STRIVE Program

The STRIVE Program is a Year 10 program unique to De La Salle College. It is a vocational and applied learning program drawing from the Victorian Pathways Certificate (VPC) and the Victorian Curriculum. Students will complete the STRIVE Program in place of the traditional Year 10 Program. Entry into the STRIVE Program is by invitation only.

A STRIVE student’s learning program will include a modified version of each of the four VPC subjects – Literacy, Numeracy, Personal Development Skills and Work Related Skills as well as Units 1 and 2 VCE Industry and Enterprise. Details for each of these subjects can be found on the following pages.

STRIVE Program students will also complete, with the rest of the Year 10 cohort, GROW, HPE/Sport, 2 Year 10 RE units, and 2 Year 10 Units from the Arts or Music or Technology. Details on each of these subjects can be found in the Year 10 section of this Handbook.

The structure of the STRIVE Program will support students to transition to the VCE Vocational Major or entry level VET.

Independence is a key component of the culture and curriculum of the STRIVE Program.

STRIVE students need to be able to navigate class sizes of 12-18 with one teacher. This requires students to be able to work independently within a classroom, with each student having equal access to teacher support

Literacy

Description

Literacy enables the development of knowledge, skills and capabilities relevant to reading, writing and oral communication and their practical application in the contexts of everyday life, family, employment, further learning and community.

This subject provides students with the key skills and knowledge to interpret and create texts with appropriateness, accuracy, confidence and fluency, as well as for learning in and out of school, and for participating in the workplace and community.

Modules

Unit 1

• Module 1: Literacy for personal use

• Module 2: Understanding and creating digital texts

Unit 2

• Module 1: Exploring and understanding issues and voices

• Module 2: Informed discussion

Learning Goals

Unit 1

• Identify and describe the structures and features of a range of different text types such as short narratives, informative and instructional texts, letters, emails, media and social media posts and film

• Develop and demonstrate an understanding that texts are created for different purposes and audiences

• Create a range of material for specific audiences and purposes

• Engage with, understand and create a range of digital texts for different audiences and purposes

• Explain the layout of different digital platforms and applications, identifying key features and trustworthiness in relation to audience and purpose

• Recognise and utilise the features of digital security to engage safely, respectfully and effectively in the digital world.

Unit 2

• Identify the main ideas and arguments in persuasive and influential content, noting the differences between fact and opinion

• Explain how language and visuals are used to influence an audience

• Identify how bias and perspective influence a speaker, author and audience

• Influence a specific audience through a variety of language devices

• Lead a discussion where they respond to the opinions of others in oral form using active listening and questioning techniques

• Use body language, eye-contact, gestures, pace and intonation deliberately when discussing opinions

Assessment

• Reflective journal

• Response to structured questions

• Record and reflection of the presentations of guest speaker/s

• Video, podcast, vlog or oral presentation

• Visual presentation, such as a graphic organiser, concept/mind map or annotated poster

• Advertisement

Pathways

• VCE Vocational Major Literacy

Numeracy Description

The purpose of Numeracy is to enable students to develop their everyday numeracy practices to make sense of their personal, public, and future vocational lives. Students develop foundational mathematical skills with consideration of their personal, home, vocational and community environments and contexts, and an awareness and use of accessible and appropriate technologies.

Numeracy focuses on providing students with the fundamental mathematical knowledge, skills, understandings and dispositions to solve problems in real life contexts for a range of workplace, personal, further learning and community settings relevant to contemporary society.

Modules

Unit 1

• Module 1: Personal numeracy

• Module 2: Financial numeracy

Unit 2

• Module 3: Health and recreational numeracy

• Module 4: Civic numeracy

Each Module covers two focus areas that describe the spread of mathematical content knowledge that is required to engage with that specific numeracy. The eight focus areas are: Number, Data, Location, Shape, Quantity and measures, Change, Likelihood and Systematics.

Learning Goals

Numeracy in context

• Students should be able to apply the mathematical knowledge and skills from the relevant focus areas, across the four specified numeracy contexts (Personal, Financial, Health and Recreational, and Civic).

Problem-solving cycle

• students should be able to use the problem-solving cycle (identify the mathematics, act on and use mathematics, evaluate and reflect, and communicate and report) in an applied learning context, relevant to the key skills and knowledge reflected in the focus areas and across the four numeracies (Personal, Financial, Health and Recreational, and Civic).

Mathematical toolkit

• Students should be able to use a variety of tools and appropriate technologies to solve mathematical problems set in practical contexts. Students should become familiar with analogue and digital tools and be confident in knowing the purpose of everyday tools

Assessment

• Investigations and projects

• Multimedia presentation, poster or report

• Interview, blog or vlog

• Problem solving report

• Create an experiment

• Design a game to play

Pathways

• VCE Vocational Major Numeracy