Shenton College
Year 11
Parent Night
Katie Powers
Year Leader
Speakers & Topics
 Welcome by Katie Powers, Year Leader
 2014 Review & Advice from “successful” students on how to be
“successful” presented by Michael Morgan, Principal
 Expectations in Year 11
Nicole Martin, Associate Principal, Head of Senior School
 Surviving Years 11 & 12 and Study Skills
Shakira Durrant, College Psychologist,
Barbara Goldflam & Cathy Sayers, Learning Support Advisors
 WACE (Graduation) and other requirements
Janet Schofield, Dean of Studies
Role of the Mentor Teacher
• First point of contact for parents and
• Oversees Attendance and Dress Code
• Formally and informally delivers
SenseAbility/Mind Matters Program
• Subject/Course teacher
• Liaises with Year Leader
Michael Morgan
EXEMPLARY Review Summary- from
 2. {At Shenton College} Strategic intent is the foundation for a unified
purpose, clear and well supported operational processes and monitored
implementation. High-level professional discussions lead to action,
reflection and accountability.
 3. There is a deep belief . {At Shenton College} in and passionate
commitment to the ‘whole child’. The college motto, ‘Much more than
marks – learning for life’, is supported by a belief that actions involve
much more than unquestioning compliance.
 5. The college strives to remain innovative whilst maintaining high
expectations of performance. An inclusive pedagogical approach is
adapted to suit learning styles at the program, class and individual
 9. A well established culture of care and support for students, both
collectively and individually, has led to a calm and orderly learning
environment. Pedagogical approaches encourage high levels of
engagement and enthusiasm for learning among the students. The
resultant cycle of enjoyment and fulfilment has led to staff and students
wanting to do more to please others.
Adrian Bertuola
Janet Silburn – Barker (HoC)
Jason D’Argent
Adelle Wearden
Rosemary Langdale
Johanna Ng
Dr Simon Moore
Samantha White
Ross Bickerton
Aric Forman
Katherine Russo
Stewart Barker
Lauren Seed
Bonney Foley
Veronique Bournaveaus
Rebecca McKinney
Lamia Moumni
Dr Limeng Qiu
Dianne Rogers,
Gary Green (HoC)
Paul Parsonage
Fiona Walker-Hart
Estelle Lovelady
Daniel Johnson
Head of School: Senior
Kshamta Trisal
Nicole Martin
 Outstanding student achievement and progress
 Outstanding classroom practices
 Outstanding parent and community partnerships
 Excellence in staff expertise
 Outstanding inclusive practices
 Outstanding leadership across all levels
 Outstanding analysis of performance data
2014 WACE Report Card
 83% Participation rate in ATAR- Highest for 4 years and will
affect the league tables
 84.8% Median ATAR (84.8% 2012)- Slightly lower than 2013
but good
 100% WACE Achievement Rate (5 years running)Outstanding- Top in State
 99% VET Achievement Rate (highest ever and highest of all
like schools)- Outstanding { From 8% to 99% in 5 years}
 100% Number of students Eligible and achieving WACE
“Attainment Rate” (highest ever)- Outstanding
DEPTH Analysis of WACE Performance
 3 Course Exhibitions: Highest combined mark in WACE course.
Computer Science
DUY NGUYEN LAM Shenton College
Food Science and Technology
SHU-FEI KHO Shenton College
 9 Certificates / Special Certificates of Distinction: Top 0.5 % or top 2 sitting
the WACE course – combined mark. 1 Biology, 1 Dance, 1 FST, 2 Human Biology, 2 Geography, 2 Computer Science,
 23 Certificates of Commendation: This is a new category and is awarded to each
eligible student who attains at least 20 Grades of A in course units or equivalents and achieved the WACE. {Plus
2 more deemed ineligible}
 34 School Curriculum and Standards Authority Exhibition
and Award Winners
 11 Courses recognised with highest performing students
schools with top performing student in WACE Stage 3 courses- Shenton
Ancient History :2014, 2013, 2012
Computer Science :2014, 2013
Design: 2014,2013
Economics: 2014,2013
Engineering Studies: 2014,2013
 Food Science and
 Geography: 2014,2013
 Human Biological Studies 2014, 2013,
 Literature: 2014
 Mathematics Specialist: 2014, 2013,
 Media Production and Analysis 2014,
2013, 2012 ,
Advice from “successful” students:
 Study with a Study group
 Environment- Have a suitable work environment
 Explore the options but take the advice – Cert 11, CAP,
WPL, General vs ATAR, Mathematics
 Diarize – work time, play time, your time
 Support- look out for the signs and seek support
SEEDs of today are the flowers of tomorrow
Please listen to our advice
Expectations in Year 11
Nicole Martin
Associate Principal, Head of Senior
Expectations in Year 11
 Six courses, each with 2 Semester units
 The amount of study and homework
 Assessment Policy: rigid deadlines and penalties
 Change Courses by Friday 6th March
 Good Standing Policy
Good Standing Policy
Three areas where it is implemented
 Attendance
 Completion of Work
 Behaviour
Good Standing Policy
Three levels
 Level one; student interview with Mentor
teacher/Year Leader and contract.
 Level two; parent & student interview with Year
Leader and contract.
 Level three; parent & student interview with
Associate Principal, Senior School.
Alternate Pathways.
Expectations In Year 11
 Dress standards (issue of sports shorts, short
skirts and inappropriate shoes)
 Behaviour standards
 Absentee procedure – notes or SMS
 Monday 18th May - Friday 29th May
 Monday 2nd November - Friday 13th November
Family holidays cannot be scheduled during this time.
Prior to completing Year 11, each
student is expected to have:
 Submitted all assessment items in each course as
outlined in the Assessment Policy;
 Attained an overall course achievement to reflect 5
‘C’ grades; and
 Presented their signed Gaining Year 12 Status form to
the Dean of Studies, Ms Janet Schofield.
Expectations of Year 11
 Those students who have NOT Gained Year 12
Status will be contacted for an interview.
 They may be required to attend classes as per
Flexible Curriculum until their assessments are
completed to an acceptable standard. However
this will not guarantee Year 12 Status.
 Students may be designated as Year 11 in the
following academic year if these requirements
have not been met.
Literacy and Numeracy Assessment
 To achieve a WACE, students will be required to complete
the Online Literacy and Numeracy Assessment (OLNA) and
demonstrate achievement at or above a minimum standard.
 The OLNA has three components – reading, writing and
 Students who achieve Band 8 or higher in the associated
component of their Year 9 NAPLAN tests will be recognised
as having met the standard required for that component of
the OLNA.
When do students sit the OLNA?
 Students will be required to undertake the OLNA in
Semester 1, Year 10 unless they have prequalified for one
or more components through achievement of Band 8 or
higher in the Year 9 NAPLAN tests.
 If the student does not meet the standard in Semester 1,
then they must sit in Semester 2, Year 10, and, if required,
Semester 1, Year 11.
 From then on, and if required, students may choose when
next to sit the assessment.
 If students do not meet the literacy and numeracy
standard by the time they exit secondary school, they can
apply to the Authority to re-sit the assessment.
All students (whether they have achieved the WACE or
not) will receive a Western Australian Statement of
Student Achievement – a record of all courses and or
programs completed.
OLNA Support for Students
HELP Classes will run for the four week leading up to the test,
which will take place in either week 6 or 7 (TBA).
WEEK 2, 3, 4, 5
Monday 8am OR 3.05pm
Wednesday 8am
Thursday 8am
Choose the most suitable class time and commit for the four
Teachers will be aware of the student individual needs and will
tailor the sessions with those specific students in mind. Therefore
students CANNOT swap and change their HELP class time.
If you have any further queries the teacher co-ordinating this
initiative is Louise Heath.
[email protected]
Surviving year 11&12
Miss Shakira Durrant
[email protected]
Ph: (08) 9488 2125
Mb: (08) 0467 815 497
Factors Affecting Student
 Peer Group
 School
 Home
Year 11 Parent Night
“. . . research shows that the achievement gap is not
only about what goes on once kids get into the classroom.
It's also about what happens to them before and after
school,” says Sharon Robinson, president of the ETS
Educational Policy Leadership Institute. “ . . . serves as a
reminder that each of us--parents, teachers and policymakers--has a crucial role to make sure that every child
becomes a high achiever.” (Education Issues: Variables
Affecting Student Achievement)
Sharon Robinson- president Educational Testing Service
A whole family approach to supporting your teenager
Provide positive feedback
Remind them of their goals
Have regular open and honest communication
Set clear and reasonable limits
Encourage problem solving and compromising
Take care of your own health and wellbeing
Healthy eating, regular exercise and plenty of sleep
Encourage study breaks when necessary
Discuss school and encourage a positive outlook
Avoid nagging
Encourage a belief in self
Let them know you are available
Have realistic expectations
Sense of humour
Personal health and well-being
Promoting Well-being and Success
Balanced Lifestyle
Time Management and Routine
Realistic Expectations
Support Network
Developing Emotional Intelligence
Student success hangs on managing emotions
Sharyn O’Neill
June 5, 2012, 11:54 am
“The famous marshmallow experiment over 20 years ago illustrated how important
the ability to delay gratification was to future success….The message is clear: a lack
of self-regulation by children really counts against them when it comes to
educational achievement.”
“ It is often not recognised that the social-emotional side of learning is as important
as the intellectual side. A student may be intellectually capable of mastering a
particular task but does not succeed because they cannot manage their emotions
and attention to engage properly with the task. Maybe they get distracted easily,
give up as soon as it starts to get difficult, get bored quickly and frustrated because
they can’t do it. “
Emotional Intelligence
a) Interpersonal skills
-Maintain /develop relationships
-Social responsibility
b) Intrapersonal skills
-Self- awareness
-Self- regulation
Why is it a key to success:
Self-motivation/ awareness, manage stress, resolve conflict, motivation,
decision making, relationships, creative/flexible thinking, balanced life.
What to expect from your
Friendship versus Family
Break away from adults and adult control
Risk-taking behaviour
Struggles with identity
Needs of the Adolescent
 Respect
 Information
 Support- constructive social and emotional support from
 Protection
 Opportunity for growth
 Gradual independence`
Helping Teens when parents are
separated or in conflict
 Both parents supportive and interested in their child
 Each household - daily routine, consistent / expectations
 Good communication between both parents
 Good relationship between teenager and step-parent
Online Support
 E-Couch-
A self-help interactive program with modules for depression, generalised anxiety & worry, social anxiety,
relationship breakdown, and loss & grief. It provides evidence-based information and teaches strategies drawn
from cognitive, behavioural and interpersonal therapies as well as relaxation and physical activity.
 Moodgym-
Designed to prevent depression. It consists of five modules, an interactive game, anxiety and depression
assessments, downloadable relaxation audio, a workbook and feedback assessment.
Youth Focus-
Reach Out-
Online Support cont..
 Relationships Australia-
Relationships and Family Support workshops $25 pp. short/long courses. Some topics include, Kids and
Technology today; Transform your relationships with mindfulness; Parenting Teenage girls for Fathers; Parenting
Teenage boys for Mothers; Raising Stepfamilies; Parenting after Separation; and Building Stronger families.
 Cold Turkey-
Temporarily block yourself off of popular social media sites, addicting websites, online games and whatever else.
PC use.
 Self control-
Block distracting websites for predetermined periods of time. Free, MAC use.
Support Services in the Community
 Crisis Care Helpline (24hrs)- 1800 199 008
 Mental Health Emergency Response Line- 1300 555 788
 Acute Response Team (PMH Emergency Dept. Admission)- 1800 048 636 (8am-10pm)
Afterhours number After 10pm 9340 8222 – under 18YO.
 Kids Help Line - 1800 551 800
 Family Helpline- 1800 643 000
 Youth Beyond blue - 1300 224 636
 Men’s Line Australia - 1300 789 978
Men’s Domestic Violence Helpline (08) 9223 1199 / 1800 000 599
Women’s Domestic Violence Helpline (08) 9223 1188 / 1800 007 339
Sexual Assault Resource Centre 9340 1828
1800 RESPECT. National Sexual Assault, Domestic Family Violence Counselling Service
1800 737 732
 Alcohol and Drug info Service 9442 5000
 Youthline Samaritans (24hrs) 9388 2500
Useful resources and links
What’s Happening To Our Girls Maggie Hamilton (2008)
Princess Bitchface Syndrome Michael Carr Gregg
Raising Girls Steve Biddulf
Girl Stuff Kaz Cooke (2007)
Manhood Steve Biddulf
Raising Real People Andrew Fuller (2005)
Unzipped A Toolkit for Life Matt Whyman (2007)
Surviving Adolescents Michael Carr-Gregg (2005)
Social Intelligence: The New Science to Social Relationships Daniel Golman
Study Skills for Successful
Learning Support Advisors
Ms Barbara Goldflam
Ms Catherine Sayers
Set goals
Get organised
Develop good Study Skills
Maintain a balance
Study Smarter Moodle
Study/ Homework Timetable
 As a general rule:
150 minutes (2 ½ hours)
per course, per week
 Best practice:
3 x 50 minute sessions
per course, per week
 Provide a quiet and functional study desk
 Help your child establish routines
 Have agreed boundaries on time allocated to electronic
 Help ensure sufficient sleep and cardiovascular activity
for mood regulation and general well being
 Study skills sessions – lunchtimes
 Resources – booklets, handouts, study cards, study guides,
 Learning Support – one on one by request/referral
 Special Exam Arrangements
 Tutor list – email to you or photocopies in Student Services
 Help Classes list
 Revision Seminar information – Weekly/Term
Phone: 9488 2100
[email protected]
[email protected]
WACE / STP / University
Janet Schofield
Dean of Studies
All courses offered at Shenton College:
 General
 VET Certificates (Vocational Education & Training) and
 Endorsed Programs
Contribute to the achievement of the Western Australian
Certificate of Education.
This is also known as Graduation.
Sequential development
 All ATAR and General courses demonstrate an increasing level of
complexity from Year 11 to Year 12.
 Course units must be completed sequentially - Year 11 units then
Year 12 units.
 ATAR courses – students who are aiming to enrol in university
direct from school.
 General courses – students who are aiming to enter further
training or the workforce directly from school.
 Vocational Education & Training(VET) – VET courses developed in
consultation with industry are nationally recognised.
Unique Student Identifier (USI)
A Unique Student Identifier (USI) is needed for every
student undertaking nationally recognised training from
For students, the USI will build an online record of their
nationally recognised training. Students must have a USI
before they can be issued with a statement of attainment or
Students can mix and match from the options provided
through Shenton to ensure they have the best platform to
 and pathways beyond school
To achieve a WACE students must
satisfy the following:
 Complete a Literacy and Numeracy Assessment to demonstrate
a minimum standard based on skills regarded as essential for
individuals to meet the demands of everyday life and work in a
knowledge-based economy.
 Complete a minimum of four Year 12 ATAR courses including
the external examination (i.e. be eligible for an ATAR) or
 complete a Certificate II or higher.
To achieve a WACE students must:
 Complete at least 20 units (or equivalents) including a
minimum of 10 Year 12 units.
 Complete two Year 11 English units and a pair of Year 12
English units.
 One pair of units from a Year 12 List A
(arts/languages/social sciences) course and one pair of
units from a Year 12 List B course
To achieve a WACE students must:
 Achieve a minimum of 14 C grades (or equivalent) in Year 11 and Year 12,
including at least 6 C grades in Year 12 units (or equivalents).
Unit equivalence can be obtained through VET and/or Endorsed Programs to
a maximum of 8 units.
Up to 8 unit equivalents through completed VET programs
Up to 4 unit equivalents through completed Endorsed programs
Up to 8 unit equivalents through a combination of VET and Endorsed
VET equivalences
Certificate I
2 units
Certificate II
4 units
4 units
6 units
Certificate Partial
III or
Satisfies the minimum
VET qualification
requirement for WACE
• For a completed Certificate I, units of competency must have a
minimum of 110 nominal hours.
• For a completed Certificate II, the achievement of units of competency
must be a minimum of 220 hours. More substantial elective units may
be required to ensure the minimum is met.
Private Candidates
Typically, students enrolled at a school cannot sit an
Authority examination as a private candidate.
From 2016, private candidature in ATAR examinations will
only be available to students:
 seeking mature age university entrance OR
 undertaking language courses through interstate
offerings (e.g. Chinese: Background – NSW) OR
 Undertaking European background language courses
(e.g. German background language)
University Entrance (standard)
 WACE requirements met.
 English and Literature (ATAR) - scaled score of 50 or
 Prerequisite courses.
 TEA (Tertiary Entrance Aggregate) score is the sum of
your four (4) best ATAR courses.
 ATAR – Australian Tertiary Admission Rank is a
percentile ranking. An ATAR high enough to gain
entry into the course of choice.
University Alternative Entry
There are a variety of Alternate pathways
which facilitate university entry.
Clarify all entry requirements with the
relevant universities as these will vary.
English requirements may also vary.
State Training Provider (TAFE)
Entry Requirements
All applicants must meet minimum entry requirements
Communication & Mathematics;
 Courses are split into competitive and non competitive for entry purposes;
 About 30% of courses are competitive and selection
criteria need to be meet;
 Check the website for latest details:
Selection Criteria
Maximum score = 100 points
1. Qualification pathway
 Maximum score = 29 points eg Cert II Hospitality
2. Work experience/employment
 Maximum score = 29 points
 0.002 points per hour worked
 Includes paid/unpaid, full-time/part-time work, work experience, voluntary
work, community service;
3. Secondary education/Skill development
 Maximum score = 42 points
 Scoring based on English result, plus best two other results.
See the Training WA website:
Follow link to ‘Training Courses’ / ’TAFE Admissions’ / ’How To Apply – Full-time
TAFE’ / ’Entrance requirements for full-time study’
Checklist for Students to be
Successful in Year 11
 Completion of all courses.
 ‘C’ grade or better in course units.
 A ‘C’ or better in English or Literature.
 To continue with a university pathway and sit the WACE
exams: a competitive score for Uni entry 65% (‘B’ grades
or higher).
 To continue STP/TAFE Diploma pathway: A minimum
‘C’ in all Year 11 courses. Working towards completion
of at least one National VET Qualification.
Work Experience
 Any week during term time.
 Exam weeks (Flexible Curriculum) strongly recommended for
students not sitting exams.
 Term 1 holidays for students who study Stage 2 & 3 courses.
 Student to see Ms Hamburg or Ms Sayer to make application
for work experience.
Can I Change Courses?
 Early is better- catch up work.
 Deadline to change courses is end of Week 5,
Friday 6th March.
Restricted choices
 some classes may be full
 choices must fit the timetable
 Be fully informed.
 Recognise areas of learning not covered by courses.
 May contribute up to 4 unit equivalents towards WACE breadth
and depth requirement.
 Examples include:
o Cadets WA
o performance in school productions
o examinations in music, speech and drama
o university studies
o Keys for Life pre-driver education program.
 Evidence may include a combination of signed attendance
records, journals, self evaluation, certificates and validation.
 See Cathy Sayers
Contact for Course and Careers Advisors
Janet Schofield (Monday – Friday)
(0419 922 153)
[email protected]
Lyn Johnson (Thursday)
[email protected]
Suzanne Pendlebury (Tuesday & Friday)
[email protected]
Jane Hamburg (Mon; Tues; Wed; Fri)
[email protected]
Bill Friday (Wednesday)
[email protected]
Keep the Doors open
Good results will give you more choices
Shenton College: 9488 2100
(intranet/careers information)

Shenton College