authority."

Student progress at this large decile 10 school in Auckland's eastern suburbs shows the value of increased collaboration between staff under the umbrella of the Youth Apprenticeships scheme.

Nicole says the six students each have a personalised plan based on a needs analysis done by staff in the Student Pathways department.

"What we've found with YA is we've been able to tap into more than one resource."

The team includes a careers adviser, Gateway coordinator, STAR coordinator and a business and industry pathways manager.

Nicole says the team is taking a coordinated approach, working together more closely than in the past to decide how to best meet each student's needs.

"For me, what's been really successful is it's encouraging us to look at how we're working and shift our perspective.

"We're looking at each student and tapping into the school's resources to meet their needs which means students are getting a whole lot more, and are more able to develop their skills and talents."

As a result, two students get additional literacy and numeracy support and for all students the combination of work placements and unit standards is tailor-made.

Nicole says the comprehensive approach contrasts with the limited number of pathways that staff used to envisage for students.

"If you put the student at the centre, you get multiple pathways. It's personalised learning and that's the real key to this strategic approach."

She says the team had no trouble organising paid work placements through their community and business networks.

"Employers have taken a mentoring role with a lot of the students and that's had an influence on them in school. They're accessing role models."

The six students are all emerging as strong candidates for modern apprenticeships, she says.

That is satisfying for Nicole and her colleagues – as she says, they are in education because they want to see young people succeed and Nicole believes the school system needs to be responsive to make that happen.

"At the end of the day, some responsibility needs to come back to the school and what environment it offers the students."

In line with that thinking, the Howick College strategic plan makes a priority of supporting appropriate individualised pathways through and beyond school for all students.

With YA, those pathways are becoming easier to follow.