Teaching & Learning
OP (Overall Position) Pathway
This is the best option for students wishing to seek direct tertiary entrance immediately on completing Year 12 using an OP. Students choosing this pathway are required to study 6 subjects. To gain an OP, students must study a minimum of five Authority Subjects.
EP (Employment) Pathway
This pathway is suitable for those students who wish to be fully engaged in Vocational Education and Training (VET) in order to maximise the chances of participation in the workforce after completing Year 12. Students who choose this pathway may secure a school-based apprenticeship or traineeship (SAT). Students in this pathway are OP ineligible but may seek a tertiary rank in order to apply for entry into tertiary education.
In this pathway students attend mandatory unpaid work placement in an industry area of their choice. It is from this unpaid work placement that students may gain a SAT. It is important to note that SATs are not guaranteed through this program.
Students choosing this pathway complete 5 subjects. For a student to be awarded his QCE on conclusion of Year 12 he must achieve a satisfactory result in all 5 subjects including the minimum of a Sound Achievement in Authority Registered Subjects and completion of competencies in Certificate courses.
IP (Integrated) Pathway
This pathway is suitable for students who do not want to be OP eligible but who want to develop skills, attitudes and knowledge that will make them more readily employable in the workforce, as well as to undertake some Authority Subjects that may be required for further tertiary education.
Students in this pathway are not required to sit the QCS test, however it is recommended, as a satisfactory result on the test may enhance their tertiary rank.
Students choosing this pathway may opt to do 1 day per week of work placement during the course. In order to make an informed and wise decision as to whether work placement is a good option, students need to have had the experience of at least one semester in the senior school and have had the opportunity to review their academic progress. Students who do opt to undertake work placement will miss classes that are timetabled on this day. Once a student commits to undertake work placement with a host employer he is expected to attend his work placement weekly.
Enrichment & Learning Support
St Edmund’s College Exceptional Learning Centre
The staff of the Exceptional Learning Centre strive to implement the vision of Edmund Rice with a clear commitment to justice.
The Centre caters for exceptional learners who include:
- Students with learning disabilities/difficulties
- Students with low incidence disabilities
- Students from non-English speaking backgrounds
- International Students
Every student at our college has the right to an appropriate education to enable him to attain success in learning.
Students with exceptional needs are identified in a variety of ways:
- Formal & informal testing, including teacher referral & parent referral
- Student self-nomination
- School identification through achievement & term/semester reports
- Full assessment in learning disabilities including Dyslexia.
For further information, contact HOD Exceptional Learning via the College reception on (07) 3810 4400.
Gifted & Talented Students
St Edmund’s College is committed to academically challenging Gifted & Talented students. The school has in place a number of proactive programs designed to cater for their varying needs.
The College conducts activities for Gifted & Talented Students across all year levels including: Public Speaking, Youth Parliament, Workshops, Tournament of the Minds, competitions across a variety of subjects, students completing university subjects while in Year 12 and the College Mentoring Program.
For further information contact HOD Exceptional Learning Centre via the College reception on (07) 3810 4400.
Thinking Skills Framework
The ITC Thinking Skills Framework provides teachers and students with specific verbs, sentence starters and tools for thinking at different levels.
Aligned with Bloom’s Taxonomy, the thinking levels include Remember, Understand, Apply, Analyse, Evaluate and Design. These are the levels of thinking that form the basis of the criteria for assessment. The Thinking Tools assist students in formulating their responses to tasks. The Thinking Skills Verbs provide students with further cues about how to act at this ‘level’ of thinking.
The Sentence Starters specifically address what the teacher requires students to do. This structured thinking framework offers students the opportunity to grasp what is being asked of them at each level of thinking.