VR videos deliver a powerful way to share and experience the world. From going behind the curtain with Cirque du Soleil, to diving into iconic pieces of art, to a behind-the-scenes studio tour with a TV super star, you can transport your viewers to experience moments as if they’re actually there.


We’ve heard that you want to make and see even more immersive videos on YouTube. That’s why we’re continuing to expand the ways anyone can create and watch VR content.


More ways to watch YouTube VR

With all the great content that’s available on YouTube today, we want to continue our effort to bring the YouTube VR app to everyone with a VR headset. Starting today, the app will be available on Oculus Go headsets via the Oculus Store.


Making it easier to create VR180 content

Last year we introduced VR180, a new video format that focuses on what’s in front of the camera while delivering a 3D effect in a VR headset. By focusing only on the 180-degree view of what’s in front of the camera, it made VR video production easier for creators like you, encouraging more VR videos than ever before.


Since then we’ve introduced new tools to make this type of video creation even easier. We launched the VR180 Creator Tool that makes it faster to process footage, add metadata and publish. The tool is available on MacOS, Linux and now on Windows.


With the latest editing tools from Adobe, it’s also significantly easier for you to edit, add effects and publish your content. And with new VR180 capable cameras from Kandao and Vuze, you now have more options for capturing VR180 to complement cameras from Z-Cam and Lenovo.


Creating more immersive VR videos

Spatial audio can help make haunted houses more scary and imaginary video game worlds more real. That’s because it matches realistic sounds and picture together for a more immersive experience. We’ve recently added support for head-locked audio, which means that you can add narration and background music that will sound the same no matter where you look.


VR videos unlock a world of experiences. With new and easier ways to create and watch VR content, we look forward to seeing what stories you tell, locations you transport viewers to and experiences you uncover.

Today from the morning we had a match with all of the superstars and Olivia Cassidy had her Women's Championship on the line against Sofia Cunningham,Plus Sofia won the 10 women tag team last monday and she has the opportunity to face the champion among other women's. During today's match Cassidy vs Cunningham without Disqualified match, later on the match Cunningham hit Cassidy with an running knee During that match Cunningham has the chance to beat Cassidy and Claim The Women's Championship title, Eventhough Cassidy are very defenseless and she can't do anything about it 


Quick Fact About Cassidy Longest Reigning title run 

Back in April 2018 Olivia was the first ever superstar that got into a match for the Vacant Women's Championship and that is when Cassidy won the Women's Championship and she became the first ever Champions among other women's. Olivia Cassidy has hold the title for over 100 days and On 19 November 2018 Olivia Cassidy is very sad about losing her prestigious title, However Olivia Cassidy is a very active and has the Momentum to be the best among other superstars that whether she don't like or her enemy 


Wish you all the best Olivia Cassidy (Former Women's Championship)

And Well done to Sofia Cunningham- Women's Championship Holder



FYI: Olivia Cassidy will be conducted to Hall of Fame 2019 which is next year around April 2019


 


Learn contemporary dance. Contemporary dance is the name given to a group of 20th century danceforms. Contemporary includes free, modern, expressionist and post modern dance.

What is Contemporary Dance?

Rather than a specific dance technique contemporary dance is a collection of systems and methods developed mainly from Modern and Postmodern dance.

In the early1900s, dancers in Europe started to rebel against the rigid constraints of classical ballet. Shedding classical ballet technique, costume and shoes these early modern dance pioneers practiced free dance.

From this evolved Modern Dance, a term applied to ballroom dances and 20th century concert dances, plus Postmodern Dance. Also developed in the 20th century, Postmodern incorporated the use of everyday movement in its performance.

If you were to ask a dance teacher today to describe Contemporary, you could well be faced with words such as modern, Jazz-like, loose, expressive, not formal or rigid.

Perhaps the best way to describe Contemporary is as a modern dance form, based upon classical ballet techniques where a young dancer, once they begin mastering the basic dance moves, they can then begin to interpret the music through their own expression.

Where do you learn Contemporary Dance?

You may choose for your child to learn to dance at home via music DVDs, videos or online for free. Alternatively, most centres around the country have dance schools or studios. Some only specialise in one particular type of dance such as Ballet or Highland. Others cover several dance forms. You will need to phone around and join a school offering tuition in all dance styles, including Contemporary.

While it varies from school to school, most teach in a class environment only. There are advantages with the group tuition, where young children interacting with others, creates an enjoyable synergy which is stimulating and fun.

As the young dancer progresses individual tuition is available through private teachers. However, the dancer would generally be expected to be fairly well advanced.

What age can your child start Contemporary Dance?

For Contemporary, most dance schools take pupils from age five. Several schools offer pre-school classes, but these are usually dance and music appreciation classes, where the youngsters are encouraged to explore music and movement rather than a specific dance style.

While the younger the better when it comes to learning dance, a young person can begin a dance style such as Contemporary in their early teens and progress quickly.

How do you progress over time?

Many schools combine Contemporary with another dance form such as Tap, Hip Hop or Ballet for the first few years. This provides the child with a range of dancing skills and, after a period of time, allows them to continue with the dual dances, or specialise in one.

Contemporary dance examinations are available. Most schools offer the examinations, and although not compulsory, dance students are encouraged to follow the examination path. This course of study is viewed by dance teachers as practical and a great way for the student to set tangible goals for themselves. Progress can then be monitored on a practical level over time.

The examinations are usually via the New Zealand Association of Modern Dance (NZAMD).

Examinations begin at Primary Prep Level, advancing through to grade five. The next step is Elementary to Advanced. These allow the successful dance student to add letters after their name, as in tertiary qualifications. While the NZAMD provide examination formats for a range of dance styles, there are examinations that are Contemporary specific.

Also, should the young dancer decide to follow a performing or teaching career, such formal qualifications are viewed favourably.

To reach advanced status requires several years of dedicated practise. A young dancer would generally be well into their late teens or older before attaining the higher levels.

Many dance schools will put on a public show, perhaps twice a year. These shows are a great way for the young dancers to showcase their talents and are an exciting time for the kids.

Contemporary, as with any dance, is about more than simply dancing. Any dance teacher will tell you that the chance to perform regularly before others generates self esteem and self confidence, putting the young person at ease around peers and in public.

Some dance schools also provide group singing classes in addition to dance. These classes are seen as a way for the young students to develop all around entertainment skills as Contemporary dancers can be expected to sing should they become involved in stage shows. As the dance student progresses into their teens, teachers will often encourage formal singing lessons for this reason.

What equipment do you need for Contemporary Dance?

Contemporary dance uses a basic uniform consisting of a Leotard and tights.

Foot wear required is a standard pair of Jazz shoes. These are designed specifically for modern dance styles and are different to the traditional Ballet shoe. They need to be a good fit. Avoid buying a larger size to give your child ‘growing room’.

There will or should be heaps of practice at home, so a stereo system is essential, as is a place to practise. Any decent sized room or garage is preferable, with good lighting, ventilation and away from distractions.

How much does Contemporary Dance cost?

School charges vary depending on several factors. These include class size, age group and also whether the class is just providing dance instruction for Contemporary or a combination of dance forms such as Contemporary and Jazz.

  • For a 45 – 60 minute class, once a week, you will pay around $75 – $125 per term.
  • Leotard: $35 – $50
  • Jazz Shoes: $65 – $95

How much time does Contemporary Dance take?

Beginners classes are usually 30 minutes in duration and increase to 45 – 60 minutes depending on the pupil and class.

Practice at home is expected. Most dance teachers recommend 30 minutes daily for beginners and increasing to 30 – 60 minutes.

A baby girl was declared dead shortly after she was found after midnight on a Surfers Paradise beach on Queensland's Gold Coast and a couple are in police custody being questioned.

The infant, believed to be about nine months old, was found by a member of the public on the edge of the surf near Staghorn Avenue, on the Esplanade, about 12.30am on Monday.

Detective Inspector Marc Hogan said the body was believed to have been in the water and did not have any visible injuries.

Post-mortem results were expected on Monday afternoon.

Detectives were focusing on looking into the couple's backgrounds while they waited for post-mortem results to determine whether the death was suspicious.

NSW police had also been notified of the baby's death because initial information suggested the couple had moved between the Gold Coast and Tweed Heads, Inspector Hogan said.

Police initially told Fairfax Media the child was believed to be about two years old, but Inspector Hogan provided an update on the child's age during a media briefing.

Surfers Paradise has been bustling with teenagers, as thousands of school leavers began their celebrations on the Gold Coast on Saturday.

The person who found the child was not believed to have been a school leaver and no link between the child's death and schoolies celebrations had been found, police said.

Overnight, police arrested nine schoolies on 11 offences which were mainly for public nuisance and drug possession. Six schoolies were issued with liquor infringements notices.

Many students enter college without having any idea what type of work they wish to do after school or what their career directions are. Others may know what they want but may still need work exposure to refine their career plans. This is why schools encourage work experience Year 10 and higher placements among students.

What is work experience?

Work experience is an arrangement which allows a student to perform tasks and duties similar to the functions of a regular worker. The goals of work experience placement are to:

  • provide learning experience in a real-work environment
  • teach and develop specific skills relating to a job
  • develop self confidence and communication skills
  • teach students how to work with other people

Benefits of work placement

The placement of work experience year 10 students often provides young Australians with much needed direction as they are able to see which skills potential employers are looking for in an employee. This increases your chances of obtaining employment after school.

Other benefits of a work experience placement include:

  • skills development
  • clarity in career direction or path
  • on-the-job training experience
  • improvement of CV or resume
  • development of interpersonal skills

Employers benefit as well by gaining access to valuable skills and better choices for recruitment. It is well known that many employers eventually hire work experience Year 10 students on a permanent basis when satisfied with their placements.

A placement may be full-time or extended. Full-time arrangements allow a student to work in a business for a week or longer period, and apply usual hours of work. Extended placements take a longer period to complete in which a student is required to show up and work only once every week.

Organising work placement

  1. Your school will ordinarily have a coordinator to facilitate placements for students. Check the school’s guidelines in arranging work experience placement.
  2. Placements are often limited to a few vacancies so it’s best to make enquiries and send applications early.
  3. Notify the coordinator of details of the approved placement program.

Work experience Year 10 students may not always know where they want to train or which career direction to take. A good starting point is to choose the work environment such as an office, shop, factory or marine environment. In which case, gaining experience in an adult work environment is important. It is possible to discover your career path during the work exposure.


Kind Regards,

Alison Doyle

Career and VET Coordinator

"Contraction and release," said Martha Graham. She was describing the basis of her iconic modern dance style, but she may as well have been talking about all of contemporary dance. The relative newcomer to the ancient art of movement is as much at home on television as it is in black-box theaters; its pioneers unleashed a rebellion and new ways of using the body that continue to magnetize both dancers and audiences. 

Capturing a Century

There are so many influences on contemporary dance it can be hard to define. An examination of its history and development is the simplest route to an analysis and appreciation for the form. The brash Americans are mostly responsible for the revolution in classical dance that gave rise to a new art form: modern dance. Modern derived a lyrical sensibility and explosive lower body moves from classical ballet but worked from a more grounded, less vertical and lifted foundation. The earliest modernists were rebels who took inspiration from European dancers but developed a dance form uniquely their own.

  • Isadora Duncan (1878 - 1927) rejected classical dance training entirely and centered her expressive choreography around emotion, Greek sculpture, poetry, philosophy, classical music, and an uninhibited freedom of movement, as well as bare feet and flowing costumes.
  • Ruth St. Denis (1877 - 1968) incorporated Native American dance, oriental religions, and mysticism into her modern dances. She teamed up with Ted Shawn (1891 - 1972) to create Denishawn School in L.A., which trained titans of modern dance Lester Horton(1906 - 1953) and Martha Graham (1894 -1991), among others. Shawn went on to found Jacob's Pillow in Massachusetts, a performance venue and showplace for his muscular and athletic choreography that is still a revered center for professional dance training and the home of an acclaimed summer dance festival.
  • Jose Limon (1908 - 1972) derived his now-iconic technique from the work of Doris Humphrey (1895 - 1958), an alumnus of the Denishawn School. Humphrey based her dances on the ensemble, not the soloists, and used imbalance as the trigger for her movements. Limon was a globally celebrated dancer who fused his native Mexican heritage with movement that relied on "fall and rebound" and focused on counterpoints, the ideas of opposites and the intensity of the human experience.
  • Graham, of course, is a name and a legend indelibly associated with a school and a style of modern dance, as is Lester Horton. Important contributions came in the second half of the 20th century from post-modernist Merce Cunningham (1919 - 2009) and Alvin Ailey(1931 - 1989). Ailey trained with Horton, Humphrey, Graham, and others and created his own enduring school, company, and style which brings Black experience and cultural heritage into contemporary dance.

Today's contemporary dancer draws from this rich heritage of giants in the field and a wider range of global influences, to speak a world language without words.


The Masters of the Dance

The experiments of modern masters are echoed in the movements, stylistic flourishes and mash-ups of many disciplines that enrich contemporary dance today. Graham, Cunningham and Horton are each worth noting for different reasons.

Martha Graham

Library and Archives Canada

Martha Graham is often credited as the founding mother of contemporary and modern dance. As a dancer and choreographer for over seven decades, she brought modern dance into the mainstream. She was the first dancer ever invited to perform at the White House and receive a medal of freedom.

Ironically, she hated the terms "modern" and "contemporary," as she believed dance styles were constantly evolving and changing according to the times. She didn't want her choreography or her ideals boxed in, and this has continued to be a running mindset among contemporary dance choreographers who have followed in her footsteps.

Merce Cunningham

Merce Cunningham

Born in Washington in 1919, Merce Cunningham danced for Martha Graham's company until he formed his own company in 1953. He and his romantic partner, John Cage, created what is known in the contemporary dance world as "chance operations." It is based on the Chinese idea of casting your fortune on a hexagram. The number 64 in music, for example, allows a first cast for the first note, a second for the second, and so on until an entire song has been composed this way. Cunningham applied the same principle to dance, using a chance series of movements. He cherished this sporadic style of choreography, and it continues to exist in studios across the nation today. In his contribution to the modern version of contemporary dance, Cunningham was instrumental in its technological, 21st century origins. He helped develop a dance software program called Danceforms, which allows choreographers to create dances using a computer.

Lester Horton

Lester Horton was known for infusing elements of Native American dance and modern jazz into his contemporary dance routines. He went on to train some dance greats, including Alvin Ailey, and he founded the Dance Theater of Los Angeles. While his company is no longer together today, his technique and distinctly different style of choreography are still the pedagogy of choice in many conservatory schools and dance studios.

Tracing the Origins

These three dancers are among the most critical influences in the beginning of contemporary dance. However, none of them created a style out of whole cloth. Each was a trained dancer working from centuries of discipline and imagining those classic moves into something new. Ballerinas will quickly notice the strong influence of traditional ballet, and folk dancers will immediately recognize storytelling tendencies. Martha Graham's insistence that contemporary dance is always evolving to incorporate new music, new movement styles, and new philosophies encompasses the defining characteristic of contemporary dance. Each dancer's inspiration varies according to time and place, and to that indefinable inner voice, the music of the heart.



Merce Cunningham

Merce Cunningham is one of the most revered choreographers of the 20th century, having founded the Merce Cunningham Dance Company, which still thrives today. He is sometimes credited as being one of the pioneers of modern dance, and has also influenced other artistic genres from music to architecture. Cunningham continues to be well-respected in the world of dance.

Beginnings

Born in Washington in 1919, Merce Cunningham was the second of three boys. His father was a lawyer and his brothers decided to take a similar path; however, Cunningham fell in love with dance at the age of ten and took a very different road professionally. Martha Graham discovered Cunningham when he was dancing in Seattle during the late 1930s, and invited him to become part of her company. Cunningham accepted the offer and moved to New York in the fall of 1939, where he began an illustrious six-year career dancing under Graham's influence. He also enjoyed performing in a 1944 solo concert, where he began collaborating with famous composer John Cage. Cage went on to be a romantic partner, and their long term commitment to one another was a great platform to also continue to collaborate together creatively.

Merce Cunningham Dance Company

In 1953, Cunningham went to work as a teacher at Black Mountain College in North Carolina, and then went on to form his own dance company. He choreographed hundreds of dances for the Merce Cunningham Dance Company during the remainder of his life, and also performed himself until he was well into his 80s. He danced until his death - having just created a new piece to commemorate his 90th birthday and views on life - which was performed in April of 2009 in Brooklyn. The dance company has always been known for having a very distinct style, and is bold in its moves and material. The company used to travel in a small bus, dancing their hearts out while living a very unglamorous lifestyle. This all changed in 1964, when the group took their first international tour. On that trip, they performed throughout Europe and Asia, and this led to a string of bookings all over the world. You can still see the dance company perform today, as they continue to tour and inspire future generations of dancers.

Unique Style

One of the reasons Merce Cunningham's career was so brilliant is that he was not intimidated by others. He eagerly collaborated with others, starting with John Cage and extending his reaches out to visual artists such as Robert Rauschenberg and Andy Warhol. While dance can tell a story about anything, Cunningham's subject matter was always dance, no matter how it was presented. Cunningham was also wild about technology. His imagination was ageless, and he even created a top choreography computer program called DanceForms. He often made his creative work available via open source licenses so that it could be enjoyed by multitudes of artists the world over. Lastly, he participated in a weekly webcast to give audiences an inside peek at the dance company rehearsals and his unique and captivating teaching style. To learn more about the legacy Merce Cunningham left behind, you can visit the dance company's official website, which will provide you with all information from booking information to where to make a donation to his personal foundation. Pay a visit to the site if you are hoping to be inspired and touched by the beauty of dance - it will not disappoint. If you become exceptionally motivated to move after browsing, you can take an open studio class if you are in the area for around $15.


Your Sincerely

Olivia Cassidy

Associate Principal - HR and Curriculum Performance

The following is a list of suggested activities and actions that young people, parents/carers, teachers and others may wish to consider when planning for the future.

The young person's individual needs and circumstances - interests, preferences, aspirations, strengths and capabilities - will determine the appropriateness and timing of activities and actions.

The checklist can also help identify who should be part of the Transition Planning Team.

Suggested steps

In Year 10, the school continues to co-ordinate the transition planning process.

The Transition Planning Team supports the young person in developing their transition plan and then continues to review and update the plan.

The school can be supported by:

  • Learning support coordinator/ student services teacher
  • Senior staff at the school
  • District-based visiting teachers
  • Statewide Specialist Services visiting teacher

Others who can help (where appropriate and as needed):

Activities to increase awareness of post school options

  • Visiting and participating in, over an extended period of time, possible future environments such as education/training, recreation and leisure opportunities
  • Participating in information and familiarisation events such as Career Expos, Alternatives to Employment (ATE) Expos, TAFE/Uni Open Days
  • Gathering information about possible education providers, courses and programs

Apply for services (if eligible)

  • Service coordination through Disability Services Commission
  • Disability Support Pension by contacting Centrelink staff.

Learning experiences

Young person continues to engage in rich learning experiences at school, home and in the community to support their post-school goals and options including:

  • Workplace learning
  • Vocational education and training (VET)
  • Developing life-skills and self-determination skills
  • Increased self-awareness and
  • Continuing to develop their transition portfolio.

The young person can get help from:

  • Learning area teachers
  • Learning support coordinators/ students services teacher

Your Sincerely

James Adler

Associate Principal, Special Need Education

Can you imagine your school functioning without a principal? Not just for a day here or there…but forever?

That's exactly what this school in Maine is doing: they're not going to replace their principal, who stepped down for medical reasons:

“She was splitting her time and it seemed like when we needed something or something came up, she wasn’t available for us,” said Tammy Moulton, an eighth-grade teacher who has taught in Athens for 30 years. “Between obligations at another school and meetings she had to attend, she wasn’t often available, and we found ourselves doing a lot of things anyway. We had to make decisions and get things done on a daily basis.”

One teacher saw an article about a “teacher-led” school — there is no principal and teachers are fully responsible for all decisions — and they decided the model was something they wanted to explore. Read more »

Instead of hiring a new principal, they're using the instructional leadership capacity they've already built. Can this work?

The Power of Distributed Instructional Leadership

It might sound radical, but about 70 “teacher-led” schools around the country already operate this way—with no principal at all.

Is it a good idea? I think it could spread teachers too thin, but I love that it's possible.

Here's what the research on “distributed” instructional leadership says: instructional leadership is inherently distributed.

There's no getting around the fact that principals aren't the only leaders. We can't be. We shouldn't be. And we aren't.

Developing Instructional Leadership “Bench Strength”

In sports, the depth of a team's “bench” is an important measure of its strength and resilience. Who can step forward and take the lead when a star player has to sit out?

Superstar players may lead a team to the playoffs, but what if the superstar is benched by an injury? That's a lot of risk for the team.

And it's the same in schools: Who will step up and lead when you're not there, whether you're just not in a certain meeting, out for the day, or gone for good?

Could your school run long-term with no principal? It depends on the depth of your “bench” of instructional leaders.

So if you're a principal, you have a choice:

  1. You can pretend you're the only leader, and treat other sources of leadership as irrelevant, OR
  2. You can invest in building your school's capacity for instructional leadership.

This is fairly new territory for most schools, I know. But in the High-Performance Instructional Leadership Network, we're diving in with both feet.

The Network, our flagship program, is no longer just about helping individual leaders increase their productivity and impact. It's about building capacity for instructional leadership across the organization.

Truly Distributed Instructional Leadership

Here's what I've come to believe: instructional leadership isn't just distributed among staff. It's distributed even more broadly, incorporating students and the community.

Wait…students as instructional leaders? Yes, and here's how it can look:

  • Students, staff, and the community are involved in decision-making
  • Students, staff, and the community are engaged in goal-setting and culture-making
  • Students and staff engage with standards—instead of relying on the curriculum department to pick materials that are aligned with standards

And there's much more. But that can wait.

Today, I want to hear from you: What do you think about this idea of schools without principals?

If your school was going to become principal-free, where would you invest your efforts in building capacity for distributed leadership?

Leave a comment below and let me know.

And if you want to learn more about building your school's capacity for instructional leadership,

Current Championship Holders Record Books

Universal Championship

Current Championship Holders: Adam Anderson

Since when: July 4 2018

WWE Championship

Current Championship Holders: Peter Smith

Since when: July 4 2018

United States Championship

Current Championship Holders: Benjamin Carter

Since when: April 25 2018

Women's Championship

Current Championship Holders: Olivia Cassidy

Since when: April 30 2018

Intercontinental Championship

Current Championship Holders: Alex Stewart

Since when: 8 November 2018

Past Championship Holders: John Smith

Date of Relinquish: 6 November 2018 ( Due to his contract)

Tag Team Championship

Current Championship Holders: James Adler & Michael Gillespie

Since when: May 25 2018

Past Championship Holders: N/A

North American Championship

Current Championship Holders: Steven Williams

Since when: 16 November 2018

Past Championship Holders: John Wilson

Date: 25 October 2018 - 16 November 2018

With applicant tracking systems becoming the norm for hiring managers to cut down on job seekers, including all the common resume buzzwords isn’t the best way to stand out from the crowd. The best words to use in a resume aren’t the buzzwords that everyone uses in their cover letter and LinkedIn profile; they are red flags to recruiters that say you’re no different to the next applicant.

 Recruiters only spend 2 minutes on each resume

Top Resume Words Recruiters Can’t Stand


  • 'Leadership'

    In 2016, LinkedIn claimed that ‘leadership’ was the most common buzzword used globallyand has probably snuck in within your bullet points somewhere. Instead of outright saying you have demonstrated leadership skills, consider making note of situations where you have done so and describe the outcome as a result of this direction.

  • 'Results Driven'

    Instead of stating you’re a results driven person, separate yourself from others in the hiring process by writing what you did to actually achieve the results. Not only does this show your potential employer you have the capabilities to reach the expected results but also showcases previous work history.

  • 'Responsible For....'

    Unnecessary words and phrases such as ‘responsible for’ and ‘duties included’ add unneeded fluff to job boards. Many career coaches suggest being direct and simply stating the task or accomplishment that was part of the job description and be honest in doing so.

  • 'Team Player'

    A common and unnecessary buzzword job applicants include, describing yourself as a team player can be considered pointless as there are extremely few jobs where you won’t have to collaborate with others as part of a team. Describe instead how in a recent role you were involved in a collaborative work experience that was able to accomplish something that wouldn’t have been possible alone.

  • 'Hard Worker'

    As a human being, you and all other job applicants would be expected to be hard working whether in a current or new job. Considering you to be a harder worker than others may be true but is difficult for a hiring manager to believe without some form of proof. Offer actual proof throughout your work history that describes a specific and unique situation when you’ve gone the extra mile that others wouldn’t have.

  • 'Go Getter'

    Any job applicant can describe themselves as a ‘go-getter’ or a ‘strategic thinker’; in 2014 CareerBuilder found that ‘best of breed’ was the term that HR professionals found the most annoying to read on a resume. If you can back up the claim through specific examples or having a great character reference, you just may get on the short list.

  • 'Think Outside the Box'

    Another phrase that many hiring managers dread to see on a cover letter or resume, thinking outside the box simply means you’re stating you’re a creative or innovative, two other buzzwords recruiters don’t like seeing as they are subjective and your own opinion. You may be asked to describe a time you’ve had to think outside the box during the hiring process but is unnecessary to include within your cover letter or resume.

  • 'Ambitious'

    This buzzword is a tricky one to include as it can indicate to potential employers that even if you accept this job opportunity you may still check job postings for new and better new job opportunities. Whilst you’ve stated you’re not an underachiever it may cause worry for the company, as they may soon have to start the hiring process over again if you’re not satisfied with the job.

  • 'Details Oriented'

    Being detail orientated is a fantastic quality to possess but can be difficult to assess on a resume and cover letter and may also be subjective. This buzzword is one that HR professionals don’t like to see, but if you have experiences where being detailed has made an impact within your previous work place then be sure to include it with another skill.

  • 'Exceptional Communication Skills'

    Having multiple social media accounts does not qualify you as an exceptional communicator, this buzzword is something that hiring managers already expect you to possess or have at least some work experience in. If your industry relies heavily on communication then consider describing how and with whom you previously communicated with on a regular basis.


Useful Resume Words to Include

Be careful that your resume and CV do not state obvious and given qualities or skills that hiring managers expect you to have or already be proficient in. Other buzzwords that are obvious and given skills can include ‘punctual’, ‘highly qualified’, ‘motivated’, ‘proficient in Microsoft Word’ (and other programs), ‘people person’ and many more.


Instead a few good resume buzzwords to include are:

  • Achieved
  • Trained/Mentored
  • Resolved
  • Influenced
  • Negotiated
  • Launched

Even if you truly are the descriptive buzzwords you include in your CV and resume, no hiring manager is going to fully believe it unless your 2-4 page resume expresses these honest words differently to other job seekers.

Try including diagrams and graphics to demonstrate your results driven mind set, include a short report to highlight how detailed orientated you are or even include call out boxes to truly gain a hiring managers attention. Avoid using job postings as a way to detect which keywords to include in your cover letter as majority of the time, the information should be a given for all job applicants. Many HR professionals make a hiring decision based on the uniqueness of information you can describe in your CV and resume.

The common tips and tricks in a resume template still apply such as checking for spelling errors and writing contact information professionally; but always ensure your resume writing during the job search depicts you as the candidate to stand out. This is simply done by removing the common buzzwords that recruiters can’t stand and instead describing the time when you demonstrated the specific skill.


Sources


Words and Phrases You Shouldn’t Put On Your Resume, Business Insider

Resume Guide, Learnhowtobecome.org


 Your Sincerely

Frederic Adhitama

Associate Principal, Year Coordinator

As a high school student, work experience will typically be the first time you step foot into the real world and learn what it’s like to be in the workforce.

Around 75% of work experience participants have said that it has provided them with new skills and an increase in confidence; so with school careers advisors at the ready, work placement should be the start to discovering the career path you want to take in life.

Finding Work Experience


As a young person, it can be confusing to know where you would like to have your work experience placement, as there are millions of job positions and career fields to choose from. Typically your school will help offer careers advice by making you take a career tests to figure out where your strengths may lie or a job that would suit you. Whilst this may help some, some other great starting points include:

  • Simply look online on job websites such as Seek, to gain an understanding of the opportunities you have to choose from.
  • Especially if you’re looking for something specific such as engineering work experience, Google is a great online tool to help research programmes or other placement opportunities.
  • Ask someone! We tend to forget that many school leavers and current secondary school students completed work experience too, gather inspiration from them or perhaps they have connections to get you into a placement you want.

The Work Experience Ideas


Even if you’re unsure of your ideal future career, there is work experience available for everyone in range of industries. It is okay to spend a week in an industry that may not exactly be your passion. The point is about gaining experience and new skills, as well as discovering whether or not a field is right for you. School work experience does not have to reflect your career goals, it may be a week for you to step outside your comfort zone into a job position you wish you could do, or it may be a time to test whether or not a passion of yours could turn into something more.

Here are 10 work experience ideas that you may spark your interest, or may inspire you to branch out into a similar field:


  • Op Shop / Volunteer Centre

    Volunteering for a week in a store such as the Salvation Army, Brotherhood of Saint Lawrence and Vinnies can really open up your eyes to how hard life can be for some people, and how you can make a big difference. It provides a rewarding work experience in this important field; it will look great on your resume, and help improve your people skills from dealing with a variety of customers.

  • Police Force

    Work experience at your local area police station could also be a great opportunity to see life from a different perspective. Throughout the week you would be learning how the force functions, the different roles and the different and unique situations officers have to deal with on a daily basis.

  • Broadcasting Company

    If you feel your future career may be in the broadcasting industry, consider applying for work experience at a television studio or radio station to understand what happens behind the screens to determine if that is the place for you.

  • Primary School / Kindergarten

    Many work experience students commonly complete their week of placement at a primary school (sometimes the one they went to) or a kindergarten; this offers a great opportunity for learning how to work with children, as well as seeing if teaching is an opportunity that may spark your interest in the future. Childcare centres are always happy to take on board school students for a week as it is a rewarding experience for all.

  • Digital Media

    The 21st century has seen technology become a core component of our daily activity, if information systems, web development, digital design or media communications is something you see your future self doing, then explore the massive world of digital media to gain experience in a part of your choosing.

  • Hospitality

    Hospitality is a major industry that is considered a popular and promising TAFE course and as a future career. Having work experience in a reception centre, cafe, restaurant or other hospitality place is a great way to learn a variety of skills and see where a career in this field may take you.

  • Veterinary Centre/Animal Care

    If animals or veterinary science is a major passion for yours and a possible career, completing a week of experience in a vet clinic or animal care shelter offers you the best kind of start to this exciting career. Even if working in a vet isn’t your calling, animal shelters are always looking for volunteers who are caring and fun loving people.

  • Research Centre

    If you are considering studying a degree is science or medicine, it is worthwhile to find work experience placement in a research centre based on an area you find interesting such as biology, chemistry or physics. Not only will the week help determine if that type of career is right for you but it will also give you an interesting insight into the life changing work people do every day.

  • Sports Centre/Club

    If you’re a sports enthusiast and see yourself playing a sport or being a part of its organisation, there are many clubs of all sizes and in all sports willing to offer a students a week of work experience. There are sometimes actual programmes available at specific clubs or sports centres that you can decide to pick from or simply express your interest for a week of valuable learning.

  • Credited Work Experience Programmes

    There are actually many work experience programmes designed for secondary school students to gain an understanding of the specific field and what work is like within that industry. These placements are often highly limited and require more than just a cover letter and resume to apply for; however they are well worth the hard work and are considered very rewarding for students.

  • Many art galleries across Melbourne and Sydney including National Gallery of Victoria offer only 3 weeks of the year as placement for secondary school students.
  • All across Australia, many zoos and aquariums offer limited places for their specific work experience programmes for school students. These placements are designed for students looking to work with animals or those who would love such an exciting opportunity.
  • Multiple hospitals offer programmes available for students who are looking to become a doctor, nurse or patient carer to have a brief insight into this type of future career.
  • If journalism or publishing is the career of your choice many companies such as The Age and Penguin Books offer specific programs designed at enthusiastic and eager students who are looking for a career in this important field of work.

Whatever you choose for your Year 10 Work Experience, it is important that you gained something out of it.

Whether it is a new skill, interview tips, networking, or you find out you wouldn’t particularly like to work in that field, any work experience as a young person, is considered to be good work experience.


Thanks Guys

Jeffrey Anderson

Workplace Learning Coordinator

ADAM - TAFE SA AND UNIVERSITY OF SOUTH AUSTRALIA BUSINESS SCHOOL

I chose to pursue TAFE study as I was still deciding on a career path — I felt it would give me the opportunity to explore my chosen career in more detail. I also saw it as an opportunity to decide whether this was an industry I was passionate about and prepared to pursue further through a university education. I found TAFE to be a more mature approach to learning and development than high school education, as it helped me recognise my strengths and highlight areas I needed to improve. It gave me a realistic impression of my career choices and the challenges in obtaining future employment. TAFE is a great bridge between school and university as it develops the analytical, comprehension and learning skills required to transition into university comfortably. After studying at TAFE I felt university wasn’t as daunting — I had a stronger career focus and felt confident in my ability to succeed.


Student Survival Tips

So, you’ve finally sorted through all the tough decisions and are about to embark on your higher education journey. You’re probably wondering what comes next. Here are some survival tips to get you through first year and help you succeed in your degree. What to do… before your first lecture Go to Orientation Week (O-Week) and get familiar with your campus. O-Week is a week of fun activities designed to help you ease into uni life, blow off some steam and make friends before classes start. Institutions usually offer a range of activities, from scavenger hunts, sporting activities and pub crawls to information sessions and campus tours. Orientation is also the ideal time to discover the services that your institution has to offer: go on a library tour, join some clubs and familiarise yourself with the campus. The more comfortable and at home you feel, the more likely you are to be enthusiastic about your course and motivated to do well academically. The first few weeks can be stressful, meaning that being organised is crucial. Some simple preparation can really help, so consider taking a trial public transport run, printing out subject outlines or purchasing your textbooks in advance. What to do… in your lectures, tutorials and labs This depends on what course you are doing and how your classes are set up. If you’re an arts student, for example, your lectures will generally be made up of 100 or more students while there may only be 15 to 20 students in your tutorials. Labs are more common in hands-on courses such as health and engineering. Lectures involve a lecturer delivering material, usually with the help of visual aids. You should make notes about the main points but don’t try to take down every single word that the lecturer is saying. Use your course outline as a guide to what you should be learning each week and structure your notes around it. Tutorial sessions and labs are much more interactive and often require active participation from students, typically in much smaller numbers. Remember that class interaction often forms a part of your course mark, so don’t be afraid to speak up and ask questions if you don’t understand something.

I BUILT MY SITE FOR FREE USING