Western Adelaide Secondary Schools Network
June 2015
www.wats.sa.edu.au
Student Pathways Update
Welcome to our new-look newsletter. This newsletter provides a snapshot of activities being undertaken
across the Western Adelaide Secondary Schools Network (WASSN) as part of the DECD Student Pathways
strategy in semester 1, including:
Our team:
 Regional VET Programs
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Career Development Strategy
Leading SACE Improvement
School-based Apprenticeships
Maritime High School Program
School Business Partnerships
STEM (Science, Technology, Engineering and Mathematics)
Toni Andrew, Senior Leader: Student Pathways
Vicki Bryant, Apprenticeship Broker
Chris Houltby, Apprenticeship Broker
Michael Scarman, Business Partnership Manager
Sandra Moran, Advanced Technology Project and STEM
Rod Hunter, Maritime Leader
If you would like to contribute to our next newsletter, please
email articles to Toni.Andrew674@schools.sa.edu.au.
A range of articles from our schools, showcasing a range of initiatives and programs
Regional VET Programs
Regional VET programs provide students in years 10, 11 and 12 in Western
Adelaide with increased vocational pathway options through a broad range
of VET program choices. Regional VET programs are hosted by schools and
Registered Training Organisations (RTOs). Students remain enrolled at their
Home School, and attend the Host School or RTO for their chosen VET
program. We currently have over 700 students across Western Adelaide
involved in these programs, with more students commencing next term.
The focus of this term has been preparation of course information and
marketing materials for our 2016 Regional VET Programs. Brochures and
Student Application Forms have just been delivered to schools for current
year 9, 10 and 11 students, in preparation for student course counselling
which commences in term 3.
There are 65 courses on offer for students in 2016 in a range of industry
areas. Many courses have undergone significant review due to changes in
Training Packages, staff qualifications and Registered Training
Organisations (RTOs). We also have a few new courses for 2016. Detailed course information is available
on our website (www.wats.sa.edu.au, under Regional VET Programs).
Student applications for 2016 courses are due to VET Leaders by Friday week 8, term 3 (11
September 2015).
Term 2 reports for our current (2015) Regional VET students have just been completed and are available
for Home Schools to print and distribute to students. Thank you to our Regional VET Teachers/Trainers for
their work in providing assessment information and written feedback to students and their parents/
caregivers each term.
Please see photos below of activities in some of our Regional VET Programs this semester.
Construction Industry White Card Training
We continue to hold a regional White Card course each term for students from all
schools in our network. Adelaide Training and Employment Centre (ATEC) delivers this
course for us. During semester 1, 43 students from 13 schools completed this
qualification.
The term 3 course will be held on Thursday 27 August (week 6). The flyer and
registration form for this course is available for download from our website
(www.wats.sa.edu.au). The term 4 course will be held on Friday 20 November.
Career Development Strategy
The following WASSN schools have received funding for 2015 as part of the Career Development Strategy:
Ocean View College B-12, William Light R-12 School, Henley High School, Le Fevre High School and
Warriappendi School. These schools have been further developing their 8-12 Career Development program,
and will be presenting their work to other WASSN schools in term 4.
The key aim of the Career Development Strategy is to progress a sustainable whole school approach to
building young people’s career management skills. The importance of career development is recognised
within the DECD Strategic Plan 2014-2017 which documents the key action:
“Implement effective pathways to develop students’ capabilities and support pathways planning for
young people’s successful transition from school to further education, training and/or employment.”
The key goals of the strategy are to:
 strengthen young people’s active involvement in planning and implementing their learning, career and
vocational decisions, along with that of their families.
 increase student access to career management skills development.
 strengthen school and community capacity in providing effective career development services and
programs.
Leading SACE Improvement
Congratulations to Ocean View College B-12 and Thebarton Senior College who have recently held very
successful workshops for leaders and teachers from across the state, as part of the Leading SACE
Improvement Project.
School-based Apprenticeships
School-based apprentices show how a career starts with school
Jordan (left) is a Year 12 student from Woodville High School, undertaking an
apprenticeship as a Bicycle Mechanic, and “it’s going great!” Jordan is employed by
Little Black Bike, and he works three days per week. His training is provided by
Quality Automotive Training. Jordan’s qualification will earn him up to 105 Stage 2
SACE credits, much more than he requires to achieve his SACE!
Makenzie Reynolds (right) is a school-based Engineering Fabrication apprentice. He has
had his heart set on this trade for a long time and knew what he wanted to do. He is in
Year 12 at Le Fevre High School and is employed by Aluminium Dynamics. Makenzie’s
training provider is TAFE SA, Regency campus. Makenzie says the apprenticeship is “going
good” and he is enjoying it. He is working three days per week and his qualification will
earn him 135 Stage 2 SACE credits.
Meet Brad McAlpine (left). He is a school-based Electrotechnology (Electrician)
apprentice and he is employed by Flinders Ports. Brad currently is working two days
per week and says “work and trade school are going well”. He is also in his final year
of school at Ocean View College. Brad’s training provider is PEER VEET and his units of
competency will earn him 150 Stage 2 SACE credits.
Ocean View College student, Shaniah Ogilvy (right) is currently in Year 12. Shaniah’s
desire is to become a qualified chef, and she is well on her way, completing a schoolbased apprenticeship in Certificate III in Commercial Cookery with Crowne Plaza
Adelaide. Shaniah is pictured with Head Chef Fran Ghidini. Her work at the Crowne
Plaza is out of school hours and her ‘trade school’ training is at TAFE SA Regency
campus. Her qualification will acquire up to 125 Stage 2 SACE credits.
Name: Dominic Fusco
School: Underdale High School
Year Level: 12
Commenced: February 2015
Qualification: Certificate III in Plumbing
Employer: Fusco Plumbing
SACE Credits: 115-290 Stage 2
Name: Tina Gatis
School: Underdale High School
Year Level: 12
Commenced: October 2014
Qualification: Certificate III in Early Education and Care
Employer: Torrensville Child and Family Centre
SACE Credits: 70-95 Stage 2
Name: Joshua Dickeson
School: Seaton High School
Year Level: 11
Commenced: January 2015
Qualification: Certificate III in Cabinet Making
Employer: IJF
SACE Credits: 80-205 Stage 2
Name: Zack Storino
School: Henley High School
Year Level: 12
Commenced: April 2015
Qualification: Certificate III in Carpentry/Joinery
Employer: M Building Solutions
SACE Credits: 115-165 Stage 2
School Business Partnerships
Michael Scarman joined the DECD Student Pathways Strategy in January 2015 as a Business Partnership
Manager, bringing with him over 25 years of vocational education and industry experience. Michael’s role
is to work with the other Student Pathways staff to support schools in the Western Adelaide Secondary
School Network (WASSN) in developing partnerships with business and industry organisations.
It is widely recognised that when schools develop effective partnerships with businesses, students,
teachers, the broader community and even business benefit in many ways through activities that increase
knowledge and opportunities for careers and further education. Business partners can include industry,
government departments and agencies, group training organisations, higher education providers,
community based and not-for-profit organisations.
A key action of the DECD Strategic Plan 2014-2017 requires that young people graduate from the public
education system on a clearly articulated pathway to employment, further education or training and have
the skills and capabilities required for that pathway. Business also has a part to play in the development of
resources for student learning by the way of school visits, industry tours, teacher industry placements,
speakers in schools, structured workplace learning and participation in advisory groups.
Business benefits from educational partnerships through it’s ability to influence the development of
curriculum and contribute to co-constructed project work within classrooms that bring about changes in
traditional teaching practices within schools to better match industry needs. Educational partnerships also
provide an opportunity for business to help develop schools into state-of-the-art training facilities giving
employers the prospects of recruiting new employees who are pre-skilled.
Educational partnerships create strong links between schools and industry which help to raise the
awareness of the employability skills students require and develop positive attitudes towards industry and
business. These partnerships are also a great opportunity for students and teachers to gain practical
experience in industry and improve curriculum with projects that include both school-based learning and
work-based learning.
A great example of a local educational partnership exists at Ocean View College B-12. The
Leading Logistics – Making Smart Moves program is a collaboration between Ocean View
College B-12, the Australian Maritime College, Maxima Training, Flinders Ports and Rohlig
Logistics, as the key industry partner.
This program is delivered at the Harbor View Campus in Port Adelaide and students gain 70 Stage 2 SACE
credits by completing a Certificate III in Business (Logistics stream) delivered through a simulated business
environment. Students are mentored by staff from Rohlig Logistics and rotate through the simulated
business to learn both the practical and theoretical aspects of logistics administration.
Rohlig Logistics has been operating for 160 years in the global freight forwarding
market and provides complex logistics services including intercontinental sea and
air freight. Rohlig Logistics operates in 31 countries and has over 2,000 highly
motivated employees from 70 different nationalities.
This program can lead on to further education, tertiary studies, school-based apprenticeships and
traineeships or employment in areas such as: business administration, clerical, accounting, business
management, freight forwarding, logistics, warehousing, freight handling and finance.
The Leading Logistics program is embedded within the middle school and senior
school curriculum at Ocean View College B-12 and allows students to start
learning about industry from as early as year 6, through a variety of courses and
project-based learning.
Even if students do not go on to work within the transport/logistics industry, the
employability skills and interaction with business that students gain, will still be
transferrable to many other industry sectors.
If you are interested in gaining more information about how school–business partnerships can benefit
students, schools and businesses, please contact Michael Scarman on 0448 045 325 or
michael.scarman@sa.gov.au.
Maritime High School Program
This year’s Maritime Industry Pathway students commenced the course
in the last week of term 1. They spent the week learning about safety
in the maritime industry and performed exercises in firefighting and
water rescue (see photo right).
Within Le Fevre High School’s Maritime courses, Thierry Herman’s
students have been participating in submarine studies. Students will
construct a working model submarine that will be tested in the school’s
test tank. This term, they have produced a model Destroyer like the
HMAS Hobart recently launched at ASC. A mix of learning within Maths,
Science and Technology has been a part of this project (see photos
below).
At Le Fevre High School, the VET Engineering students continued to work through a range of competencies
and had a special industry experience as part of their terms work (see separate article below on the naval
cannon restoration).
The Maritime High School Program again this year invited senior students from Adelaide schools to apply to
visit our maritime partner, the Australian Maritime College (AMC) in Launceston. 14 students travelled last
week, and spent three days attending lectures and doing exercises at the campus in Launceston,
Tasmania.
For further information on these activities, please visit:
www.lefevrehs.sa.edu.au - see Maritime High School Programs under the Curriculum tab.
www.amfa.edu.au/mip_index.html - see a short video of students participating in the Maritime Pathways
course.
www.amc.edu.au - for information on the range of courses available at AMC.
Naval Cannon Restoration
At the end of 2014, Le Fevre High School was approached by the Royal Australian Navy (RAN) to be part of
a restoration project to restore the 6 inch cannon situated at the front of the Navy Cadets Head Quarters
on Jenkins Street Birkenhead. Leading Seaman David Dunne agreed that the Maritime Engineering class
was the most appropriate group to be part of this project, working with other organisations to see the
project through to completion.
HMCS PROTECTER was the first navy ship to be commissioned in South Australia in 1884 and was delivered
to the colony to safe guard Adelaide. Her active service included going to China in the ‘Boxer Rebellion’
before serving in WW1 as the parent ship to the submarines AE1 and AE2. She now lies off Heron Island,
Queensland, used as a break water. For many years the cannon was housed on the foreshore at Semaphore
pointing out to the gulf shadowed by the clock tower.
A date was set for week 4, term 2, May 18 to 22 when all the organisations were able to get together and
begin the project. The first group to start was the team from ASC, who erected a scaffold and enclosed
the cannon in a plastic room. The job was made easier with the help of the engineering class. Soon after
the scaffold was erected, Northern Grit Blasting arrived with their truck and equipment to sand blast the
old paint and rust from the cannon. The guys from Northern Grit Blasting gave the class in-depth
instruction on how sand blasting and the spray painting were to be done, and the safe working procedures
surrounding their equipment and the process. Once the cannon was free of the old paint the bare gun
revealed some components were manufactured from bronze. The navy XO, Commander Alan Williams, and
the director of the Maritime Museum, Kevin Jones decided to leave the bronze exposed as it highlights the
different materials used in that era. It was up to the class to mask up all the bronze that was exposed,
ready for the painting process.
The primer and top coats of paint were special, defence force, naval
ship Storm Grey two-pack paint, which is paint with a separate
hardener mixed in. The paint supplied by RAN is used for the Air
Warfare Destroyer project at Osborne.
With the two coats of paint dry, we asked ASC to come and dismantle
the scaffold to clear the site. The class removed the masking tape off
the bronze components and cleaned the area free of dust to paint a
two pack clear epoxy over the bronze to protect it from oxidization
and discolouration.
During the course of the week we had visits from the Lord Mayor, Gary Johanson, staff from the South
Australian Maritime Museum, Le Fevre High School Principal Rob Shepherd and teachers Rod Hunter and
Eddie Grzeskowiak, and Commander Pat O’Brien.
I would like to take this opportunity to thank the organisations that supported the project:
 The two-pack clear, thinners and concrete paint was donated to the project by Jeff Arthur from Paint
Supplies.
 The personal protective equipment, compressor and spray painting equipment, ladder and masking
tape was donated by Mick Cowie from GRH Industrial Supplies.
 The scaffold and team to erect it was donated by ASC, Gerard Byrne.
 Without Northern Grit Blasting, John Koch and John Muller, the final outcome would not have been as
successful as it turned out to be.
 A huge thank you goes to the Royal Australian Navy and Commander Alan Williams who gave Leading
Seaman David Dunne the task to organise the working parties to complete the project in such a short
period of time.
On reflection of the project, the student’s comments were:
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Great. Observed and participated in something that was new and interesting.
Opportunity to see how people work in the real world.
Learning and seeing how different occupations work.
Did not know you needed a ‘ticket’ to erect scaffolds and other semi-skilled jobs.
Proud to be part of a community project.
How much time it took for the different processes to finish.
Getting knowledge on how to prepare a project for spray painting.
Working with other professionals.
Before (left) and after (right) photos:
The Royal Australian Navy was so happy with the work and level of enthusiasm that we have been asked to
do two more projects. What a fantastic opportunity for Le Fevre High School and the Maritime Engineering
class.
Chris Chrisakis
VET Engineering Teacher
Le Fevre High School
Business Services at Thebarton Senior College
Thebarton Senior College offers Certificate II in Business and Certificate III in
Business Administration. The Certificate II course is offered to Regional VET
students as a one year course, run on Fridays.
Students work in a Simulated Business environment gaining skills and learning
about administration work in an office, with hands-on experience. Students
will work in Reception, Finance, Sales and Marketing, Office Equipment and
Supplies, Records Management and Human Resources. Students gain an
overview of office life which can lead to specialisations in any of the above
areas.
By completing the Certificate II in Business, students obtain 50 SACE Stage 1 credits.
Nadene Histed
VET Business Teacher
Thebarton Senior College
Students Achieve ICT Industry Standards at Thebarton Senior College
Thebarton Senior College offers students the opportunity to develop their
IT skills to industry standards through practical based learning which uses
the latest software and hardware technology. The school offers
Certificate II and Certificate III in Information, Digital Media and
Technology, with both courses developing hands on skills that make
students ready for entry positions in the ICT industry in areas such as
technical support, network administration, web technologies, software
applications and digital media technologies.
According to the Intergenerational Report 2015 (http://www.treasury.gov.au/PublicationsAndMedia/
Publications/2015/2015-Intergenerational-Report), technology is a major factor in shaping the future of
Australia over the next 40 years. This is a significant shift of focus from the traditional mining and trade
career opportunities.
Certificate II in Information, Digital Media and Technology is the stepping stone in harnessing these future
opportunities. This course has been tailored to integrate a wide range of modern technologies in regard to
technical innovation, with technologies covered including social media, basic hardware installation and
maintenance, scanning and Photoshop, WHS aspects of working in an IT environment, and the intricacies
of MS-Excel and MS-Word. During the course, students get hands on learning and scan old family photos
and articles giving them a fresh new look through ‘photoshopping’ age spots and wrinkles.
As an educational pathway, completion of Certificate II leads to Certificate III, and finally to Certificate
IV. Once students successfully complete Certificate II, they will receive 60 credits in SACE Stage 1 and if
they complete Certificate III they will receive 65 credits at SACE stage 2. Peter Gugenberger, Thebarton
Senior College IT coordinator, said that the IT courses are “a fantastic way for students to achieve SACE
while pursuing their passion for IT and prepare them for a job.”
Currently, Thebarton Senior College is in the process of updating ICT30115 - Certificate III in Information,
Digital Media and Technology, ready for 2016. This process has included a new server being added to host
virtual servers, enabling each student to set up, configure and manage their own network and learn how
to administer policies and users. As part of this course, students can choose to bring or buy components
and build or repair their own computers in class under the supervision of a teacher with industry
experience. This has been very successful, with more students opting to build or repair their own
machines to their specific requirements.
In Certificate III, all students are required to undertake a set of compulsory units. These units have been
grouped into a subject called “Core”, which can be done online or in class with the guidance of a teacher.
The flexibility of these learning options allows students to choose a style of learning that suits both their
needs and lifestyle. Studying online allows students to control the pace of their learning and seek support
through online resources such as the Moodle, discussion groups and pod casts. In the scheduled classes, the
teacher facilitates and guides students as they build and experience learning technologies and online
resources.
The completion of these certificates unlocks the door to many pathways including entry to courses at
Flinders University.
Peter Gugenberger
IT Coordinator
Thebarton Senior College
Science, Technology, Engineering and Maths (STEM)
Semester 1 has once again been very busy for STEM activities in WASSN schools. The WASSN STEM
Professional Learning Community has met twice to share school-based activities and plan WASSN STEM
activities for 2015. We are fortunate to have UniSA once again supporting STEM in our schools by providing
numerous workshops for WASSN students at their Mawson Lakes campus. This year, the Year 9/10s once
again have six STEM workshops. The first three have been:
1. An introduction to the STEM program for 2015, Sensor Technology and university life
2. Geospatial Science and the Planetarium
3. 3D Printing
This year for the first time, UniSA has introduced a Year 11 STEM program targeted at those students who
participated in the Year 9/10 program last year. Two full-day sessions have been run for Year 11 WASSN
students, based on Sustainable Engineering and Mathematics. Students participating in these days have
been very positive about their experiences. We are extremely grateful to Matthew Heskett and Celina
Bolding at UniSA for the time and effort they have put in organising and running these days for our
students.
Year 8 ‘STEMlings’ kicked off the year with a visit to The
University of Adelaide on 17 March (see photos left and
right). Students participated in three sessions for the day:
Parasites with Liz Mciunas, Mechanical Engineering with Cris
Birzer and Computer Science “Scratch” with Amali
Weerainghe. The second day for STEMlings was held at
Henley High School on Tuesday 30 June. Angelo Piantodosi
took the students from WASSN schools for a workshop on
building and racing STELR solar cars.
Around the schools ………………………….
Le Fevre High School
The Year 11s are close to finishing their racing sailing boat and will build a submarine in semester 2. The
help from REA, AMC and UniSA has been very helpful. The STEM days offered to local primary schools are
going well. The focus of these days has been Wind Energy and Transfer of Energy – Anemometer, and
Electric Row Boat. The DIPP6 course continues to develop very high quality 3D modelling and printing
under the guidance of Eddie Grzeskowiak.
Seaton High School
The Year 8 SHIP students participated in the Penguin Pong course at UniSA Mawson Lakes campus. Penguin
Pong provides an introduction to the world of electronics. When assembled and soldered together, the kit
becomes an interactive electronic board game – up to two students can compete in a game of electronic
ping pong. Year 10 and 11 students participated in the “We Speak Code” program run by Susan Allin of
Microsoft’s newly expanded Adelaide Education Team. This program aims to help students learn about
coding and how it can give them an advantage in their studies and beyond. There is a STEM workshop
planned for students in term 3 with a focus on electrical dragsters, as well as professional development for
teachers in Lego control products.
Ocean View College B-12
Involvement in the UniSA STEM Innovation Challenge has been both challenging and rewarding so far.
Students are slowly building resilience and problem-solving skills and have completed the first challenge
(Science). They learnt a great deal from the challenge day and will hopefully be able to turn that into
improvements for the remaining challenges.
Underdale High School
Underdale High is developing a STEM focus to build on their Automotive program, with a maritime focus.
Students have participated in the Women in Technology, Science and Engineering Challenge, Hovercrafts
and CO2 dragsters. Jason Simmonds has run a robotics session with primary school teachers as part of the
West Torrens Partnership common student free day.
Findon High School
Findon High has been working collaboratively with Thebarton Senior College to increase the participation
rates of girls in STEM. Engineer John Misiskos has been working with students on their STEM focus.
Thebarton Senior College
The “We Speak Code” program has been run collaboratively with Findon High School. The Women in STEM
breakfast will occur again on 27 August with the special guest, a female Engineer from Beach Energy.
UniSA has been running a Geospatial program with a class group.
Henley High School
The focus for first term was on the ACARA AAMT Year 9 STEM
Challenge. The task for students was to work in a group to answer
a question that investigates the use of feedstock to produce
biofuels in Australia. This was an integrated unit of work using
Science, Maths and PLP lessons (approximately 480 minutes a
week for five weeks) linking with Muradel. Please see
www.henleyyear9stemchallenge.com for more information (and
see photos below).
Students have also
participated in the
STEM Sista Program run by C2C to support female
participation and confidence in STEM. The Year 10 Advanced
Technology program now has a SACE Stage 2 pathway,
implemented this year. The Girls in Technology subject
continues to grow in popularity, with a SACE Stage 2 pathway
being planned for 2016. Students have also participated in
university programs eg Young Women in Technology, Science
and Engineering Challenge, Design & Innovation Day
Challenge etc.
Certificate III in Business at Ocean View College B-12
Harbor View Campus of Ocean View College delivers the
Certificate III Business - Logistics course at its location at 3 McLaren
Parade, Port Adelaide, every Friday. This course has students from many
WASSN schools. The methodology used to deliver the course is based on
practical experience provided by a simulated business environment to
facilitate understanding of the theory contained in the course.
Students have had a productive semester setting up and running their simulated business, Harbor View
Traders Simulated Business (HVTSB). The simulated business imports and sells electronic products to other
simulated businesses throughout Australia. HVTSB consists of six departments: Imports; Exports;
Administration; Purchases; Sales and Human Resources. Each department has specific tasks, modules,
policy and procedures documents which the students have developed and contribute to the completion of
the certificate.
Students own the business, manage the day to day activities, are involved in decision making, policy
making, market research, online trading, importing and exporting, maintaining financial records, receiving
and processing imported goods and ensuring it is complaint with relevant legislation.
Students are to be commended for the work they have completed this semester in setting up
and running the business. Students worked collaboratively to design a logo, name their business,
and develop policies, procedures and a business plan.
Paige and Azra set up a separate simulated business for the Export department and
decided to base it in Shanghai, China and use Shanghai Port to ship their products to
Outer Harbor from where the imports department collect and clear their goods
through the Australian Customs Office. Phuc and Shannon developed their own logo,
business name (Shanghai Exports), products and all required documentation,
packaging and transport, storage and handling requirements compliant with
Australian and international regulations.
The Imports department, originally set up by Phuc, Shannon and Jesse, worked hard to learn
and apply Australian and international regulations to importing documentation. The group
worked effectively to source potential suppliers from overseas, as well as working on product
development, negotiating price, quality, freight, and marine insurance. They worked with
Rohlig Logistics Business Development Manager, Steven Russell, to complete the
documentation to industry standard.
The Administration department designed and produced all business documentation used by
the different departments, including the HVTSB letterhead and logo, and developed a
Customer Service policy to ensure Harbor View Traders Simulated Business is compliant with
consumer protection, equal opportunity and anti-discrimination legislation, as well
procedures for handling mail and filing. Kimberley, Jessica and Brianna achieved this within
the first six weeks they spent in this department.
Students in the Purchases department work closely with the Import and Export departments to receive and
dispatch goods, purchase goods and services from simulated businesses online or manually, and maintain
appropriate financial records. Koko, Carly and Crystal started the processes used by students who have
worked in this department since. Koko also assisted in the production of product catalogues, setting up a
stock recording system for incoming goods that the Imports department purchase and organising
photographs and student name tags.
The Sales department had the greater opportunity to work online, setting up
information on HVTSB and marketing products for other simulated businesses to
access. Dannae, Shaniah and Dharan used their technology skills to photograph and
upload on the SimBiz website, relevant information to promote HVTSB. Other tasks
include processing invoices, organising transport for the dispatch of goods sold to
simulated business customers and recording financial transactions.
The Human Resource department was started by Tori and Blaine, and credit must
be given to their diligent effort to source Work, Health and Safety (WHS)
legislation and set in place policy and procedures for HVTSB. Through audits and
surveys, they detected areas that HVTSB needed to work on to be compliant with
legislation. Other procedures set up by the initial students in HR included
employee records, job specifications and meeting documentation for the end-ofday meetings. These meetings are chaired by a member of HR and are used for
information sharing and decision making.
Harbor View Traders Simulated Business also has a website, thanks to Troy, IT specialist at Ocean View
College, Jacob, who designed the contents of the website, and the Principal, Peter McLaren who worked
with Jacob to finalise the website. Harbor View Traders SB will launch this website next term.
We would like to acknowledge the support of a number of different partners, which contribute to the
success of this program:
Rohlig Logistics is our mentor, and has been involved from the planning stage, providing
curriculum assistance and real-life work experiences for the students. Ms Edurne Esparza,
Branch Manager and Mr Steven Russell, Business Development Manager, visit the students every Friday and
check documentation produced by the Import department to ensure that calculations, currency and
preparation of documents are accurate. Their assistance has been invaluable and much appreciated by all.
Flinders Ports, our business partner, has provided financial assistance, tours and work
experience opportunities for the students.
The Australian Maritime College (AMC) have contributed curriculum advice and video
conferencing facilities, to enable students to join video conference meetings with other
simulated businesses and online programs AMC initiates. AMC has also offered our students a
trip to Tasmania to explore courses and career opportunities available at their Launceston
campus. Phuc and Jacob have taken advantage of this offer. They will submit a report of their experience
in the next newsletter.
Maxima is our Registered Training Organisation. They provide course materials, including
assessments, and moderate student work. The course comprises 12 units of competency,
totalling 505 nominal hours. Students can achieve 70 SACE Stage 2 credits.
TAFE SA provides the SimBiz website, runs meetings for facilitators of simulated businesses; and enables
meetings between simulated businesses across the country using video conferencing. This provides the
online trading site for all simulated businesses to promote their products, buy and sell online, use the
online banking facilities to pay suppliers and receive payment from customers. Bank statements are issued
on demand to enable students to reconcile their financial statements.
Over the past eighteen months, Ocean View College Principal, Peter McLaren
and Deputy Principal, Donna Mason have initiated the course and promoted it to
the business community. Last term, Donna organised a very successful launch of
the Harbor View Campus, of which the Certificate III in Business - Logistics
students were a focus. The launch was well attended by MPs, Principals and
business leaders from Western Adelaide. Peter McLaren officiated, and the site
was formally opened by the minister, Susan Close.
Finally we would like to take this opportunity to thank Marc Hawkesworth, Director of Harbor View
Campus, for his support, availability on Fridays and his invaluable assistance in planning and development.
Josephine Calabrese and Margaret Cobiac
Certificate III in Business Facilitators
Harbor View Campus, Ocean View College B-12
Hospitality at St George College
As part of our Regional VET Programs, we invite non-DECD schools in Western Adelaide
to participate by advertising their courses, and enrolling their students. One of these
schools is St George College, who offer:
 Certificate I and II in Hospitality (Food & Beverage)
 Certificate II in Kitchen Operations
Certificate I in Hospitality is in its pilot year at St George College, and has been a huge success. All current
students are on track to complete their certificate, and have successfully completed the structured work
place learning component of the course.
Highlights of the course this semester included students serving a selection of hot and cold beverages and
cocktail food to a number of invited guests. Also, nine students from the Certificate I class have been
offered paid part time work as a direct result of their recent structured work placements, testament to
the strong work ethic and desirable industry skills these students have developed in their Hospitality
studies.
The Certificate II in Kitchen Operations is in its third year, and we have seen equally successful outcomes
from our students. Past students have made the transition to permanent and part time work in the
Hospitality industry and have developed a high level of practical and technical skills. Both courses are
delivered in a practical, interactive and informative manner in our
state of the art Hospitality Trade Training Centre.
Our open days will be held on 19 and 20 August from 10 am-12 pm.
We welcome you to come and see our facilities, have a chat with
the trainers, check out the Hospitality Trade Training Centre and
see students in action.
August 19 - Certificate I and II in Hospitality (Food and Beverage)
August 20 – Certificate II in Kitchen Operations
Caroline Swaffield and Jessica Lock
Hospitality Trainers
St George College
Thank you to all of our newsletter contributors
Toni Andrew, Senior Leader: Student Pathways, 30 June 2015