Year 11 Parent Night

Shenton College

Introduction

Katie Powers

Year Leader

WELCOME

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 requirementsJanet Schofield, Dean of Studies

Speakers & Topics

• 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

Role of the Mentor Teacher

Michael MorganPrincipal

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.

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 FormanSC:

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

EXEMPLARY Review FINDINGS

Outstanding student achievement and progressOutstanding classroom practicesOutstanding parent and community

partnershipsExcellence in staff expertiseOutstanding inclusive practicesOutstanding leadership across all levelsOutstanding analysis of performance data

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

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

schools with top performing student in WACE Stage 3 courses- Shenton College

Ancient History :2014, 2013, 2012

Computer Science :2014, 2013

Design: 2014,2013 Economics: 2014,2013 Engineering Studies:

2014,2013

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 ,

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

Nicole MartinAssociate Principal, Head of

Senior School

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

Expectations in Year 11

Three areas where it is implemented Attendance

Completion of Work

Behaviour

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.

Good Standing Policy

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 NovemberFamily holidays cannot be scheduled during this time.

Expectations In Year 11

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.

Prior to completing Year 11, each student is expected to

have:

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.

Expectations of Year 11

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.

Literacy and Numeracy Assessment

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.

When do students sit the OLNA?

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.

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, 5Monday 8am OR 3.05pmORWednesday 8amORThursday 8am

OLNA Support for Students

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.

Louise.Heath@education.wa.edu.au

Surviving year 11&12 COLLEGE PSYCHOLOGIST

Miss Shakira Durrant

shakira.durrant@education.wa.edu.au

Ph: (08) 9488 2125 Mb: (08) 0467 815 497

Peer Group

School

Home

Factors Affecting Student Performance

“. . . 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

Year 11 Parent Night

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

Family

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

Parenting

Balanced LifestyleTime Management and RoutineGoal-settingRealistic ExpectationsSupport NetworkDeveloping Emotional Intelligence

Promoting Well-being and Success

“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. “

Student success hangs on managing emotions Sharyn O’Neill June 5, 2012, 11:54 am

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.

TransitionFriendship versus FamilyBreak away from adults and adult

controlRisk-taking behaviourStruggles with identity

What to expect from your Adolescent

Respect Information Support- constructive social and emotional

support from adults Protection Opportunity for growth Gradual independence`

Needs of the Adolescent

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

Helping Teens when parents are separated or in conflict

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- https://moodgym.anu.edu.au/welcome 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- www.headspace.org.au

Youth Focus- www.youthfocus.com.au

Reach Out- http://au.reachout.com

Lifeline- http://www.lifelinewa.org.au/

Online Support cont..

Relationships Australia- http://www.wa.relationships.com.au/Courses-and-Seminars/Relationship-CoursesRelationships 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- http://getcoldturkey.com/Temporarily block yourself off of popular social media sites, addicting websites, online games and whatever else. PC use. 

Self control- http://www.macupdate.com/app/mac/31289/selfcontrolBlock distracting websites for predetermined periods of time. Free, MAC use.

Crisis Care Helpline (24hrs)- 1800 199 008 Mental Health Emergency Response Line- 1300 555 788 Acute Response Team (PMH Emergency Dept. Admission)- 1800 048 636

(8am-10pm) Afterhours number After 10pm 9340 8222 – under 18YO. Kids Help Line - 1800 551 800 Family Helpline- 1800 643 000 Youth Beyond blue - 1300 224 636 Men’s Line Australia - 1300 789 978

Men’s Domestic Violence Helpline (08) 9223 1199 / 1800 000 599 Women’s Domestic Violence Helpline (08) 9223 1188 / 1800 007 339 Sexual Assault Resource Centre 9340 1828 1800 RESPECT. National Sexual Assault, Domestic Family Violence Counselling

Service 1800 737 732 http://www.1800respect.org.au/index.html

Alcohol and Drug info Service 9442 5000 Youthline Samaritans (24hrs) 9388 2500

Support Services in the Community

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)

Useful resources and links

Learning Support AdvisorsMs Barbara GoldflamMs Catherine Sayers

Study Skills for Successful Students

Set goalsGet organisedDevelop good Study Skills

Maintain a balance

STUDENTS NEED TO…

Study Smarter Moodle

As a general rule: 150 minutes (2 ½ hours)

per course, per week

Best practice: 3 x 50 minute sessions

per course, per week

Study/ Homework Timetable

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

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 – email to you or photocopies in Student Services foyer

Help Classes list

Revision Seminar information – Weekly/Term Breaks/Residential

WHAT WE OFFER

Phone: 9488 2100 Email: barbara.goldflam@education.wa.edu.aucatherine.sayers@education.wa.edu.au

KEEP IN TOUCH…

Janet SchofieldDean of Studies

WACE / STP / UniversityRequirements

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

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.

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.

Unique Student Identifier (USI)

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

GENERAL REQUIREMENTSComplete 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.

To achieve a WACE students must satisfy the following:

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).

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

To achieve a WACE students must:

NOT AN AVERAGE!!

Completed qualification

Equivalence (total)

Credit allocation

(units)Satisfies the minimum

VET qualification requirement for WACE

11 12

Certificate I 2 units 2 - XCertificate II 4 units 2 2

Certificate III or higher

Partial (220+)

4 units 2 2

Full 6 units 2 4

VET equivalences

• 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.

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)

Private Candidates

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.

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.

University Alternative Entry

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:

http://www.trainingwa.wa.gov.au/trainingcourses/detcms/portal/

State Training Provider (TAFE) Entry Requirements

Maximum score = 100 points1.Qualification pathway

Maximum score = 29 points eg Cert II Hospitality2.Work experience/employment

Maximum score = 29 points 0.002 points per hour worked Includes paid/unpaid, full-time/part-time work, work

experience, voluntary work, community service;3.Secondary education/Skill development

Maximum score = 42 points Scoring based on English result, plus best two other results.

See the Training WA website: http://www.trainingwa.wa.gov.au/dtwd/detcms/portal/

Follow link to ‘Training Courses’ / ’TAFE Admissions’ / ’How To Apply – Full-time TAFE’ / ’Entrance requirements for full-time study’

Selection Criteria

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.

Checklist for Students to be Successful in Year 11

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.

Work Experience

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.

Can I Change Courses?

Recognise areas of learning not covered by courses. May contribute up to 4 unit equivalents towards WACE

breadth and depth requirement. Examples include:

o Cadets WAo performance in school productionso examinations in music, speech and drama o university studieso 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

ENDORSED PROGRAMS

Janet Schofield (Monday – Friday)(0419 922 153)

Janet.Schofield@education.wa.edu.au

Lyn Johnson (Thursday)Lyn.Johnson@education.wa.edu.au

Suzanne Pendlebury (Tuesday & Friday)Suzanne.Pendlebury@education.wa.edu.au

Jane Hamburg (Mon; Tues; Wed; Fri)Jane.Hamburg@education.wa.edu.au

Bill Friday (Wednesday)William.Friday@education.wa.edu.au

Contact for Course and Careers Advisors

Good results will give you more choices

Shenton College: 9488 2100

www.shenton.wa.edu.au (intranet/careers information)

Keep the Doors open