Transcript Shenton College

Shenton College
Year 11
Parent Night
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Introduction
Robyn Kane
Year 11 Coordinator
WELCOME
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Role of the Mentor Teacher
• First point of contact for parents
and teachers
• Oversees Attendance and Dress
Code
• Formally and informally delivers
Mind Matters Program
• Subject/Course teacher
• Liaises with Year Co-ordinator
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Speakers & Topics
• Introduction and a summary of WACE 2011
Michael Morgan, Principal
• Expectations in Year 11
Suzanne Pendlebury, Head of Senior School
• Surviving Years 11 & 12 and Study Skills
Shakira Durrant, College Psychologist &
Leonie Deegan, Learning Support Advisor
• WACE - Graduation and other requirements
Jan Schofield, Course & Careers Advisor
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SEEDS - Preconditions for success
2012
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Remember this is a two year
commitment
We all must maintain high levels of
expectation
Customise learning to the learner
Work as partners – parents,
students, school.
Graduate with Attainment
Expectations in Year 11
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What is Different?
Six courses, each with 2 Semester units
The amount of study and homework
Assessment Policy: rigid deadlines and
penalties
• Change Courses by Friday 9th March
• Good Standing Policy
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Good Standing Policy
Three areas where it is implemented
• Attendance
• Completion of Work
• Behaviour
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Good Standing Policy
Three levels
• Level one; student interview with
Mentor teacher/Mr. Geoff Ranson and
contract.
• Level two; parent & student interview
with Year Co-ordinator and contract.
• Level 3; parent & student interview
with Head, Senior School.
Alternate Pathways.
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Expectations In Year 11
What remains the same?
• Dress standards (issue of sports shorts, short
skirts and inappropriate shoes)
• Behaviour standards
• Absentee procedure – notes or SMS
EXAMINATIONS
• Monday 21st May - Fri 1st June
• Mon 5th November - Fri 16th November
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Prior to completing Year 11, each
student is expected to have:
• Submitted all assessment items in each
course as outlined in the Assessment
Policy;
• Attained an overall course achievement
to reflect an average of 5 ‘C’ grades; and
• Presented their signed Gaining Year 12
Status form to the Manager of Students
Services, Ms Janet Schofield.
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Expectations of Year 11
• Those students who have NOT Gained
Year 12 Status will be contacted for an
interview.
• They may be required to attend classes as
per Flexible Curriculum until their
assessments are completed to an acceptable
standard. However this will not guarantee
Year 12 Status.
• Students may be designated as Year 11 in
the following academic if these
requirements have not been met.
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SENIOR SCHOOL
PSYCHOLOGIST
Ms Shakira Durrant
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Factors Affecting Student
Performance
• Peer Group
Friendships
Work
Sport
• School
Friendship circle
Environment/ Staff
Curriculum
• Home
Relationships
Support
Expectations
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Year 11 Parent Night
“. . . research shows that the achievement gap is
not only about what goes on once kids get into the
classroom. It's also about what happens to them
before and after school," says Sharon Robinson,
president of the ETS Educational Policy
Leadership Institute. “ . . . serves as a reminder
that each of us--parents, teachers and policymakers--has a crucial role to play to make sure
that every child becomes a high achiever.“
(Education Issues: Variables Affecting Student
Achievement)
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Promoting Well-being and Success
Balanced Lifestyle
Time Management and Routine
Goal-setting
Realistic Expectations
Support Network
Developing Emotional Intelligence
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Family Tips
• Take a whole family approach to supporting your
teenager
• Provide positive feedback
• Remind them of their goals
• Have regular open and honest communication
• Set clear and reasonable limits
• Encourage problem solving and compromising
• Take care of your own health and wellbeing
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Tips for Parents
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Healthy eating, regular exercise and plenty of sleep
Encourage study breaks when necessary
Discuss school and encourage a positive outlook
Avoid nagging
Encourage a belief in self
Let them know you are available
Have realistic expectations
Patience
Sense of humour
Personal health and well-being
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Emotional Intelligence
a) Interpersonal skills
-Empathize
-Maintain /develop relationships
-Social responsibility
b) Intrapersonal skills
-Self- awareness
-Self- regulation
-Motivation
Why is it a key to success:
Self-motivation/ awareness, manage stress, resolve
conflict, motivation, decision making, relationships,
creative/flexible thinking, balanced life.
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What to expect from your
Adolescent
Transition
Freindship versus Family
Break away from adults and adult control
Risk-taking behaviour
Struggles with identity
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Needs of the Adolescent
• Respect
• Information
• Support- constructive social and emotional
support from adults
• Protection
• Opportunity for growth
• Gradual independence
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Helping Teens when parents are
separated or in conflict
• Both parents are supportive and interested in their
child
• Each household has a daily routine, consistent
rules and expectations
• Good communication between both parents
• Good relationship between teenager and stepparent
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College Psychologist
Ms Shakira Durrant
[email protected]
Ph: 9488 2125
Mb: 0467 815 497
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Study Skills for Successful Students
Learning Support Advisor
Leonie Deegan
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SUCCESSFUL STUDENTS
There is a high correlation between students
who achieve, and students who:
• set GOALS
• are ORGANISED
• manage their TIME
• develop good STUDY SKILLS & HABITS
• and are MOTIVATED
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ORGANISATION
• Study Area
• Time Planning
• Study Skills
(habits & techniques)
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STUDY AREA
• Desk – large enough & solely for
study/homework purposes
• Chair – supportive, comfortable
• Lighting – onto the page (not eyes) - avoids
unnecessary fatigue, eye strain
- avoid fluorescent lighting
• Ventilation – prevents drowsiness
• Away from distractions (TV,phones,noise)
• Music –
Baroque, background, calm
• Well equipped –
everything within reach
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TIME PLANNING
• Term planner
• Weekly study timetable
• Diary – daily, weekly
• Prioritising- daily goals, to do list
• Breaking down assignments
- planning ahead
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Study/ Homework Timetable
• As a general rule:
150 minutes (2 ½ hours)
per subject, per week
• Good practice - suggestion:
3 x 50 minute sessions
per subject, per week
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Study/ Homework Timetable
• Identify time slots for 2 or 3 study sessions
per night
• Each study session is only approx. 50
minutes
• ‘Study’ – should be work from previous day
(better review practice, allows processing
time, mylenation of new learning)
• Avoid intense problem solving, maths and
computer use after 8.30 – 9pm (can interfere
with the quality and amount of REM sleep
that is essential for ideal learning)
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HOW TO STUDY
The four basics of any study or lesson review
To enable formation of long term memories
• REDUCE
Tip:
Less is Best
• RECOUNT
Own words
• RETAIN
Mnemonics
Memory trick/strategy
• RECALL
Tip: A little and
Often is the best way
Headings and Dot points
Mindmaps
Summaries
Study Cards
Post-its on the page
Put it in your own words
Simplifies & clarifies what you’re learning
Makes sure you understand what you’re learning
Stored better in your memory
Ownership – the memory becomes yours
Humour & silliness
Pictures, symbols
Association & links
Use of colour, diagrams
Acronyms
Look for patterns or categories
Place in order (alphabetical, number or groups)
Review on a regular basis
Shut eyes, or reflect…..bring back up to the front of your mind
Practise the mnemonic or recall the points
Repeat often….until it becomes automatic
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•Start off with a blank timetable, broken down into half
hour slots
•Make sure to include Saturday and Sunday, broken into 1
hour slots
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Then cross out your unavailable times, as seen above.
In your unavailable slides include:
-Recreation/Leisure/Hobbies
school
-Household Chores
-Time you get home from
-Sport/Exercise
-Meal Times
-TV time – Rewards only
-Part time work
-Bedtime
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Now start to add in boxes, taking up two half hour slots.
These will be the times that you study for each subject.
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Now begin to put each subject in.
Remember to look at your school timetable and try to
study some of the subjects that you had during that day.
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Try to spread out your subjects.
16 x 50 mins = 13.5 – 14 hrs / week
3 x 50 mins = 2.5 hours / week /
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Additional services
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Tutor list – email to you or photocopies in Student Services foyer
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Collate outside agency TEE courses – Weekly/Term Breaks/Residential
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Study skills sessions – voluntary (8am & lunchtimes)
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Breakthrough To Excellence (PX2)– each term & occasional holiday
courses ( Helps young people see that they have choices, they can take more control of their lives and can
develop the thinking skills they need to become self-motivated, lifelong learners.)
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Resources – booklets, handouts, study cards, study guides, videos
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Support – student makes an appointment
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Special Exam Arrangements
Contact details by phone – 9488 2100 extension 224
or by email
[email protected]
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WACE Requirements
Breadth and Depth
• Complete at least 20 course units. Up to 10 course equivalents can
be from endorsed programs.
• Complete 4 units of English or Literature during Yr 11 and 12 (at
least two of these units must be in Year 12).
• In Year 12 study at least one pair of course units from each of
List A (arts/languages/social science) and List B
(mathematics/science/technology).
Achievement Standard
• Achieve a C grade average or better across the best 16 course
units of which at least 8 units must be completed in Year 12.
Endorsed programs and /or VET credit transfer can reduce the
required number of course units by up to 6 units.
English Language Competence
• Achieve a C grade or better in any Stage 1 or higher course unit
in English or Literature.
Exams for stage 2 and 3 courses, unless exempt.
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EXAM EXEMPTION
A student will be exempt from sitting
exams only if they are:
• Enrolled to complete, in Year 12, at least
220 nominal hours of VET (which must
lead towards the completion of at least
one qualification or skill set that meets a
licensing, regulatory or defined industry
need)… AND …
• Enrolled in 3 or less Stage 2 and /or Stage
3 unit pairs.
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University Entrance
(standard)
• WACE requirements met.
• English Stage 2 or 3 and Literature Stage 2
or 3 - scaled score of 50 or better.
• Prerequisite subjects.
• TEA (Tertiary Entrance Aggregate) score
is the sum of your four (4) best subjects.
• ATAR – Australian Tertiary Admission
Rank.
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Courses that Count Towards ATAR
(Australian Tertiary Admission Rank)
• Stage 1 units only contribute towards
WACE and entry to TAFE, not ATAR.
• Stage 2 and 3 courses must sit the WACE
exam in Yr 12 (unless exempt).
• Courses with Stage 2 and Stage 3 paired
units undergo a marks adjustment process
(moderation, standardisation and scaling)
for ATAR purposes.
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University Alternative Entry
• Clarify all entry requirements with
the relevant universities as these will
vary.
• English requirements may also vary.
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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:
http://www.trainingwa.wa.gov.au/trainingcourses/detcm
s/apprenticeships-and-training/trainingcourses/articles/choosing-a-training-provider/how-toapply---full-time-tafe.en?page=2&tab=Main#toc2
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Selection Criteria
Maximum score = 100 points
• Qualification pathway
– Maximum score = 29 points eg Cert II Hospitality
• Work experience/employment
– Maximum score = 29 points
– 0.002 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:
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’
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Checklist for Students to be
Successful in Year 11
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Completion of all courses.
A ‘C’ average (minimum requirement).
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% + for Stage 3 and 75% + for Stage 2).
• To continue TAFE Diploma pathway: A
minimum ‘C’ in all Year 11 courses. Working
towards completion of a National VET
Qualification.
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Work Experience
• Any week during term time.
• Exam weeks (Flexible Curriculum)
strongly recommended for students not
sitting exams.
• Term 1 holidays for students who study
stage 2 & 3 courses.
• Student to see Mr Foley to make
application for work experience.
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Can I Change Subjects?
• Early is better- catch up.
• Deadline to change subjects is end of
Week 6, Friday 9th March.
Restricted choices
– some classes may be full
– choices must fit the timetable
• Be fully informed.
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ENDORSED PROGRAMS
• Recognise areas of learning not covered by courses.
• May contribute up to 10 unit equivalents towards WACE
breadth and depth requirement.
• Examples include:
o Cadets WA
o performance in school productions
o examinations in music, speech and drama
o university studies
o 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 or Lyn Johnson (Course & Careers
Advisor)
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Contact for Course and Careers
Advisors
Janet Schofield (0419 922 153)
[email protected]
Lyn Johnson
[email protected]
Shenton College: 9488 2100
www.shenton.wa.edu.au (internal/careers
resources)
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Keep the Doors open
Good results will give you more choices
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