Curriculum
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Curriculum

We offer an exciting array of learning opportunities for students.

The curriculum offers a breadth of subjects, with eight learning areas to choose from: Agriculture, Science, Technology, Mathematics, English, Humanities, Arts and Health & Physical Education.

We offer the most comprehensive program of Agricultural and Horticultural enterprise in Australia. The farm is forty hectares in size and is used extensively in the learning and training programs for all students. Students undertake practical work and skill training as part of their learning program and teaching staff are assisted by experienced farm staff, including a farm manger, motor mechanic and enterprise specialists.

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Agriculture

Agriculture is a compulsory subject at Years 8 and 9. From Year 10, students have the opportunity to specialise in their preferred pathways in order to develop specialist knowledge and skills in a wide variety of plant and animal enterprises. Students are able to select from a range of specialist agricultural courses, including:

  • Agribusiness
  • Aquaculture
  • Vineyard Management and Winemaking
  • Livestock management – cattle, sheep and goat enterprises
  • Animal Science and Animal Studies
  • Crop and Plant Science
  • Agronomy
  • Agricultural and Horticultural Science
  • Native and Agri Foods

In addition to their studies, students elect to join clubs in their areas of interest to develop their skills and competencies. Field tours and work placements are key components in all of our programs, giving students the opportunity to interact and network with industry.

Urrbrae Agricultural High School focusses on developing practical knowledge and capabilities with embedded values to promote environmental and social sustainability. Our strong environment focus ensures students are involved in a variety of relevant activities from habitat revegetation to geological surveys. The onsite Urrbrae Wetland Learning Centre provides a unique resource for extended study of the environment and its health, and forms a valuable part of our environmental curriculum.

Design and Technology

Design and Technology empowers and inspires students to recognise and create opportunities for innovation in a rapidly changing world and fosters creativity and the power of ideas. Design and Technology is compulsory in Years 8 and 9, and leads to a variety of specialist subjects in the senior school. Subjects available include Wood Technology, Metal Technology, CAD (Computer Aided Design), Electronics, Automotive Technology, Environmental Technology and Outdoor Construction. Students have the option of many pathways from subjects in Design and Technology, including Certificate courses, School-based apprenticeships and other TAFE or University pathways.

 

Maths

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. The Australian Mathematical curriculum can be found here Mathematics Curriculum

Assessment Components

Teachers use a variety of assessment approaches to accurately reflect student understanding and skills. These approaches include, but are not limited to  investigations, group work, projects, observations, online tasks, conversations, and tests.

Additional Information

Calculators and appropriate IT will be used throughout the year. Mathematical competitions run throughout the year extend students’ knowledge and understanding. Maths help at lunchtimes is available in the very popular central maths area to all students, with maths teachers always on hand to help with homework, assignments and test preparation.

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Vocational Education and Training

V O C A T I O N A L  E D U C A T I O N  &  T R A I N I N G                            ( V E T )

Vocational Education and Training (VET) courses are nationally accredited qualifications. Completing a VET qualification provides increased opportunity for students to connect with industry and school, ensures the focus and content of training is relevant, and that skills are developed to industry standards. VET completion can count towards the completion of SACE and, in certain cases, the calculation of an ATAR. VET courses also articulate into other trade and para-professional qualifications at a higher level after school.

Students who decide that their career pathway is best realised through a VET qualification are able to begin by undertaking VET training while, at the same time, studying their SACE. Students also gain employment experience, to be Work-Ready, via the Workplace Learning context of these courses.

At Urrbrae Agricultural High School students are able to access VET training on campus in a number of industry areas including:

  • Agriculture
  • Horticulture
  • Animal Husbandry

Students are also able to have access to a wider range of VET options off-campus delivered by Training Organizations such as TAFESA and other private providers. Students will need to travel to the delivery sites to access this training. The Education Department has identified 26 Flexible Industry Pathways in which they offer subsidies to students to complete qualifications in areas considered to be strategically important to the economy in terms of job growth and skills shortages.

These days, all VET courses are applied for by the VET Coordinator on the student’s behalf via an online application system called VETRO (VET Readiness Orientation). Course fees are heavily subsidised by the State Government and are usually no more than $300 per qualification.  A handful of courses will have a higher fee. Students who have access to School Card funding will pay no more than $100 per course. Information about these options may be obtained from the VET/Careers Pathways Coordinator.

PART-TIME SCHOOL-BASED APPRENTICESHIPS AND/OR TRAINEESHIPS (ASBAs)

From the age of 15, students may, if they wish, enter into a part-time, school-based apprenticeship or traineeship while still at school. This allows them to complete the SACE while, at the same time, commencing an apprenticeship or traineeship and then, on completion of Stage 2, transition straight to work. The minimum work requirement for these ASBAs is one day a week but, in Year 12, if students have completed all the compulsory aspects of SACE, they can participate in a Flexible Apprenticeship/Traineeship and only need to attend school one day per week. Students must have first signed a Contract of Training with an employer and subsequently attend school on Mondays. Two Stage 2 subjects are studied at school and the remainder of the credits necessary for SACE are gained from the conversion of VET Units of Competence into SACE credits according to the formula, 70 Nominal Hours of VET Training completed is equal to 10 SACE credits.

Certificate II units generally give credit at Stage 1 and Certificate III units (typically associated with an apprenticeship), give Stage 2 credit. A year 12 student would then need to present 140 hours of completed VET units in order to claim the 20 Stage 2 credits needed for SACE completion.

As a general rule, students who wish to complete a Certificate III qualification through VET (and who are not apprenticed) will need to commence the Certificate from the beginning of Year 11 as it is now a requirement that most of these courses be completed over a minimum of 18 months. Certificate II courses vary in length from one to two semesters and give credit at Stage 1.

Some (but not all) of the VET courses that students from Urrbrae do off-campus include:

  • Automotive
  • Electrical
  • Construction Pathways
  • Plumbing
  • Engineering Fabrication
  • Early Childhood Education & Care
  • Disability Services
  • Allied Health Services
  • Hospitality & Cooking
  • Hairdressing
  • Digital Media

Students interested in applying for VET courses or in finding out more about them, should speak to the VET/Careers Pathways Coordinator when making subject choices for next year. Ideally, applications are submitted in Term 3 and students are notified of their success in Term 4. It is a requirement of all “VETRO” courses that students complete a Language Literacy and Numeracy Assessment to ensure that students’ diverse needs are catered for. Individual training providers also have their own enrolment forms that will need to be completed and submitted as the enrolment process is finalised.