Welcome to the 2022 school year!

It has been a great start to 2022 for our Later Years students. Over 600 students across Years 10 to 12 have settled well into school and have demonstrated a positive start to their classes and importantly their learning. It was great to see the busy hive of activity throughout our recent Transition Day, which saw our Year 12 students buddy up with our new Year 7 students to take part and assist in a school wide tour and our exciting treasure hunt.

Recently in Explore, all students across years 9-12 have undertaken a session on the importance of time management, including creating a flexible study timetable. I encourage all parents / guardians to discuss this with their child and to help them use their study timetable effectively. Revising and consolidating the learning at home is critical for the success and achievement of our students.

Research findings indicate a significant relationship of time-management skills, reading, and note-taking skills with academic achievement. Students with higher academic achievement use a wide range of study skills (skills students will learn throughout Explore) as compared to students with lower academic achievement. These study skills form the foundation for students to self-regulate and manage their learning away from the classroom. The first step is for students to effectively find and use the time available at home to revise, review and consolidate their learning.

Why is time management so important?

1. It increases productivity: if students can manage their time effectively, it adds to their productivity levels and helps avoid procrastination

2. It keeps work and learning organised: the best way to manage time is to create and follow a flexible study planner for each day of the week (all students from years 9 – 12 have created a study planner in Explore). Students are encouraged to have copies up in their locker, at home and on their laptop.

3. Positive impact on your health: good time management efforts reflect on your health. When students manage time effectively, they do not have to stay up late to finish tasks, as such they will get a longer and better night's sleep. Consequently, reducing stress and anxiety. Sleep is essential for the brain and the body to recharge itself for the day ahead.

4. They can spend more time for the things they love!

5. It helps in stress reduction: Not completing study and/or not consolidating your learning at home on a regular basis can cause you to become overwhelmed and stressed. Sticking to a study schedule and studying in small chunks more regularly will not only help deeper learning but help reduce the stress and anxiety of having to cram.

Tips for Effective Time management:

· Create a daily timetable or schedule with all the tasks to be done (make a priority list)

· Start your day early

· Divide your tasks up if required

· Take short breaks between study / doing your task

. Do not procrastinate!

· Work on one task at a time instead of multitasking

· Get enough sleep

· Do your tasks with full focus (find an effective study area)

· Keep away all distractions (like TV and mobile phone) when studying

VCE and VCAL Family Evening

The last two years of secondary school are significant in preparing our students for their life beyond school and we acknowledge the importance of a positive partnership between parents, students, and school in ensuring our students are supported with every opportunity to achieve success. To foster this partnership, we invite our VCE/VCAL parents and students to attend upcoming information evenings where our new Later Years Leaders, David Black and Tony Stirling will outline the key initiatives, expectations and processes that are the foundations of our VCE and VCAL programs.

VCE Information Evening for parents/guardians and students (online)

Tuesday 15th Feb, 7pm – 8pm Online meeting link: 2022 VCE Information Evening

· Assessment initiatives and school-based changes

· Policies and Procedures

· Strategies for parents to assist their children to achieve success

· Career and pathway information, including tertiary applications

VCAL Information Evening for parents/guardians and students (online)

Thursday 17th Feb, 7pm – 8pm Online meeting link: 2022 VCAL Information Evening

· Course and Curriculum Overview

· Expectations and Requirements

· Assessment

Changes and improvements to VCE, VCAL and VET

Over the coming weeks we will be providing further information, particularly for our year 11 and 12 students, around important VCAA and VCE college policies and procedures. This is to ensure all students feel supported and understand the requirements and expectations of VCE, VCAL and VET so they can flourish and succeed throughout the year.

If you have any questions or your child requires any additional support, please do not hesitate to reach out to a member of the 2022 Later Years Team.

Later Years Team for 2022 consists of:

Tony Stirling– Leader of Later Years (Student management, VCAL & VET)

David Black – Leader of Later Years (VCE improvement, Pathways and Explore Program)

Phuong Le and Hervaye Lobriza – Year 12 Level Leaders

Ben Pollock and Julie White – Year 11 Level Leaders

John Davison and Kate Chamberlain – Year 10 Level Leaders

Phil Newnham & Jessie Dennison – Careers Counsellors

Wendy Pearce & Jenny Silalahi– VASS and Later Years administration

VCE and VCAL Special Provision

Throughout VCE / VCAL, individual students may need special provision in their learning program to achieve the learning outcomes, and in assessment to demonstrate their learning and achievement.

Special Provision is available to students completing the VCE or VCAL for classroom learning, School-based Assessment and VCE external assessments.

The VCAA (Victorian Curriculum and Assessment Authority) Special Provision Policy provides students in defined circumstances with the opportunity to participate in and complete their secondary level studies. The underlying principle of the VCAA Special Provision Policy is to ensure that the most appropriate, fair and reasonable options are available for students to demonstrate their capabilities if their learning and assessment programs are affected by:

• an acute or chronic illness (physical or psychological)

• factors relating to personal circumstance

• an impairment or disability, including a learning disorder.

Special provision is available to students completing the VCE or VCAL for classroom learning, school-based assessment and VCE external assessments. Specific eligibility requirements apply for each type of special provision.

Classroom Learning and School-based Assessment

The decision on whether to approve special provision for classroom learning or School-based Assessment is a school decision, and it must be evidence-based and made using a range of appropriate sources including professional testing and reports, educational assessments and teacher observations.

The school’s decision to approve arrangements for classroom learning and School-based Assessments are consistent with the Special Examination Arrangements likely to be approved by VCAA. Decisions made by the school need to reflect the best interest of the student and will be based on the available medical or other professional advice.

Once documentation and evidence has been received, possible special provision arrangements can be discussed between the student and parents / guardian. Students and parents/guardians must contact a Leader of the Later Years Sub-school, Mr. Black or Mr. Stirling, to apply.

Special Examination Arrangements

Special Examination Arrangements may be approved for VCE students with disabilities, illnesses or other circumstances that affect their ability to access a VCE external assessment. Special Examination Arrangements applications are made to the VCAA through the student’s school and must be endorsed by the principal. Such applications will be considered by the VCAA in accordance with its policies.

Disability and/or illness does not automatically entitle a student to Special Examination Arrangements. The prime consideration is the impact of a disability and/or illness on the student’s capacity to undertake their VCE external assessments and, if necessary, what reasonable adjustments can be made to enable the student to complete VCE external assessments on the same basis as students without a disability and/or illness.

The VCAA considers each application for Special Examination Arrangements on the basis of independent professional and/or educational and academic assessments, any school-based evidence and recommendations provided with the application, and the VCAA’s assessment. The professional, educational and academic assessments, along with school-based evidence, will be considered by the VCAA on a case-by-case basis. The VCAA will make a decision based on all evidence received with an application.

For more information please carefully read through the special provision information provided on the VCAA website: https://www.vcaa.vic.edu.au/administration/special-provision/Pages/SpecialExaminationArrangements.aspx

If you have any questions, please don’t hesitate to ring the College on 9801 9700 or email at bla@wantirnacollege.vic.edu.au or stt@wantirnacollege.vic.edu.au

David Black

Leader of Later Years (VCE and Pathways)

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