St Teresa s Catholic College

Transcription

1 St Teresa s Catholic College Senior Phase Learning Handbook

2 Contents Welcome from the Principal 4 Senior Phase at St Teresa s College 5 Formation of young Christian men and women Achievement of meaningful qualifications Pathway Options after Year 10 8 University Learning Pathway 9 Further Training Pathway 11 Work Transition Pathway 12 Study Fields and Course Clusters 13 Sample Course Selections 14 Next steps and choosing subjects 15 SET Planning Process 16 Choosing Courses Do s and Don ts 17 Preliminary Selections for Senior Certification and Qualifications 19 Locating AQF qualifications in the levels of structure 21 Authority Courses offered at the College 23 Accounting Ancient History Biology Business Communication and Technology Chemistry Dance Drama Engineering Technology English / English Extension (Year 12) Film, Television and New Media French / French Extension (Year 12) Geography Graphics Hospitality Studies Information Technology Systems Marine Science Mathematics A (Humanities/Business/Natural Sciences) Mathematics B (Physical Sciences/Engineering/Psychology) Mathematics C (Mathematical Sciences/Engineering) Modern History Music / Music Extension (Year 12) Physical Education Philosophy and Reason Physics Science21 Study of Religion Technology Studies Visual Art / / / Senior Phase Learning Handbook page 2 Version:

3 Authority Registered Courses offered at the College English Communication Manufacturing (Furnishing) Marine & Aquatic Practices Prevocational Mathematics Religion and Ethics VET Certificate Courses offered at the College 63 Certificate II in Animal Studies (ACM20110 RTO STCC) 64 Certificate III in Business (BSB RTO Binnacle Training) 65 Certificate II in Hospitality (SIT RTO STCC) 66 Certificate III In Fitness (SIS RTO Fitnance) 67 Certificate IV in Fitness (SIS40210 RTO Fitnance) 68 Certificate III In Information Digital Media &Technology (ICA RTO STCC) 69 Certificate III in Sport and Recreation (SIS30510) (RTO Binnacle Training) 70 Certificate III in Tourism (SIT30107 RTO Smart Skill) 71 Certificate IV in Justice Studies (39292QLD RTO Unity College) 72 Please note Subject Levies & Course Fees are approximate only and subject to change Senior Phase Learning Handbook page 3 Version:

4 Welcome from the Principal Dear Parents / Guardians and Students The final part of the senior phase of learning (Years 11 and 12) is clearly an important time in young people s lives. At St Teresa s Catholic College all students will be required to embark on a Senior Education and Training (SET) planning process, culminating in an interview which is conducted between the student, their parent(s) and a College staff member. This is in line with our policy of working with students and families to ensure the best possible educational outcome for the student. For students to make an informed decision on their senior schooling pathway, it is imperative that they are aware of the course options available and possible pathways post Year 10. Hence before you begin looking at which subjects and courses you might choose, it is important that you give some serious consideration to your hopes and dreams for the future. You need to consider future career pathways as well as likely study options. Such consideration should lead you to design for yourself a course of work that best suits your needs. St Teresa s is a college that is prepared to work collaboratively with students, parents and other providers, where needed, to ensure that the skills and abilities of each student is both challenged and enhanced so that they have the necessary pre-requisites to follow their chosen career. The Senior Phase Learning Handbook describes some common pathway options as well as explaining some of the terminology associated with senior study. Students are encouraged to make informed decisions and we hope this is ensured through the information in this handbook, the interviews with teaching staff, and appropriate discussions with parents and the school counsellor. The Senior Phase Learning Handbook provides you with a succinct description of each subject and course including its content, the possible pathways available, common curriculum elements, guiding prerequisites, types of assessment and the criteria assessed. Further information relating to specific subjects / courses can be obtained from the relevant Head of Subject. The College acknowledges that 21 st century students are challenged to develop skills that are transferable for a learning environment that is continually changing. We are therefore willing to discuss any options your child may be considering and will, in consultation with all the stakeholders assist students to choose an appropriate course of study. We wish your child every success as they embark on this new adventure for which they ultimately will and must carry the responsibility for their own success. It is also an education in faith as we believe that all students being made in the image and likeness of God have their own inherent dignity, capabilities and motivation. We as a College are here to support and encourage them in whatever means we can within the limitations of our resources and facilities. We look forward to working constructively with you and your son / daughter throughout the SET Planning process and their senior schooling. Yours sincerely, Bro Paul Bro Paul Creevey Principal Senior Phase Learning Handbook page 4 Version:

5 Senior Phase at St Teresa s Catholic College St Teresa s Catholic College identifies the following goals for this exciting stage of students final secondary schooling journey, their Senior Phase of Learning: A. Formation of young men and women with well developed Christian values and personal characteristics that enable them to live hopeful and purposeful lives. Our Foundation Values directly lead our young people towards being reflective people who are aware of the place of the spiritual in their lives and who have a deep concern for people who are poor and marginalised in any way. B. Achievement of meaningful qualifications that maximize options for success beyond secondary schooling for each individual through the provision of a range of learning opportunities. A. Formation of young men and women Formation as young Christian men and women is provided through a variety of experiences including: Formal studies in Religion, a wide variety of College liturgical experiences, daily prayer, the College Retreat Program and reflection days, opportunities to engage in service to the wider community especially through the Champagnat Day activities, Social Justice awareness raising, solidarity immersion experiences, guest speakers on a range of topics assisting our young people to develop broader awareness of their place in the world and fostering the awareness of a religious vision for life. Development of young men and women with resilient and well-rounded personal capabilities is encouraged through programs including: Year 11 Leadership Camp, opportunities to attend forums and leadership seminars, participation in co-curricular activities sporting and cultural, peer support experiences with young students, involvement in College Committees and participation in Pastoral Care Programs. Building capacity in and the formation of young men and women is the special work of St Teresa s Catholic College. It is the College community s contribution towards building a future of hope, via the lives of young people. The College takes this mission seriously, and in partnership with families, dedicates its energies towards continual review, planning and exploration of ways to improve its structures, programs and alignments that provide for the formation of its young people. B. Achievement of meaningful qualifications Guided by leading global trends in educational leadership and the frameworks currently being developed by the federal government, St Teresa s Catholic College seeks to make the Senior Phase of Learning for young people a time of acquiring meaningful qualifications. These include at least one of the following: 1. Overall Position (OP) score of 15 or better 2. Qualification of a Certificate III or better 3. School Based Apprenticeship or Traineeship (SAT) NB: All students are also guided towards selections that permit the achievement of a Queensland Certificate of Education (QCE) Senior Phase Learning Handbook page 5 Version:

6 These are discussed briefly as follows. 1. Overall Position (OP) score of 15 or better Achieving a worthwhile tertiary entrance score, Overall Position (OP), is the central idea within the University Learning Pathway described in the section following, Pathway Options after Year 10. In general, OP scores worse than15 articulate to limited university courses options. It is suggested students choosing to be OP eligible should be thinking about their ability to realistically achieve an OP of 12 or better, which opens a better range of course options. It is suggested students and families consult their QTAC booklet and the website to understand this OP pathway and are better equipped to set achievable goals. Becoming OP eligible involves: Studying a minimum of 5 Authority Subjects Studying three of those subjects continuously over four semesters (i.e., not changing three courses of study) Sitting for the Queensland Core Skills (QCS) Test held early September in the Year 12 year of study. Alternative ways to achieve university entry OP outcomes could be: Successfully completing two semester units of study at Sunshine Coast University in their Head Start program, thus guaranteeing automatic entry into a degree course in the corresponding field of study, assuming all other prerequisites are met. Successfully completing SUN Courses at Central Queensland University. This accumulates points towards future entry. Added benefit is the substantially reduced cost (discounted by 75-80% of module/unit cost). See Completing a Certificate III Course which currently translates to an OP equivalent of 16 Completing a Certificate IV Course, which currently translates to an OP equivalent of 12. Students aiming to be eligible for a worthwhile OP score should be demonstrating an overall semester average of B+ in their current Year 10 results. That is, a couple of A grades, some B grade and no more than one C grade. Current skills acquired, subject interests, academic dispositions and standards achieved are the most accurate predictors of future successes. 2. Qualification at a Certificate III level or better Achieving a qualification at a Certificate level is the central idea within the Further Training Pathway described in the section following, Pathway Options after Year 10. Aiming for a qualification at a minimum of Certificate level III is suggested, however Certificate II courses supplemented with work placement or experience make them very worthwhile, and are thus more likely to lead to employment. An excellent example at the College of a Certificate II Course enhanced with work placement is Hospitality. Successful completion of Certificate Courses articulates to a wide variety of further study options at TAFE and other post school training providers. Certificate III completions lead directly into Certificate IV and Diploma courses, which in turn may be converted into successful university entrance with partial credits for study completed at TAFE. Longitudinal destination studies conducted in Australia demonstrate the improved average yearly salary of workers with a Certificate III or IV qualification over those with achievements solely in Year 12 subjects. This is of the order of more than $12, 000 per year on average. 3. School Based Apprenticeship or Traineeship (SAT) Participation in Workplace Learning, a School Based Apprenticeship or Traineeship (SAT) is the central idea within the Work Transition Pathway described in the section following, Pathway Options after Year 10. More detailed information is also provided further in this booklet about SATs. Senior Phase Learning Handbook page 6 Version:

7 Students undertaking a SAT study an appropriate combination of Authority, Authority Registered, and Certificate Courses, which together with skills developed through the workplace provide a well-designed and meaningful program of learning. The strength of this pathway lies in the progressive engagement with the workplace and the early learning and development of skills that are immediately relevant to work and hence attractive to employers. Most students in SATs move directly to employment following Year 12. There is a very high success rate of employment post Year 12 for students involved in SATs. Students usually study at TAFE (or other RTOs) as part of their SAT and so obtain worthwhile qualifications in the process. College flexible structures to support the Senior Phase of Learning To support students in the achievement of meaningful qualifications, the College is exploring structures that will enhance: Learning to occur anywhere, anytime in College conducted courses Participation in ranges of learning environments including University, Online Learning, TAFE, SATs, excellence programs (such as Dance, Surfing, Equestrian and others) The expectation of students in taking responsibility for their learning and becoming more accountable for completion of work whether at school or away to high standards Explicit mentoring of students to meet demands and rigours of Senior Phase of Learning Programmed study lines (on application) for students to assist them in meeting the requirements of their learning programs Acceleration of students wherever advantageous Technology supporting the introduction of a web based Learning Management System that will provide real time feedback and open communication between College staff, parents/caregivers and students. Senior Phase Learning Handbook page 7 Version:

8 Pathway options after Year 10 What student options are available after Year 10? The end of Year 10 marks the completion of compulsory education. Beyond this is the exciting commencement of post compulsory education. By law, students are required to be earning or learning for a further two years. It is referred to as the compulsory participation phase of young peoples education. In selecting a pathway or option, students are asked to keep the following key points in mind:! Be realistic about expectations use your existing achievements data! Challenge yourself to optimise your talents and opportunities! Be prepared to commit yourself to your choices! Maintain flexibility Students at St Teresa s Catholic College can undertake a range of different pathways. They are shown below: Beyond Year 10 Pathways Work Transition Pathway Participate in Work Experience, a School Based Apprenticeship or Traineeship and study a combination of other courses to support the chosen career hopes 6 subjects/courses in total Further Training Pathway Study in at least one Certificate Course and in other companion courses to lead to entry into TAFE at Diploma level and/or work directly from school 6 subjects/courses in total University Learning Pathway Study in at least 5 Authority Subjects. Consider early start university programs to lead to entry into Bachelor Courses directly from school 6 subjects/courses in total TAFE Certificates or TAFE Diploma University Degree Paid, productive and satisfying work Senior Phase Learning Handbook page 8 Version:

9 University Learning Pathway In choosing this Pathway students see themselves as having the interest and ability to study at a Bachelor Degree level immediately following their Senior Phase of Learning. The federal government has set high participation targets for Australians to acquire qualifications at Bachelor level, and consequently there is a large range of support structures both financially and academically to engage with this Pathway. Students must study in at least 5 Authority Subjects, and sit for the QCS Test. They may also study at University while at school through the SUN (CQ Uni) Head Start (SC Uni) programs. More information is available through the Central Queensland University and University of Sunshine Coast websites, and or by attending an Open Day explanation session. Programs of study may be supplemented by studying Certificate Courses of interest. It is worth noting that successful completion of a Certificate III has translated to an OP equivalent (using a Rank calculation of 68) of 15 and a Certificate IV to an OP equivalent (Rank calculation 74) of 13 in It is also possible for students to participate in a School Based Apprenticeship / Traineeship (SAT) if they wish and are able to cope with the study / workload. Students will select a total of six subjects / courses (a minimum of five Authority subjects). Current skills acquired, subject interests, academic dispositions and standards achieved are the most accurate predictors of future successes. Hence Year 10 grades are the most accurate predictors of success in this pathway. An overall average of B is the minimum recommended standard when thinking of entering this pathway. Examples below show some historical samples of Year 12 Exit Levels of Achievement and the corresponding OP scores achieved as a guide for students. Example 1: Student Courses Studied and Results Achieved converting to an OP 4 Student A Student B OP Score Achieved Subjects studied Exit level Subjects Studied Exit Level English VH English VH Mathematics B H Mathematics B H Study of Religion* VH* Physical Education* H* Drama VH Graphics VH French H Visual Art H Music VH Study of Religion VH * Lowest SAI, result did not contribute to OP. OP = 4 Example 2: Student Courses Studied and Results Achieved converting to an OP 8 Student C Student D OP Score Achieved Subjects studied Exit level Subjects Studied Exit Level English H English VH Legal Studies H Modern History H Mathematics B* S* Mathematics A S Biology VH Physical Education H Marine Science H Hospitality H Study of Religion H * Lowest SAI, result did not contribute to OP. OP = 8 Senior Phase Learning Handbook page 9 Version:

10 University Learning Pathway Example 3: Student Courses Studied and Results Achieved converting to an OP 12 Student E Student F OP Score Achieved Subjects studied Exit level Subjects Studied Exit Level English H English H Mathematics A H Mathematics A H Hospitality H Business Com & Technology H Visual Art H Physical Education H Study of Religion H Graphics H Study of Religion* S* * Lowest SAI, result did not contribute to OP. OP = 12 Example 4: Student Courses Studied and Results Achieved converting to an OP 16 Student G Student H OP Score Achieved Subjects studied Exit level Subjects Studied Exit Level English S English H Mathematics B S Mathematics A S Accounting H Business Com & Technology H Bus Com & Technology* S Graphics* L* Graphics S Visual Art S Study of Religion S Study of Religion H * Lowest SAI, result did not contribute to OP. OP = 16 Senior Phase Learning Handbook page 10 Version:

11 Further Training Pathway Longitudinal destination studies conducted in Australia demonstrate the improved average yearly salary of workers with a Certificate III or IV qualification over those with achievements solely in Year 12 subjects. This is of the order of more than $12, 000 per year on average. This Pathway offers students the outcome of progressing directly to TAFE or another place of study to further their learning with a Diploma / higher Certificate or moving directly to work following senior schooling. Students on the Further Training Pathway study in one or more Certificate Course(s) that articulate to a range of post school options at TAFE, other places of further training and learning, or university. For example, students can use this Pathway to commence studying at TAFE or another RTO in a Diploma Course and transfer to University using recognition/transfer of prior learning. Students combine their Certificate Courses with other suitably chosen Authority and / or Authority Registered Courses to a total of 6 courses / subjects. Work experience or placement enhances the quality of Certificate qualifications, and is a compulsory component of some courses. Certificate Courses may be studied at the College, via our own Registered Training Organisation (RTO) status or through other RTOs. This pathway has the added flexibility of allowing many students to achieve skills that make them work ready" immediately following school if they wish to then enter the workforce. A Certificate III qualification is however primarily a pathway to further training or study. Students may also apply for direct entry to University using their Certificate qualifications by using a Tertiary Entrance Rank (TER) based on "schedules" produced by Queensland Tertiary Admissions Centre (QTAC). This will be calculated using their completed Certificate III or IV. Certificate III or IV courses are often used as an option to increase the chance of entry to tertiary level courses. The table summarizes the benefits of participating in such a course for tertiary entrance. Program of Study Selection Rank (1-99) Approx. OP equivalent Completed Certificate IV Completed Certificate III QTAC: Points of comparison between OPs and QTAC selection ranks Refer to the QTAC website for further information on the calculation of selection ranks Senior Phase Learning Handbook page 11 Version:

12 Work Transition Pathway This Pathway helps students in their transition from school to work. It contributes to students' chances of obtaining employment upon leaving school and offers alternate pathways to work. Students will select six courses. When they have found an employer and formally signed up as a school-based apprentice or trainee, they may elect to withdraw from one of their subjects / courses, as the SAT will count as their sixth. Students will participate in some form of Structured Workplace Learning. Most commonly this is through a School Based Apprenticeship or Traineeship (SAT), which is complemented with required learning at a Registered Training Organisation in a Certificate Course or other qualification. Students will combine their SAT with other companion courses - Certificate, Authority or Authority Registered. Students who undertake this Pathway will be working towards employment and/or further training options following their senior schooling. Flexible programs of learning will be devised with students and their families to maximize the opportunities for acquiring of work readiness skills and qualities. Students and their families will need to be proactive in aiming to secure a school-based traineeship or apprenticeship. For information on school-based traineeships and apprenticeships visit Apprenticeships Info Senior Phase Learning Handbook page 12 Version:

13 Study Fields and Course Clusters To assist students to identify subjects relevant to their interests and skills, courses have been grouped into clusters, called Study Fields. These are aligned to common groupings found at TAFE and Universities. Possible career outcomes associated with each are also listed. All Pathways (University Learning, Further Training, Work Transition) are possible within each Study Field. Students are not restricted to one Study Field and may choose from Courses from any Study Fields. These groupings are to assist with course alignments and highlight companion courses that strengthen Senior Phase outcomes. Study Field Courses Available Humanities Ancient History Certificate III in Tourism Certificate IV Justice Studies English English Extension (Year 12) English Communication French French Extension (Year 12) Geography Mathematics B (Psychology) Modern History Philosophy and Reason Religion and Ethics Study of Religion Creative Industries Certificate III Information Digital Media & Technology Dance Drama Film, Television and New Media English English Communication Music / Music Extension (Year 12) Visual Art Design, Construction and Engineering Engineering Technology English English Communication Certificate III Information Digital Media & Technology Graphics Information Technology Systems Manufacturing (Furnishing) Mathematics A (Humanities/Business/Natural Sciences) Mathematics B (Physical Sciences/Engineering) Mathematics C (Mathematical Sciences/Engineering) Mathematics Pre Voc (Trade) Technology Studies Visual Art Health, Sport Science and Community Services Biology Certificate III Fitness Certificate III in Sport & Recreation Physical Education Chemistry English English Communication Mathematics A (Humanities/Business/Natural Sciences) Marine & Aquatic Practices Science and Mathematics Biology Certificate II in Animal Care Certificate III Information Digital Media & Technology Chemistry Engineering Technology English English Communication Information Technology Systems Marine Science Mathematics A (Humanities/Business/Natural Sciences) Mathematics B (Physical Sciences/Engineering) Mathematics C (Mathematical Sciences/Engineering) Philosophy and Reason Physics Science 21 Entrepreneurship, Business and Law Geography, Tourism and Hospitality Accounting BCT Certificate III in Business Certificate III Information Digital Media & Technology Certificate III in Tourism Cert II Hospitality Certificate III in Tourism English English Communication Geography English English Communication Information Technology Systems Certificate IV in Justice Studies Mathematics A (Humanities/Business/Natural Sciences) Hospitality Studies Marine & Aquatic Practices Marine Science Mathematics A (Humanities/Business/Natural Sciences) Mathematics Pre Voc (Trade) Modern History Senior Phase Learning Handbook page 13 Version:

14 Sample Course selections are shown below to assist students in their selection processes. These samples are listed to provide ideas only, and are not to be followed prescriptively. Students may choose subjects from any Study Fields; these grouping have been constructed to suggest some possible companion courses, that studied together, strengthen Pathway articulation options. Example 1 is based on students general interests within the Health, Sport Science and Community Services Study Field. Work Transition Pathway Sample Courses based on general interests in the Health, Sport Science and Community Services Study Fields English Communication Religion and Ethics Prevocational Mathematics SAT with local childcare centre (Cert. III in Early Childhood Education & Care) Certificate III in Business Visual Art Further Training Pathway Sample Courses based on general interests in the Health, Sport Science and Community Services Study Fields English Religion and Ethics Certificate III Fitness Mathematics A Certificate III in Sport & Recreation Geography University Learning Pathway Sample Courses based on general interests in the Health, Sport Science and Community Services Study Fields English Study of Religion Certificate III in Fitness Mathematics B Physical Education Biology Example 2 is based on students general interests within the Creative Industries Study Field. Work Transition Pathway Sample Courses based on general interests in the Creative Industries Study Fields English Religion and Ethics Prevocational Mathematics SAT in Media Cert III in Information Digital Media & Technology Visual Art Further Training Pathway Sample Courses based on general interests in the Creative Industries Study Fields English Religion and Ethics Mathematics A Music Drama Cert III Business University Learning Pathway Sample Courses based on general interests in the Creative Industries Study Fields English Study of Religion Music Film TV & New Media Mathematics A Visual Art Example 3 is based on students general interests within the Design, Construction and Engineering Study Field. Work Transition Pathway Sample Courses based on general interests in the Design, Construction and Engineering Study Fields English Communication Religion and Ethics Mathematics A SAT Carpentry Manufacturing /Furnishing Graphics Further Training Pathway Sample Courses based on general interests in the Design, Construction and Engineering Study Fields English Communication Mathematics A Graphics* Religion and Ethics Cert III Information Digital Media & Technology Technology Studies * Special permission given to study English Communication with Graphics University Learning Pathway Sample Courses based on general interests in the Design, Construction and Engineering Study Fields English Religion and Ethics Mathematics B Mathematics C Physics Engineering Technology Senior Phase Learning Handbook page 14 Version:

15 Next steps and choosing subjects Students in Year 10 at the College have been considering their strengths, abilities and influences in their lives to this point in time. Semester Reports from Years 8, 9 and 10 clearly highlight achievements to date. Students have been shown resources to assist them in considering career options. Visits to career expos and participation in seminars have helped them to focus on career ideas and possible places for further study. Work Experience week has added to the information on which to draw. Working through the activites in their Building My Career booklet focused students attention on their strengths and interests and related fields of work and occupations. Some students also have part time jobs, participate in regular service or outreach, are members of clubs and organisations, all of which add to the wealth of self knowledge. Most importantly, being known within their families provides other rich sources of knowledge about what students have been doing by way of commitment to studies and how they work best. By being deeply attentive to and thoughtful about what is readily available around them, students with their families may begin to embark upon the next steps of decision-making. Base all decisions on plenty of research and upon personal self-reflection. Here are some preliminary thoughts about how to think constructively about this process: What subjects do students enjoy and perform well in? Students will perform better and be more engaged with their learning if they have an interest in the subject and experience success. Hence, before going any further, students, with their parent should reflect on what it is they enjoy, what they are good at and what their interests are. Write these down - this will provide a good basis and foundation for establishing possible careers or future directions. Semester reports will give some indication of a student's strengths and weaknesses. What Career Pathways are out there? It is helpful to have a few career ideas in mind before choosing subjects. If uncertain at this time, seek advice in selecting subjects that will keep several career options open. The College Guidance Counsellor will be able to assist with suggestions of how to approach career decision-making. There are many excellent on line resources to assist with career planning: The National Career Information system called myfuture The Job Guide The Job Guide The Queensland Tertiary Admissions Centre (QTAC) Guide is useful for information on university courses and full-time diploma level TAFE courses. The Tertiary Prerequisites book 2016 provided by QTAC to all Year 10 students provides information on subjects required for entry to university and full-time TAFE Advanced Diploma and Diploma courses. Queensland TAFE Apprenticeships Info for all information on school-based, part time and full time apprenticeships and traineeships in Queensland My Skills information about vocational education and training options Links to additional sites and resources can be found in the Pathways / Careers section of the College website. What is the relevant pathway to possible careers? Research the relevant pathway to chosen career or possible goals. What skills, knowledge and qualifications will be needed? Once this is known, this will help to inform choices for courses. What subjects and courses are needed? It is important to make note of any pre-requisites for future study or work. These need to be taken into account when selecting subjects / courses for Years 11 & 12. In addition, students seeking entrance into university should make note of any requirements regarding OP (Overall Position) and FP (Field Position). Keep Options Open The future is uncertain. Very few people at fifteen know what they want to do once they finish school. There are so many variables that intervene between Year 10 and the end of Year 12. Students' interests change; they become more aware of their aptitudes and abilities; the number of tertiary places and employment opportunities fluctuate and Government policy changes. It is, therefore, sensible to continually seek further self-knowledge Senior Phase Learning Handbook page 15 Version:

16 and knowledge of the careers available so options may be kept open. How do you keep your options open? Firstly, aim for the highest standard of which you are capable and work as hard as you can in Years 11 and 12. The better your results the more choices you have. Secondly, have a range of contingency plans. Don't aim for one career choice alone; rather have a number of other ideas and be sure that you include the subjects required for these. Try to set yourself for entry to courses at various levels (degree, associate diploma, certificate), and also cover yourself for related careers and employment that you might enter directly from Year 12. Thirdly, if a number of subjects seem equally interesting and you cannot decide, think whether any of these subjects will add a useful vocational skill or make you eligible for another group of possible courses. Refer to the SET Plan (Senior Educational & Training Plan) All students are in the process of completing a SET plan. This plan is an individual learning plan of action to achieve success in the senior phase of learning. It acts as a map for the student. It will be a reference for each student to ensure they make informed decisions about their futures throughout their senior years. Ask For Help Now go for it, follow the steps outlined below: 1. Discern the most suitable Pathway students would like to plan for - University Learning, Further Training or Work Transition. 2. Think about which Study Fields students are drawn to and would like to participate in. 3. Select a range of possible Courses, and test these by filling in practice sheets on pages 17 and 19 these are in your envelope distributed on SET Planning Information Evening 4. Complete together as a family, the student s Senior Education and Training (SET) Plan via SSO for the chosen Pathway. 5. Book a time for meeting and discussion at school about the suitability of these options. 6. Ponder these deliberations and selections for a while to see how they feel. Often further exploration and follow up work is required before finalising decisions for beyond Year10 choices. Enjoy this process, which represents the discerning and maturing of thinking processes within young people. They come to know themselves better in this process. Allow excitement and celebration to be a part of this journey. SET Planning Process A Senior Education and Training Plan (SET Plan) helps students structure their learning around their abilities, interests and ambitions. As part of the planning process, students think about their future, consider their abilities and investigate their options for careers and further education. The student, their parents or carers, and SET Plan mentors develop the SET Plan, which details what, where and how a student will study during their Senior Phase of Learning (usually Years 11 and 12). The plan is finalised by the end of Year 10. The SET Plan is reviewed periodically to monitor the student's progress. It can be updated at any time. Year 10 students complete their Building Your Career booklet and SET Plan at school and at home. SET Plan mentor teachers then review these and pathway and course selections are confirmed during an interview with, the student, parents or carers and SET Plan mentor teachers. QSA offers the following introduction to the SET Planning process and directs students to the Student Connect website for further information on pathway planning. Senior Phase Learning Handbook page 16 Version:

17 Choosing Courses Do s and Don ts DO choose courses: that you are good at that are prerequisites for a desired qualification, degree or career that you enjoy or are interested in that will help your career and employment goals that will help you develop skills, knowledge and attitudes useful in life DO check out the courses that you intend to study: read each outline carefully talk to the teachers about each course talk to students who are studying or have recently studied this course ask questions at the SET Plan Information Evening and Q&A sessions look at text books and materials used in this course DON'T choose courses: that you have struggled with or disliked in the past because you think they will be easy or a bludge (they are not, even if your friends say they are easy) because your friends are doing them if you have not researched beyond the name of the course (eg. choosing ITS because you like computers) because someone tells you to do it because you're good at it (remember the DO's! It is your pathway NOT theirs!) because you like / dislike the teacher (teachers change from year to year) because courses have been dressed up to 'look good' look beyond the first appearances AM I making good course choices? Here is a checking exercise to help you to discern how effectively you have thought about your choice of courses. Complete the following table (YES/NO) once you have determined your initial choice of courses: Course Choice 1 Course Choice 2 Course Choice 3 Course Choice 4 Course Choice 5 Course Choice 6 Write Courses / Subjects you have chosen in these spaces! Do my Year 10 results and teachers' recommendations indicate that I am likely to succeed in this subject? (Do I meet the subject pre-requisites?) Do I find this subject or think I will find this subject interesting and enjoyable? Do I need this subject as a prerequisite, or recommended, or companion subject for courses I may wish to do in the future? Will the knowledge and skills I learn be useful for a job or an aspect of life in my future that will be important? Senior Phase Learning Handbook page 17 Version:

18 Preliminary Selections for 2015 Q1 Which Pathway (Work Transition, Further Training, University Learning) do you wish to pursue at the completion of Year 12? Either: Tick your preferred Pathway in the table below Or: Number Pathways below in order of preference, ie 1, 2 or 1, 2, 3 if you are undecided. Tick chosen Pathway, or number in preference order University Learning Pathway Further Training Pathway Work Transition Pathway Q2 Which Study Field(s) are of interest to you? Either: Tick your preferred Study Field (refer to page 10) in the table below Or: Number as many Study Fields in your order of interest if you are undecided or interested in more than one area. Humanities Creative Industries Design, Construction and Engineering Health, Sport Science and Community Services Science and Mathematics Entrepreneurship, Business and Law Geography, Tourism and Hospitality Tick chosen Study Field, or number a few in preference order Q3 Fill in your course/subject preferences, working down the column of your chosen Pathway(s). Note that English and Religion are compulsory at St Teresa s Catholic College. University Learning Pathway Further Training Pathway Work Transition Pathway Chosen Career (list two) Tick one of English or English Communication (Ensure you have met pre-requisites) Tick one of Religion and Ethics or Study of Religion (Ensure you have met pre-requisite) List the remaining courses / subjects to reach a total of 6. Course 1: English English Communication Course 2: Religion and Ethics Study of Religion Course 3: Course 1: English English Communication Course 2: Religion and Ethics Study of Religion Course 3: Course 1: English English Communication Course 2: Religion and Ethics Study of Religion Course 3: [NOTE: Mathematics is a recommended, but not mandatory course of study. If students omit Maths, they will need to do a short course to meet the numeracy requirements of the QCE] Course 4: Course 5: Course 6: Course 4: Course 5: Course 6: Course 5: Course 6: Course 6: (Ensure you have met pre-requisites) In which area do you wish to work as a schoolbased trainee or apprentice? (e.g. cabinetmaking, hairdressing) Does not apply here Does not apply here Senior Phase Learning Handbook page 18 Version:

19 Senior Certification and Qualifications Students studying at St Teresa s Catholic College may exit Year 12 with one or more of the following documents and/or qualifications: A. Senior Education Profile Senior Statement Tertiary Entrance Statement B. Queensland Certificate of Education (QCE) C. Certificate Qualification D. Completed School Based Apprenticeship / Traineeship (SAT) A brief description of each follows: A. Senior Education Profile The Student Education Profile consists of two documents which together report on elements of the student s achievements. These documents are the Senior Statement and the Tertiary Entrance Statement. The Senior Statement is a record of individual achievement over two years. The Queensland Studies Authority issues it. It will show all the Authority and Authority Registered subjects that were studied and the units of each subject. Results in Authority and Authority Registered subjects will be shown as Levels of Achievement: VHA Very High Achievement HA High Achievement SA Sound Achievement LA Limited Achievement VLA Very Limited Achievement This statement will also include the competencies gained in Stand Alone VET subjects. Individual result in the QCS Test will be shown as an A (highest), B, C, D, or E (lowest). It will also record all vocational education and training competencies/modules in which competency has been gained with other registered training providers and show all completed vocational education and training certificates. The Tertiary Entrance Statement contains information on how well the student performed in relation to all other eligible students around Queensland who qualified for an OP. The Queensland Studies Authority, issues the Tertiary Entrance Statement, indicating Overall Position (OP) and Field Position (FP), Overall Position (OP) is a rank order given in bands from 1 to 25 (1 is the highest). Field Positions (FP) is a rank order in a particular field. Each field is linked to particular knowledge and skills. It is given in bands from 1 to 10 (where 1 is the highest). Senior Phase Learning Handbook page 19 Version:

20 B. Queensland Certificate of Education (QCE) The Queensland Certificate of Education (QCE) is a school-based qualification awarded to young people at the completion of the senior phase of learning, usually at the end of Year 12. It confirms a student's achievement of: A significant amount of learning A set standard of achievement Meeting literacy and numeracy requirements. From 2006, new laws require all students to be registered with the Queensland Studies Authority (QSA) in the year before they turn 16 years of age. These students were the first group to work towards a QCE, which was awarded for the first time in The QCE recognises broad learning options and offers flexibility in what, where and when learning occurs. Different types of learning attract different credit values. A credit is the minimum amount of learning at the set standard that can contribute towards the QCE. Students must have at least 20 credits to be awarded a QCE. All students in Year 10 are issued with a learning account. Each account has its own LUI (Learner Unique Identifier) and password. This account will enable the student to keep track of their learning that will be banked periodically. Students, who do not receive the Queensland Certificate of Education at the end of Year 12, can continue* to bank learning achievements into their account until they meet the requirements to be awarded this qualification. It is important to know that this qualification does not impact on the calculation of a student's OP or FP. The procedures currently in place will remain the same. For additional information please refer to handout entitled - Queensland Certificate of Education A Guide for Parents, or access the QSA website: *The learning account will only remain open for nine years after commencing the compulsory participation phase that commences at the start of Year 11. C. Certificate Qualification All Certificate Qualifications, whether delivered through the College or other registered training organisations (RTO), deliver nationally accredited and recognised vocational qualifications. Studying in Certificate Courses while at school enables students to commence to achieve qualifications that lead to a wide variety of further study opportunities and because of their relevance to the workplace, begin to achieve certification of their work readiness skills. This is like building a portfolio of recognised, transferrable skills and dispositions for the workplace. Certificate Courses are designed to meet the needs of industry. The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. This shows the standards incorporated into all education, training and study in Australia. It is worth exploring to understand the relevance and interconnectedness of all learning pathways. The downloadable document, AQF Second Edition January 2013, is obtainable at Senior Phase Learning Handbook page 20 Version:

21 D. Completed School Based Apprenticeship / Traineeship (SAT) The School Based Apprenticeship / Traineeship Scheme is a training system aimed at increasing the vocational skills of students whilst still at school. It combines paid work, a training course and the school curriculum. It provides the following: Work for 2 years part time (50 paid days per year; 80 for Electrotechnology) Opportunity for students to successfully gain competence in a trade or vocational area. A nationally recognized Certificate from the Government and a Statement of Attainment from the Training Provider listing competencies achieved both on-the-job and off-the-job. School-based Apprenticeships and Traineeships (SATs) allow students typically in Years 11 and 12 to study for their Queensland Certificate of Education (QCE), work for an employer and earn a wage, and train towards a nationally recognised vocational qualification, while completing high school. Students in Year 10 may also do a SAT. A school-based apprenticeship provides a head start into a full-time or part-time apprenticeship and career. It is possible to complete up to a third of an apprenticeship while at school. After school this can be converted to a full-time arrangement. Upon completion, students will typically receive: QCE Attainment of a Certificate level qualification relevant to their field of work Part completion of their apprenticeship Enhanced opportunity for securing full time paid work after school completion. Locating AQF qualifications in the levels of structure Senior Phase Learning Handbook page 21 Version:

22 The Australian Qualifications Framework Council, a regulating body of the Australian Government through the Department of Education Employment and Workplace Relations, has produced the document, Australian Qualification Frameworks, January This represents the first attempt to show the interrelationships of all regulated training qualifications throughout Australia. One of the positive effects of this work will be to give currency and recognition to all training packages nationally. Extract 2: Location of AQF qualification types in the level structure. Level Level 1 Level 2 Level 3 Level 4 Level 5 Summary Graduates at this level will have knowledge and skills for initial work, community involvement and/or further learning Graduates at this level will have knowledge and skills for work in a defined context and/or further learning Graduates at this level will have theoretical and practical knowledge and skills for work and/or further learning Graduates at this level will have theoretical and practical knowledge and skills for specialised and/or skilled work and/or further learning Graduates at this level will have specialised knowledge and skills for skilled/paraprofessional work and/or further learning Qualification Type Certificate I Certificate II Certificate III Certificate IV Diploma Level Level 6 Level 7 Level 8 Level 9 Level 10 Summary Graduates at this level will have broad knowledge and skills for paraprofessional/highly skilled work and/or further learning Graduates at this level will have broad and coherent knowledge and skills for professional work and/or further learning Graduates at this level will have advanced knowledge and skills for professional highly skilled work and/or further learning Graduates at this level will have specialised knowledge and skills for research, and/or professional practice and/or further learning Graduates at this level will have systematic and critical understanding of a complex field of learning and specialised research skills for the advancement of learning and/or for professional practice Qualification Type Advanced Diploma Associate Degree Bachelor Degree Bachelor Honours Degree Graduate and Vocational Graduate Certificate Masters Degree Doctoral Degree Graduate and Vocational Graduate Diploma Senior Phase Learning Handbook page 22 Version: