1. Shenton College
Year 11 Parent Night

2. 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.

3. 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

4. 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

5. Michael Morgan Principal

6. 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.

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. Associate Principal, Head of Senior School
Expectations in Year 11
Nicole Martin
Associate Principal, Head of Senior School

14. 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

15. Good Standing Policy Three areas where it is implemented Attendance
Completion of Work
Behaviour

16. 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.

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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

24. 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.

25. Surviving year 11&12 COLLEGE PSYCHOLOGIST
Miss Shakira Durrant
Ph: (08)
Mb: (08)

26. Factors Affecting Student Performance
Peer Group
School
Home

27. 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

28. 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

29. 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

30. Promoting Well-being and Success
Balanced Lifestyle Time Management and Routine Goal-setting Realistic Expectations Support Network Developing Emotional Intelligence

31. 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. “

32. 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.

33. What to expect from your Adolescent
Transition Friendship versus Family Break away from adults and adult control Risk-taking behaviour Struggles with identity 33

34. Needs of the Adolescent
Respect
Information
Support- constructive social and emotional support from adults
Protection
Opportunity for growth
Gradual independence` 34

35. 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

36. 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-

37. 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.

38. 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

39. 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)

40. Study Skills for Successful Students
Learning Support Advisors Ms Barbara Goldflam Ms Catherine Sayers

41. STUDENTS NEED TO… Set goals Get organised Develop good Study Skills
Maintain a balance

42. Study Smarter Moodle

43. 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

46. Study/ Homework Timetable
As a general rule:
150 minutes (2 ½ hours)
per course, per week
Best practice:
3 x 50 minute sessions

47. 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

48. 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

49. KEEP IN TOUCH…
Phone:

50. WACE / STP / University Requirements
Janet Schofield Dean of Studies

51. 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

52. 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

53. 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.

54. 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

55. 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.

56. 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).

57. 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!!

58. 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.

59. 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.

60. 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.

61. 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.

62. 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:

63. 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’

64. 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.

65. 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.

66. 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.

67. 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

68. 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)

69. 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