S.T.E.P Overview

A STEP TOWARDS SUCCESS

S.T.E.P (Selective Talent Enrichment Program) is designed for intellectually and academically capable students. The program is also intended for students who also have special talents in a range of areas from music to leadership. The program emphasises the importance of collaboration and embraces the social nature of learning. Traditionally, the Rosehill Secondary College students who have achieved outstanding VCE academic results have benefited from participating in the S.T.E.P.

S.T.E.P students at Years 7 to 9 stay together as a group during their study of the core subjects of English, Mathematics and Science. They undertake the balance of their program from a range of units offered by the other Key Learning Areas – The Humanities (History, Geography and Economics), The Arts, Physical Education and Health, Languages (Italian and Japanese) and Technology. They study the core subjects together as a group and study their other subjects with students from outside the S.T.E.P group.

S.T.E.P students at Year 10 remain as a group during their English and Interdisciplinary studies and will continue to be supported by the S.T.E.P teachers.

S.T.E.P teachers use three high-leverage instructional practices for nurturing ‘mindfulness’: looking closely, exploring perspectives and possibilities and introducing ambiguity.

Students will be selected on merit and their acceptance into the program is determined by the:

  • Quality of responses to the selection criteria via application form
  • References from the student’s primary school teachers
  • Aptitude tests in Literacy and Numeracy conducted by the College
  • Personal Interview (if required)

S.T.E.P is an integral part if the College operations and subject to the general school rules and policies.

Rosehill Secondary College’s S.T.E.P seeks to develop students who:

Are knowledgeable in:

  • Literacy, numeracy and science;
  • Deep and interconnected learning;
  • Understanding their approaches to thinking and have an awareness of themselves as learners;
  • Their personal well-being and harmony with the environment.

Are developing:

  • Skills of independence and ‘good learning behaviours’;
  • As problem-solvers with analytical and reflective minds;
  • Creatively, with imagination and a willingness to explore;
  • The ability to raise challenging and thoughtful questions;
  • An ability to set goals and targets for future self-improvement and development;
  • The ability to manage knowledge, to evaluate data and process ideas;
  • Effective communication skills.

Live with:

  • Generosity and compassion and act selflessly in serving others;
  • An awareness of the responsibility of their privileged education;
  • A commitment to civic responsibility and as members of a global community;
  • Enthusiasm about assuming leadership roles in the community;
  • The aspiration to live harmoniously and empathetically.

Are:

  • Becoming socially at ease with a strong sense of self-esteem and confidence;
  • Aspiring to achieve academic excellence and who have a commitment to personal best in all they do;
  • Developing a strong sense of social justice and a commitment to act;
  • Aware of their role in their local and global communities and who act responsibly and with empathy;
  • Exercising judgement and discernment in matters of morality and ethics.
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