Transcript of Course Counselling Forum Secondary Pathways and Transitions May 2015.
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- Course Counselling Forum Secondary Pathways and Transitions May
2015
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- Overview The program today will focus on: appropriate and
challenging pathways for senior school students counselling for
WACE 2016 a whole school approach to preparing students for course
selection opportunities for sharing practice resources and
support
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- Focus 2015 Directions for schools
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- Success for all students Plan to increase the emphasis on STEM
(science, technology, engineering, mathematics) education Increase
the proportion of students in ATAR pathways and achieving
university entrance
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- STEM significant emphasis in boosting our focus on science,
technology, engineering and maths because science is at the heart
of a countrys competitiveness Prime Minister of Australia, June
2014 National agenda Improving Australias international
competitiveness
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- STEM Office of the Chief Scientist Position paper: Science,
technology, engineering and mathematics: Australias future Sept
2014 Why Stem? (page 7) Education and Training role (page 20)
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- Why STEM? STEM skills are critical to the day-to-day operations
of competitive firms An education in STEM also fosters a range of
generic and quantitative skills and ways of thinking that enable
individuals to see and grasp opportunities
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- Why STEM? These capabilities including deep knowledge of a
subject, creativity, problem solving, critical thinking and
communication skills are relevant to an increasingly wide range of
occupations 75% of the fastest growing occupations now require STEM
skills and knowledge (international research)
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- Education and Training Objective: Australian education, formal
and informal, will prepare a skilled and dynamic STEM workforce,
and lay the foundations for lifelong STEM literacy in the community
This will require: a high level of STEM literacy across the
workforce, in addition to a reliable pipeline of specialist STEM
skills and practitioners and a lot more
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- STEM Office of the Chief Scientist Occasional Paper: STEM
skills in the workforce: what do employers want?
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- What do employers want? >80% of respondents believe
employees with STEM qualifications are valuable even when their
field of study does not match their role >70% of respondents
nominated STEM employees as among their most innovative Approx.
half of respondents expect their needs for STEM professionals,
technicians and trades people to increase over the next 5 to 10
years
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- What do employers want? 40% of respondents reported difficulty
filling technician and trades roles 31% of respondents reported
difficulty recruiting STEM graduates Employers are now looking for
STEM qualified employees to work in other areas, eg accounting firm
in Perth is employing engineers as accountants Bring the knowledge
of the context of clients Can easily gain the accounting
skills
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- ATAR Increase the proportion of students in ATAR pathways and
achieving university entrance Why? Secondary pathway data Short
term: focus on students who have shown potential to succeed lower
school data
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- Secondary Pathways - SAIS
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- ATAR Research: Longitudinal Survey of Australian Youth Greatest
influences: peers and parents Research: Victoria influences on Year
12 student performance/pathways: 2 factors (86% of variation):
prior academic performance and ICSEA (socio-economic)
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- ATAR Short term: Current Year 10-12 students Survey of student
consideration of pathways (if not, why not?) Course Counselling
Monitoring and intervention in Year 11 and 12 Goal setting Message:
Position yourself to have a range of options open to you
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- ATAR Long term: Career development Curriculum mapping (written
and unwritten) to support ATAR success Early intervention to build
aspirations
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- ATAR Other ideas: School culture: recognition of high achievers
(lower school high achievers club, 90+ club, messages from teachers
and school leaders, whole school approaches) Aspirant club open to
anyone interested mentors, guest speakers
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- Counselling for WACE 2016
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- WACE 2016 WACE 2016 requirements Points of clarification
Confirmation of understanding through activities SPT consultants
support
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- Activity 1 WACE True/False Designed to cover key aspects and
clarify requirements A strategy for use in training your school
course counselling team Resources in folder
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- WACE achievement The Authority does not use the term graduation
Review wording in school documentation Reconsider terminology in
conversations with students and parents Year 12 students will
graduate from school Not all students who graduate will achieve the
WACE
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- WASSA All students who do not achieve the WACE will receive a
Western Australian Statement of Student Achievement (WASSA) Goal is
to: record as much as possible at the highest level possible
Includes: all endorsed programs OLNA reading, writing or numeracy
if met the standard
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- Western Australian Statement of Student Achievement - WASSA
Details of every course and program a student has completed in
their senior secondary years Helpful when applying for further
training or employment achievement of WACE requirementsschool
grades and school marks in General and Foundation units achievement
of literacy (reading and writing) standard completed Preliminary
units achievement of numeracy standardcompleted VET industry
specific units achievement of exhibitions and awardssuccessfully
completed VET qualifications and VET units of competency completed
endorsed programs school grades, school marks, and combined scores
in ATAR units number of community service hours undertaken (if
reported by the school)
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- Students transferring courses In Year 11, students may change
course after the completion of one unit In Year 12, students are
enrolled for a year long course Details on early and late transfer,
WACE Manual 2015-16, pages 32-35 In 2016, students enrolled in Year
12 courses (T code) will be unable to change courses after Week 8,
Term 1
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- Special considerations VET Schools may apply on behalf of
students who, for reasons outside of their control, have been
unable to meet the Certificate II minimum requirement for WACE
including: overseas, remote/regional students where there is either
an absence or limited supply of training students affected by
school/ RTO partnership issues
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- students who moved to a new school unable to accommodate the
completion of a qualification in time for the end of Year 12
students who have experienced significant issues with RTO
certification processes (including issues with the Unique Student
Identifier for VET)
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- New Authority awards More awards from 2016 Two new awards
replacing Certificates of Commendation: Certificates of Distinction
Certificates of Merit Based on students achievement grades awarded
by schools Allocation of points WACE Manual 2015-16 p. 105
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- Authority awards changes Awards based on ATAR course
examination scores: General Exhibitions Course Exhibitions
Certificates of Excellence Beazley Medal: VET - selected from
students who are recommended for a VET exhibition - school
nominations
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- Student achievement data Student Achievement Information System
(SAIS) SAIS Dashboard Reporting to Parents (RTP)
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- SAIS - Individual Student Table
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- SAIS current students
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- School performance
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- Individual student data flow
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- Student Analysis P-10 Analysis
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- WACE tracker
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- WACE tracker expanded view
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- Career development and exploration
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- Global context The Meaning of Life Dan Howell born 1991 - an
English video blogger YouTube channel danisnotonfire reaches over 4
million subscribers
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- Challenges Volatile, changing workforce Traditional job roles
disappearing 60% of the jobs 10 years from now haven't been
invented yet Work needs to be integrated into learning not
something begun after a long period of study
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- Projections Projections indicate increase in need for: Health
care and social assistance Professional, scientific and technical
services Education and training Fastest growing occupation by 2025
registered nurses, nursing support and personal care workers
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- Before 2020 Augmented reality architects Urban agriculturalists
Seed capitalists Avatar designers Avatar relationship managers 3D
printing engineers Wind turbine repair techs Data hostage
specialists Organ agents Privacy managers Social education
specialists 2030 and beyond Drone dispatchers Tree-jackers Plant
psychologists Extinction revivalists Time hackers Clone ranchers
Body part and limb makers Time brokers Mass energy storage
developers Heavy air engineers Future jobs
http://www.futuristspeaker.com/2011/11/55-jobs-of-the-future/
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- Young people need skills to deal with Change Complexity Chance
Uncertainty
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- Case for career related learning in primary schools Eight year
olds are narrowing down occupations they will consider By age of
10, they have already closed off 60% of available occupations based
on Gender, social setting Parameters set very early Gender
stereotypes from early years
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- Lion Tamer or a zookeeper pet groomer animal rescue volunteer
dog walker exotic bird breeder marine biologist safari tour guide
vet Astronaut or a racing car driver stuntman archaeologist fighter
pilot spy deep-sea diver adventurer submarine commander
astronaut
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- Need for career development Encourage student
aspirations/achievement Link between learning and future life
opportunities Students more engaged/inspired and looking to a
future seeing how their learning fits in
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- Students need to be equipped and supported to: make informed
choices about learning, work and life opportunities. take personal
responsibility for those choices. develop action plannning to
optimise learning, work and life choices. implement, review and
adapt these action plans. access relevant and timely information
and establish networks. Career development
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- Assist and support students to manage the various stages of
transition. develop a knowledge and understanding of themselves. Be
able to access opportunities for learning, work and life choices
Career development
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- Western Australian Guidelines for Career Development
&Transitions
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- Career Centre WA
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- Career Professionals
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- The Real Game
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- A dynamic careers and life skills program simulation which
engages students in the big questions about their future through
role play and scenarios relevant to current development and future
lives. Shows students how school, social life, work and community
experience contributes to the many opportunities open to them.
Students examine own aptitudes and interests and are able to test
real-world decisions in a safe environment.
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- The high five principles
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- Preparing secondary students for work New national framework to
ensure vocational learning and VETreflect modern schools and
workplaces Schools and VET systems need to respond strategically to
changes affecting students, schooling, employment and society.
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- http://www.aapathways.com.au/Home
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- http://vetinfonet.dtwd.wa.gov.au/Pages/Home.aspx
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- Activity 2 WACE Scenarios Consider adapting these using real
examples in your school context
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- Secondary Pathways Connect Community Resources for: WACE VET
and ATAR pathways Course Counselling Career Development Connect
Community: http://connect.det.wa.edu.au/web/senior-
secondary-pathways-wace-vet-atar-course-
counselling-career-dev-
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- Resources Senior Secondary Pathways Student Workbook SCSA: Year
10 Handbook for parents of Year 10 WACE 2016 Information for
parents of Year 10 WACE 2016 Summary of courses Year 10 Parent
Presentation - WACE 2016
http://www.scsa.wa.edu.au/internet/Senior_Secondary/
TheWACE/WACE_Requirements/Year10_WACE_info
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- Feedback and close