Alternative Programs

Alternative Programs offer personalised and flexible approaches that engage students in learning for transition to work or other study. Students identify individual learning, work and life goals in a collaborative environment that is supported by a small team of teachers/mentors.

Teachers and students work together to integrate learning in ways that is relevant, meaningful, challenging and SACE accredited.

We offer: Year 10 New Direction Program, Stage 1 and Stage 2 Transition Programs, and Partnerships & Pathways.

Designed for students seeking a way into the world of work in a supportive, team environment. The program focuses on developing life-skills and work readiness through literacynumeracy and technology.

Students begin by identifying individual learning and work goals. They then work throughout the year to achieve these goals with the support of a skills-based teaching team.

The New Directions course operates on a basis of:

  • Focus on literacy and numeracy skills
  • Small group and individual sessions
  • Small group of teachers
  • Career and workplace preparation
  • Workplace learning
  • Full time learning program

To complete the full New Directions Program students will enrol in:

  • Personal Learning Plan (SACE)
  • Certificate I in Skills for Vocational Pathways (VET)

Completion of both of these courses will establish student's skills to either move forward and complete their SACE or to transition and move out into the workplace.

Full completion of the Personal Learning Plan will earn student 10 credits towards their SACE. Full completion of the Certificate I in Skills for Vocational Pathways will earn students maximum 15 credits towards their SACE.

Students identified for this program will benefit from:

  • an intense focus on Literacy, Numeracy and ICT skill development
  • supportive, small team of teachers
  • small group of students

Students working successfully in the New Directions program may still complete some Year 10 elective subject options if they wish.

Process to identify the students:

Students currently enrolled in Year 9 at OAC will be identified by their OAC teachers as benefiting from this program. The Student Wellbeing Leader will confirm their enrolment at time of interview.

Designed for students seeking a personalised and flexible approach to learning with a focus on transition to work or other study. The program has four phases - engagement, learning, accreditation, transition. Students develop life-skills through literacy, numeracy and work place learning, individually tailored around student’s skill levels and supported improvement strategies.

Students begin by identifying individual learning and work goals with the support of a skills-based teaching team whose role includes individual mentoring.

Students will enrol in a package of subjects. They also have the option of enrolling in a subject of specific interest, allowing for a personalised focus and generally contributing to successful learning outcomes.

The program features:

  • group of four subjects
    • Literacy
    • Numeracy
    • Community Studies
    • Personal Learning Plan and/or Research practices
  • focus on literacy and numeracy skills
  • small group and individual sessions
  • small team of teachers
  • career and workplace preparation
  • workplace learning
  • personalised and flexible strategies
  • collaborative social learning environment
  • full time program

Students and teachers participate across online platforms with a specific focus on developing a collaborative social learning environment.

  • supports the student to develop a deeper understanding of the safe use of online resources and  
  • build a collaborative community of learners

The program has been designed for students seeking a personalised and flexible approach to learning with a focus on SACE completion or its equivalent. Students develop life and work skills to suit personal post school pathway choices.

Students begin by identifying individual learning and work goals with the support of a skills-based teaching team whose role includes individual mentoring. Students will enrol in a package of subjects that enable completion of 70 credits at Stage 2.

The program features:

  • Integrated curriculum including Integrated Learning and Research Project
  • focus on preparation for post school pathways
  • work based learning
  • small group and individual sessions
  • small team of teachers
  • personalised and flexible strategies
  • collaborative social learning environment
  • full time program

The program outcomes:

There is specific focus on developing skills and attributes that prepares young people to live, respond and work in a changing world.

  • career awareness
  • work readiness
  • literacy and numeracy for work
  • team learning

Students and teachers participate across online platforms.

  • supports the student to develop a deeper understanding of the safe use of online resources and
  • build a collaborative community of learners

An innovative program empowering young people to engage in preparation for life beyond school.

Partnerships and Pathways is an inclusive strengths based online program for young people aged 15 – 19.

The program is suitable for FLO students wanting to engage in a range of activities outside the classroom that are inclusive, flexible and responsive to individual need.

The program features:

  • Personalised engagement and learning by working collaboratively to construct a program suiting individual learning and pathways
  • Pathways from the program to work, training or SACE completion
    • VET – Education and Skills Development Certificate I, Statewide Transition program
    • SACE – PLP, Community Studies, Self-directed learning
    • Numeracy and Literacy – online program Basic Key Skills Builder (BKSB)
    • Flexible Learning and Transition Plan (FLTP)
    • Access to a range of short and taster courses
    • Personalised and supported transition planning
  • Case management by an Open Access College Student Wellbeing Leader who works with each young person and their family to support learning and well-being by ensuring that services engaged are appropriate for need and are readily accessible.
  • Regular contact with a small team of teachers

Last updated: 31 January 2018