Later Years

It was great to see students back to start Term 2.

Hopefully students got a well-earned rest, reflected over the holiday break, and have a clear understanding on what they are looking to improve this term. It is important for students to reflect, evaluate and monitor their learning, and to implement strategies for improvement. This will enable students to strive for their personal best and be a more engaged and active learner in and out of the classroom.

Year 10

Year 10 students recently attended a pathways assembly to hear the different pathways (VCE, VCE: VM (known as VCAL) and VET) on offer for next year and beyond. Students need to start considering their future pathway so they can make an informed decision early next semester. Further information around pathways and subject selection will be disseminated to students at the end of Term 2 and start of Term 3.

If students have questions or would like to know more about the different pathways, they are encouraged to see a member of the Later Years Team. Alternatively, a range of resources and information has been provided in their Explore Class Notebook.

Further information can be found below:

VET (Vocational Education and Training) Studies

VET studies allow secondary students to gain practical skills in a specific industry while contributing towards the completion of both the VCE and the new VCE: Vocational Major Certificate that is replacing VCAL in 2023. VET qualifications provide industry exposure and experience by developing skills and knowledge through specialised training for a specific job or industry. VET studies are nationally recognised training programs that can help provide a smooth transition between school and post-school training and work in a particular industry.

More information on VET studies and options, including a video library on a number of VET courses, is available from the Get VET website: https://www.vcaa.vic.edu.au/studentguides/getvet/Pages/Index.aspx

Post School Career Pathway Options Webinar

Mas Experience is an Australian Apprenticeship Support Network (AASN) provider. AASN providers are contracted by the Australian Government to provide advice and assistance with recruiting, training and retaining apprentices and trainees.

Mas Experience is running a webinar on Post School Career Pathway Options on Wednesday, May 11th starting at 6.30pm where their careers team will discuss various pathway options, including steps people can be working on now to improve their employability. The webinar is open to all Years 10, 11 and 12 students and their parents/carers.

Work experience

A reminder that it is expected all year 10 students undertake work experience from Monday 20th June – Friday 24th June (Week 9 of Term 2). Year 10 students have been busy organising work experience for over 5 weeks in our Explore program.

All paperwork for work experience must be returned to the Pathways Office at Later Years or their Explore teacher by Wednesday 25th May (week 5).

All students participating in the work experience program will be expected to complete the following documentation:

Safe @ Work certificates x 2 – General module and Industry Specific module (this should have been completed in Explore)
Work Experience Arrangement Form
- The Work Experience Arrangement Form must be completed and signed before the work experience commences. It must be signed by:
  - the employer
  - the student
  - the parent/guardian of the student — if the student is under 18 years of age
Additional COVID form
Additional forms if required (working with animals or travelling with your employer / in employer vehicles)

Students should refer to their Explore Class Notebook and the Careers & Pathways channel in the Year 10 Team for all resources and information regarding work experience.

If you have any questions regarding Work Experience, please don’t hesitate to contact the College on 9801 9700 or contact Mr. Phil Newnham (College Careers Counsellor) via email at NEW@wantirnacollege.vic.edu.au.

Importance of Attendance

The transition from year 9 into 10, and then year 10 into VCE/VCAL is HUGE! And for many students, it can be a shock! Older students will often reflect on this transition and ask the question – why didn’t they tell us? Why didn’t they prepare us better?

It’s no secret that the stakes are higher as students move towards the pointy end of their schooling and begin serious conversations about their pathways beyond school. As educators, we want all our students to experience success in whatever pathway they choose, and these conversations start in earnest at year 10 and they start with attendance.

Success in Year 10, VCE and VCAL starts with attending each day. To ensure students get full access to the course and ample opportunity to demonstrate evidence of learning, students are expected to attend 100% of classes. Exceptions for approved absences for school events, such as sport and excursions, as well as genuine illness and bereavement can be made.

All students must undertake at least 50 hours of scheduled classroom instruction. This is a VCAA requirement. As such students who do not have an attendance of 90% for a class will be ‘at risk’ of receiving an N (Not Satisfactory) for a VCE/VCAL unit of study. A student needs to attend sufficient class time to complete work and show evidence of learning. An attendance rate of 90% equates to a student having 5 unapproved / unexplained absences over the course of one unit / semester. Any additional days / classes missed will mean students are not getting the required 50 hours of classroom instruction.

In addition, it is expected that students will undertake up to 50 hours of self-directed learning for each unit. To achieve 50hrs of self-directed learning at home for each unit, students across VCE should be undertaking at least 15hrs of study per week (2-2.5 hrs a day).

To assist in students meeting attendance requirements, an absence should be accompanied by medical evidence where it is appropriate. Documentation to support an approved absence must be submitted to the General Office upon return to school. This will ensure extended days off for genuine illness do not impact a student’s overall VCE/VCAL attendance percentage.

Missed SACs

A student who is absent for a VCE SAC must submit medical evidence (i.e., medical certificate) for their day of absence.

If students are absent on the day of the SAC for COVID related reasons, i.e., COVID related symptoms or test positive, students must provide evidence such as:

Communication from DHHS indicating the student’s positive result such as a text message, email or formal communication from DHHS.
Self-report to the Department of Health via the COVID-19 Positive Rapid Antigen Test Self-Reporting Form
Medical certificate from their GP.

All medical evidence / certificates for absences and missed SACs must be submitted or emailed to the General Office: generaloffice@wantirnacollege.vic.edu.au.

Subject to the provision of medical evidence, rescheduled SACs must be completed at the next Wednesday afternoon session during period 4. Students unable to sit the SAC at this time for any reason, including VET, multiple SACs, must complete the SAC Thursday after school. Rescheduled SACs for year 10 early start students must complete the SAC Thursday after school.

Failure to provide medical evidence (i.e., certificate):

VCE Units 1 & 2 students who are unable to produce the medical evidence will sit the SAC as a redemption task.
VCE Units 3 & 4 students who are unable to produce the medical evidence will sit the SAC as a redemption task and cannot receive a score higher than zero for the task.
Failure to provide sufficient evidence of satisfactory completion in a redemption task can result in an N (Not Satisfactory) for the outcome, therefore an N for the unit.
If a student does not complete a redemption task at the set time and does not supply a medical certificate, they forfeit the right to the redemption process and an N (Not Satisfactory) can be awarded.

VCE boost- every Thursday after school in the Senior Centre.

Students are strongly encouraged to attend VCE Boost Thursday after school in the Senior Centre. VCE boost runs from 3.30-4.30pm every Thursday afternoon, in which students can work in study groups, get additional support from attending teachers or study independently.

To encourage attendance, any student who attends VCE Boost will go into the draw to win a Unit 3/4 exam workshop of their choice valued up to $200. To enter students must attend VCE boost till at least 4pm. One entry per Thursday. The more VCE boost sessions students attend, the more chances to win.

How can I help my child in their learning?

Parents play an important role in supporting their child’s learning. High levels of parental engagement are associated with better academic outcomes for students. Evidence also suggests that effective use of thinking strategies and self-regulated behaviour when undertaking learning can lead to learning gains of +7 months over the course of a year. So, what does this mean? Effective metacognitive strategies enable learners to think about their own learning more explicitly, usually by teaching them to set goals, and monitor and evaluate their own academic progress (self regulation).

To help students develop independent learning skills and manage their own learning, parents are encouraged to:

Encourage students to persevere through difficult learning situations. Remember, learning doesn’t always come easy. Learning is challenging. They won’t ‘get it’ first time, every time. That is what learning is all about. If learning was easy, everyone would be making outstanding progress in every subject, every time. When it doesn’t come easy, it requires hard work and effort. It requires time, practice and ‘grit’.
Ask open-ended questions about their learning, strengths and challenges (see questions below). Instead of asking them what they 'did' at school, as them what they should have 'learnt' today.
Ensure students set clear goals for each study session, so they have clarity and purpose before they begin.
Give the least amount of help first to encourage student's ownership of the task (Evidence for Learning, 2019, p.15; Vaughan, 2018).

Additionally, assist students to create a regular revision / study routine and encourage good study habits. However, be cautious about promoting direct parental assistance with homework (particularly for older children). This means setting up a flexible weekly routine where students are reflecting on each of their classes to evaluate what they learnt and determine whether they have learnt it. All students across year 9 - 12 have created a study timetable in Explore. This study timetable is about consolidating their learning through distributed study and practice over the course of the week. Instead of asking, 'what homework do you have', ask the following:

What should you have learnt this week?
How do you know what you have learnt?
What evidence of learning can you show me this week?
Can you demonstrate what you learnt this week in 'subject ______.
Where are you at with your learning in subject ______. Can you show me on your developmental rubric?
Can you show me your learning progress on your developmental rubric for subject _______?
What did you do well in class today / this week?
What are you aiming to improve this week?
What feedback to you need from your teachers today / this week?

Parents can also support their child by encouraging them to set goals and plan for when they are about to study. This will help them manage their time, effort, and promote positive emotions. This type of support can help children to regulate their own learning and will often be more valuable than direct help with homework tasks.

You might also like to set up a time when your child can ‘present’ their findings / learnings. This is a great tip for VCE students so they can demonstrate through retrieval practice what they have learnt based on the knowledge and skills in their developmental rubric. There are a range of ways students might like to demonstrate their learning and understanding. This includes:

Speech: Prepare and deliver a speech to the family on what they have learnt in a subject (based on the knowledge and skills in their developmental rubric)
Practice questions: Ask them to write up some practice questions, answer them and then check their responses based on their summary notes.
Mind map / poster: Create an informative poster/ mind map to display what they have learnt
Report: Write a formal report outlining what they have learnt

Tony Stirling and David Black

Leaders of Later Years

UCAT 2022 Information for Medicine applicants

Medicine applicants for 2023 need to read this notice. In Victoria, Monash University is the only provider of an undergraduate medicine course.

Students who are planning to apply to Medicine, Dentistry and Clinical Science degree programmes commencing in 2023 at these universities in Australia and New Zealand must sit the UCAT ANZ 2022 (between 1 July and 12 August 2022).

The UCAT ANZ is a 2-hour, computer-based, multiple choice test. Candidates sit the test at Pearson VUE test centres located in Australia, New Zealand and at many overseas locations. For information about where test centres are offered, see Test Centre Locations.

Where do students book?

Bookings are open at the UCAT ANZ website and will close on 17 May 2022 at 11:59pm AEST (Australian Eastern Standard Time). Late registrations are accepted until 31 May 2022 at 11:59pm AEST and incur an additional late fee. No bookings are accepted after the late booking deadline.

Please refer to the UCAT ANZ website for all information regarding the test: ucat.edu.au

Phil Newnham

Careers Counsellor