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Marymede Catholic College

Marymede Catholic College. 2014 Subject Information Evening Year11 2015 Victorian Certificate of Education and Victorian Certificate of Applied Learning. Marymede Catholic College. Speakers Prayer Judeline Wadhwani Welcome Julia Wake Subject Selection Andrea Agnew

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Marymede Catholic College

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  1. Marymede Catholic College 2014 Subject Information Evening Year11 2015 Victorian Certificate of Education and Victorian Certificate of Applied Learning

  2. Marymede Catholic College Speakers PrayerJudeline Wadhwani Welcome Julia Wake Subject Selection Andrea Agnew VCE Information Laura Hill Pathways David Adamson

  3. Marymede Catholic College Nationally recognised certificates VCAA Marymede Administers Creates Nationally recognised certificate of completion of secondary education Victorian Certificate of Education and Victorian Certificate of Applied Learning Leads to

  4. Marymede Catholic College Why Two Pathways?

  5. Marymede Catholic College Victorian Certificate of Education • Students graduate with the VCE by satisfactorily completing a minimum of: • 16 units (semesters) of VCE studies • three of which must be from the English group • plus three Unit 3 and 4 sequences in studies other than English • Of these 16 units, some can be VET (some scored and some unscored) • At Marymede Catholic College in 2015 we will offer both VCE and scored VET subjects for Year 11 students

  6. Marymede Catholic College Unit 1 and 2 Subjects in 2015 Accounting Biology Business Management Chemistry Drama Economics English English Literature Food Technology General Maths (Further) General Maths (Specialist) Geography Health &HD History – 20th Century Indonesian Information Tech Italian Japanese Legal Studies Mathematical Methods Music Performance Media Outdoor & Envir Ed Physical Education Psychology Visual Art Visual Communication & Design VET – Media VET – Sport and Recreation VET – cluster options * All students will also study Unit 2 Religion & Society

  7. Marymede Catholic College • How to Achieve a Satisfactory VCE Unit • A student must: • Produce work that demonstrates achievement of the outcome/s • Observe school and VCAA rules • If a teacher judges that all outcomes are achieved, the student satisfactorily completes the unit. • The decision to award an ‘S’ for the unit is distinct from the assessment of levels of achievement.

  8. Marymede Catholic College Importance of Subject Selection • Year 11 is the first time students really get to define their own learning direction • This is a key decision to direct future pathways • There is great responsibility associated as this indicates a student’s capacity to manage their own learning • It involves research, careful consideration and mature decision-making • Support and counselling will be provided along the way.

  9. Marymede Catholic College Which pathway is best for me? What is your preferred method of learning? Where are you likely to achieve success? What pathways do you think you are likely to pursue in your future? What are your strengths?

  10. Marymede Catholic College VCE subject selection • Consider your strengths • Reflect what you are interested in studying at tertiary level • Do not select subjects on the basis of scaling • If you are undecided about your future, keep career options open within the relevant areas you are pursuing • Select what is best for you, not on the basis of friend selection or teacher preference • Caution: all studies are subject to timetable constraints and levels of student interest

  11. Marymede Catholic College Other things to consider VCE: Meeting tertiary prerequisites? Meeting extra requirements for access into tertiary courses (eg Folio, interview…) VCAL: Selecting an appropriate work placement Selecting an appropriate VET study

  12. Marymede Catholic College THE VCE and VCAL Subject Information Handbook 2015

  13. Marymede Catholic College Subject Selection Process

  14. Marymede Catholic College VCAL Victorian Certificate of Applied Learning

  15. Marymede Catholic College Special Provisions • VCAA and Marymede Catholic College are committed to ensuing that the VCE is accessible to all students. • Special Provisions can be put in place to support students who are experiencing circumstances which negatively impact upon their studies, in the short and long term.

  16. Marymede Catholic College • There are various forms of provision which can be made for students, dependent on their individual needs. • Students must see their VCE Coordinator as early as possible in order to discuss their needs as VCAA has stringent requirements which must be met and documentation may be required to support the implementation of provisions.

  17. Marymede Catholic College VCE Student Handbook

  18. Marymede Catholic College Mr David Adamson Careers Coordinator

  19. Marymede Catholic College Victorian Certificate of Applied Learning

  20. The certificate was introduced into schools in 2002 with enrolments of approximately four hundred students. • Currently in 2014, the enrolments are 22,800 across the state and in Catholic sectors. • Qualification is recognised Australia wide.

  21. The program allows for flexible learning to assist students. • Student centred to achieve best possible outcomes. • Community partnerships can be developed through VCAL. • Strong connection between learning and the real world.

  22. VCAL LEVELS • VCAL operates at three levels: • Foundation • Intermediate • Senior

  23. VCAL AT MARYMEDE Course Structure • Three days on school campus: Monday, Tuesday & Thursday. • TAFE placement :Wednesday • Work placement: Friday

  24. SUBJECTS • VCAL Numeracy • VCAL Literacy • Personal Development Skills • Work Related Skills • Religious Education • Sport • Selected TAFE Course

  25. CERTIFICATES OF RECOGNITION • Upon completion VCAL students receive a certificate recognising the level of achievement: • Foundation • Intermediate • Senior • TAFE Certificate

  26. VCAL v VCE: The Myth • VCAL demands students to be organised in three different areas: School, work & TAFE. • Each component of the course has its own particular demands. • VCAL students need to be highly organised.

  27. VCAL Pathways • Apprenticeships • Traineeships • Full Time Employment • Further TAFE Studies • VCAL is an exciting pathway designed to assist hands-on learners.

  28. The journey ….. VCAL Employment TAFE & Apprenticeships Yr 10 University VCE Yrs 11 & 12 Employment

  29. Some facts The longer students stay at school the better their opportunities Regardless of pathways students getting jobs have a good set of reports, can communicate and present well Outcomes for girls in particular who have not completed year 12 are not good, boys a bit different as still can access a traditional trade.

  30. What to do? Regardless of whether students know what you want to do after year 12 doing well opens up opportunities. A Bachelor Degree qualification on average increases average earnings by about 30%. The effects slightly higher amongst women Apprenticeships increase average earnings by 20%, slightly higher amongst men A TAFE Diploma increases average earnings by about 14% A Traineeship increases earnings by about 8% A TAFE certificate increases earnings by about 5% But ALL provide better opportunities for employment and developing a career

  31. I don’t know what I want to do when I leave School. • Don’t worry, many students don’t, many students do. Students are all different • Student’s do need to be aware of their strengths and weakness. Do subjects you enjoy and do well. This may lead to a career • Enjoy the journey by picking the subjects you enjoy • Students will change their careers a number of times • Students need employability skills.

  32. Pathway Planning • Student’s are beginning to develop individual pathways to a career. This pathway will be different for different individual students. • There are often many pathways to a particular career. • Students need to develop their own self awareness and awareness of career opportunities. • Students need to follow their passions whether they be in school or out of school. • Students will change careers a number of times. • Technology is changing rapidly, students will work in careers not yet invented.

  33. PathwaysPathways to University, TAFE and training continue to expand. Many TAFE courses have pathways into University and give students credit towards a University course. There are a number of Independent Tertiary Colleges providing pathways to University e.g. Latrobe Melbourne. Some Universities have bridging programs into University for students who do not quite get the ATAR e.g. Federation University “fast program” and Victoria University “foundation courses” Not just ATAR. EAP, PPP and Aspire

  34. Access and Equity Do not let adversity whether it be financial, illness, etc put students off going to University. Government and Universities are putting significant financial resources into providing University accessibility for all. Examples are: • VTAC SEAS program • Government scholarships for students on Centrelink benefits.

  35. What Year 10 students should do • Speak to the parents, teachers, Career Coordinator • Think about their possible future career (work experience) • Choose subjects they enjoy and are good at • Ensure the subject choices allow them to enter the higher education courses or careers that they wish to follow • Check the VICTER 2017 for VCE Prerequisite subjects • Check VTAC CourseSearch Archive for middleband subject. • VET Tasters • Course Camel • Wirl

  36. Publications available • Choice • Explains the common terms students will need to familiarise themselves with and covers the options available for VCE and beyond. • One copy per student sent to schools • Includes sample case studies of real student programs so they can understand the principles behind the ATAR calculation. • VICTER • available 22 July in metro newspapers • lists VCE study requirements for courses commencing in 2017. http://www.vtac.edu.au/publications/

  37. What is a good ATAR? • A good ATAR is a subjective outcome • To some a good ATAR is 99.95, to others it’s anything over 50. • Students should consider what ATAR they need to • Pursue their career dreams • Keep their options open for courses, they may change their mind.

  38. The Facts: • Scaling is not predetermined - individuals change but patterns don’t usually change. • Doing a language won’t add 5 points to your ATAR. • Doing a mathematics won’t automatically guarantee a higher ATAR. • Doing studies based on scaling patterns won’t guarantee a ‘good’ ATAR unless you are good across all of your studies. • A humanities based curriculum does not guarantee a low ATAR. • Scaling will only affect your ATAR by 1 point

  39. Typical questions from Year 10 students • How do I know what I will want to do in two years? Study? Work? Travel? • What if I change my mind? • How do I know which studies are best for me? • What if I don't get the ATAR I need?

  40. Parents have a very important role to play

  41. The Teenage Brain

  42. What Can I do as a Parent?

  43. Help them to identify: • their own interests, attributes and abilities • their hopes and plans for the future • the type of work or study they would like to pursue.

  44. Work with them to: • set long-term goals for their chosen career/study pathway • break down long-term goals into small, achievable steps • keep their options open • attend university open days to find out more about courses, careers and university life • choose actions today that can help them progress towards their goals (e.g. selecting appropriate school subjects).

  45. Encourage them to: • work consistently at school • persevere, even when things may seem tough • believe in their own ability to succeed • not to give up and stay focused on their dream.

  46. Finally • Focus on – • Studies you would like to do. • Studies they think they would be good at. • Breadth to keep options open • Utilise all resources • http://www.marymedecareers.com • Other websites • Careers Newsletter • Coursesearch • Publications: VICTER, Choice, ABC of Scaling

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