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transition of refugee students from Intensive English Centres to mainstream high schools : current practices and future possibilities / Jennifer Hammond.
Reader feedback: "An insightful approach in understanding and teaching refugee students, and also useful in teaching students within the mixed ability inclusive classroom." -- Gail Waugh, Federation member, 2016. Copyright: State of New South Wales (through the NSW Department of Education and Communities) and University of Technology Sydney, 2014. "The project consisted of a small-scale study in two IECs and two high schools. It concentrated on teaching and learning practices in the latter stages of enrolment in IECs and early stages of enrolment in high schools, and on the experiences of students aged around 14-16 who were typically entering high school in years 8 or 9. [p. 5] ... Despite the generally smooth transition between IEC and high school, both teachers and students had suggestions on how this process could be further supported. These suggestions included: more sharing of information about students between IECs and high school, and ensuring information sent to high schools from the IECs reached teachers who were working with students; providing IEC students with more high school 'taster' experiences prior to their transition to high school; 'doubling up' of curriculum content at IECs and high school to assist students in the early days of high school; where possible, enabling students to transit to high school at the beginning of the academic year rather than at the beginning of each term. (IEC teachers pointed out that this already happens if possible, but transition depends on the timing of initial IEC enrolment which occurs throughout the year)." p. 6-7. Taken from both the student and staff perspective, we learn how a group of refugee students cope when they enter the mainstream education system after their time in an Intensive English Centre. "The project consisted of a small-scale study in two IECs and two high schools. It concentrated on teaching and learning practices in the latter stages of enrolment in IECs and early stages of enrolment in high schools, and on the experiences of students aged around 14-16 who were typically entering high school in years 8 or 9. [p. 5] ... Despite the generally smooth transition between IEC and high school, both teachers and students had suggestions on how this process could be further supported. These suggestions included: more sharing of information about students between IECs and high school, and ensuring information sent to high schools from the IECs reached teachers who were working with students; providing IEC students with more high school 'taster' experiences prior to their transition to high school; 'doubling up' of curriculum content at IECs and high school to assist students in the early days of high school; where possible, enabling students to transit to high school at the beginning of the academic year rather than at the beginning of each term. (IEC teachers pointed out that this already happens if possible, but transition depends on the timing of initial IEC enrolment which occurs throughout the year)." p. 6-7. Taken from both the student and staff perspective, we learn how a group of refugee students cope when they enter the mainstream education system after their time in an Intensive English Centre.