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Shenton College Year 11 Parent Night
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Katie Powers Year Leader WELCOME
Introduction Katie Powers Year Leader WELCOME Good evening.My name is Di Parker the Yr 11 Coordinator and it is my task to introduce the speakers.
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Speakers & Topics Welcome by Katie Powers, Year Leader
2014 Review & Advice from “successful” students on how to be “successful” presented by Michael Morgan, Principal Expectations in Year 11 Nicole Martin, Associate Principal, Head of Senior School Surviving Years 11 & 12 and Study Skills Shakira Durrant, College Psychologist, Barbara Goldflam & Cathy Sayers, Learning Support Advisors WACE (Graduation) and other requirements Janet Schofield, Dean of Studies
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Role of the Mentor Teacher
First point of contact for parents and teachers Oversees Attendance and Dress Code Formally and informally delivers SenseAbility/Mind Matters Program Subject/Course teacher Liaises with Year Leader As a member of that team my role as a Yr 11 coordinator is to: Liase with Year 11 Mentor Teachers who: Teach the students in a subject area Mentor the students formally and informally as teacher and mentor Deliver the adapted the ‘Mind Matters’ program First point of contact for parents and teachers And who Oversee administration tasks related to attendance and Good Standing Stage 1
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Michael Morgan Principal
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EXEMPLARY Review Summary- from report
2. {At Shenton College} Strategic intent is the foundation for a unified purpose, clear and well supported operational processes and monitored implementation. High-level professional discussions lead to action, reflection and accountability. 3. There is a deep belief . {At Shenton College} in and passionate commitment to the ‘whole child’. The college motto, ‘Much more than marks – learning for life’, is supported by a belief that actions involve much more than unquestioning compliance. 5. The college strives to remain innovative whilst maintaining high expectations of performance. An inclusive pedagogical approach is adapted to suit learning styles at the program, class and individual levels. 9. A well established culture of care and support for students, both collectively and individually, has led to a calm and orderly learning environment. Pedagogical approaches encourage high levels of engagement and enthusiasm for learning among the students. The resultant cycle of enjoyment and fulfilment has led to staff and students wanting to do more to please others.
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WELCOMING OUR New TEACHING STAFF
TECH: Adrian Bertuola ENG: Janet Silburn – Barker (HoC) Jason D’Argent Adelle Wearden Rosemary Langdale A&L: Katherine Russo Lauren Seed Veronique Bournaveaus Lamia Moumni Dr Limeng Qiu MATHS: Johanna Ng Dr Simon Moore Samantha White Ross Bickerton HPE: Aric Forman SC: Stewart Barker Bonney Foley Rebecca McKinney HASS: Dianne Rogers, Gary Green (HoC) Fiona Walker-Hart Daniel Johnson Kshamta Trisal Paul Parsonage Estelle Lovelady Head of School: Senior Nicole Martin
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EXEMPLARY Review FINDINGS
Outstanding student achievement and progress Outstanding classroom practices Outstanding parent and community partnerships Excellence in staff expertise Outstanding inclusive practices Outstanding leadership across all levels Outstanding analysis of performance data
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2014 WACE Report Card 83% Participation rate in ATAR- Highest for 4 years and will affect the league tables 84.8% Median ATAR (84.8% 2012)- Slightly lower than 2013 but good 100% WACE Achievement Rate (5 years running)- Outstanding- Top in State 99% VET Achievement Rate (highest ever and highest of all like schools)- Outstanding { From 8% to 99% in 5 years} 100% Number of students Eligible and achieving WACE “Attainment Rate” (highest ever)- Outstanding
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DEPTH Analysis of WACE Performance
3 Course Exhibitions: Highest combined mark in WACE course. Computer Science DUY NGUYEN LAM Shenton College Dance RHIANA BETHANY HOCKING-KATZ Shenton College Food Science and Technology SHU-FEI KHO Shenton College 9 Certificates / Special Certificates of Distinction: Top 0.5 % or top 2 sitting the WACE course – combined mark. 1 Biology, 1 Dance, 1 FST, 2 Human Biology, 2 Geography, 2 Computer Science, 23 Certificates of Commendation: This is a new category and is awarded to each eligible student who attains at least 20 Grades of A in course units or equivalents and achieved the WACE. {Plus 2 more deemed ineligible} 34 School Curriculum and Standards Authority Exhibition and Award Winners 11 Courses recognised with highest performing students
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schools with top performing student in WACE Stage 3 courses- Shenton College
Food Science and Technology:2014,2013 Geography: 2014,2013 Human Biological Studies 2014, 2013, 2012 Literature: 2014 Mathematics Specialist: 2014, 2013, Media Production and Analysis 2014, 2013, 2012 , Ancient History :2014, 2013, 2012 Computer Science :2014, 2013 Design: 2014,2013 Economics: 2014,2013 Engineering Studies: 2014,2013
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Study with a Study group Environment- Have a suitable work environment
Advice from “successful” students: Study with a Study group Environment- Have a suitable work environment Explore the options but take the advice – Cert 11, CAP, WPL, General vs ATAR, Mathematics Diarize – work time, play time, your time Support- look out for the signs and seek support SEEDs of today are the flowers of tomorrow Please listen to our advice
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Associate Principal, Head of Senior School
Expectations in Year 11 Nicole Martin Associate Principal, Head of Senior School
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Expectations in Year 11 Six courses, each with 2 Semester units
The amount of study and homework Assessment Policy: rigid deadlines and penalties Change Courses by Friday 6th March Good Standing Policy
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Good Standing Policy Three areas where it is implemented Attendance
Completion of Work Behaviour
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Good Standing Policy Three levels
Level one; student interview with Mentor teacher/Year Leader and contract. Level two; parent & student interview with Year Leader and contract. Level three; parent & student interview with Associate Principal, Senior School. Alternate Pathways.
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Expectations In Year 11 Dress standards (issue of sports shorts, short skirts and inappropriate shoes) Behaviour standards Absentee procedure – notes or SMS EXAMINATIONS Monday 18th May - Friday 29th May Monday 2nd November - Friday 13th November Family holidays cannot be scheduled during this time.
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Prior to completing Year 11, each student is expected to have:
Submitted all assessment items in each course as outlined in the Assessment Policy; Attained an overall course achievement to reflect 5 ‘C’ grades; and Presented their signed Gaining Year 12 Status form to the Dean of Studies, Ms Janet Schofield.
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Expectations of Year 11 Those students who have NOT Gained Year 12 Status will be contacted for an interview. They may be required to attend classes as per Flexible Curriculum until their assessments are completed to an acceptable standard. However this will not guarantee Year 12 Status. Students may be designated as Year 11 in the following academic year if these requirements have not been met.
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Literacy and Numeracy Assessment
To achieve a WACE, students will be required to complete the Online Literacy and Numeracy Assessment (OLNA) and demonstrate achievement at or above a minimum standard. The OLNA has three components – reading, writing and numeracy. Students who achieve Band 8 or higher in the associated component of their Year 9 NAPLAN tests will be recognised as having met the standard required for that component of the OLNA. The minimum standard will be mapped to the Australian Core Skills Framework (ACSF) which describes the minimum requirement for individuals to meet the demands of everyday life and work in a knowledge-based economy and is indicative of ACSF Level 3. Each component of the OLNA is 60 minutes duration.
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When do students sit the OLNA?
Students will be required to undertake the OLNA in Semester 1, Year 10 unless they have prequalified for one or more components through achievement of Band 8 or higher in the Year 9 NAPLAN tests. If the student does not meet the standard in Semester 1, then they must sit in Semester 2, Year 10, and, if required, Semester 1, Year 11. From then on, and if required, students may choose when next to sit the assessment. A set of procedural guidelines for principals, coordinators and teachers was provided to schools in January 2014. Schools have been advised the names of students who have prequalified in one or all of the components and will therefore not be required to sit the associated components of the OLNA. Schools have received a list of students who are required to sit one or more components of the Online Literacy and Numeracy Assessment. International and mature age students will sit the test at the first available opportunity.
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If students do not meet the literacy and numeracy standard by the time they exit secondary school, they can apply to the Authority to re-sit the assessment. All students (whether they have achieved the WACE or not) will receive a Western Australian Statement of Student Achievement – a record of all courses and or programs completed.
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OLNA Support for Students
HELP Classes will run for the four week leading up to the test, which will take place in either week 6 or 7 (TBA). WEEK 2, 3, 4, 5 Monday 8am OR 3.05pm OR Wednesday 8am Thursday 8am
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Choose the most suitable class time and commit for the four weeks
Choose the most suitable class time and commit for the four weeks. Teachers will be aware of the student individual needs and will tailor the sessions with those specific students in mind. Therefore students CANNOT swap and change their HELP class time. If you have any further queries the teacher co-ordinating this initiative is Louise Heath.
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Surviving year 11&12 COLLEGE PSYCHOLOGIST
Miss Shakira Durrant Ph: (08) Mb: (08)
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Factors Affecting Student Performance
Peer Group School Home
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Year 11 Parent Night “. . . research shows that the achievement gap is not only about what goes on once kids get into the classroom. It's also about what happens to them before and after school,” says Sharon Robinson, president of the ETS Educational Policy Leadership Institute. “ serves as a reminder that each of us--parents, teachers and policy-makers--has a crucial role to make sure that every child becomes a high achiever.” (Education Issues: Variables Affecting Student Achievement) Sharon Robinson- president Educational Testing Service
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Family A whole family approach to supporting your teenager
Provide positive feedback Remind them of their goals Have regular open and honest communication Set clear and reasonable limits Encourage problem solving and compromising Take care of your own health and wellbeing
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Parenting Healthy eating, regular exercise and plenty of sleep
Encourage study breaks when necessary Discuss school and encourage a positive outlook Avoid nagging Encourage a belief in self Let them know you are available Have realistic expectations Patience Sense of humour Personal health and well-being
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Promoting Well-being and Success
Balanced Lifestyle Time Management and Routine Goal-setting Realistic Expectations Support Network Developing Emotional Intelligence
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Student success hangs on managing emotions
Sharyn O’Neill June 5, 2012, 11:54 am “The famous marshmallow experiment over 20 years ago illustrated how important the ability to delay gratification was to future success….The message is clear: a lack of self-regulation by children really counts against them when it comes to educational achievement.” “ It is often not recognised that the social-emotional side of learning is as important as the intellectual side. A student may be intellectually capable of mastering a particular task but does not succeed because they cannot manage their emotions and attention to engage properly with the task. Maybe they get distracted easily, give up as soon as it starts to get difficult, get bored quickly and frustrated because they can’t do it. “
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Emotional Intelligence
a) Interpersonal skills -Empathize -Maintain /develop relationships -Social responsibility b) Intrapersonal skills -Self- awareness -Self- regulation -Motivation Why is it a key to success: Self-motivation/ awareness, manage stress, resolve conflict, motivation, decision making, relationships, creative/flexible thinking, balanced life.
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What to expect from your Adolescent
Transition Friendship versus Family Break away from adults and adult control Risk-taking behaviour Struggles with identity 33
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Needs of the Adolescent
Respect Information Support- constructive social and emotional support from adults Protection Opportunity for growth Gradual independence` 34
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Helping Teens when parents are separated or in conflict
Both parents supportive and interested in their child Each household - daily routine, consistent / expectations Good communication between both parents Good relationship between teenager and step-parent 35
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Online Support E-Couch- https://ecouch.anu.edu.au/welcome
A self-help interactive program with modules for depression, generalised anxiety & worry, social anxiety, relationship breakdown, and loss & grief. It provides evidence-based information and teaches strategies drawn from cognitive, behavioural and interpersonal therapies as well as relaxation and physical activity. Moodgym- Designed to prevent depression. It consists of five modules, an interactive game, anxiety and depression assessments, downloadable relaxation audio, a workbook and feedback assessment. Headspace- Youth Focus- Reach Out- Lifeline-
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Online Support cont.. Relationships Australia- Relationships and Family Support workshops $25 pp. short/long courses. Some topics include, Kids and Technology today; Transform your relationships with mindfulness; Parenting Teenage girls for Fathers; Parenting Teenage boys for Mothers; Raising Stepfamilies; Parenting after Separation; and Building Stronger families. Cold Turkey- Temporarily block yourself off of popular social media sites, addicting websites, online games and whatever else. PC use. Self control- Block distracting websites for predetermined periods of time. Free, MAC use.
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Support Services in the Community
Crisis Care Helpline (24hrs) Mental Health Emergency Response Line Acute Response Team (PMH Emergency Dept. Admission) (8am-10pm) Afterhours number After 10pm – under 18YO. Kids Help Line Family Helpline Youth Beyond blue Men’s Line Australia Men’s Domestic Violence Helpline (08) / Women’s Domestic Violence Helpline (08) / Sexual Assault Resource Centre 1800 RESPECT. National Sexual Assault, Domestic Family Violence Counselling Service Alcohol and Drug info Service Youthline Samaritans (24hrs) 38
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Useful resources and links
What’s Happening To Our Girls Maggie Hamilton (2008) Princess Bitchface Syndrome Michael Carr Gregg Raising Girls Steve Biddulf Girl Stuff Kaz Cooke (2007) Manhood Steve Biddulf Raising Real People Andrew Fuller (2005) Unzipped A Toolkit for Life Matt Whyman (2007) Surviving Adolescents Michael Carr-Gregg (2005) Social Intelligence: The New Science to Social Relationships Daniel Golman (2006)
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Study Skills for Successful Students
Learning Support Advisors Ms Barbara Goldflam Ms Catherine Sayers
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STUDENTS NEED TO… Set goals Get organised Develop good Study Skills
Maintain a balance
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Study Smarter Moodle
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Students allocate time to regular commitments e. g
Students allocate time to regular commitments e.g. Sport training, music practice, meals, travel time to school, leisure/social time, part time work etc. Students then put in study time. As a general rule hours per ATAR subject per week. 15 hours study per week. 43
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Study/ Homework Timetable
As a general rule: 150 minutes (2 ½ hours) per course, per week Best practice: 3 x 50 minute sessions
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YOU CAN... Provide a quiet and functional study desk
Help your child establish routines Have agreed boundaries on time allocated to electronic media Help ensure sufficient sleep and cardiovascular activity for mood regulation and general well being
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WHAT WE OFFER Study skills sessions – lunchtimes
Resources – booklets, handouts, study cards, study guides, videos Learning Support – one on one by request/referral Special Exam Arrangements Tutor list – to you or photocopies in Student Services foyer Help Classes list Revision Seminar information – Weekly/Term Breaks/Residential
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KEEP IN TOUCH… Phone:
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WACE / STP / University Requirements
Janet Schofield Dean of Studies
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51 All courses offered at Shenton College: ATAR General
VET Certificates (Vocational Education & Training) and Endorsed Programs Contribute to the achievement of the Western Australian Certificate of Education. This is also known as Graduation. 51
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Sequential development
All ATAR and General courses demonstrate an increasing level of complexity from Year 11 to Year 12. Course units must be completed sequentially - Year 11 units then Year 12 units. ATAR courses – students who are aiming to enrol in university direct from school. General courses – students who are aiming to enter further training or the workforce directly from school. Vocational Education & Training(VET) – VET courses developed in consultation with industry are nationally recognised. While the Authority does not formally require that Year 11 units are pre-requisites for study of Year 12 units, enrolment in Year 11 units after completing Year 12 units in the same course pathway will not be permitted. 52
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Unique Student Identifier (USI)
A Unique Student Identifier (USI) is needed for every student undertaking nationally recognised training from 2015. For students, the USI will build an online record of their nationally recognised training. Students must have a USI before they can be issued with a statement of attainment or certificate.
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Pathways Students can mix and match from the options provided through Shenton to ensure they have the best platform to achieve: WACE and pathways beyond school
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To achieve a WACE students must satisfy the following:
GENERAL REQUIREMENTS Complete a Literacy and Numeracy Assessment to demonstrate a minimum standard based on skills regarded as essential for individuals to meet the demands of everyday life and work in a knowledge-based economy. Complete a minimum of four Year 12 ATAR courses including the external examination (i.e. be eligible for an ATAR) or complete a Certificate II or higher.
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To achieve a WACE students must:
BREADTH & DEPTH Complete at least 20 units (or equivalents) including a minimum of 10 Year 12 units. Complete two Year 11 English units and a pair of Year 12 English units. One pair of units from a Year 12 List A (arts/languages/social sciences) course and one pair of units from a Year 12 List B course (mathematics/sciences/technologies).
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To achieve a WACE students must:
ACHIEVEMENT Achieve a minimum of 14 C grades (or equivalent) in Year 11 and Year 12, including at least 6 C grades in Year 12 units (or equivalents). Unit equivalence can be obtained through VET and/or Endorsed Programs to a maximum of 8 units. Up to 8 unit equivalents through completed VET programs Up to 4 unit equivalents through completed Endorsed programs Up to 8 unit equivalents through a combination of VET and Endorsed Programs NOT AN AVERAGE!!
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VET equivalences Completed qualification Equivalence (total) Credit allocation (units) Satisfies the minimum VET qualification requirement for WACE 11 12 Certificate I 2 units 2 - X Certificate II 4 units Certificate III or higher Partial (220+) Full 6 units 4 For a completed Certificate I, a student is credited with two Year 11 units provided that the achievement in units of competency is equal to or greater than 110 nominal hours. Where the number of hours is less than 110 students may choose more substantial elective units within the qualification to ensure that the Certificate I meets the requirements for the full allocation of unit equivalents. Certificate I qualifications where student achievement in units of competency are less than 110 nominal hours in total will not be awarded any unit equivalence towards the WACE. For a completed Certificate II, a student is credited with two Year 11 units and two Year 12 units provided that the achievement in units of competency is equal to or greater than 220 nominal hours. Where the number of hours is less than 220 students may choose more substantial elective units within the qualification to ensure that the Certificate II meets the requirements for the full allocation of unit equivalents. A student who achieves a Certificate II qualification with units of competency that are less than 220 nominal hours in total will be able to meet the minimum Certificate II qualification requirement but the qualification will only contribute towards the WACE as two Year 11 unit equivalents. For a completed Certificate I, units of competency must have a minimum of 110 nominal hours. For a completed Certificate II, the achievement of units of competency must be a minimum of 220 hours. More substantial elective units may be required to ensure the minimum is met.
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Private Candidates Typically, students enrolled at a school cannot sit an Authority examination as a private candidate. From 2016, private candidature in ATAR examinations will only be available to students: seeking mature age university entrance OR undertaking language courses through interstate offerings (e.g. Chinese: Background – NSW) OR Undertaking European background language courses (e.g. German background language) Currently, individuals are eligible to enrol to sit a WACE examination for a course/stage as a private candidate. These candidates do not undertake the school-based assessment that is usually required and their assessment is based solely on their examination results.
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University Entrance (standard)
WACE requirements met. English and Literature (ATAR) - scaled score of 50 or better. Prerequisite courses. TEA (Tertiary Entrance Aggregate) score is the sum of your four (4) best ATAR courses. ATAR – Australian Tertiary Admission Rank is a percentile ranking. An ATAR high enough to gain entry into the course of choice.
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University Alternative Entry
There are a variety of Alternate pathways which facilitate university entry. Clarify all entry requirements with the relevant universities as these will vary. English requirements may also vary.
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State Training Provider (TAFE) Entry Requirements
All applicants must meet minimum entry requirements Communication & Mathematics; Courses are split into competitive and non -competitive for entry purposes; About 30% of courses are competitive and selection criteria need to be meet; Check the website for latest details:
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Selection Criteria Maximum score = 100 points Qualification pathway
Maximum score = 29 points eg Cert II Hospitality Work experience/employment Maximum score = 29 points points per hour worked Includes paid/unpaid, full-time/part-time work, work experience, voluntary work, community service; Secondary education/Skill development Maximum score = 42 points Scoring based on English result, plus best two other results. See the Training WA website: Follow link to ‘Training Courses’ / ’TAFE Admissions’ / ’How To Apply – Full-time TAFE’ / ’Entrance requirements for full-time study’
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Checklist for Students to be Successful in Year 11
Completion of all courses. ‘C’ grade or better in course units. A ‘C’ or better in English or Literature. To continue with a university pathway and sit the WACE exams: a competitive score for Uni entry 65% (‘B’ grades or higher). To continue STP/TAFE Diploma pathway: A minimum ‘C’ in all Year 11 courses. Working towards completion of at least one National VET Qualification.
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Work Experience Any week during term time.
Exam weeks (Flexible Curriculum) strongly recommended for students not sitting exams. Term 1 holidays for students who study Stage 2 & 3 courses. Student to see Ms Hamburg or Ms Sayer to make application for work experience.
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Can I Change Courses? Early is better- catch up work.
Deadline to change courses is end of Week 5, Friday 6th March. Restricted choices some classes may be full choices must fit the timetable Be fully informed.
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ENDORSED PROGRAMS Recognise areas of learning not covered by courses.
May contribute up to 4 unit equivalents towards WACE breadth and depth requirement. Examples include: Cadets WA performance in school productions examinations in music, speech and drama university studies Keys for Life pre-driver education program. Evidence may include a combination of signed attendance records, journals, self evaluation, certificates and validation. See Cathy Sayers
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Contact for Course and Careers Advisors
Janet Schofield (Monday – Friday) ( ) Lyn Johnson (Thursday) Suzanne Pendlebury (Tuesday & Friday) Jane Hamburg (Mon; Tues; Wed; Fri) Bill Friday (Wednesday)
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Keep the Doors open Good results will give you more choices
Shenton College: (intranet/careers information) Thank you all for your attendance this evening. We appreciate that some of you will have questions for the speakers and we invite you to approach them after the closure of the meeting We would also appreciate it if some of you could assist in the removal of the chairs Thank you and goodnight
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