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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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