On 13 May 2019 we are going announce an qualifications match to all of the  superstars from all of brands whether is from Monday Night Wrestling Entertainment , Cruiserweight Tuesday Wrestling and Thursday Night Wrestle. This events are all about those who hasn't had a shot for the title with the current championship holders, It such an wonderful offer from us to them & Please see all of the following names of the superstars that will be participate in this contest down below:

- Alan "the greatest" Johnson (Monday Night Wrestling Entertainment) 

- John Alexis Noah (Monday Night Wrestling Entertainment)

- Nate Allan Stewart (Cruiserweight Tuesday Wrestling) 

- "the space moon man" Alex Johnathan Smith (Thursday Night Wrestle) 

- Riley Anderson (Cruiserweight Tuesday Wrestling) 

- Nicholas Buckert ( Monday Night Wrestling Entertainment)

The last person standing end of battle royal will be announce the winners of the contest and they will go to the round two where they choose which champion he or she wants to face at Tuesday Backlash! 


Thanks

Monday Night Wrestling Entertainment Staff

 

Thousands of kids experience the stress of divorce each year. How they react depends on their age, personality, and the circumstances of the separation and divorce process.

Every divorce will affect the kids involved — and many times the initial reaction is one of shock, sadness, frustration, anger, or worry. But kids also can come out of it better able to cope with stress, and many become more flexible, tolerant young adults.

The most important things that both parents can do to help kids through this difficult time are:

  • Keep visible conflict, heated discussions, and legal talk away from the kids.
  • Minimize the disruptions to kids' daily routines.
  • Confine negativity and blame to private therapy sessions or conversations with friends outside the home.
  • Keep each parent involved in the kids' lives.

Adults going through separation and divorce need support — from friends, professionals, clergy, and family. But don't seek support from your kids, even if they seem to want you to.

Breaking the News

As soon as you're certain of your plans, talk to your kids about your decision to live apart. Although there's no easy way to break the news, if possible have both parents there for this conversation. It's important to try to leave feelings of anger, guilt, or blame out of it. Practice how you're going to manage telling your kids so you don't become upset or angry during the talk.

The discussion should fit the child's age, maturity, and temperament. But it should always include this message: What happened is between mom and dad and is not the child's fault. Most kids will feel they're to blame even after parents have said that they're not. So it's vital for parents to keep giving this reassurance.

Tell your kids that sometimes adults change the way they love each other or can't agree on things and so they have to live apart. But remind them that kids and parents are tied together for life, by birth or adoption. Parents and kids often don't agree on things, but that is part of the circle of life — parents and kids don't stop loving each other or get divorced from each other.

Give kids enough information to prepare them for the upcoming changes in their lives. Try to answer their questions as truthfully as possible. Remember that kids don't need to know all the reasons behind a divorce (especially if it involves blaming the other parent). It's enough for them to understand what will change in their daily routine — and, just as important, what will not.

With younger kids, it's best to keep it simple. You might say something like: "Mom and dad are going to live in different houses so they don't fight so much, but we both love you very much."

Older kids and teens may be more in tune with what parents have been going through, and might have more questions based on what they've overheard and picked up on from conversations and fights.

Handling Kids' Reactions

Tell kids who are upset about the news that you recognize and care about their feelings, and reassure them that all of their upset feelings are perfectly OK and understandable. You might say: "I know this is very upsetting for you. Can we try to think of something that would make you feel better?" or "We both love you and are sorry that we have to live apart."

Not all kids react right away. Let yours know that's OK, too, and that you can talk when they're ready. Some kids try to please their parents by acting as if everything is fine, or try to avoid any difficult feelings by denying that they feel any anger or sadness at the news. Sometimes stress comes out in other ways — at school, or with friends, or in changes to their appetite, behavior or sleep patterns.

Whether your kids express fear, worry, or relief about your separation and divorce, they'll want to know how their own day-to-day lives might change.

Be prepared to answer these and other questions:

  • Who will I live with?
  • Where will I go to school?
  • Will I move?
  • Where will each parent live?
  • Where will we spend holidays?
  • Will I still get to see my friends?
  • Can I still go to camp this summer?
  • Can I still do my favorite activities?

Being honest is not always easy when you don't have all the answers or when kids are feeling scared or guilty about what's going on. But telling them what they need to know at that moment is always the right thing to do.

Helping Kids Cope

Many kids — and parents — grieve the loss of the kind of family they had hoped for, and kids especially miss the presence of both parents and the family life they had. That's why it's common and very natural for some kids to hold out hope that their parents will someday get back together — even after the finality of divorce has been explained to them.

Mourning the loss of a family is normal, but over time both you and your kids will come to accept the new situation. So reassure them that it's OK to wish that mom and dad will reunite, but also explain the finality of your decisions.

Here are some ways to help kids cope with the upset of a divorce:

  • Encourage honesty. Kids need to know that their feelings are important to their parents and that they'll be taken seriously.
  • Help them put their feelings into words. Kids' behavior can often clue you in to their feelings of sadness or anger. You might say: "It seems as if you're feeling sad right now. Do you know what's making you feel so sad?" Be a good listener, even if it's difficult for you to hear what they have to say.
  • Legitimize their feelings. Saying "I know you feel sad now" or "I know it feels lonely without dad here" lets kids know that their feelings are valid. It's important to encourage kids to get it all out before you start offering ways to make it better. Let kids know it's also OK to feel happy or relieved or excited about the future.
  • Offer support. Ask, "What do you think will help you feel better?" They might not be able to name something, but you can suggest a few ideas — maybe just to sit together, take a walk, or hold a favorite stuffed animal. Younger kids might especially appreciate an offer to call daddy on the phone or to make a picture to give to mommy when she comes at the end of the day.
  • Keep yourself healthy. For adults, separation and divorce is highly stressful. That pressure may be amplified by custody, property, and financial issues, which can bring out the worst in people.

    Finding ways to manage your own stress is essential for you and your entire family. Keeping yourself as physically and emotionally healthy as possible can help combat the effects of stress, and by making sure you're taking care of your own needs, you can ensure that you'll be in the best possible shape to take care of your kids.
  • Keep the details in check. Take care to ensure privacy when discussing the details of the divorce with friends, family, or your lawyer. Try to keep your interactions with your ex as civil as possible, especially when you're interacting in front of the kids.

    Take the high road — don't resort to blaming or name-calling within earshot of your kids, no matter what the circumstances of the separation. This is especially important in an "at fault" divorce where there have been especially hurtful events, like infidelity. Take care to keep letters, e-mails, and text messages in a secure location as kids will be naturally curious if there is a high-conflict situation going on at home.
  • Get help. This is not the time to go it alone. Find a support group, talk to others who have gone through this, use online resources, or ask your doctor or religious leaders to refer you to other resources. Getting help yourself sets a good example for your kids on how to make a healthy adjustment to this major change.

    Help from a counselor, therapist, or friend will also maintain healthy boundaries with your kids. It's very important not to lean on your kids for support. Older kids and those who are eager to please may try to make you feel better by offering a shoulder to cry on. No matter how tempting that is, it's best not to let them be the provider of your emotional support. Let your kids know how touched you are by their caring nature and kindness, but do your venting to a friend or therapist.

The Importance of Consistency

Consistency and routine can go a long way toward providing comfort and familiarity that can help your family during this major life change. When possible, minimize unpredictable schedules, transitions, or abrupt separations.

Especially during a divorce, kids will benefit from one-on-one time with each parent. No matter how inconvenient, try to accommodate your ex-partner as you figure out visitation schedules.

It's natural that you'll be concerned about how a child is coping with this change. The best thing that you can do is trust your instincts and rely on what you know about your kids. Do they seem to be acting differently than usual? Is a child doing things like regressing to younger behaviors, such as thumb-sucking or bedwetting? Do emotions seem to be getting in the way of everyday routines, like school and social life?

Behavioral changes are important to watch out for — any new or changing signs of moodiness; sadness; anxiety; school problems; or difficulties with friends, appetite, and sleep can be signs of a problem.

Older kids and teens may be vulnerable to risky behaviors such as alcohol and drug use, skipping school, and defiant acts. Regardless of whether such troubles are related to the divorce, they are serious problems that affect a teen's well-being and indicate the need for outside help.

Fighting in Front of the Kids

Although the occasional argument between parents is expected in any family, living in a battleground of continual hostility and unresolved conflict can place a heavy burden on a child. Screaming, fighting, arguing, or violence can make kids feel worried and afraid.

Parents in open conflict set a bad example for their kids, who are still learning how to form their own relationships. Kids whose parents express anger and hostility are much more likely to have emotional and behavioral problems that continue past childhood.

Talking with a mediator or divorce counselor can help couples air their grievances and hurt to each other in a way that doesn't harm their children. Though it may be difficult, working together in this way will spare kids the hurt caused by continued bitterness and anger.

Adjusting to a New Living Situation

Because divorce can be such a big change, adjustments in living arrangements should be handled gradually.

Several types of living situations should be considered:

  • one parent may have sole custody
  • joint custody in which both legal and physical custody are shared
  • joint custody where one parent has "tie-breaking" authority in certain medical or educational settings

Which one is right for your kids? That's a tough question and often the one that couples spend most time disagreeing on. Although some kids can thrive spending half their time with each parent, others seem to need the stability of having one "home" and visiting with the other parent. Some parents choose to both remain in the same home — but this only works in the rarest of circumstances and in general should be avoided.

Whatever arrangement you choose, your child's needs should come first. Avoid getting involved in a tug of war as a way to "win." When deciding how to handle holidays, birthdays, and vacations, stay focused on what's best for the kids. It's important for parents to resolve these issues themselves and not ask the kids to choose.

During the preteen years, when kids become more involved with activities apart from their parents, they may need different schedules to accommodate their changing priorities. Ideally, kids benefit most from consistent support from both parents, but they may resist equal time-sharing if it interrupts school or their social lives. Be prepared for their thoughts on time-sharing, and try to be flexible.

Your child may refuse to share time with you and your spouse equally and may try to take sides. If this happens, as hard as it is, try not to take it personally. Maintain the visitation schedule and emphasize the importance of the involvement of both parents.

Kids sometimes propose spending an entire summer, semester, or school year with the noncustodial parent. But this may not mean that they want to move. Listen to and explore these options if they're brought up. This kind of arrangement can work well in "friendly" divorces, but is not typical of higher-conflict situations.

Parenting Under Pressure

As much as possible, both parents should work to keep routines and discipline the same in both households. Similar expectations about bedtimes, rules, and homework will reduce anxiety, especially in younger children.

Even though you can't enforce the rules in your ex-partner's home, stick to them in yours. Relaxing limits, especially during a time of change, tends to make kids insecure and less likely to recognize your parental authority later. And buying things to replace love or letting kids act out is not in their best interests, and you could struggle to reel them back in once the dust settles. Instead, you can lavish affection on them — kids don't get spoiled by too many hugs or comforting words.

Divorce can be a major crisis for a family. However, if you and your former spouse can work together and communicate civilly for the benefit of your children, the original family unit can continue to be a source of strength, even if stepfamilies enter the picture.

So remember to:

  • Get help dealing with your own painful feelings about the divorce. If you're able to adjust, your kids will be more likely to do so, too.
  • Be patient with yourself and with your child. Emotional concerns, loss, and hurt following divorce take time to heal and this often happens in phases.
  • Recognize the signs of stress. Consult your kids' teachers, doctor, or a child therapist for guidance on how to handle specific problems you're concerned about.

Changes of any kind are hard — know that you and your kids can and will adjust to this one. Finding your inner strength and getting help to learn new coping skills are hard work, but can make a big difference to helping your family get through this difficult time.

SUNDAY 21 APRIL 2019 - 

Easter, also known as Resurrection Sunday, celebrates the resurrection of Jesus Christ. Christians believe that Jesus was crucified on Good Friday, and rose from the dead three days later on Easter Sunday. The day marks the end of Lent, a 40-day period of fasting, prayer and penance, and is followed by a 50-day period called Eastertide, which ends with Pentecost Sunday.
The celebration of the resurrection of Jesus is observed as an
(also known as Paschal Vigil) in
,
,
and some
churches, and “
” in many Protestant churches. Borrowing from the Jewish tradition, a liturgical day begins at sunset, and thus the Easter Vigil begins between sunset on Holy Saturday and sunrise on Easter Sunday.
Pope Francis holds the Paschal candle as he arrives at St. Peter's Basilica for the Easter vigil mass on April 4, 2015 in Vat
The Easter Vigil service moves from darkness to light, symbolically re-enacting the Easter story of Jesus rising from the dead. The service begins outside the church where the priest lights and blesses a fire. A Paschal candle, representing the Risen Christ, is lit from that fire. The candle is processed through the church, and the
, Easter proclamation, is sung.
Passages from the Bible are read and the Eucharist (or Holy Communion) is celebrated. In many churches, this is also a time when new members are baptized into the Church in accordance with ancient tradition.
The “Sunrise Service” is similar, but often held outside early in the morning on Easter Sunday, so that attendants can see the sun rise.
However, not all Christians observe Easter Sunday. Groups like the
 and
do not observe Easter, believing the celebration to be unbiblical.
Easter Sunday is preceded by
, which is the
. Holy Week marks important events in Jesus’s life as described in the Gospels — his triumphal entrance to Jerusalem on
, the Last Supper on
, and his death and crucifixion on
The celebration of Easter extends beyond the Church. Egg decorating, egg hunting and the Easter Bunny are examples of Easter customs that have been adapted by the secular world.


God bless you all

Fr. John Smith

Parish Priest

Every couple of months and most recently on Monday, Nov. 12, the Menlo planner blacks out a seemingly random Monday or a Friday as a “Professional Development Day.” The majority of students view these as free days off from school, but they are not a break for everyone. While students are enjoying a bit of relaxation, the Menlo faculty remains at school for professional training.

Professional Development Days occur four times per year: once in November, once in March and twice in June after summer vacation has started. According to Dean of Teaching and Learning Bridgett Longust, the days are intended to help the faculty become stronger as teachers and advocates.

“Usually, it’s a blend of professional training for teachers on something like diversity and inclusion or some aspect of teaching and advocacy,” Longust said. “Then, we’ll often take part of the day and use it for teachers to work in collaboration. We try to make sure that it’s a time that teachers have to work together and to grow their skills.”

In order to choose the focus of each Professional Development Day, Longust, who is in charge of organizing the days, thinks about the goals of the school for that year. The most recent Professional Development Day centered around cross-cultural communication.

“It was about diversity, equity, inclusion and building our awareness how [teachers] can be better at communication and at understanding where other people are coming from,” Longust said.

Because former Chief of Institutional Equity, Diversity, and Inclusion Angela Birts left last year and Nov. 12 was before Keith Wheeler filled the position, the day was devoted to continuing the work that Birts had done to make Menlo a more inclusive school. Past Professional Development Days have included themes such as the improvement of technology skills and the purpose of assessments.

Longust believes that Professional Development Days help keep teachers connected to trends in education, a domain that is constantly shifting and evolving. “I would say the way we primarily teach now is really different from the way people thought 10 or 15 years ago,” she said. “One of the ways you evolve as a teacher is by always being in touch with what is happening in your field.”

Having half a day to collaborate is also beneficial to teachers, who are hard-pressed to find that time to work together during the school year. “I think that incrementally over time, [Professional Development Days] can make some really positive shifts on people’s teaching,” Longust said.

Longust emphasized that the desire for continual improvement is an aspect Menlo looks for in potential new staff. The mentality that one wants to keep learning their whole career is just a part of working at Menlo.

“The teachers are really committed to staying at the cutting edge of their fields, and they’re always working on it,” Longust said. “I think that’s just something that people probably don’t realize.”


NEXT TEACHER DEVELOPMENT DAYS

Monday 29 April 2019, Tuesday 18 June 2019, Thursday 4 July 2019 & Wednesday 18 December 2019

 

Many parents ponder whether it’s a good idea for their children to work during their school years. Although there’s no definitive answer, this article discusses some of the advantages and disadvantages of casual and part-time work during school years. Remember that each child’s suitability for work is different, so it’s best to sit down with your child and discuss their options and any guidelines you’d like to set before they begin applying for positions.

Advantages

  • They will develop life skills: Working will help your child to develop many important life skills, including time management, teamwork and work ethic. It will also provide them with valuable work experience that they can use to secure a new job when they leave school. Even if they only work one day per week on the weekend, work will also provide them with an opportunity to develop greater independence. This includes making their own way to and from work (if appropriate) and dealing with the consequences of any issues that arise at work, such as arriving late or making a mistake on the job.
     
  • It will teach them about the value of money: Most teenagers begin work in order to earn a disposable income for extras such as clothing and social outings. Once your child is paying for these items, they will quickly see the value of money and how even the smallest purchases can very quickly add up. They will also be able to begin working towards a savings goal — whether this is a new gaming console, laptop or even a car. If your child already has a bank account, check to see if their bank offers a special high-interest savings account that can be linked to their main account. 

  • It can provide a welcome relief from study: Although many parents are wary of their children working in their senior secondary years, the reality is that having a part-time or casual job can actually provide your child with a much-needed break from their studies as well as a new friendship group outside of school. If you are worried about the effect of work on your child’s studies, suggest that they limit their working hours to just one shift per week.

Disadvantages

  • It can be detrimental to their studies: Depending on how well your child is able to manage their schedule, holding down a part-time or casual job can have a negative effect on their schoolwork. If you are worried, consider making an agreement with your child that they will maintain a certain average mark across their subjects if they want to continue working. Another option is to restrict work to holiday positions (such as ‘Christmas casual’ roles, which are popular in the retail and hospitality industries during the busy summer period) or to consider occasional work such as babysitting or dog-walking.
     
  • It can eat up their free time: This is particularly the case in the senior school years, when much of your child’s out-of-school time will be dedicated to study or completing assessments.Combined with extracurricular activities, they may be left with very little free time for relaxation. If your child already has a busy schedule, they may wish to reconsider working or restricting the number of hours they work each week.

  • It can cause them become disillusioned with work (or study): If your child has a negative experience at work, whether this is due to an issue with their employer, fellow staff or employment conditions, they may develop negative feelings about working life. Most employers of school-aged children have very strict regulations, so this shouldn’t be too much of a cause for concern. That being said, if your child has a bad experience or feels that they are being mistreated, it is important that they speak to you and, if necessary, lodge a complaint. On the other hand, your child may enjoy work so much that they become disillusioned with school or the idea of completing further study after school. If you are concerned, it might help to set up a meeting with their careers counsellor to discuss their post-school options and set some goals.

Useful links

I liked school.

I might not have liked every book I read or everybody in my year group – and I definitely didn’t like every teacher, or every minute spent in their classrooms – but I did like the safety of it all.

I liked that I knew what I was doing every day, seeing the same people and catching the same bus and running down the same field. School was familiar. It was secure.

Whenever I thought about what would happen next, I admit I got pretty nervous. The stories you hear from your friends’ older brothers and sisters can vary; either they’re killing it doing exactly what they were born to do, or slaving away for a job they didn’t like or studying subjects they didn’t understand.

Finishing school is the first time you’re tasked with making such a big decision for yourself and there’s just so much pressure to make the right choice. Do the right thing and you’ll be happy and successful. Make the wrong move and you’ll regret it forever.

It goes without saying that to make the ‘right’ choice, you need to know what all your options are. That’s why we at Year13 are here to tell you about apprenticeships, through vocational education and training (VET). They’re a great study opportunity for anyone who’s looking to actually enjoy what they’re doing after high school.

We’re not just making this up; recent research shows that young people who did an apprenticeship reported a higher level of wellbeing than those on other post-school pathways.

Our own research backs this up as well. Over the years, you guys have told us that in Year 12 most of you felt ‘stressed’, ‘anxious’, or ‘frustrated’.

Only 30% of you said you felt ‘excited’ about your final year.

How does this stack up to when we asked those of you doing an apprenticeship? Well, we’ll let the answers speak for themselves

So, why is this?

Apprenticeships are a pretty unique way to study because you’re actually learning by working. You’re employed by a company and they train you how to do the job, along with working towards a nationally recognised VET qualification. So not only is the learning practical (you’re not chained to a desk) with loads of workplace mentoring, you’re actually earning money at the same time.

The NSW Government has also made apprenticeships fee-free, which means there are no upfront costs for the apprentice or the employer, and with over 120 courses available across a range of industries, you’re bound to find something that you’ll love doing.

Love to tinker with gadgets and machinery? Train to be an electrician. Spend your arvos meal planning and reckon you could give the MasterChef winners a run for their money? There are apprenticeships in cookery and hospitality. Got a bit of a green thumb and give all your friends advice on looking after their li’l succulents? Go for landscaping or horticulture. There’s apprenticeships in your classic construction trades if you’re built to build things (like carpentry or bricklaying), but there’s also a tonne courses available in things you wouldn’t expect like hairdressing, engineering, jewellery making and jockey racing. 

You can check out all your options plus get some more info about what fee-free apprenticeships are. Or check out the top 20 apprenticeships in NSW.


James Stewart- Graduate Class of 2018

I’ll soon begin teaching a course in career counseling and plan to begin with a few minutes on how to make the most of a course. Here’s what I’m planning to say:

Reading assignments

This may feel odious but it really does help to do the assigned reading in advance of the class session in which the topic will be discussed. You’ll get more from the class, more thoughtfully comment or question, and better answer the instructor’s queries. Whether or not that improves your grade, remember that more important than the grade is the learning that will enhance your professional and/or personal life. Doing the assigned reading in advance will help.

Class participation

There are few stupid questions and comments. If you fear yours is a clunker, try it on a smart classmate. But more often, your questions and comments aren’t dumb and will both benefit you and your classmates.

That said, consider using this rule of thumb: Speak up no more than slightly above your proportionate share. So if the class has 20 students, the proportionate share would be 5% of the time that students are commenting and questioning. So 10% would be your max.

Note-taking.  Don't write too much or too little. If you already know it, don't write it, even if the prof thinks it's important. If it's some detail that won't be important to you after the course is over and probably won't be on the test, don't write it. Write only what you don't know and is likely to be on the test or, more important, is something you want to remember long after the course is over.

Contacting the professor outside of class

Asking questions of the professor during office hours or by email is a way to get individualized instruction and perhaps even improve your grade. Professors like students who care enough to ask questions.

Major Assignments

If you think that the assigned term paper or project won’t sufficiently benefit you and especially if you can think of one that's more likely to engender valuable, enduring learning, do ask the professor. Most professors really care about helping students make the most of their class.

The same is true of fieldwork assignments and internships. Often, those can yield especially valuable and enduring learning. If your first time at that placement suggests that you might benefit more from a different one, you might first meet with your supervisor to tweak it but if you feel it’s hopeless, it’s fine to ask the professor for a different placement.

The takeaway

I’ve taken many courses and grew too little from too many of them—I was too focused on the grade, too little on the important learning. With the benefit of the perspective that has come from the decades since my student years, I hope the above tips will help you derive more from your courses. 


Your sincerely 

Marty Nemko Ph.D.

Careers Advisor at University of California


by Ashley Lyles - Year 11 students

Weeks deep into the semester, many students are no doubt stressed about meeting all the demands coming their way. In a paper published last month in the journal Motivation and Emotion, researchers present a simple strategy—thinking vividly about future success—that might help students at risk of faltering academically to push harder in the months ahead.

In two studies, college students from a range of socioeconomic backgrounds were randomly asked to think about their future, their past, or (in a control condition in one of the studies) the setup of a grocery store. In the future condition, the students were asked to imagine and write about themselves as successful college graduates. Specifically, they were asked to envision their lives as middle- or upper-class professionals and how their finances, status, and the way they are perceived might be different. Those assigned to the past condition were asked to think about themselves before they began making plans for college, their family’s money and status, and how that influenced the way others thought of them.

After this exercise, the researchers assessed the students’ demeanor as they navigated a mock student-faculty interaction—their body posture was rated by a research assistant unaware of their demographics or condition—as well as their effort on a challenging set of GRE questions. Female students from poorer backgrounds (reporting household incomes of $70,000 or less) tended to carry themselves with greater confidence in the faculty conversations if they had gone through the future-thinking condition rather than one of the others, the researchers found. They also attempted a greater number of GRE questions, on average, in the future-focused condition.

That the apparent benefits were observed among less-advantaged female students, but not relatively wealthy students or male students, is in keeping with the researchers' thinking: Some research suggests that these students may tend to engage with academic challenges less readily than their classmates. “This research shows that (they) can draw from vivid and motivating images of their own futures to help support their motivation and persistence during challenging and uncomfortable tasks,” says Mesmin Destin, the study’s lead author and an associate professor of psychology at Northwestern University. “It also suggests that faculty members should welcome students into their offices and engage with them about their goals as a potential way to help mitigate the power imbalance that many students experience.”

Dale H. Schunk, a professor at the University of North Carolina at Greensboro, acknowledges that the results are “thought provoking and are consistent with what current motivation theories predicted about the energizing role of goals.” However, he notes that the paper does not directly explore the mechanism by which a vision of future identity might lead to positive academic outcomes. Also, the results might differ if a student’s vision of a future identity does not align with her actual interests, Schunk adds. “I would suspect that a lot depends on one's sense of self-efficacy, (the sense that one is) able to successfully implement a plan for attaining that identity. It also should depend on the realism of the identity.”

Despite these limitations and a need for confirmatory research, the studies hold tentative promise for many young women for whom a profitable post-college career would represent a major shift in status. “We found it encouraging,” Destin says, “that the benefits of thinking about a successful future were strongest for students who tend to be most threatened and uncomfortable during interactions with faculty—and who might otherwise avoid them all together.”


Mrs Olivia Cassidy- Associate Principal, Human Resources & Curriculum Performance



For Year 10 students choosing which subjects to study in HSC, doing the research to make smart choices now will make all the difference when it comes to achieving their career aspirations.

Why your Year 10 student needs to choose this subject to get into Uni



Right now, in high schools all over Australia, Year 10 students are starting the process of selecting their HSC subjects for the next two years; a study path that should lead them towards their chosen career.

And it's far from an easy task, given that the average 16-year-old student probably hasn't got a clear idea yet of exactly what they want to 'do' when they finish school, which is why Year 10 students need to make smart subject choices now that will work to broaden their job prospects rather than inhibit them further down the track.

Making smart choices

Sally Payne is Associate Dean of Studies at UTS:INSEARCH, a pathway college to the University of Technology Sydney (UTS) that specialises in six different disciplines - IT, engineering, design and architecture, communications, business, and science.


She says she sees a lot of students come through UTS: INSEARCH who have fallen short of ATAR scores or didn't complete the necessary prerequisite HSC subjects to meet their desired UTS degree requirements. Which is why she puts such importance on Year 10 students doing their research when choosing their HSC subjects to avoid problems after they finish high school.

If students are currently deciding on their HSC study plan to go to university after graduating high school, Sally advises that they research the degrees they're interested in and find out what the course prerequisites are.

"One of the major mistakes students make is not taking subjects that might be a prerequisite or an assumed knowledge for the university course or the career that they're interested in," she says. "For example, engineering often requires both maths and science and if you don't do that in your HSC you're putting yourself behind the eight ball before you even start."

Why STEM studies are important

Even if maths or science doesn't rock your Year 10 student's world right now, Sally says studying these STEM subjects is what will actually offer most value to their career aspirations.

"STEM stands for science, technology, engineering and mathematics and they are enormously important in our world right now," Sally says. And recent research backs her up, finding that 75 percent of the fastest growing occupations in the world require STEM skills.

As technology continues to transform traditional careers and create new jobs, it’s becoming increasingly more important for students to have a solid understanding of maths and science, even if they don’t plan to pursue what is traditionally thought of as a 'STEM' career.

"Many employer groups are saying that professionals that have STEM skills are very important for their businesses and recognise how much value their STEM knowledge adds to the business, even if it hasn't been a core requirement when they got the job," she says.

"These skills offer a basis for lots of the jobs and careers in this modern age, and this will certainly continue into the jobs of the future that haven't even been thought of yet.

"HSC maths and science subjects will help students develop analytical, problem-solving and critical thinking skills which they will need in their professional lives, especially as technology continues to create new professions and change traditional workplaces.”

Do your 'homework'

Sally says there are plenty of resources available for students online, at school and even at university open days that can help them make informed choices .

"There are a few excellent websites like the University Admissions Centre's Schoolink, which has a range of resources available including a special resource for Year 10 students thinking about which HSC subjects to choose. And The Department of Education website offers some good information, too," Sally suggests.

Sally also suggests students speak with their teachers and career advisors and also to attend university open days to chat to course administrators for expert advice and support.

"University open days are not just for Year 11 and 12 students ... Year 10 students should go to these too so they can talk to teachers, lecturers and advisors about different career paths and get some expert direction on what they need to study in HSC to be eligible for a particular course."

What can parents do to help?

Parents of Year 10 students can offer their child invaluable support by being actively involved in the conversation around HSC subject selection.

By encouraging discussion about job aspirations, study options, university requirements and employer expectations and the importance of STEM subjects, you can be a positive influence in guiding your child to make smart subject choices and, in the process, broaden their future career prospects.


Mr Peter Smith - College Principal


It's important to know as much detail as you can about different careers and jobs, and about your own talents and interests so that you can match them against each other. 

Then you are more likely to choose the career that suits you best, and the jobs that you will enjoy the most. You can get this information through: 

  • Family, Friends and Others

  • Career and Industry Events

  • Knowing Your Interests and Talents

  • Career guidance Supports

  • Work Experience and Volunteering

  • Tips for approaching employers for work experience.


Young person using phone whilst sat at laptop with tea and juice

Family, Friends and Others

Family members, friends and other people we come into contact with during our daily lives can give us real insight into careers and jobs. We sometimes don’t think about these people when we’re trying to find out this information, but they are a great resource we need to take advantage of.

What about aunts and uncles, cousins, neighbours, people we mix with socially, or in the sports team we play in, or in other community or hobby groups we belong to?

They usually have a wide range of different jobs in different industries, and can give firsthand accounts about what their job involves; what training they had to do and the qualifications they needed; what the working conditions are like, the wages and career prospects; and the good and bad about the job.

They can give advice about the best way to get into that type of work. They might also have ‘insider’ information about job vacancies or placement opportunities in their workplace, and may be able to give support in getting you a job interview.

Make the most of what family, friends and others you know can tell you about their working life by asking them all about it.  

Careers and Industry Events (Expos)

Going to careers and industry expos is really worthwhile. These events can give you valuable information on career paths, jobs and the qualification you need. They are usually presented by industry experts, and are a fun way to find out about jobs. It’s important to visit as many of these events as possible.

Expos run at various times throughout the year, but mainly between March and October, and usually don’t cost anything to enter. Check industry and employer websites and careers sections in the media regularly to get details of forthcoming events.

Visit SkillsOne to view an online careers expo for major industries; videos on hundreds of different occupations, and career event updates.

Visit myfuture and create an account to experience the interactive mini career explorer.


Knowing Your Interests and Talents

One of the most effective ways you can work out where to start looking for a career and for jobs that may suit you is to think about what activities or hobbies you enjoy, the subjects you were good at and liked doing at school and the jobs that you have enjoyed in the past. For example, for school leavers , if you liked English at school and got good marks for it, there are a number of jobs and careers where the use of English is very important - jobs such as journalist, script writer, administration assistant, tour guide, and teacher- to name a few.

If you enjoy cooking at home and think you are pretty good at it, your talents and interests could lead to a career in the hospitality industry, in jobs such as baker, food processing technician, chef, caterer or dietitian, or running your own restaurant.

Visit Australian Government Department of Education and Training - Document library where you can search the document library by school subjects to find what jobs they can lead to, and the qualification level required for each job.

Another way to find out is to take a career aptitude quiz. This quiz asks you questions about your likes, interests and preferences in different activities, and then gives you an idea of what jobs or career would be the best fit for you. The following websites offer career aptitude quizzes:

 


Career Guidance Supports

Careers Counsellors

You can get help with making decisions about your career choice by talking to a careers counsellor. Careers counsellors provide information, advice and guidance to help people make realistic choices about their education, training and work, and for those who may want a career change or need help with further training.

They help to identify options for suitable careers, build CVs, identify skills gaps, advise on where to search for jobs, help with the application process and locate relevant training courses.

Most schools and education providers have career counsellors you can speak to for free. If you're still at school, book in some time to talk to your careers teacher. If you're at university or TAFE, visit your student union to see what kind of career counselling services are on offer.

If you are not studying or at school there are always private career counsellors, though they generally charge a fee for their services. Visit Career Development Association of Australia (CDAA) to find a private career counsellor who can help you work out your best career options.

Job Descriptions

Looking at a job description can help you decide whether a job will suit you. This document contains detailed information about the various aspects of a job such as the duties, responsibilities, the goals and objectives that are expected to be accomplished, and the skills and qualifications needed to do the job successfully.

Visit myfuture to explore detailed job descriptions and for other career advice.

Visit The Good Universities Guide to access over 450 job descriptions, and investigate different career paths.


Work Experience and Volunteering

Doing work experience or volunteering can be a very effective way to find out about a job or career.


On 14 April 2019 we officially welcome new member for a new role position at our college. Jack Stephenson came over to us from After School Child Centre as he look forward to support every single child's at our college for their success future, As we heard from his personal goals that he is happy to accept anyone's enquires, he is a tea drinker and he looks to stay with us for a long time until he retired or moves back to his original jobs as Childcare worker.


We cannot wait for Jack Stephenson coming to our college tomorrow morning!

Contact Details

Jack Stephenson, Child Behaviour Support Manager 

Email: jack.stephenson2@networksecondary.net 


Regards

Network Secondary College Staff 

Every superstars in the locker room say thank you to our brand new Hall of Fame Adam Anderson the class of 2019, since he joined us as a free agents and It's such an honors to congratulate this awesome superstars from the past and presents.

Please see all of the Hall of Fame 2019 that honored class of 2019 members down below!

- Adam Anderson

- Olivia Cassidy (still free agents & Women's Champion)

- Nick Smith

- Jeff Alan 

- Alex "the astronautics" Jeffrey 

- Joe's Beefcake Superheroes 

- Jeff Mailman Saver 

Congrats to those following to be joined in the Hall of Fame Nominees, Class of 2019 


Thank you

Adam Scott

Media Editor Manager 

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