Home' Capricornus Quarterly : March 2013 Contents 11
personal development program.
By the end of Year 10 ever y RGS student
has completed a Certificate 1 in Work
Education and ha s participated in Where
am I going? modules which cover goal
setting, employability skills and even
interview training. Come Years 11 and 12
the programme expands to interpersonal
resolut ion and
When a Year 12
with an Action
Plan for the
so student s
get to know
their strengths and their weaknesses,
they can make career choices that are
well informed,” explains Mrs Hadwen.
At RGS students are advised to
undertake as much work experience
as they can manage. With access to
hundreds of employers they can do up
to 11 modules of work experience in
11 different areas from Years 10 to 12.
“ They may have in their mind what they
want to do but trying it out and doing the
work is essential,” counsels Mrs Hadwen.
Vicki Benson, Head of Curriculum
Plus who negotiates work experiences
on behalf of employers and students,
has placed Year 10 to 12s in various
fields. Some of the more unusual
placements include positions a s a
pâtissière, tattooist and mortician.
Just this past term a student
explained to Mrs Benson that she
had wanted experience in a weight
loss consultancy, a placement Mrs
Benson had not encountered before.
“I contacted Jenny Craig in
Rockhampton and the manager
said to me that they had never had a
student but thought it was a great idea.
Next week Brooke Austen starts.”
Mrs Benson welcomes parental
“What we’ll do is sit down with the
parents and the students, look at all
the options and preferences, discuss
replacing a subject and organise
to look at a variety of employers or
experience that the student wants.”
In the end, says Mrs Pam Hadwen,
the School tries to make parents
and students aware that career
planning is an ongoing activity.
“It’s about being able to manage their
training, their learning and their work
throughout their whole life,” explains
the advisor who has spent thousands
of hours with hundreds of students.
A side benefit of the programme
is that parents and teenagers are
drawn together to talk openly.
“Parents know their children well.
What we do at RGS makes the career
conversation at home with their
children easier. It’s an opportunity
for parents to meaningfully engage
with their teenage children around
something that is very practical.”
Most Year 12s Mrs Hadwen has
spoken to and worked with just want
to successfully finish Year 12 and
have something to do next year.
“ They’re not looking at what they’ll
be doing at age 23 or 24. They’re
focused on the here and now.”
RGS Career Resources
Going on-line is a good place to start
some basic careers research. Here
are some of our favourite sites:
w w w.myuniversity.gov.au
w w w.myfuture.edu.au
“I can’t say no to someone who comes to me with a career passion he or she wants to try out,” says Assistant Head of Senior School Pam Hadwen, interviewing Year 11 student Hayley McAulay-Powell.
Follow your own pathway
Students often and unnecessarily limit themselves by saying they lack certain
qualifications or they failed to achieve high enough marks to pursue something
they love, but there are numerous pathways and alternatives to achieve their
goals according to RGS’s Pam Hadwen. Here are three case studies :
Tegan McLeod (RGS
2007) completed her
Certificate III in Childcare
through TAFE whilst a Year
11 and 12 student at RGS,
working at ABC Learning
Centre, Archer Street
Childcare and the RGS Early
Learning Centre before
being accepted at university
to student psychology.
Unsure about university,
however, Tegan declined
to study psychology and
instead completed her
Apprenticeship and Diploma
in Childcare with the RGS
Early Learning Centre in
2011. Then convinced that
teaching was the right
pathway for her, Tegan
enrolled in a Bachelor of
at CQUniversit y in 2012
and was placed at RGS
Primary (Prep) for her first
year practicum. Tegan is
scheduled to complete her
studies at the end of 2014.
Alphas’ William Hinrichsen
(RGS 2009) came to RGS
as a Year 8 Boarder.
In 2010, though, he received
an opportunity to attend
the Australian Technical
College (now called the
Australian Trade College) in
Brisbane, which allowed him
to complete Years 11 and
12 while completing two full
years of his apprenticeship.
Queensland’s winner of last
year’s annual Australian
John Tiddy Memorial
Award, William worked for
three years at a cabinetry
company and is currently
at Buywood Furniture, in
Highvale, making high-quality
custom timber furniture.
He has become a fully
“My biggest ambition is
to one day own my own
business and provide
... furniture that will last
Madi Minns (RGS 2012)
gained entry into the
University fo Queensland’s
Social Work program
using her selection rank,
as opposed to an overall
position (OP). Queensland
internal Year 12 OP ineligible
students are allocated a
QTAC selection rank based
on their best 20 semester
unit results recorded on
the Senior Certificate
and, if they sat it, their
results in the Queensland
Core Skills (QCS) Test.
QTAC determines points of
comparison between OPs
and entry ranks each year
so that equitable selection
on the basis of merit for
all applicants can occur.
At UQ minimum entry
ranks required to qualify
for a tertiary offer varies
from year to year and
are not determined until
all applications have
been processed and
Assistant Head of the Senior School
Pam Hadwen tells parents attending the
annual Year 11 Coursing Night that as their
children’s career partners they are to
1) Be involved but not in control;
2) Advise but do not decide; and
3) Support but do not dominate.
“Ultimately it is the students doing
the work, not you,” she counsels
anxious mums and dads.
It’s good advice according to education
researcher Dr Jade Nobbs. Parents, he
says, have a clear role to play in facilitating
their child’s career exploration process.
“Prevailing career development theory
tends to emphasise the importance
of encouraging exploration and being
informed and supportive, as opposed to
being overly directive or dictatorial. Part
of the new careers context is learning
how to develop career exploration and
transition skills. Young people can’t
develop those skills if they are simply
forced into a particular pathway.
it will take
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