Educational Support Services

Educational Support Services 1

The King’s School is a Christian community that seeks to make an outstanding impact for the good of society through its students, and by the quality of its teaching and leadership in education.

THE KING’S SCHOOL MISSION STATEMENT

WELCOME

H E A D O F E DUC AT IONA L S U P P ORT SE RV IC E S

Angela Williams Educational Support Services (ESS) is a wonderful example of how one student’s journey can provide benefits to many.

It is our commitment that ESS will meet students at their level of learning, enabling them to lead confident and independent lives once they graduate from The King’s School.

We know that every student at our School has their own set of unique capabilities. Some students will thrive through academia, whilst others reach their potential through a more practical and specialised environment. ESS aims to cater for all students by providing a bespoke program that allows every individual to meet NESA requirements.

I

n 1832, Archdeacon William Grant Broughton

declared that the education in The King’s School is

not for the exclusive benefit of those upon whom it is bestowed, but for that of the entire community.

ESS at King’s is designed to demonstrate leadership in education by facilitating student learning through encouragement, empowerment, personal growth, and academic learning.

Outstanding teaching practices facilitate student learning by providing the necessary tools (both cognitive and personal) upon which to develop their understanding and encourage a love of learning.

Through the application of evidence-based practices and theories, teaching is continually adjusted and developed to meet individual learning profiles and to maximise a student’s potential in all walks of life.

Angela Williams Head of Educational Support Services

“

ESS at King’s is designed to demonstrate leadership in education by facilitating student learning through encouragement, empowerment, personal growth, and academic learning.

3

Educational Support Services Model

INTENSIVE TEACHING WHOLE CLASS INSTRUCTION • Whole

school promotion of differentiated practice with the support of the ESS Department and Learning Enrichment.

4

TARGETED LEARNING •

Small class sizes

•

In-class support

•

Specialised Teachers

• Differentiated

learning tasks, assessments and examinations

•

Life Skills curriculum

•

In-class support

• Differentiated

learning tasks, assessments and examinations

•

Small class sizes

• Direct

and explicit instruction

•

Specialist Teachers

MOST STUDENTS

80-90 %

SOME STUDENTS

5-20 %

FEW STUDENTS

1-5 %

SOME STUDENTS

5-20 %

MOST STUDENTS

80-90 %

5

“

Collaborative curriculum planning is the process to determine the most appropriate curriculum options and adjustments for an individual student’s needs.

6

Collaborative Planning is Key Through Collaborative Planning, a personalised pattern of study is designed.

Personalised planning is a process that involves four stages. These stages will occur more than once during a student’s journey at school.

GATHER INFORMATION

MONITOR AND REVIEW

MEET AND DISCUSS

PLAN AND IMPLEMENT

Collaborative curriculum planning is a process that determines the most appropriate curriculum options and adjustments for an individual student’s needs.

It involves a team with significant knowledge and understanding of the students in the program. The team comprises parents/carers, teachers, Head of Educational Support Services, Dean of Studies, Year Coordinator, Careers Adviser, Housemaster, Mentor, and other significant individuals in the student’s life. Most importantly, it also includes the student.

The personalised learning and support process is informed by: • gathering information about the student’s learning strengths and needs • the student’s background, including their cultural and family context • assessing the available resources within the School and school staff capability • examining the availability and practicality of external resources • identifying the student’s goals and skills required for the future • examining strategies for teaching • determining timelines for reviewing goals and the planning process 7

8

Gifted Learners with a Disability

Some students at The King’s School are considered gifted learners with a disability. These students may have identified physical, emotional, or learning issues. To minimise impact to their learning, the Extension Program works in conjunction with the Educational Support Services Department to ensure that these students can reach their full potential.

Gifted and highly gifted students can often be asynchronous in their development, meaning aspects of their physical, intellectual, and emotional growth are out of step with each other. This can be frustrating for the student and their parents and teachers. The School’s Pastoral Care network of Mentors, Year Coordinators, Housemasters and School Counsellors is used to monitor each student in the Extension Program and assist them in reaching their full potential.

“

Some students at The King’s School are considered gifted learners with a disability.

9

Support Options Within the Classroom In-class support consists of either a specialist teacher, teacher’s aide or a gap student working with the class teacher. In-class support is implemented for students who have difficulty accessing teaching and learning content and assists teachers in the delivery of subject content and strategies for students in need of assistance.

Multi-Sensory Language Approach King’s uses a simultaneous, multi-sensory (VAKT) approach to English language acquisition. This means that teaching includes all learning pathways in the brain (visual, auditory, kinesthetic, tactile) simultaneously or sequentially to enhance memory and learning. The teaching of phonological awareness through the ESS program incorporates: • systematic and cumulative teaching • direct and explicit instruction • diagnostic assessment • synthetic and analytical tuition • comprehensive and inclusive language

10

Life Skills A key principle of the ‘K-10 Curriculum Framework’ that guides the K-10 syllabus development is that the curriculum must be inclusive of all students in NSW (NESA, 2004). Most students with special education needs will participate fully in the learning experiences and assessment activities provided by the regular syllabus outcomes and content. However, they may require additional support, including adjustments to teaching and learning activities and assessments. For some students, the Life Skills outcomes and content within each syllabus can provide a more relevant, accessible and meaningful curriculum option (NESA 2004).

The ESS Department, in conjunction with parents/ carers, Careers Adviser, Mentors and Housemasters, develops a curriculum option and learning pathway to ensure that such students engage in an educational and workplace program that is not only highly instructional, but also extremely beneficial and rewarding to the student’s future life. Goals are set and progress is stringently monitored to ensure that support is readily available if needed and that the student’s involvement and motivation do not waver.

Disability Provisions

Differentiation

The ESS Department coordinates the process of applying for Disability Provisions. NESA grants Disability Provisions to students sitting the Higher School Certificate examinations to ensure that these students can perform to the best of their ability.

Provisions are determined by the implications of the student’s disability on examination performance and include accommodations such as Braille papers, large print papers, use of a reader and or writer, extra time, rest breaks and more.

Some students learn easily and need to be extended, while other students struggle to engage in the teaching and learning outcomes at school. Through differentiation, students are provided with the opportunity to access the curriculum. Differentiation involves changing the pace, level or kind of instruction in response to learners’ needs, styles and interests.

The ESS Department assists in the designing of resources and implementation of strategies to ensure that every student is included in the teaching and learning programs across the School curriculum.

Itinerant Teachers Itinerant teachers are usually qualified school teachers who have formal training in educating children with impairments. Itinerant teachers travel around local mainstream schools and communities to offer advice, resources, and support to students, teachers and parents. The ESS Department coordinates visits from Itinerant teachers to effectively assist students who have some form of impairment.

Withdrawal Withdrawal involves the removal of a student from the class for specific instruction within ESS by a specialist teacher. This type of intervention is used only when a student has intensive needs that cannot be met by additional support within the classroom.

Withdrawal occurs regularly within the Tudor House and Preparatory environments. At the Senior Campus, ESS generally organises this type of support outside of classroom hours, although this is not always possible given timetabling and cocurricular commitments. In all cases, the student’s best interests are of paramount importance.

ESS works very closely and collaboratively with subject specialists and classroom teachers to provide quality, engaging and motivational content and tasks appropriate to all students’ needs.

Diagnostic Testing Students who work with the ESS Department in the Senior School undergo regular diagnostic testing for Reading, Writing and Spelling to closely monitor their progress. Parents are informed of these results at the end of each academic year. Whenever it is deemed appropriate, students may also be referred to specialists either inside or outside of the School community. In such cases, parents are asked to attend a meeting with the ESS Department where the concerns for a particular student are discussed, along with appropriate strategies to enable the student to forge ahead in their school life. At all times, the student’s best interests are the main concern.

At the Preparatory School and Tudor House, all students are tested in Reading, Spelling and Mathematics. Results are analysed, and students of concern are identified collaboratively by the ESS team and class teachers. Reading benchmark assessments occur at the beginning of every term. Annual YARC reading assessments are for students who have been identified as ‘at risk’. MAP testing for literacy and numeracy is administered three times a year.

11

Students with English as an Additional Language/ Dialect (EALD) Many students arrive at The King’s School from countries where English is not their first language.

Upon arrival, students are tested by the ESS Department and placed on the ESL (English as a Second Language) Scales, which determines their level of English language proficiency. Depending on their English literacy skills, students are supported to develop their knowledge of the English language and the Australian culture.

In Years 11 and 12, ESL students who have studied using English as their language of instruction for five years or less are eligible to enrol in the HSC ESL English Course. This course is designed for students from diverse non-English speaking, Aboriginal or Torres Strait Island backgrounds as designated by the course entry requirements. The students engage in a variety of language learning experiences to develop and consolidate their use, understanding and appreciation of English to enhance their personal, social and vocational lives (BOS, 1999).

The Senior School offers the Language Enrichment Program (LEP), to provide extra assistance to identified ESL students. The program teaches grammar, syntax, punctuation, and vocabulary. The LEP classes consist of one hour tutorials four times per week after school.

These tutorials offer intensive English language tutoring, homework and examination assistance.

This helps students keep pace with their peers and improve their fluency in written and spoken English.

12

Pastoral Care Many students require more than just academic support. The ESS Department works very closely with School Counsellors, Housemasters, Chaplaincy or equivalent (depending on the campus staffing framework), and other carers to assist students who require extra pastoral support.

This may include challenges such as the transition from Year 6 to Year 7, relocation from another country or school, family matters and other emotional problems. The ESS Department prides itself on the positive relationships it forms with past, current and future students and parents. Programs are put into place to care for and monitor these students who know only too well that ESS is a welcoming, safe, supportive and secure environment.

Transition Class The Transition Class provides personalised learning pathways for students with mild to moderate intellectual disabilities. Each student has a Personalised Learning Plan, which is holistic and incorporates Academic Learning and Character Development, within a Christian Community. This ensures students’ strengths are identified and fostered within a supportive environment.Interaction with peer groups and the broader King’s community is always encouraged, which is why students in the Transition Class belong to a House and Mentor Group. Students can access part or all of the Transition Class at some point during their journey at The King’s School.

TRANSITION CLASS

YEARS 7 - 10

YEARS 11 - 12

The Transition Class is capped at 10 students, and preference is given to students in Years 7 to 9. Places are offered through the Registrar’s Office according to availability, along with a child’s eligibility and suitability identified through an interview process. Offers will also consider the balance of needs and abilities of students already participating in the program.

13

Junior Transition Class The purpose of the Junior Transition Class is to support students who have a mild to moderate intellectual disability. The class caters to students from Years 7-10 to become successful learners, develop social skills and build upon independent living skills. Overall, the aim is to assist students in becoming the best version of themselves to independently engage and thrive within their prospective communities.

The focus is on each individual’s needs to maximise every student’s potential on a holistic basis. Students will have a personalised learning plan that encompasses academic learning (according to their ability levels), social skills, interpersonal skills across various environments, community awareness, travel training (where applicable), independent living skills and co-curricular activities including sports.

Wherever possible, students will be encouraged to participate in mainstream classes (this will depend on ability levels), with and without support. Where students cannot join a mainstream class, their studies will take place in their homeroom with the specialist support teacher.

Senior Transition Class The Senior Transition Class supports Year 11 and 12 students in achieving their unique aspirations to function independently and provide a service within the wider community.

Students will generally complete a Life Skills Higher School Certificate in all subject areas to develop social skills, problem-solving and a sense of self-confidence.

“

Whilst participating in a full Life Skills Higher School Certificate, the focus will be on each individual to identify their strengths and interests to maximise their potential within the community at large.

Students will have a personalised learning plan that encompasses academic learning, VET courses, social skills, interpersonal skills across various environments, work experience, travel training, independent living skills and co-curricular activities including sports.

Students will generally complete a Life Skills Higher School Certificate in all subject areas to develop social skills, problem-solving and a sense of self-confidence.

14

Support Options Outside the Classroom

Homework Club The Educational Support Services Homework Club operates from Monday to Thursday, commencing after school to 5.00pm. Our ESS teaching staff have the important role of actively engaging students and providing support with assignments, organisation, study skills, general revision, pastoral care and welfare.

Early Morning Classes

Multi-Sensory Language Classes Multi-sensory language (MSL) classes are available for selected students who require direct and explicit instruction in literacy skills and knowledge of the English language. This class is operated with just a small number of students to enable effective intervention. With a committed approach, these improved skills will assist students in all academic subjects and life beyond King’s.

Early morning classes are held on Monday and Wednesday from 7.30-8.15am. These classes consist of a small number of students to allow for intensive teaching in skills such as phonetics, handwriting script, or the sub-skills of reading.

These classes are an excellent way for new students to familiarise themselves with teaching content that is new to them.

15

Educational Support Services Senior Program Teach Own Classes

Project-Based HSC 11-12

Transition Program

English x 6 Years 7 & 8

Science x 4 Years 7 & 8

Life Skills

Geography x 4 Years 7 & 8

History x 4 Years 7 & 8

Life Skills Years 11-12

LAR x 6 Years 9 & 10

Industry Pathways

Mainstream Support 7-12

Teacher/Teacher Aide in Class Support

Department Consultancy Specific ESS Staff Member Assigned to Each Department

Life Skills Years 7-10

Senior Campus Classes in Years 7 & 8 One class in both Year 7 and Year 8 is taught English, History, Geography and Science by specialist teachers from ESS. The purpose is to provide consistency across key learning areas and demonstrate the relevance and connection to each subject area. Students have as much instruction as possible through explicit and detailed instruction to prepare them for the heavily based content courses of Years 9 and 10.

16

Two additional English classes are also taught by specialist staff in both Years 7 and Year 8. It must be emphasised that although students will be covering the same topics as their year cohorts, they will not be delving into as much detail. The main emphasis is on the building blocks of the English language. However, this will not, in any way, impede students’ abilities to cope or access curriculum content in Years 9 and beyond. The methodology embraced will give students the necessary tools to comprehend, analyse, interpret and respond to the many diverse texts they are expected to access. The ESS Department encourages a strong home/school link with all parents/carers of students participating in our classes.

Disability Provisions

Before and After School Classes

Data Analysis

External Agency Liason

NCCD

Homework Club

App

Vision; Hearing; Speech; OT; Psychologists; Medical

Handwriting Classes

YARC

MSL Class

Year 9 - 10 Language Arts Language Arts is an elective taught within the Educational Support Services Department. It targets students who need to improve their literacy skills. Students are immersed in thematically based, high-interest units of work that provide opportunities to develop key literacy skills. These include vocabulary development, spelling, grammar, syntax, reading comprehension and the identification and written composition of various text types. These skills are transferable across the curriculum and prepare students for the external Higher School Certificate Examinations.

In Years 9 and 10, students from a language background other than English may choose to enrol in the Language Arts Elective to supplement, consolidate and further develop their English language skills through an explicit approach to teaching English grammar and syntax.

Progress is monitored by ongoing formative and summative assessments that provide frequent feedback and constant support for the student.

17

Educational Support Services Prep Program Individual Support

MultiLit

Support K-6

Individual Sessions

In-Class

Disability Provisions

Small-Group Withdrawal

NCCD

NAPLAN

MAP Testing

Preparatory Campus

18

Early Birds

Home Learning (Preparatory Campus)

Students are invited to the Early Birds Program upon the recommendation of the ESS team or classroom teacher. These students have been identified as requiring specific literacy and numeracy support.

This program is a 1:1 targeted intervention, where students work on individual goals set frequently by the ESS teachers, according to their needs. The Early Bird Program runs from 7:30- 8:25am on Monday, Wednesday and Thursday.

The Home Learning Program is open to all students in Years 3-6 on Monday-Thursday from 3:15-4:45pm.

ESS teachers supervise these sessions on Monday and Tuesday to ensure individual students are given the support they need.

MultiLit Reading Tutor and MultiLit Extension The MultiLit Program is available for students in Years 3-6 who identify as struggling significantly with decoding. The students receive support from trained ESS teachers or aides. This program occurs three times a week for approximately 30 minutes. These sessions also include drilling sound packs, MSL spelling, and a review of unfamiliar words from texts.

Before & After School Class

Early Birds

Data Analysis

Home Learning

External Agency Liason

Benchmarking

YARC

Speech Therapy

MAP testing

SA Spelling

Other Specialists

Occupational Therapy

Personalised Individual Programs

Quick One-Minute Intervention Initiatives

Students from Kindergarten to Year 6 who demonstrate significant challenges in their learning, may require individual targeted support via a personalised program to work on specific goals.

Students who struggle with sight word retention and/or decoding skills are provided with daily oneminute intervention in the form of Sight Word Blast and Dip Attack. The quick, progressive drills offer an opportunity for greater proficiency in these crucial skills. The results are tracked, so students move through each program at an individual pace.

19

Educational Support Services Tudor House Individual Support

MultiLit

Reading Fluency

Support Pre-K-6

Individual Programmes

In-Class

MultiLit

Disability Provisions

Small-Group Withdrawal

NCCD

NAPLAN

Standardised Testing

Adjustment in class and across the school environment

Tudor House MiniLit (Tudor House Year 1) Through whole-school assessment, Year 1 students are assessed for inclusion in an intensive reading program called MiniLit. MiniLit is an evidence-based specialised teaching program designed for young children in Years 1 and 2 to cement the foundations of early reading. The program is conducted in a small-group setting with trained facilitators for one hour a day, three days per week. MiniLit aims to help young students quickly achieve the skills required to support reading. The program usually carries across the whole school year.

20

MiniLit Reading Tutor and MultiLit Extension (Years 2-6, Tudor House) The MultiLit Word Attack Skills (WAS), MacqLit, and MultiLit Extension Programs are designed from research and development at Macquarie University.

Offered up to four times per week 1:1 or in smallgroup sessions, the programs teach students in Year 3 and above who are reading at a level considerably below that expected for their age.

The programs have three components: accuracy, fluency and spelling. These components incorporate teaching decoding skills, achieving automaticity of those skills, and putting the skills into written practice.

Before School Classes

Data Analysis

External Agency Liason

Progressive Achievement Tests

Benchmarking

YARC

NAPLAN

Speech Therapy

Occupational Therapy

Other Specialists

Early Birds (Tudor House)

Fluency (Years 3-6, Tudor House)

Students are invited to the Early Birds Program upon the recommendation of the ESS team or classroom teacher. These students have been identified as requiring specific literacy and numeracy support.

This program is a 1:1 targeted intervention, where students work on individual goals set frequently by the ESS teachers, according to their needs. The Early Bird Program runs from 7:30- 8:25am on Monday, Wednesday and Thursday.

Fluency is the ability to read a text accurately and quickly. It involves automatic word recognition and grouping of words to support gaining meaning from what is read. Fluent readers read effortlessly and with expression.

The fluency program is designed for students with lower fluency levels who have (usually) already completed the MultiLit program.

21

“

I’m very happy with the support my teachers have given me, and I feel like I can talk to them about anything.

22

Profile

Hamilton Taylor

F

or Hamilton Taylor, his time at the Senior School has been nothing short of the full King’s experience. As a boarder from Years 7 to 12, Hamilton has immersed himself in all that The King’s School has to offer. From weekend sport to his love of Agriculture, Hamilton has been given the support and confidence both inside and outside of the classroom, to make his school journey positive and memorable.

Hamilton is a student who requires additional educational support across all subject areas at school. From Years 7-10, a teacher assistant supported Hamilton in every class to ensure he had one-on-one support and an individually designed learning program that catered to his needs. In Years 11 and 12, his schedule included a mix of transition classes for Maths and English and mainstream classes with teacher aide assistance as required.

“I like being in the transition classes as they are much quieter and I can focus on my work, but I also enjoy being with my mates in the mainstream classes. I’m very happy with the support my teachers have given me, and I feel like I can talk to them about anything. Year 12 has been hard, but my teachers have been helping me during transition classes and in my study periods.”

Hamilton’s learning plan for his HSC was developed by The Transition Class Co-ordinator and Teacher, Miss Tara Cameronne, in collaboration with Hamilton and his parents.

“Hamilton’s program includes practical subjects that give him life skills for the future. My role is to provide Hamilton with additional learning support to prepare him for the world outside of school and ensure that he is organised, focused and on task.”

Hamilton recalls feeling both surprised and excited to discover the Agricultural experience on offer at King’s. His dedication to the Agricultural program has remained pertinent throughout his King’s journey and his HSC program reflects this. As a Stage 6 Life Skills Agriculture Course Student, Hamilton has learned to drive a tractor, care for cattle and learn basic farming skills; all life lessons that he will take with him when he graduates.

It’s not just a tractor that Hamilton is learning to drive, outside of school he is also working to attain his pilot licence.

This is a true testament to the positive, ‘never-give-up’ attitude that has been instilled in Hamilton by his family and the School support network.

Like all Kingsmen, Hamilton has participated in a range of challenging and adventurous experiences that promote a healthy risk appetite. He has been an active participant in Corps Camp over his years at the Senior School, acknowledging how rewarding it is to complete the confidence course alongside his mates. His involvement in the King’s Cadet Program earned him the rank of Lance Corporal.

Of all the King’s experiences in which Hamilton has participated, the beloved mountain bike track has been where Hamilton truly made his mark. “Hamilton has tried many of the co-curricular activities at the School including Rugby and Rowing, but he is most confident on the bike track. “We’ve loved watching his enthusiasm and confidence evolve,” says Miss Cameronne.

Hamilton is planning to explore his options after graduating from school. He wants to complete his pilot licence and gain some paid work opportunities while he discovers where his next step will take him.

There is no doubt that the support and assistance from ESS has given Hamilton the opportunity to graduate with a HSC certificate, essential life skills and an ability to take on challenges with a positive King’s attitude.

23

24

Profile

James Inwood

A

“I would complete my exams and s a Year 7 student, assessments in the ESS classrooms James found it difficult to ensure I was set up correctly and to talk with teachers allocated rest time when needed. and friends about his vision

By Year 12 we had ironed out all impairment. Admitting that my needs, which made the HSC a positive experience.” he needed extra support in the classroom was a challenge. When After trialling the boarding experience that support was implemented, briefly in Year 9, James took up James became a confident, permanent residency in the Bishop exemplary student who graduated Barker Harris Boarding House for his final two years of Senior schooling. a successful Kingsman with the As a busy and hardworking student, world at his feet.

“There were many moments early on when I found it hard to speak up about my vision impairment, but I soon realised that the teachers at King’s were approachable, passionate and had our best interests at heart. This made it easy to communicate with them about my needs and in turn, has set a benchmark for me as an adult and university student,” says James.

The ESS Department provided James with a range of additional supports to help manage his impairment in the classroom and during assessments and examinations. By providing him with suitable learning equipment, such as a large laptop screen and examination papers with a bigger font size, James was able to perform his work at full capacity.

it made sense to live on campus so that he could manage his study and co-curricular commitments.

James developed a keen interest in Modern History and Economics, crediting his experienced and enthusiastic teachers for inspiring him. Outside of the classroom, James was a standout Basketball player who represented King’s in the 1st Basketball team and participated in Basketball tours over the years.

“I learned so much as a boarder and through the co-curricular program at King’s. There is a great social aspect to playing sport and boarding with your mates. You develop strong friendships and there is always someone around to motivate and support you. I found it very rewarding.”

In Year 12 James was appointed a Captain of Gowan Brae. As a mentor to the Year 7 house, James took it upon himself to lead by example and promote the mindset that you can achieve anything with the right support and attitude.

“I enjoyed this leadership role and in many ways, it led me to the Australian National University where I am currently completing a Double Degree in Economics and Psychology. I’m now living on campus and looking for work in schools where I can provide that same mentorship. It was very rewarding to nurture and support the youngest boys as they found their place at boarding school.”

From a shy, apprehensive Year 7 student to an outstanding King’s graduate who encompasses all the values of a true Kingsman, James has surely left his mark on the School community. He has set standards not only for himself but also, due to his collaboration with the ESS Department, he has paved pathways for future students who, with the right support, will achieve great things!

“

There were many moments early on when I found it hard to speak up about my vision impairment, but I soon realised that the teachers at King’s were approachable, passionate and had our best interests at heart.

25

26

Industry Pathways

T

he King’s School is committed to preparing its young men to take their place in the workforce or go on to further studies. Every student learns differently and there is no ‘one-size-fits-all’ approach to learning.

For some students, learning takes place through practical experiences at school or in the workplace. Vocational Education and Training (VET) are courses accredited by the NSW Education Standards Authority (NESA) and can count towards a Record of School Achievement (RoSA) and NSW Higher School Certificate (HSC).

These courses provide students with a practical hands-on style of learning, allowing them to achieve success in their chosen area and provide them with real-world experience and work-ready qualifications.

VET programs in schools have significantly increased over the past decade, offering students the opportunity to gain a nationally recognised Australian Qualifications Framework (AQF) Certificate I, II or III at school, whilst completing their Higher School Certificate.

VET courses not only appeal to the interests and aptitudes of young people, but they also reflect the realities of the job market and its shifting demands for skills and training. The provision of industry and university-recognised VET courses expand opportunities for students and enables them to move into the workforce with skills and confidence.

The King’s School provides students with a VET course program that creates maximum global opportunities for students after they leave King’s.

The VET courses offered are packaged and delivered by highly trained and qualified staff, in line with national standards and practices. Schools are also supported by a dedicated team of VET professionals, who regularly audit each school’s performance against the National Standards of Registered Training Operations (RTOs).

These courses are designed to complement student interests, school specialisations’, and provide experiences that lead to the development of transferable skills. Whilst studying VET courses, students are required to apply their classroom learned industry skills in a real work environment, by completing a mandatory work placement. King’s has a rich diversity of relationships that exist in the community. The School is currently establishing strong partnerships within the community and with local businesses and industries. These relationships will provide a platform for high-quality work placement opportunities for the boys.

Not only do Stage 6 VET courses contribute to the HSC some can also contribute to the ATAR. This pathway gives young people a significant advantage as they transition to further studies and work.

“

VET courses not only appeal to the interests and aptitudes of young people, but they also reflect the realities of the job market and its shifting demands for skills and training.

27

www.kings.edu.au P: +612 9683 8555 E: tks @ kings.edu.au A: PO Box 1 Parramatta 2124, NSW Australia

Cricos No: 02326F The Council of The King’s School, ABN: 24 481 364 152 Incorporated by The King’s School Council Act 1893

3081_07_21

The King’s School