“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” – John Quincy Adams
At Roxburgh Rise Primary School, we strongly advocate for student leadership opportunities and for the value of student voice and agency. We therefore aim to provide many opportunities for formal and informal leadership positions for our students. The opportunity for young people to take on leadership roles in a school environment allows them the scope to take risks with their leadership in a safe and supported environment amongst their teachers and peers.
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SCHOOL CAPTAINS AND VICE CAPTAINS
The School Captains and Vice Captains take an active role in all aspects of the RRPS school community and work with others to achieve the best possible outcomes in all areas. They are excellent role models for all students and have many responsibilities that further enhance our school community
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HOUSE CAPTAINS AND VICE CAPTAINS
The House Captain and Vice Captains facilitate all house related events during the year. They encourage all students to participate in house activities and house events.
JUNIOR SCHOOL COUNCIL
The Junior School Council (JSC) makes decisions on behalf of our students at RRPS. The JSC makes decisions on student voice and agency in learning, fundraising events for our school, supporting our local community and planning exciting and fun events.
SUSTAINABILITY ACTION TEAM
The Sustainability Action Leaders promote and oversee sustainable practices within the school and the community. They explore and care for the wetlands of RRPS. The team investigates different global and environmental challenges and educates the school community. They also help maintain our five-star sustainability certification.
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PEER MEDIATORS
Peer mediators are Year 6 students, trained in conflict management. They help students solve conflict during recess and lunch times. The program teaches students about communication, conflict management and strategies for solving disputes. Students are celebrated as helpful and caring leaders.
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KIDS MATTER LEADERS
Kids matter leaders oversee the kids matter clubs during lunch time. The clubs provide a sense of personal empowerment and student voice and further develop social and emotional skills. This will also further improve positive school climate and increased student sense of safety and reduction in playground behaviour incidents.
YEAR 5- F BUDDY PROGRAM
The buddy program consists of the Year 5 and Foundation team. The program ensures a smooth transition and promotes social and support networks for children beginning Foundation. This fosters a sense of whole-school community and creates friendships that enable both older and younger ‘Buddy’ to bond more closely with their school. This will also extend Year 5 students’ leadership skills and become exemplary role models of RRPS.
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Student voice
Student voice is not simply about giving students the opportunity to communicate ideas and opinions; it is about students having the power to influence change. Authentic student voice provides opportunities for students to collaborate and make decisions with adults around what and how they learn and how their learning is assessed. This is known to lead to improved educational outcomes.
We see this when our students:
- listen to and learn from their peers and adults
- ask questions to strengthen their understanding
- share their ideas and opinions
- actively seek feedback from teachers and peers to progress their learning
- reflect on their learning experience
- give feedback to peers and teachers
- negotiate learning goals and assessment
- respectfully challenge others’ views around learning and teaching
- feel confident to contribute in meaningful ways for a shared sense of ownership
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Student Agency
Student agency refers to the level of autonomy and power that a student experiences in the learning environment. Student voice and agency are intrinsically linked. Agency gives students the power to direct and take responsibility for their learning, creating independent and self-regulating learners.
We see this when our students:
- work with teachers in making decisions about teaching and learning
- take responsibility for their learning and are, on the whole, independent and self-regulating learners negotiate and design learning that stretches their thinking
- can track and measure their own learning growth
- are involved in designing and implementing school policy and programs, and actively contribute ideas about student-led learning
- display the capabilities, confidence and willingness to contribute ideas and make decisions about what and how they learn
- reflect, take action and accept the responsibility that comes with being part of the problem solving