Benefits for students studying VET courses

Improved outcomes for students

Students show greater interest in their learning
Students develop independence
Students succeed and excel
Students improve self-confidence

Improved transition from school to work

Students gain an improved understanding of what education is needed for career pathways
Employers value reports from other employers
Students can show that they are ‘work ready’
‘Big step’ from school to TAFE or work removed
Students have a more relevant portfolio opportunity for students

Work Placement

Students make direct links with employers
Employers understanding of young people is improved
Improved links between the school and the community
Employers become aware of potential employees
Links learning to the world outside of the school

Improved skill base

Students develop skills specific for the industry
Students have links to TAFE SA and other training

Real life experiences

Students gain an improved understanding of possible career pathways
Employers assess and report on students
Students involved in structured and recognised training
Students become aware of the requirements of the workplace
Students develop skills in the work environment
Learning occurs in a real life context

For more information, visit TAFE SA for VET Course Information

Vocational Education Training

VET Stage 1 & 2

VET courses may be studied at Stage 1 or Stage 2.

Courses being considered include:

Child Care (Community Services)
Aged Care (Community Services)
Disability (Community Services
Education Support
Hospitality –Front of House
Commercial Cookery
Hair
Beauty
Automotive
Engineering
Business Services
Microbusiness
Electrotechnology
Doorways to Construction
Horticulture
Media
Advanced Engineering (CAD/CAM)
Information Technology
Fitness
Animal Care
Conservation Land Management

Course Structure

All students will undertake nationally accredited VET modules. They may be delivered within the school, by a Registered Training Organisation or by another Riverland school.

A more detailed summary of assessment tasks will be provided in a separate document that will be given to students interested in undertaking SSABSA VET courses.

Enterprise – Year 10/Stage 1

Length: 1 Semester (10 SACE Credits)
Assumed Knowledge: Year 8 and 9 HASS

Description:

This course is the foundation to the schools ‘Enterprise Academy’. Students who choose the subject will begin a pathway into the world of entrepreneurship, which involves generating ideas, validating them and finally taking them to the market. The goal of the program is that every student will exit with a business idea at the “proof of concept” stage, with a focus on REAL business.

A central element to the class is ‘The Shark Tank eChallenge’, which is delivered by Adelaide University. It is a student entrepreneurial competition based around the development and submission of a strategic business plan for an early-stage entrepreneurial venture. Participants pitch their venture concepts to panels of potential investors from the local business community.

Assessment Details:

Students will complete a range of tasks assessed as an integrated unit in the SACE. Students will complete folio tasks, an evaluation and report. These assessments include both individual and groups assessments.

Future:

Understanding the world of entrepreneurship and be able to develop a business idea, with a view to becoming self-employed. Participation in this program provides a pathway into a Certificate 3 in Micro-Business Operations. Hey, maybe one day you will appear on the TV show Shark Tank.

Personal Learning Plan – Stage 1

Length: 1 Semester
Assumed Knowledge: None

Description:

A compulsory Stage 1 unit completed in Year 10.

This subject is part of the SACE curriculum and is a compulsory unit designed to help students plan their personal and learning goals for the future and make informed decisions about their personal development, education, and training. Students will explore their future and demonstrate their learning through a series of learning opportunities, guest speakers, online activities and interaction with community specialists.Students will participate in Work Placement as part of this subject.

Assessment Details:

A grade (A to E) is awarded to each student at the end of each term as well as a grade at the end of each semester. These grades reflect how well a student has provided evidence of their learning through a set of four to five assessments. These may be presented in an integrated format, such as a portfolio and discussion, or in a number of formats but must meet the course objectives or assessment criteria against the Performance Standards.

Students will need to pass this subject with a C or better to complete their SACE.

Research Project – Stage 2 (Research Project summary)

How it fits in the SACE

The Research Project is a compulsory subject of the South Australian Certificate of Education (SACE).

Students must complete the 10-credit Research Project at Stage 2 of the SACE with a C grade or better.

What students do

Students are expected to:

choose a topic based on an area of interest
learn and apply research processes and knowledge and skills specific to their research topic
record their research and evaluate what they have learnt
The term ‘research’ is used broadly and may include practical or technical investigations, formal research, or exploratory inquiries.

What is learnt?

Students are expected to:

Generate ideas to plan and develop a research project
Consider the relevance of a chosen capability (communication, citizenship, personal development, or work) to their research
Analyse information and explore ideas to develop their research
Develop and apply specific knowledge and skills
Produce a research outcome
Evaluate their research.

The content of the Research Project comprises the:

capabilities
research framework.

Capabilities:

Literacy
Numeracy
ICT
Critical & Creative Thinking
Personal & Social
Ethical
Intercultural

Research Project students:

Students choose capabilities relevant to their research. They reflect on this capability and its relevance to their research project.

Research framework:

Students follow the research framework below as a guide to completing their work:

initiating and planning the research
carrying out the research
producing the research outcome
evaluating the research

How well is it learnt?

School assessment (70%)

Folio (proposal, research development, and discussion) (30%)
Research outcome (40%)

External assessment (30%)

Evaluation /Reflection (including the written summary) (30%)

Assessment design criteria

Planning
Application
Synthesis
Evaluation

Performance standards

The performance standards describe five levels of achievement, A to E.

Research Project A or B?

Students enrol in either Research Project A or Research Project B. These enrolment options vary only in how students present their evaluation for external assessment.

External assessment: Research Project A

A 150 word written summary of the research
project, research processes used, and research outcome.
A written, oral, or multimodal review: 1500 words maximum if written or 10 minutes maximum for an oral presentation, or the equivalent in multimodal form (excluding the written summary).
Contributes to the student’s ATAR.

External assessment: Research Project B

A 150 word written summary of the research project, research processes used, and research outcome.
A written evaluation: 1500 words maximum (excluding the written summary).
Contributes to the student’s ATAR.

Vocational Learning

Enrolment Enquiry