Man for all seasons eulogy Essay

Custom Student Mr. Teacher ENG 1001-04 27 October 2016

Man for all seasons eulogy

Congratulations on your decision to complete a nationally recognised vocational course. This handbook has been written to provide students with important information about the VET programs offered at Sarina State High School as well as your rights and responsibilities as a VET student. You will be asked to sign that you have read this handbook, so please take the time to study it carefully and to ask your VET teachers about anything which you are unsure.

This handbook is located on the school’s student curriculum drive under VET and should be used as a reference throughout your VET qualification. You should also know that the contents of this handbook, in many instances represent the key points of various VET Policies and Procedures developed by this School. Legislative Requirements Sarina State High School will meet all legislative requirements of the State and Federal governments. In particular, Workplace Health and Safety, Workplace Relations, Vocational Placement and Copyright Standards will be met at all times.

Access and Equity Discrimination occurs if a person treats someone differently on the basis of an attribute or characteristic such as gender, sexuality, race, pregnancy, physical or intellectual impairment, age, etc. This School strives to meet the needs of each student through incorporating access and equity principles and practices in line with Education Queensland Policy which acknowledge the right of all students to equality of opportunity without discrimination. All students will be informed of the requirements of the curriculum or National Training Packages.

Our Access and Equity Policy ensures that student selection decisions comply with equal opportunity legislation. Appropriately qualified staff will assess the extent to which the student is likely to achieve the stated competency standards and outcomes of the course, based on his/her qualifications and experience. Quality Management Focus Sarina State High School has a commitment to providing a quality service and a focus on continuous improvement. It values feedback from students, staff and industry representatives for incorporation into future programs.

This includes data collection through the SMART learner surveys and individual faculty assessment feedback. Client Service The school has sound management practices to ensure effective service to students. In particular, service standards ensure timely issue of student assessment results and qualifications. These will be appropriate to competencies achieved and issued in accordance with national guidelines. The school’s quality focus includes a Recognition of Prior Learning Policy, a fair and equitable Refund Policy, Complaints and Appeals Policy, an Access and Equity policy and student welfare and guidance services.

Where necessary, appropriate programs will be developed for those students requiring literacy and/or numeracy support programs. Every opportunity will be taken to ensure that such programs are disseminated, understood and valued by staff, students and parents. Information relating to all fees and charges, course content, assessment procedures and vocational outcomes will be outlined prior to enrolment. Internal Review At Sarina State High School, each Head of Department in partnership with the DP and the VET Co-Ordinator, will facilitate a system of annual internal review.

Meetings will be held with representatives from the relevant industry areas (where applicable) and staff. The internal review process assists in the development of quality training and assessment. External Review Sarina State High School has agreed to participate in external monitoring and audit processes required by Australian Skills Quality Authority. Management and Administration Sarina State High School has policies and management strategies which ensure sound financial and administrative practices.

Management guarantees the organisation’s sound financial position. Student records are managed securely and confidently and are available for student perusal on request. Sarina State High School has adequate insurance policies. Marketing and Advertising Sarina State High School markets vocational education and training products with integrity, accuracy and professionalism, avoiding vague and ambiguous statements. In the provision of information, no false or misleading comparisons are drawn with any other training organisation or training product.

Sarina State High School provides students with a sound subject selection process aimed at helping students select a course of study best suited to their needs. Training and Assessment Standards Sarina State High School has personnel with appropriate qualifications and experience to deliver the training and facilitate the assessment relevant to the training products offered. Assessment will meet the National Assessment Principles (including Recognition of Prior Learning and Credit Transfer). Adequate facilities, equipment and training materials will be utilised to ensure the learning environment is conducive to the success of students.

Sanctions Sarina State High School will honour all guarantees outlined in this Code of Practice. It is understand that if Sarina State High School does not meet the obligations of this Code or supporting regulatory requirements, Sarina State High School may have our registration as a Registered Training Organisation withdrawn. Recognition of Qualifications issued by another RTO Sarina State High School will recognise all AQF qualifications issued by any other RTOs. The School will seek verification of the Certification from the relevant RTO where there is any ambiguity:

a) The student will present a copy of their Qualification or Statement of Attainment to the relevant Head of Department, who will bring this to the attention of the HOD SPL, for verification of authenticity. The verified copy of the qualification is placed in the student’s file and the qualification is recorded on the Senior Data Capture System for possible use by the School (or QSA/DET where applicable) in issuing QCE. b) Once the qualification is verified, the HOD will give the student exemption for the units of competency or modules identified in the qualification and update the student’s records accordingly.

The relevant VET staff will be notified of this update. The VET Quality Framework (VQF) All of the VET programmes offered by this school can lead to nationally recognised qualifications – a Certificate if all of the requirements of the qualification are completed or a Statement of Attainment for those parts that are successfully completed (if the full qualification is not completed). This Certificate/Statement of Attainment will be recognised in all eight States/Territories in Australia. AQF Qualifications by Educational Sector Schools Sector Accreditation.

Vocational Education and Training Sector Accreditation Higher Education Sector Accreditation Senior Secondary Certificate of Education (QCE) Certificate IV Certificate III Certificate II Certificate I Advanced Diploma Diploma Certificate IV Certificate III Certificate II Certificate I Doctoral Degree Masters Degree Graduate Diploma Graduate Certificate Bachelor Degree Advanced Diploma Diploma It is possible to progress from one qualification level to another within a particular sector (e. g. Certificate IV to Diploma at TAFE) or from one sector to another (e. g.Diploma at TAFE to a Bachelor Degree at University) depending on results and institutional policies.

The progression from one level to another is called articulation. Depending on the qualification and field of study, students may gain credit (also called advanced standing) based on their previous course for part of their next course. Your VET teacher will provide you with full information about the VET qualification/s you are aiming for at this School, including an overview of the specific units of competency/modules in each, assessment requirements, vocational outcomes, etc.

Credit Transfer ?? All qualifications issued by Registered Training Organisations throughout Australia will be recognised by Sarina State High School. ?? Students are required to bring in the relevant documentation to assist in credit transfer of other qualifications (see RTO Coordinator for assistance). ?? Teachers will make a copy and attach to student profile. ?? Students are to contact the school immediately if other Training Providers do not accept their qualifications or contact the ANTA – Australian National Training Authority.

Competency Based Training (CBT) Most vocational education and training is competency based. CBT is all about what a person knows and what he/she can do, regardless of how the training is obtained. Competency based assessment is a system for assessing a person’s knowledge and skills. Assessment is based on actual skills and knowledge a person can demonstrate in the workplace or in other relevant contexts. This is different from some other assessment systems which only measure knowledge and not the application of that knowledge.

Competency based assessment is also a system for providing portable qualifications and Statements of Attainment against nationally recognised competency standards. In a competency based assessment system, it is recognised that learning can come from a variety of sources, both on the job and off the job, formal and informal. Recognition is given for prior learning and for skills and knowledge which can already be shown. Assessment may take the form of observation, written responses, project/folio work, third party reports or questioning. Competency Based Assessment requires a 100% pass rate.

That is, you can either do it or you can’t, you either know it all or you don’t!!! What if I can’t get it 100% correct the first time? You will be given extra instruction or an opportunity to gather the correct information yourself, to enable you to redo that assessment item. However, it is definitely to your advantage to try to get it right the first time! Additional attempts will be managed by and at the discretion of your teacher. You should ask to see your competency profile regularly, and be aware of what you have and have not achieved.

Particular attention must be given to whether or not there are prerequisites for individual modules, as no credit will be given for a module if the corresponding prerequisite module is not completed also. Competencies can be recorded on a training record and can lead to an AQF qualification. They can be obtained through: • vocational education subjects • some Authority and Authority-registered subjects • structured work placement/industry placement • School Based Apprenticeships and Traineeships • courses at institutes of TAFE or other registered training organisations (RTOs) • paid or unpaid work.

• life experiences • a combination of the above. The process used to assess the competencies a person has gained from past experience and training is called recognition of prior learning (RPL). The school will recognise all qualifications issued by any other RTO. The school will seek clarification of the certification from the relevant RTO where there is some ambiguity. The following resources are available in schools and give information on subjects and courses needed for careers:

The Job Guide (QLD) provides information on occupations and subjects needed for particular occupations and courses. • Other career information, such as brochures from industry groups, shows the various pathways to jobs within these industries. • The QTAC Guide is useful for information on university courses and full-time diploma level TAFE courses. • Tertiary Prerequisites, provided by QTAC, provide information on subjects required for entry to university and full-time TAFE advanced diploma and diploma courses. • Pathways to Further Education and Training is a Careers and Guidance handout which provides general information about the Australian Qualifications Framework.

• Tertiary Entrance: Senior students without OPs (available from QTAC) explains how students who are not eligible for an OP can gain entry to tertiary courses, especially advanced diploma and diploma courses. Benefits Of Vocational Education And Training (VET) All students, including OP-eligible students, can benefit from undertaking VET courses. Benefits of VET include: involvement in learning that is enjoyable and relevant to individual students and their goals increased self-esteem through achievement of employment

competencies more insight into possible career paths and further education pathways improved employment opportunities and broader career opportunities job security through the commencement of employment whilst still at school as a school-based apprentice or trainee achievement of national qualifications or units of competency recognised by industry and other registered training organisations throughout Australia credit for qualifications and units of competency which may reduce study time and related costs in the future possible improvement of non.

OP-eligible students’ QTAC selection ranks (for tertiary entrance) depending on the levels of qualification and Queensland Core Skills Test results achieved Commencing Courses Before commencing your VET studies you will need to participate in an induction process. Your VET Teacher will conduct induction sessions which will cover the following information: ??

Enrolment Procedures ?? Fees and Refund Policy ?? Learning support ?? Flexible learning and assessment procedures ?? Welfare and guidance services ?? Appeals and complaints procedures ?? Disciplinary procedures ?? Staff responsibilities for access and equity ?? RPL arrangements ?? Recognition ?? Language, Literacy and Numeracy Testing ?? Issuance of Certificates & Statements of attainments N. B. This is your opportunity to raise any issues, questions or concerns you may have about the training you are undertaking. Enrolment Procedures/Induction Procedures VET enrolment is open to all students in Years 10, 11 and 12 at Sarina State High School State High School.

VET Students follow the same enrolment procedures as other students at the school and this enrolment occurs through the SET planning process, involving Students, Parents, Guidance, Teachers and Administration. If numbers for a particular VET subject are limited, selection may be made on the basis of interview and/or on the order enrolments were received.

Sarina State High School sets maximum/minimum class numbers based on facilities, resources, WPHS and quality learning outcomes. If minimum numbers are not reached for VET offerings, the program may be cancelled. Please note that the school must have certain teachers and equipment to run this course. If the school loses access to these resources, the school will provide students with alternative opportunities to complete the course and the related qualification.

If another RTO is engaged on behalf of the school to complete the course, students may incur additional costs. N. B ?? Students are to ensure their address and contact details are current at all times. ?? Students must purchase the correct materials and equipment for the proposed Training area. ?? Students are reminded that work placement may be part of the course. ??

If students change subjects they may have to undertake a bridging course or begin the course at year 11 if in year 12. ?? Students are responsible for following up their certification if they change subjects, schools, or leave school. ?? Students should read materials provided regarding course details and policy and procedures and ensure they understand them. Service Agreement.

The RTO guarantees that the student will be provided with every opportunity to complete the certificate that they are enrolled in as per the rights and obligations outlined in the enrolment process and information handbooks provided on line. Students successfully achieving all qualification requirements will be provided with a Qualification and record of results.

Students who achieve at least one unit (but not the full qualification) will receive a Statement of Attainment. N. B. If current staff leaves the school before completion of a Certificate course students need to be aware that a fee may be charged to complete the certificate course. This fee will be set by the private provider that will need to be employed for certificate completion. Please see Heads of Departments for specific program details.

Fees and Refund Policy Some of the VET subjects attract a fee to cover costs of materials such as consumables. The student resources scheme indicates the fees for each subject. Students must ensure all VET fees are paid prior to commencement in the selected VET course.

Once the VET course has commenced, no refunds of levies will be made for that particular term, however, a pro rata refund system will apply for terms in which students have not commenced. N. B ?? Students should pay all monies and fees by the due date as set by Administration/BSM. ?? Refunds for subjects are dependent on the type of course, date of completion/ceasing course and the type of change in student enrolment. ??

More information can be obtained from Administration/BSM, VET coordinator or VET teacher regarding these matters. Reprinting of Certificates On completing an application form for reprinting and paying $10. 00 the request will be verified and printing will occurring within 21 days. Course Information, Including Content and Vocational Outcomes The list below indicates the VET courses, qualifications and course offered at Sarina State High School in 2014 Qualification Code Qualification Title Credit Points (QCE) BSB10112 Certificate I in Business 2 BSB20112 Certificate II in Business 4 ICA10111 Certificate I in Information, Digital Media and Technology 2 ICA20111.

Certificate II in Information, Digital Media and Technology 4 30981QLD Certificate II in Workplace Practices 4 CUV10111 Certificate I in Visual Arts 2 CUV20111 Certificate II in Visual Arts 4 SIS10110 Certificate I in Sport and Recreation 2 SIS20310 Certificate II in Sport and Recreation 4 SIS20210 Certificate II in Outdoor Recreation 4 SIS20510 Certificate II in Sport Coaching 4 CPC10111 Certificate I in Construction 3 MEM10105 Certificate I in Engineering 2 MEM20105 Certificate II in Engineering 4 MSA10107 Certificate I in Manufacturing (Pathways) 2 AHC10210 Certificate I in AgriFood Operations 2 AHC21210 Certificate II in Rural Operations 4 ACM10110

Certificate I in Animal Studies 2 AHC20110 Certificate II in Agriculture 4 SIT10212 Certificate I in Hospitality 2 SIT20212 Certificate II in Hospitality 4 Provided by External Providers Qualification Code Qualification Title Credit Points (QCE) CHC30712 Certificate III in Children Services 8 Certificate III in Agriculture (Skills Set) Depends on prior qualifications See HOD of Agriculture BSB30112 Certificate III in Business 8 SIS30313 Certificate III in Fitness 8 NOTE: At the time of publication, Sarina State High School (as the Registered Training Organisation – National Provider No. 30433) offered these Certificates – (Scope of Registration 11 October 2013).

Further information regarding each course and competencies can be found in the Subject Selection Handbook and from the course teacher. Partly completed VET qualifications may contribute credits towards a QCE. The number of credits depends on the number of competencies completed. Refer to QCE Handbook for further details (http://www. qsa. qld. edu. au/downloads/senior/qce_handbook. pdf) Types of VET Programs Available at Sarina State High School The school is committed to the principles of access and equity. It offers all students a variety of vocational programs regardless of sex, race or impairment including: 1. QSA Stand Alone Vocational Education Programs.

These are vocational courses that are registered by the Queensland Studies Authority that contain nationally recognised vocational units of competency, but do not contribute to a student’s OP. Students may have these units of competency and qualifications they have achieved recorded on their QCE, once they have been achieved. 2. School-Based Apprenticeships and Traineeships (SATS) School-based apprenticeships and traineeships (SATs) involve students undertaking senior studies at the same time as a part-time apprenticeship or traineeship (which includes both paid work and off-the-job training e. g. at TAFE). The aims of school-based traineeships and apprenticeships are to:

provide students with the opportunity to develop real employment skills and knowledge allow students to start, and in some cases complete, a vocational qualification whilst still at school improve post-schooling employment and training opportunities for students. Year 10 students may undertake a SAT if they meet certain requirements.

These usually include the completion of SAT application/questionnaire forms, an appointment with the Guidance Officer, 80 hours of work experience in their SAT industry area and having an employer willing to sign them on as a trainee/apprentice. SATs are aimed at motivated, independent students who already know their career goals and wish to obtain a QCE but also commence their chosen vocational career path.

Students unsure of their career goals are generally advised not to undertake a SAT. Those wishing to clarify career goals should try school VET subjects or work experience instead. School-based apprentices or trainees must have some alteration made to their school timetable to allow time to attend their SAT work or off-the-job training. Each student’s SAT is negotiated by the student, parent, employer, RTO and school on an individual basis.

Some students may attend work in their own time, including school holidays and weekends, and attend off-the-job training in school time. Others may only work in school time one day a week and attend off-the-job training in blocks throughout the year. There are many possibilities.

Students wishing to do a SAT must speak to the Senior Phase Community Support Officer Mrs Windsor, to obtain sufficient information about the procedure to make an informed decision before signing any training agreement. In addition, parents are also asked to speak to Senior Phase Community Support Officer Mrs Windsor before endorsing their sons’ or daughters’ application.

Students must also see the Guidance Officer to determine the suitability of a SAT for achieving their career goals, the impact of undertaking a SAT on their senior studies and which part of their timetable should be altered to cater for their SAT work or off-the-job training. Students and/or Parents/Guardians must not sign a Training Agreement for a school-based apprenticeship or traineeship before the above procedures are carried out and the school endorses the SAT.

The school won’t necessarily endorse all SATs, as it has a duty of care to ensure the SAT is in the best interests of the student involved. Ultimately, it is up to the Principal to agree to a student undertaking a school-based apprenticeship or traineeship. His decision will be based on the recommendations of the Senior Phase Community Support Officer and Guidance Officer. School endorsement of a SAT requires the completion of an Education, Training and Employment Schedule (ETES) form. 3. Work Experience Sarina State High School offers work experience to students who are over the age of 14 years 9 months. Although not compulsory, students are encouraged to participate.

The aim of our work experience program is to: prepare students for the demands and expectations of the working world help students make informed career decisions provide students with an opportunity to relate school studies to the workplace. Work experience may also be offered to students at other times throughout the year in special circumstances e. g. to assist students with special needs and when organisations (e. g. RAAF) only offer work experience on specific dates.

Students applying to do work experience must meet the following requirements to be accepted into the program: handed in completed departmental agreement form by due date handed in completed permission/preference form by due date handed in high quality portfolio including word processed resume by due date undergone preparatory inductions including harassment and workplace health and safety inductions demonstrated the necessary attitudes and behaviours to make the program a worthwhile experience. Also, students can only undertake work experience if the employer has signed and returned the agreement form and provides a safe work experience environment.

All enquiries about work experience should be made to the Senior Phase Community Support Officer. VET Course Delivery Individual teachers will provide students with specific information about each VET subject they undertake, including specific units of competency of subjects and how the courses will be delivered.

The school offers flexible learning methods, particularly for students with special needs. Any enquiries regarding special needs should be directed to the class teacher and the HOSES (Head of Special Education Services). VET Assessment Policies and Procedures Assessment procedures follow VET subject area specification or syllabus assessment guidelines. Competency-Based Assessment Vocational education and training assessment is competency-based (compared to academic subject assessment which is criteria-based). ‘Competency’ is simply demonstrating knowledge and skills at the relevant workplace standards. (Competency Based Assessment).

Principles of Validity, Reliability, Flexibility and Fairness As a registered training organisation, Sarina State High School is committed to using VET assessment instruments and processes that are valid, reliable, flexible and fair. Firstly, this means assessment processes must assess the competencies they set out to, and also be based on workplace standards of performance. Secondly, assessment must be reliable in that it allows students to produce consistent results.

Sufficient evidence will be gathered to make a fair and accurate judgement of a student’s competence. Thirdly, the assessment should be flexible. Where possible, students will be included in discussions on the choice of assessment methods and timing.

Finally, consideration will be given to the principles of access and equity when planning assessment tasks, including geographic, financial, social, numeracy and literacy needs of students. Reasonable adjustments will be made for people with special needs whilst maintaining the validity of assessment outcomes. Students with special needs should approach their class teacher and the Head of Special Education Services (HOSES), to discuss special assessment requirements.

Assessment Information Students will be informed by subject teachers of the context, purpose and process of assessment before assessment takes place. This will include the elements or units of competency to be assessed, the standards required to achieve competency, the assessment instruments used and due dates. Student Records Records will be kept of all student results in student profiles or assessment booklets/logbooks, including elements of competency, units of competency and any qualifications achieved. Overall student results are also entered into the Student Data Capture System.

The Queensland Studies Authority keeps these records for issuing the QCE. Assessment Feedback Students will be given timely and appropriate feedback on assessment as well as opportunities to resolve any disagreements (refer to Assessment Appeals Process). Issuing of Statements of Attainment and Certificates The school issues Statements of Attainment and qualifications for the vocational programs it is registered to deliver. Students who complete some, but not all, units of competency for a qualification are awarded a Statement of Attainment.

This lists all the units of competency they have achieved for a specific qualification. Please note that all performance criteria need to be met to demonstrate the achievement of an element of competency, and all elements of competency must be achieved in order to demonstrate the achievement of a unit of competency. Students who achieve all the units of competency required for a qualification are awarded that qualification. This states the name of the qualification (e. g. Certificate II in Business) as well as a list of the units of competency achieved. Information for the issuing of statements and qualifications is gathered electronically from the Student Data Capture System.

It is therefore extremely important that all students check such information very carefully when asked to do so. In addition to Statements of Attainment and qualifications, the majority of students’ VET results are also recorded on their QCE. Recognition of Prior Learning (RPL) Process The process of Recognition of Prior Learning (RPL) is determining the knowledge or skills a person has achieved competency in through previous formal or informal training, work experience or life experience. Please note however, to be eligible for RPL, students must still be able to demonstrate the skills or recall the knowledge to industry standard. The RPL process is carried out through the following six stages. Stage 1:Information.

The first stage of the RPL process is to ensure all students know that RPL is available and to briefly outline the process. Students wishing to know more about the RPL process than the information contained in these pages can speak to their VET subject teacher, subject HOD or HOD SPL. Students to complete RECOGNITION OF PRIOR LEARNING STUDENT APPLICATION FORM – SELF ASSESSMENT (Appendix B).

Stage 2:Support and Counselling The second stage of the RPL process involves subject teachers or Heads of Department assisting students to decide whether to apply for RPL or choose other options. Staff will fully explain the RPL process and suggest sources of evidence required to support students’ applications. Stage 3:Application.

During the third stage of the RPL process, subject teachers or Heads of Department will assist students to complete an RPL application form and present supporting evidence. Students to complete RECOGNITION OF PRIOR LEARNING (RPL) APPLICATION (Appendix C). Stage 4:Assessment of the Application The fourth stage of the RPL process is where a qualified teacher or HOD assesses RPL applications.

The RPL assessor (normally the class teacher) is required to have knowledge of relevant assessment techniques, understanding of the RPL process and knowledge of the VET subject and the competencies to be demonstrated. Stage 5:Notification and Post Assessment Guidance.

During the fifth stage of the RPL process the assessor will provide clear, prompt, constructive feedback to the applicant regarding the outcome of the RPL application. Stage 6:Record Keeping The sixth stage of the RPL process requires the school to record results of all RPL applications, including recording any competencies achieved in students’ profiles or record books and filing all RPL application and result forms in students’ files.

The student will be notified of the outcome within 15 days after receiving the written application. The student will also be made aware of the appeals procedure if they are not satisfied with the decision of their RPL application. Appeal RPL Decision A student dissatisfied with the response to the RPL application may initiate an appeal.

The Sarina State High School – Complaints and Appeals – VET Policies and Procedures will be followed. Assessment Appeals Process Students have access to an appeals process if they feel in any way dissatisfied with the assessment process. The following outlines the general appeals process. 1 Informal Appeal Assessment difficulties should initially be approached informally to try to resolve them through discussion between the student and the class teacher.

Both sides of the story can be shared and any misunderstandings clarified. If this informal approach fails to resolve the concerns, a formal process can be initiated. 2Formal Appeal Formal appeals are based on identified problems w.

Free Man for all seasons eulogy Essay Sample


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  • Date: 27 October 2016

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