Year 11 Parent Information Evening 10th Feb 2014

Shenton College
Year 11
Parent Night
Robyn Kane
Year 11 Year Leader
Speakers & Topics
 Welcome by Robyn Kane, Year Leader
 Advice from “successful” students presented by
Michael Morgan, Principal
 Expectations in Year 11
Sue Gilchrist, Associate Principal, Head of Senior School
 Surviving Years 11 & 12 and Study Skills
Shakira Durrant, College Psychologist,
Barbara Goldflam & Cathy Sayers, Learning Support Advisors
 WACE (Graduation) and other requirements
Janet Schofield, Dean of Studies
Role of the Mentor Teacher
• First point of contact for parents and
• Oversees Attendance and Dress Code
• Formally and informally delivers
SenseAbility/Mind Matters Program
• Subject/Course teacher
• Liaises with Year Leader
Public students scoop 457 awards
6 January 2014 Published on Ed-e –mail and Ed-e-News
Year 12 graduates from public schools took out more than 450 academic
and vocational awards last Friday (January 3).
The School Curriculum and Standards Authority Awards recognise excellence
among the State’s Year 12 students.
The Department of Education’s acting Director General John Leaf said that
public school students won an impressive 36 exhibitions and 421 certificates
and course awards.
The awards haul included 11 General Exhibitions, with one of these going to
Shenton College graduate Christopher Ng.
Christopher, who studied chemistry, physics, English, mathematics, specialist
mathematics and economics, said he enjoyed learning at the school, which was
named WA Secondary School of the Year in 2013.
“I began with Shenton College in Year 9 as part of the Gifted and Talented
academic talent program,” he said.
“I made a lot of friends and had life mentors there; but the school gave me
more than marks. They taught me it is who I am that matters.”
Another measure
 Snapshot of results
 78% Participation rate in ATAR
 88.7% Median ATAR (84.8%
2012)Highest performance over
last 5 years
 100% WACE Achievement Rate
(4 years running)- Outstanding
97% VET Achievement Rate
(highest ever)- Outstanding
 99% Attainment Rate (highest
ever)- Outstanding
 1General Exhibition: Top 40 in WA: Alex (Chris ) Ng
 2 Course Exhibitions: Highest combined mark in WACE
course. Thomas Coombes (EST) & Chelsea Costa (FST)
 8 Certificates of Distinction: Top 0.5 % or top 2 sitting the
WACE course – combined mark. 3 Biology, 1 Chemistry, 1
Human Biology, 1 Engineering Studies, 2 Mathematics
 25 Certificates of Commendation: This is a new
category and is awarded to each eligible
student who attains at least 20 Grades of A in
course units or equivalents and achieved the
 35 School Curriculum and Standards Authority Exhibition and
Award Winners
 8th Highest in WA
 Advice from successful students:
 Study and Study groups
 Environment- Have a suitable work environment
 Explore the options – Cert 11, CAP, WPL
 Diarize – sleep, play, fitness
 Supports- look out for the signs and seek support
SEEDs of today are the flowers of tomorrow
“There is more than one way to the mountain top”
Please listen to our advice
Expectations in Year 11
 Six courses, each with 2 Semester units
 The amount of study and homework
 Assessment Policy: rigid deadlines and penalties
 Change Courses by Friday 7th March
 Good Standing Policy
Good Standing Policy
Three areas where it is implemented
 Attendance
 Completion of Work
 Behaviour
Good Standing Policy
Three levels
 Level one; student interview with Mentor
teacher/Mr. Geoff Ranson and contract.
 Level two; parent & student interview with Year
Leader and contract.
 Level 3; parent & student interview with
Associate Principal, Senior School.
Alternate Pathways.
Expectations In Year 11
 Dress standards (issue of sports shorts, short
skirts and inappropriate shoes)
 Behaviour standards
 Absentee procedure – notes or SMS
 Monday 19th May - Friday 30th May
 Monday 3rd November - Friday 14th November
Family holidays cannot be scheduled during this time.
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 Dean of Studies, Ms Janet Schofield.
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 year if these requirements
have not been met.
Surviving year 11&12
Miss Shakira Durrant
[email protected]au
Ph: (08) 9488 2125
Mb: (08) 0467 815 497
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 policy-makers--has a crucial role to make sure that
every child becomes a high achiever.” (Education Issues:
Variables Affecting Student Achievement)
Sharon Robinson- president Educational Testing Service
Family Tips
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
Parenting Tips
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
Sense of humour
Personal health and well-being
Promoting Well-being and Success
Balanced Lifestyle
Time Management and Routine
Realistic Expectations
Support Network
Developing Emotional Intelligence
Emotional Intelligence
a) Interpersonal skills
-Maintain /develop relationships
-Social responsibility
b) Intrapersonal skills
-Self- awareness
-Self- regulation
Why is it a key to success:
Self-motivation/ awareness, manage stress, resolve conflict, motivation,
decision making, relationships, creative/flexible thinking, balanced life.
What to expect from your
Friendship versus Family
Break away from adults and adult control
Risk-taking behaviour
Struggles with identity
Needs of the Adolescent
 Respect
 Information
 Support- constructive social and emotional support from
 Protection
 Opportunity for growth
 Gradual independence`
Helping Teens when parents are
separated or in conflict
 Both parents supportive and interested in their child
 Each household - daily routine, consistent / expectations
 Good communication between both parents
 Good relationship between teenager and step-parent
Online Support
 E-Couch-
A self-help interactive program with modules for depression, generalised anxiety & worry, social anxiety,
relationship breakdown, and loss & grief. It provides evidence-based information and teaches strategies drawn
from cognitive, behavioural and interpersonal therapies as well as relaxation and physical activity.
 Moodgym-
Designed to prevent depression. It consists of five modules, an interactive game, anxiety and depression
assessments, downloadable relaxation audio, a workbook and feedback assessment.
Youth Focus-
Reach Out-
Online Support cont..
 Relationships Australia-
Relationships and Family Support workshops $25 pp. short/long courses. Some topics include, Kids and
Technology today; Transform your relationships with mindfulness; Parenting Teenage girls for Fathers; Parenting
Teenage boys for Mothers; Raising Stepfamilies; Parenting after Separation; and Building Stronger families.
 Cold Turkey-
Temporarily block yourself off of popular social media sites, addicting websites, online games and whatever else.
PC use.
 Self control-
Block distracting websites for predetermined periods of time. Free, MAC use.
Get organised
Develop good Study Skills
Find a balance
A weekly planner...
3 x 50 mins = 2.5 hours / week /
Study/ Homework Timetable
 As a general rule:
150 minutes (2 ½ hours)
per course, per week
 Best practice:
3 x 50 minute sessions
per course, per week
 Effective note taking
 Using study cards
 Memory ‘tricks’
 Mnemonics
Pie. I wish I could remember! Pi
3 .1 4 1 5
 Humour
 Colour, symbols, picture
 Mindmaps
 Practice, recall
 Frequent self-testing
Why we revise
 Provide a quiet and functional study desk
 Help your child establish routines
 Have agreed boundaries on time allocated to electronic
 Help ensure sufficient sleep and cardiovascular activity
for mood regulation and general well being
 Study skills sessions – voluntary (8am & lunchtimes)
 Resources – booklets, handouts, study cards, study guides,
 Support – one on one appointments by request/referral
 Special Exam Arrangements
 Tutor list – email to you or photocopies in Student Services
 External study skills providers – Weekly/Term
Phone: 9488 2100
[email protected]
[email protected]
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 studied 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
English Language Competence
 Achieve a C grade or better in any Stage 1 or higher course unit in English or
WACE Exams (2015) for Stage 3 courses, unless exempt.
WACE Examinations for Stage 2 Year 12 students are optional .
A student studying Stage 3 courses will be exempt from sitting
exams only if they are:
 Enrolled to complete units of competency (from related
industry areas), in excess of 220 nominal hours in Year 12 …
 Enrolled in 3 or less Stage 2 and /or Stage 3 unit pairs.
University Entrance (standard)
 WACE requirements met.
 English Stage 2 or 3 and Literature Stage 2 or 3 - scaled
score of 50 or better.
 Prerequisite courses.
 TEA (Tertiary Entrance Aggregate) score is the sum of
your four (4) best courses. Recommended minimum
four courses at stage 3.
 ATAR – Australian Tertiary Admission Rank is a
percentile ranking. An ATAR high enough to gain
entry into the course of choice.
Courses that Count Towards ATAR
(Australian Tertiary Admission Rank)
 Stage 1 units and Certificate courses only contribute
towards WACE and entry to a STP, not ATAR.
 Stage 2 (optional WACE exams in 2015) and Stage 3
courses must sit the WACE exam in Yr 12 (unless
 Courses with Stage 2 and Stage 3 paired units undergo
a marks adjustment process (moderation,
standardisation and scaling) for ATAR purposes.
University Alternative Entry
There are a variety of Alternate pathways
which facilitate university entry.
Clarify all entry requirements with the
relevant universities as these will vary.
English requirements may also vary.
State Training Provider (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:
Selection Criteria
Maximum score = 100 points
1. Qualification pathway
 Maximum score = 29 points eg Cert II Hospitality
2. Work experience/employment
 Maximum score = 29 points
 0.002 points per hour worked
 Includes paid/unpaid, full-time/part-time work, work experience, voluntary
work, community service;
3. Secondary education/Skill development
 Maximum score = 42 points
 Scoring based on English result, plus best two other results.
See the Training WA website:
Follow link to ‘Training Courses’ / ’TAFE Admissions’ / ’How To Apply – Full-time
TAFE’ / ’Entrance requirements for full-time study’
Checklist for Students to be
Successful in Year 11
 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 STP/TAFE Diploma pathway: A minimum
‘C’ in all Year 11 courses. Working towards completion
of a National VET Qualification.
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 Ms Hamburg or Ms Sayer to make application
for work experience.
Can I Change Courses?
 Early is better- catch up work.
 Deadline to change courses is end of Week 5,
Friday 7th March.
Restricted choices
 some classes may be full
 choices must fit the timetable
 Be fully informed.
 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
Contact for Course and Careers
Janet Schofield (0419 922 153)
[email protected]
Lyn Johnson (Tuesday & Friday)
[email protected]
Jane Hamburg
[email protected]
Bill Friday
[email protected]
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