# data[].attributes.body
My activity asks students to create an example of belonging through any creative means at their disposal. They have to ensure that they can explain the meaning behind their depiction using words of their choosing (curriculum link). Guided by evocative prompts such as images, music, or words, they begin by sharing personal experiences of belonging in a group circle, then move freely between creation stations to experiment, reflect, and adapt their work, supported by teacher observation, dialogue, and documentation. My questions: How do schools effectively foster creativity? Why is it important?

# data[].attributes.body
Microsystem

Self-reliant and independent, she is able to make her way about her day without having to count on others. She has a good relationship with both parents, as well as siblings who are able to help her with anything she needs and who provide housing and food and love.

Her school routine is consistent which allows her to have many friends who encourage her academic endeavours. She has good relations with her teachers. She plays netball with other peers and friends, which allows her to stays very physically fit and healthy.

Mesosystem:

Home life and school life are both consistent and provide joy, education and provide abundant opportunities to learn and grow, as well as form productive friendships. Parents are included in academic endeavours, and teachers include parents in education and outcomes. While playing netball, the sporting club provides a safe space to further develop friends and relationships.

Exosystem:

She works in a hospital in the kitchens, which allows her to create bonds with co-workers and patients. She spends time with friends in her community, shopping, playing sport and hanging out. A lot of these catch ups is dependent on social media, which allows them to coordinate meetings. Her education is also reliant on technology, but not fully dependant.

Macrosystem:

She lives in stawell, so religion is not prominent. She is a law-abiding citizen which refrains activities she may do. Due to her location, financial hardships are prevalent, but this does not affect her day to day life. She does not face injustice, and lives a very privileged life.

# data[].attributes.body
Our activity asks students to pick a part of history if their choice. It can be from any era. They then have to represent this part of history creatively however they like, answering a question about what the era is about. Students then present their findings to the class via a presentation and explanation of their creation.

VC2HH8S01

History yr 7/8.

Historical concepts/Skills.

Tazmin, Jemma, Linden, Jonny, Hope.

# data[].attributes.body
My activity involves students experimenting the concept of how plants grow and survive in the local environment. Teachers will supply seeds of various plants within the schools environment, as well as broad information about each plant in the form of documents. Students are then left to there to their own means to explore the environment and gather information on how their chosen plant grows and survives in the environment. Students are then required to try to replicate these conditions and environments to grow their own seed. Teachers are there to observe and be of help when approached, otherwise students are doing the research and experiment on their own. This results in students learning about scientific processes such as photosynthesis through hands-on learning. My Question: How can exploration be incorporated into a secondary school classroom?

# data[].attributes.body
MICROSYSTEM (direct settings)

Home routines:

Classroom features:

Peers & teachers:

Health & services:

MESOSYSTEM (connections among microsystems)

Parent–teacher communication:

Home–school practices alignment:

Community–school links (church/mosque/community center/library):

EXOSYSTEM (indirect settings)

Caregiver work schedules/policies:

School governance & local policies:

Neighborhood resources (transport, parks, clinics):

Media/technology environment:

MACROSYSTEM (culture/ideology)

Cultural values & norms (e.g., collectivism/individualism; attitudes to disability):

Laws & policy climate (immigration, inclusion, funding):

Economic conditions/inequality narratives

# data[].attributes.headline
 “One insight,” “One uncertainty,” “One next step.”  

# data[].attributes.subject
 “One insight,” “One uncertainty,” “One next step.”  

# data[].attributes.body
Offer some reflections ...

# data[].attributes.body
Katty year 10

Microsystems: Attends Maryborough education centre which is in a regional town, no religious affiliation, grew up agnostic, lives in the bush and has no close neighbours, lives with mum and older brother, her two other siblings are a 20 minute drive into the town which she attends school, has 30 other kids in the year level of which 6 are her friends.

Mesosystem: her mum works weekends so she is often alone during that time, mum does not often come to the school, does not do any extracurricular activities, mum does not go to school meetings, often misses school by not getting up for the buss.

Exosystem: Has grown up with the internet, single mum whom is the working class, has very little contact with extended family,

Macrosystems: lives in Australia which is a very independent culture, in the western world, lives in the central golfing shore, lives near a town with the population of 17,000.

Chronosystem: Was attending school in year 6-7, grown up with ai, parent split up when she was 6 years old.

# data[].attributes.body
MICRO

Home Routine

Shared Accommodation

Structured home learning with preparation times.

Head of Boarding, 10 Mentors/Tutors, House Mother in boarding house and parents when at home.

Peers range from younger to older. student leads common aged and younger peers, tends to follow older students. Strong relationships with teachers and adults ability to question and offer alternative answers

Sports, fitness, rowing, afl, soccer - heakth services at school

# data[].attributes.headline
Bronfenbrenner's ecological systems theory 

# data[].attributes.subject
Bronfenbrenner's ecological systems theory 

# data[].attributes.body
Case study: Year 7 student

Microsystem:

living in a stable household with two parent figures and 4 siblings

includes the organisations they interact with in everyday life including their school, and sports team which enable the 13-year-old to grow and develop.

has a close network of friends that align with his values and interests.

has supportive teachers that encourage and value their learning process.

Mesosystem:

the students' parents are financially stable allowing them to attend a private school and provide essentials such as nutritious foods to promote development.

the students' parents are separated which can influence the emotional development of the student.

both the students biological parents have achieved tertiary education which can influence the students intellectual development.

Exosystem:

the student is involved in many social media platforms which can negatively impact emotional and social development.

the students biological parents are both employed allowing for a stable income to support the student.

the student has a strong relationship and connection to extended family such as cousins, Uncles and Aunties.

the student lives in an environment where health and community services are readily available to support the students physical development.

Macrosystem:

The student belongs to a culture that is progressive in views and values, accepting individual differences amongst members in society, influencing the students intellectual and social development.

Chronosystem:

the student has lived in an environment which as not experienced or is not currently experiencing conflict or war.

the student would be currently experiencing life cycle transitions such as puberty which influences physical and emotional development.

# data[].attributes.body
Cultural Background - My student lives in a household from a middle eastern background where the family operates in more traditional gendered roles.

Sports - Although now sports including (football and other contact sports) is now seen more as gender neutral with pathways for all. This student interprets playing sports such as AFL and Rowing to be more male oriented.

Relationships - My student is beginning his personal and romantic life. For him personally there is a way to interact with male peers and to interact with female peers.

Looking at all three of these aspects what I think is important is to respect cultural and religious views as long as they do not negatively affect others. Show understanding around sports and how anyone can participate and that is the great thing about sports. Have conversations around inclusivity for all hobbies and interests.

Relationships should be a conversation around respect for all. One thing I have noticed is my student does not particularly like vulgar language but will not speak up because his male peers might not think it "manly" that he does.