Glenunga International High School 1 Course Counselling for 2008 PARENT INFORMATION EVENING Course...

Course Counselling for 2008

Glenunga International High School

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PARENT INFORMATION

EVENINGCourse Counselling

Middle School



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PROGRAM•Welcome

•Course Counselling- general principles- process

•Middle School Curriculum

•Questions



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Course counselling principles …

•Future study and careers

•Keep options open

•Be realistic but challenging

- ability

- enjoyment



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• Home group sessions

• Interview bookings

• Course Counselling Days

- Wednesday 15th August

Course counselling process …

1:00pm till 8:00pm

No lessons on this day



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Reply Booking Slip



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Reply booking slip continued..



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Students must bring to Course Counselling appointment:

- Parent or caregiver

- Draft Subject Selection form 2008

- any specific requirement of careers interested in.



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Course counselling follow-up

• Data entry• Students without selections followed up• Decisions made about classes for 2008• Re-counselling where subjects not running• Timetable developed for 2008• Re-counselling for students with clashes



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• provides a thorough study of various disciplines.

• accentuates the interrelatedness of the disciplines, acknowledging the role of the subject disciplines and interdisciplinary study.

• recognises the importance of respecting the independence and integrity of each discipline.

The IBMYP..

The IB…



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Areas Of Interaction5 central elements known as the areas of interaction are at the core of the IBMYP programme

•Approaches to learning

•Community and Service

•Health & Social Education

•Environment

•Homo FaberThe areas of interaction are not directly assessed since they are themes rather than subjects.



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Personal ProjectThis is an independent and significant piece of work that the student focuses on over a period of time (usually 2 terms), with the support of a mentor. The Project must:

• have a clear and achievable goal• focus on one of the areas of interaction• essay• non essay (product)• other form of expression with the topic chosen by the student in consultation with mentor• Students successfully completing the Personal Project will gain a SACE Stage 1 unit in Integrated Learning



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IBMYP CERTIFICATE

In order to receive the IBMYP Certificate students must:

• Complete one unit from each learning area which is marked with an asterix – as they are assessed using IBMYP criteria

• Personal Project

• Community and Service hours



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Yr 9 Subject Selections 2008



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Yr 10 Subject Selections 2008



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Yr 10 IGNITE Subject Selections 2008



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Curriculum Framework



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Questions



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PARENT INFORMATION

EVENINGCourse Counselling

Senior School



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PROGRAM• Welcome• Course Counselling

- general principles - process

• SACE •TER and HESS•VET• Questions



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Course counselling principles …

•Future study and careers

•Requirements - investigate

•Be realistic & challenging

- ability

- enjoyment

•Balancing



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Wednesday 15th August

1:00pm till 8:00pm

No lessons on this day

Course Counselling Dates



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Reply Booking Slip



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Reply booking slip continued...



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Students must bring to Course Counselling appointment:

• Parent or caregiver

• Subject selection form 2008

• Subject recommendation form

• SACE pattern check form

• any specific requirement of careers interested in.



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Yr 10 into Yr 11 Subject Recommendation Form



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Yr 11 into Yr 12 Subject Recommendation Form



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SACE Stage 1 Subject Selections 2008



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SACE Stage 2 Subject Selections 2008



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Course counselling follow-up

• Data entry• Students without selections followed up• Decisions made about classes for 2008• Re-counselling where subjects not running• Timetable developed for 2008 • Re-counselling for students with clashes



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SACE


31 Course Counselling for 2008

The SACE is….

• usually completed over 2 years

• divided into stage 1 (yr 11) and stage 2 (yr 12)

• designed to be flexible

• vocational education and training (VET) compatible



The SACE requires….

• 22 units covering the required pattern and including the compulsory units.

(1 unit = 50 - 60 hrs = 1 semester).



Compulsory Units

• Australian Studies 1 unit

• English or English as a Second language 2 units

• Mathematics 1 unit

Total 4 units



Curriculum Pattern Units (Stage 1)In addition to the Compulsory units

• 2 units from Group 1 (Arts, Humanities, Social and Cultural Studies)

• 2 units from Group 2(Mathematics, Science and Technology)

Total 4 units



22 units Total (no more than 6 at Recorded Achievement)

Stage 1 Free Choice Stage 2

Stage 1 or 2 English/ESL



What is checked for SACE completion?

Stage 1 - Compulsory units RA or better(Aust Studies & Maths)

Pattern at Stage 1 - 2 Group 1 units RA or better

- 2 Group 2 units RA or better

Stage 1 or 2 - 2 units of English or ESL

RA or better



SACE completion?…..

Pattern at Stage 2

- Group 1 - 2 units

- Group 2 - 2 units

- Any other sequence -2 units



Stage 2 - any 3 x 2 units at 10/20 or better

22 Units

No more than 6 at Recorded Achievement (RA)

SACE completion?…..



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Flexibility

Recognition of other Learning



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TER and HESSTertiary Entrance Rank

and

Higher Education Selection Subjects



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TAFE Requirements

• varies with course

• most via SATAC

• some internal

• TAFE selection score /60 (3 subjects)



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University requirements• obtain a TER

for specific courses

• meet the prescribed HESS requirements

• meet any subject prerequisites

• additional requirements such as UMAT, interview, portfolio



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To obtain a TER from the SACE program you must….

• complete the SACE with 5 scalable Stage 2 subjects (not Community Studies)

• comply with the rules for precluded combinations eg Maths Methods and Maths Studies



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To obtain a TER from the IB program you must….

• qualify for the IB Diploma with NO failing conditions



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SACE Students IB Students



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SATAC

=

South Australian Tertiary Admissions Centre

www.satac.edu.au



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University Aggregate

Scaled Scores for best 4 subjects

4x20 = 80

plus 1/2 the scaled score of the 5th best subject

1x10 = 10

Total University Aggregate = 90

This score is ranked to form the TER



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HESS

Higher Education Selection Subjects

• General or Restricted

• 4 HESS general subjects are required for most university degree courses

• suggest 1 HESS restricted option

Community Studies is not a HESS



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Bonus Points

University of Adelaide only (Maximum 4 points)

Specialist Mathematics

Language other than English

Uni SA – by application for different categories and subjects

Other Uni’s - check



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EASTERN Cluster

VET Courses



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What is VET???VET stands for Vocational Education &

Training

Students have the opportunity of gaining nationally recognised accreditation in industry standard competencies or modules.

A variety of ‘VET’ courses are offered through GIHS. Some are delivered at school, while others utilise other school or training sites within the region. This may mean students need to travel to another learning site for up to one day per week as part of their

studies.



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Each course contributes to SACE, allowing students to complete their SACE while getting

a head start on their chosen career pathway.

Modules and competencies are either embedded into traditional SACE subjects or

taken as part of a flexible timetable, replacing one or more SACE subjects



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What are the benefits of students undertaking VET

at school?



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There are countless benefits to students undertaking this kind of study, including:

• Developing practical work-related skills that will make them more employable

• Gaining an understanding of the world of work

• Gaining a taste of an industry before they commit to working in that industry

• Getting a head start in a pathway they want to do when they leave school, before they actually leave school



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• Gaining dual accreditation, as VET achievements can also count towards the South Australian Certificate of Education (SACE)

• In some cases, contributing towards the tertiary entrance rank required for entrance to university, ensuring their options and pathways remain open

• Gaining qualifications that could help provide part-time employment opportunities



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Will VET overload my studies?……..NO!!!!!

• You can choose to study a VET course in place of subjects at school

• You will be out for a block amount of time (generally on a Thursday), but will have extra supervised study throughout the rest of the week to catch up any school work that might get missed.

• Your subject teachers in classes you might miss will also be more flexible with deadlines etc…



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Can I still go to UNI if I do VET?……YES!!!!

• Most VET studies automatically contribute to your Year 11 SACE pattern

• So, study your VET in Year 11, and still choose 5 University Entrance Subjects in Year 12

• Alternatively, some VET study can attract a TER score at Year 12 when embedded into certain subjects

• And, completion of a VET course goes a long way to qualifying to get into TAFE. Some TAFE courses can articulate into University courses.



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Schools TAFE/Training University

Doctorate

Masters

Graduate

Bachelor

Advanced Diploma Advanced Diploma

Diploma Diploma

Certificate IV

Certificate III

Certificate II Certificate II

Certificate I Certificate I

SACE



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EAST ADELAIDE SCHOOLS CLUSTER VET PROGRAM INFORMATION 2008

GIHS Intranet

Go to: O\Flexible Learning\Vet 2008COST:

Courses in bold are offered at Glenunga International High School, at a subsidised fee rate, to be paid before the end of this year

All other courses must be paid in full by the end of this year (see fee structure sheet in the hand out)

Some courses may attract additional costs, eg safety gear etc.



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SACE:

Failure to complete both theory and practical parts of the course will result in an overall fail grade – and zero SACE points awarded

Most full year courses offer minimum of 2 SACE points, half year courses offer at least 1 SACE point (generally ‘free choice’)

Some VET courses require Structured Workplace Learning to be completed as part of the assessment

VET can lead to TAFE or Employment/Traineeships AND may help lead to UNI in some cases.



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BEHAVIOUR

Full school uniform is required when attending VET courses, unless otherwise specified

Regular attendance at the course is compulsory Failure to attend more than 2 days per semester may reduce your ability to pass the course

Your timetable will be more flexible to allow attendance at courses, but you may still have to catch up work missed (by attending extra supervised studylines) if you don’t drop all lessons on the Thursday.



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COURSES:

Aquarium ManagementAgriculture Automotive Advertising and Graphic Design

Business Services: Adelaide Performing Arts Centre

– Stage 1 Business Services: Adelaide Performing Arts Centre

– Stage 2 Building Links Business - Virtual Enterprises OfficeMax



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COURSES continued:

Conservation and Land Management Child Care Community Pharmacy Civil and Environmental Engineering

Enterprise and Entrepreneurship Entertainment and Theatre Technology Electrotechnology (Electrical)

Fashion Design Fibre, Fashion Fantasy



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Hospitality- Kitchen OperationsHospitality Operations (Restaurant Service) Hospitality- Kitchen Operations Hospitality- Kitchen Operations (Distance and Holiday Program)Hospitality- Front of House Operations Introduction to Hair and Beauty Hairdressing

Health and Fitness for Life (Sport and Recreation) Health Support

Services

IT Essentials

COURSES continued:



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Multimedia Introduction to Massage Meetings and Events Painting and Drawing Photography Robotics and Mechatronics Set Design and Construction Sport Training for Indigenous StudentsTransport and Distribution Vineyard Management Vocational Geoscience

COURSES continued:


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• Accredited with SACE units (max of 8)

• Select fewer subjects at GIHS

• Work missed in other subjects



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VET INFORMATION NIGHT

August 8th

6:00 – 7:30 pm

@

Norwood-Morialta High School



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Questions



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International Baccalaureate



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International Baccalaureate (IB)

Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international educational and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.



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The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Learner Profile



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Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow

from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Learner Profile continued



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Programme Model



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Yr 11 IB Subject Selection Form



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Questions

Glenunga International High School 1 Course Counselling for 2008 PARENT INFORMATION EVENING Course...

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