Years 10-12 Update

From Goldsworthy 10-12

Across Years 10 to 12 Term 3 has started calmly creating a positive learning climate where students are settled and focused for learning throughout semester two. 

Several year 10 students have been busy preparing and applying for Skyline Foundation scholarships over the past few weeks. The 16 students have taken the opportunity to prepare their applications with support from the year 10 staff. Student have been considering a range of criteria, selecting subjects and discussing options with the specialist teaching staff for their course selection for 2021, as well as reflecting on their current learning data. The applicants who are shortlisted will be interviewed later in the term.

VCAL students have been busy intertwining their industry and small business skills in the past few weeks designing and prototyping reusable face masks to sell to the NBC community. Students have their own website taking requests, designs and sizes. Hopefully they can keep up with the high demand for their product. The NBP group have also been busy with their car wash and paper brick small business.  Many employable skills, outcomes and competencies have been met within this entrepreneurial community of students.

VCE students are preparing for a range of workshops sessions for the up and coming General Achievement Test (GAT). The GAT is a standardised test that all students enrolled in a unit 3 and 4 sequence in VCE and or VET subject are required to sit. The GAT is used to standardise study scores and for statistical moderation of school based assessment tasks. 

The GAT takes place on the 9 September. From 3 August onwards VCE students will also begin the process of applying to Victorian Tertiary Admissions Centre (VTAC) for their tertiary preference.

Students in Years 11 and 12 will receive their semester 1 reports reflecting both the remote and flexible program and their face to face learning. Students are encouraged to look at feedback in their reports and set learning goals to reflect on in preparation for the student led conferences in week 8.   If you need support in locating or downloading your student’s report, please phone the Goldsworthy office for assistance. 

Ricki O’Shannessy 

Year 10 News

Over the past 4 years Northern Bay College high potential and high achieving students have been supported in their study ambitions by the Skyline Foundation. Rigorous evidence based criteria are used to invite students to consider applying for a place. Skyline themselves use philanthropy and grants to gather funds which aim to limit obstacles to successful tertiary outcomes for students with limited resources.

This year sixteen Year 10 students have been spending this past fortnight preparing their applications. The program offers several forms of benefits as students enter VCE, including a support framework to be able to help them select their future pathways, financial reimbursement for much of their educational requirements in Year 11 and 12, and several learning experiences including leadership camps and masterclass programs. 

Having submitting an application over the coming months, students will be tested and interviewed to determine who will be the 2021 cohort. Twenty one students from Northern Bay having previously been accepted into the program in the previous four years.  Please join us in wishing each applicant success.

Year 10 Photography Portfolio

During remote learning, Jesse took the opportunity to visit the Otways Redwood Forest to complete some of his assignments in Photography. They impressively capture moments in time and the incredible beauty of our local landscapes. (Click to enlarge)

VCAL News

Senior students have been working hard to write, direct, film and star in a video designed to inform other students about the VCAL pathway. This was a really fun process which saw students collaborate together and gain confidence to speak in front of a camera. 

Check out their video and compliments for this great totally group developed initiative.

Our VCAL student of the month for June goes to Sarah, for an outstanding effort to complete a full school based apprenticeship mid year. Sarah has also been a key contributor to the intermediate mask project, where she has led by example, teaching other students to sew and problem solving to ensure our project can be successful.           

Well done Sarah! 

Sneak preview of next newsletter news about VCAL's day of design and development.

VCE Insights

We continue in VCE to allow our students to share insights into their learning and subject activities.

Jess is studying media and Maya is asking her about her work. 

What are you doing for your media project?

I’m making a music video to the song ‘Ribs,’ by Lorde. It shows the fear associated with growing old, and how as young people we cling to our youth. I decided to show this through a house party to create a chaotic atmosphere, showing the rollercoaster that growing up feels like

Why did you choose to do this idea as your project?-

I chose to focus on the fear of growing up as most young people experience this anxiety. I want my audience to engage and relate to how the characters in the video are feeling, and give them an outlet to share their experiences and start the conversation.  

How are you presenting these ideas and meaning?

I’m presenting the fear of growing up through a house party, and showing emotions through bright coloured lighting in each room. So far, the lighting looks really nice and shows the ideas I wanted it to. The actors in my music video also showcase the intense emotions young people feel when growing up, such as isolation, anxiety and depression.

What are the main themes you want to include in your project?

I want to focus on isolation, anxiety, depression and fear. I also would like to show how fast growing up feels, as it’s especially relatable in Year 12.

Has the COVID19 crisis affected your project in any way? If so how?

Yes, I had to reduce the amount of people in my film to 5 rather than 10. Although this wasn’t a huge impact, I couldn’t create a party-like atmosphere and had to be more strategic when filming, in order to make it look like a filled room. Other than that, there weren't really any issues because I filmed the whole video in my house.

Stills from the project

Work School Balance

Kaitlyn interviews Hannah for some insights into this topic.

KM- What is it like having a job while completing your VCE?

HM - It is difficult, however, with the right amount of balance between the two, it is manageable.

KM - Do you find that you may not have enough time to do your school work at home due to your job?

HM- I feel as though, if you have a planner, you can frame your study around it. You can also change your availability.

KM - What impacts might your job put on your school work?

HM -Time management as it can be stressful due to morals and feeling guilty upon your work team members. It can cause low results in SAC's.

KM - What area of work are you in? (E.g retail, fast food)

HM - Fast food.

KM- Is it hard work keeping up with school work and your job at the same time?

HM- Yes and no, I personally have limited shifts as I want to focus on school.

Let's Talk Maths

Jemma, Steven and Mostafa 

Jemma: Why did you choose to do maths methods, was it to do with your career choice or just something you enjoy doing ?

Mostafa: Choosing methods was part of a career choice, as well as being influenced by my parents visions for me - it is also a subject I have done previously and found to be very enjoyable

Jemma: Is the workload manageable or do you have to make commitments outside school to keep up ?

Mostafa: While the work is very interesting, it does come with the cost of making out of school commitments to keep on top of it. 

Jemma: What's the work atmosphere like in class, do you guys work together or independently and  do students ever lead the class and teach each other ?

Steven: Within class we are very communicative and collaborative when solving  problems,  we casually bounce ideas off each other and when needed, we ask for teachers help. Other times we are also capable of working independently and as of remote learning we mostly successfully kept up to date with the workload due to the teachers informative videos.

Jemma: What kind of things were put into place during online learning to help you guys keep up and learn the content, and how did you find  it?

Steven: During online learning, although at first it was a challenge to understand and comprehend the work, our dedication and communication with Mr. Livessay allowed us to continue our learning, as if we were on-site.