 a day made of glass a day made of glass

 The changing world of work  The role of parents  The role of the college  An explanation of the different pathways  An explanation of the process

Concerns About the Future  What concerns does your teenager have about their future?  What concerns do you have about your teenager’s future?  We as adults, and more particularly our teenagers, face a rapidly changing world-of-work.  We no longer have the concept of an occupation for life, as most young people entering the workforce will have a minimum of 7 careers across their lifetime.

 The careers message used to be find where the growth sectors are and get in, but now it is the job is not hot if the spirit is not. In other words, follow your heart or follow your passion.  Previously, it was expected that people knew exactly what they wanted to do and where their career was going. Nowadays we want young people to be open to change and be able to identify what they want to do yet also be flexible and adaptable.

 The old paradigm used to involve people managing their careers independently, whereas now we emphasise the benefits of drawing on a network of supportive people And finally, the old adage that if you studied hard you would have a secure job for life is no longer relevant. Lifelong learning is now the norm.

DID YOU KNOW?  UzD7M UzD7M

Attributes that young people need… Persistence Resilience Enterprise Drive I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times, I’ve been trusted to take the game winning shot and missed. I’ve failed over and over again in my life. And this is why I succeed. Michael Jordan The best way to predict the future is to create it. Abraham Lincoln Desire! That’s the secret of every man’s career. Not education. Not being born with talents. Desire. Bobby Unser

REMEMBER  Parents and others play a crucial role in the career development of young people  Career development is a lifelong journey  Career conversations are valuable  Engage young people where they are at in life  Information and resources are available

RESOURCES

Talk to your teenager Help them find out who they are, what drives them, what interests them. Help them to explore their “preferred future” and how they may work towards it. Help them articulate how they want to contribute to their world. 12

Network  Use your networks to give your child opportunities to experience and explore different things. Use labour market information  Be aware of the shifting labour market and be predictive about what that may mean for future opportunities. Be an ally  Support your teenager on their journey and remind them, and yourself, that is it okay to be uncertain. 13

WHAT WE DO AT TALLANGATTA SECONDARY COLLEGE 14

PATHWAYS APPROACH TO COURSE SELECTION  Across the whole school there is emphasis on providing appropriate pathways for students.  In the Later Years, these pathways are more significant because of the possible movement into the workforce or further education. 15

THE POSSIBILITIES  VCE - Traditionally, the VCE has led students to having the option of further study at tertiary institutions.  VCAL - The VCAL certificate has a greater emphasis on preparing students for the world of work.  VET - VET units are found in both courses.  School Based Apprenticeships 16

VCE VICTORIAN CERTIFICATE OF EDUCATION 17

What is the VCE?  A two year course governed by the Victorian Curriculum and Assessment Authority (VCAA).  A minimum of 16 semester length units need to be satisfactorily completed to meet the requirements of the VCE  At TSC students are advised to complete 20 semester units 18

AT YEAR 11  Students complete 5 units per semester (English –any type is compulsory)  10 units for the Year  Units 1 and 2 are single units (ie they are not sequenced)  VET units can be undertaken  A 3/4 sequence may be undertaken 19

AT YEAR 12  Unit 3/4 English sequence (any)  Three other Unit 3/4 sequences. This may include up to two VET sequences (most TSC students complete four or more other unit 3/4 sequences). 20

VCE Subjects offered at TSC  English  Foundation English  Literature  VCAL Literacy & Numeracy  General Maths (Yr 11)  Further Maths (Yr 12)  Maths Methods (Yr 12)  Biology  Chemistry  Physics  Psychology  Health and Human Development  Physical Education  VET Sport and Recreation  Outdoor and Environmental Studies  Business Management  Legal Studies  Accounting  History  Visual Communication Design  Studio Arts  Music  Drama  VET Hospitality  VET Fabrication & Engineering  VET Furnishings,  VET Building &Construction  VET Auto  VET Desktop Publishing  VET Equine  Environmental Science  Industry and Enterprise  Media  Agriculture 21

VCE POLICY Expectations and Workload Attendance S or N unit result SAC’s ? SAT’s? Exams? ATAR 22

EXPECTATIONS at the VCE  That all students will strive to achieve at the highest possible standard in all subjects.  That students will sit exams and gain an ATAR (Australian Tertiary Entrance Ranking)  That VCE graduating students will apply for Tertiary Places in 2017

EXPECTATIONS  Parents are encouraged to support the College expectations regarding achievement.  Parents are encouraged to actively support their student through VCE  Parents are encouraged to actively challenge their student to strive for the best possible results.  Parents are active members of the team (Student-School-Home)

WORKLOAD  There is an expectation that all VCE students will complete homework.  There are two types of homework: Prescribed by the teacher, to be completed by….. Revision. That is, active reviewing of work that has been previously completed.  THERE IS NO SUCH THING AS “I HAVENT GOT ANY HOMEWORK”

WORKLOAD  There is an increased level of work undertaken by students in class.  There is an increase in the complexity of the work undertaken  It is the students responsibility to ensure they are up to date with their work.  It is the students responsibility to ensure they make up the work missed through absences.

ATTENDANCE  The Victorian Curriculum and Assessment Authority (VCAA) require 50 hours minimum per semester unit.  Tallangatta Secondary College has an attendance policy of 80%. That is, students put themselves at risk of not satisfying the requirements of the VCE if attendance falls below 80%

Classwork and homework Unit 1 Psychology = OUTCOME 1 OUTCOME 2 OUTCOME 3 SAC 1 – Test SAC 2 – Report SAC 3 – Prac A+ - E SSS S

Classwork and homework Unit 1 Psychology = OUTCOME 1 OUTCOME 2 OUTCOME 3 SAC 1 – Test SAC 2 – Report SAC 3 – Prac A+ - E S SN N UG

Failing work.  If a student fails a SAC, supplementary tasks can be used to gauge that a student meets the Outcome.  The result of the SAC will not change but the student can get an “S” for the Outcome and Unit.

Absences from SACs/SATs.  VCAA requires that students should not receive any advantage or be disadvantaged when completing their work and SACs/SATs  If a student is going to be away on a day when a SAC or SAT is scheduled, substantiating documentation must be provided eg medical certificate, contact with family

The ATAR  The Australian Tertiary Admission Ranking is used by Tertiary Institutions to assist in the selection of students into courses.  This is a ranking of all Victorian students completing the VCE in a particular year.  It is calculated by students performance on exams, SACs/SATs in each subject at the 3/4 level. This is a complicated procedure.  To ensure that students get the best ATAR they can, they must perform at the highest level possible in SACs/SATs and exams.

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WHAT ARE VET UNITS?  Substantially different from other VCE subjects in that competence is achieved by demonstrating the ability to do the required tasks.  Industry specific training  Completion of VET units of study are industry recognised TAFE certificates.  Students receive credit for VCE units and a contribution to VCAL units.  Most of these are done over 2 years due to the amount of hours the various “units of competency” or “modules” take to complete. 34

35 Hospitality Furnishings Sport & Recreation Engineering Automotive Desktop Publishing Agriculture Building and Construction

Animal Care Beauty Therapy- retail cosmetics Children’s Services Hairdressing Information Technology Electrotechnology Plumbing Equine 36

Victorian Certificate of Applied Learning 37 For students who want an alternative to the VCE

38 WHAT IS VCAL? Recognition of the completion of 13 Years of Education with a certificate that looks not at university entrance, but at job readiness and preparation. Less theoretical and more practical than the VCE. Contains a mix of VCE, VET & VCAL Units Involves work place training Gives a pathway to employment, TAFE courses and even a return to complete the VCE if required.

39 VCAL provides practical work-related experience, literacy and numeracy skills and the opportunity to build personal skills that are important to life and work. VCAL has three levels- it is expected that our Year 11’s will start INTERMEDIATE VCAL and perhaps follow on to SENIOR VCAL in Year 12. And like the VCE it is a recognised qualification.

40 TAFE – as many modules of work have already been commenced and completed Apprenticeship – with VET and work placements, skills are acquired that will make students more work ready Employment – work skills that students display tell employers that they have the skills they are looking for. VCAL can lead to:

41 VCAL What can it lead to? VET VCAL Apprenticeship Employment TAFE Life-long Learning VCE Community Involvement

42 Course Structure Module / UnitsCurriculum Strand  Work Placement  VCAL WR Unit  Industry and Enterprise Work Related Skills Units  VET Unit Industry Specific Skills  VCE Unit 1+2 Sequence  PD Skills Unit Personal Development Skills  VCE English or VCAL Literacy  VCE Maths or VCAL Numeracy Literacy & Numeracy Skills

43 Who should do VCAL? VCAL is a recognised option for ALL students but especially: Students seriously seeking an apprenticeship Students considering courses offered by TAFE institutions Students seeking work based skills to enable them to gain employment

44 A NOTE Undertaking a VCAL Certificate will not gain students an ATAR SCORE (Tertiary Admissions Rank).

SCHOOL BASED APPRENTICESHIP  Offers students the option of combining part-time employment, school and training.  Undertaken under a training contract with an employer, has a Training Plan signed by the school and formally registered with the Victorian Registration and Qualifications Authority (VRQA) and leads to a nationally recognised qualification.  A minimum of one day of the normal school week must be spent in employment and/or structured training as an apprentice or trainee.

Students have completed:  Self assessment  What are my interests, skills and personality traits? What am I good at ? What skills do I need in the future?  Identify occupations that match self-assessment – Job Guide  Job Investigation – Training, courses, pre- requisites  Work experience  Information on VCE/VCAL/VET  VCE Class observations 47

COURSE SELECTION Students are encouraged to:  Consider subject studies that will - lead to employment that they find appealing prepare them for further training or tertiary courses that they are considering  Know what pre-requisites are required for the tertiary course(s) they are interested in. 48

VCE BLOCKING SHEET FOR YEAR 10’S  No guarantees !.. Either this year or next  Basis for blocking units  Select five units - one per block.  VET or VCE undertaken this year, should continue in  Indicate clashes/concerns on back of course selection sheet 49

WHERE TO NOW  Consider the handbook and course selection blocking sheet. Look at the choices available.  Students must complete Course/Career Counselling check list of activities  Parents and students should attend their counselling session interview in week 6 ( 19 th - 21 st August) with : All tasks completed Semester 1 report Reasons for selected units 50

USEFUL PUBLICATIONS  Where to now? (VCAA publication)  VICTER 2017  Job Guide  VTAC guide 51

USEFUL WEBSITES  – VCE  – Uni, TAFE  jobs, careers  – apprentices  TSC Careers Link on homepage 52

The next two to three years……  The LY team is keen to provide support for all students as they move towards further education or the world of work. Communication between all stakeholders is important in ensuring that the most appropriate pathway is developed for your student. 53

Contact Details  Duncan Livingstone - Later Years Leader  Sue McKenzie - Yr 12 Coordinator, VET, VCAL, Careers  Rab Kusmierski - Yr 11 Coordinator  Sue Ledsam - Yr 10 Coordinator  Joy Campbell Work Placement, Administration 54