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The report outlines six key imperatives for strengthening retention and engagement, wellbeing and resilience, and recognition of diverse student achievement. It also reframes the purposes of senior secondary education and clarifies the role of vocational education and training (VET). 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Panel Report  \nContents  \nAcknowledgement of country 4  \nChair’s foreword 5  \n\n| Glossary of terms and abbreviations | 6 |\n| --- | --- |\n| Executive summary | 7 |\n| 1 Introduction | 9 |\n\n1.1 Overview of the Pathways to Post-School Success review 9  \n1.2 About this report 9  \n1.3 System objectives 10  \n1.4 The structure of this report 10  \n2 The senior secondary system in Western Australia 11  \n2.1 Course and program options 11  \n2.2 Assessment 12  \n2.3 Qualifications 13  \n2.4 Record of student learning 14  \n2.5 Access to post-secondary pathways 15  \n3 Six key imperatives 16  \n3.1 Increasing student retention and engagement 16  \n3.2 Supporting positive student wellbeing and resilience 17  \n3.3 Recognising the value of all students and their achievements 17  \n3.4 Better support for students from diverse backgrounds 18  \n3.5 Responding to new opportunities in the world of work 18  \n3.6 Incorporating contemporary modes of assessment 19  \n4 Reframing the purposes of senior secondary education 20  \n4.1 Clarifying the purposes of senior secondary education 21  \n4.4.1 The multiple purposes of senior secondary education 21  \n4.1.2 Moving toward a statement of the purposes of senior secondary education 22  \n4.2 Supporting the system to respond 25  \n4.2.1 Reflecting the new statement of purposes across the system 25  \n4.2.2 Student involvement in system and course design 26  \n4.2.3 Implementation and resourcing of reforms 26  \n4.2.4 Evaluation and data collection 27  \n4.3 Supporting schools to respond 28  \n4.3.1 School resourcing 28  \n4.3.2 Supporting enhanced career education and pathway planning 28  \n4.4 Clarifying the purposes of VET in senior secondary education 29  \n5.1 Learning goals as a driver for course design and assessment 32  \n5.1.1 Moving to fit-for-purpose modes of assessment 33  \n5.1.2 Opportunities for consolidation of courses 35  \n5.2 Embracing different learning goals 36  \n5.2.1 Reducing complexity in WACE requirements 36  \n5.2.2 Expanding what counts toward an ATAR 38  \n5.2.3 Recognition of VET toward ATAR 39  \n5.2.4 Strengthening university enabling programs 41  \n6 More fully recognising student diversity and achievement 44  \n\n| 6.1 Recording student achievement 45\u003Cbr>6.1.1 Enhancing the WASSA 46\u003Cbr>6.1.2 Learner profile 47\u003Cbr>6.1.3 Complex competencies 48\u003Cbr>6.2 Students with disability or additional learning needs 48\u003Cbr>6.2.1 Strengthening reasonable adjustments and special consideration 49\u003Cbr>6.2.2 Improved access to equitable pathways 50\u003Cbr>6.3 The literacy and numeracy requirement 52\u003Cbr>Appendix 1: Expert Panel and Advisory Committee membership 54 |  |\n| --- | --- |\n| Appendix 2: Terms of Reference | 55 |\n| Appendix 3: Submissions made in response to the discussion paper and consultation draft | 57 |\n| Appendix 4: Alignment between key imperatives and recommendations | 60 |\n| Appendix 5: Timeframes for implementation of recommendations | 70 |\n\n4  \nPost-Schoo l Success  \nto  \nAcknowledgement of country  \nPathways  \nWe acknowledge and respect the traditional custodians of the lands and waters on which our students live and are educated throughout Western Australia.  \nWe acknowledge and understand that Elders, parents, families and communities are the first educators of their children and we recognise and value the cultures and strengths that Aboriginal children bring to the classroom. Aboriginal people have a long tradition of teaching and learning through sharing their connections with country, community, language, and culture, and through their oral histories, stories and lived experiences that are passed from generation to generation. We recognise and value the learning that Aboriginal children bring with them from their homes and communities into the classroom.  \nChair’s foreword  \nA strong senior secondary education system is vital for students and for the Western Australian community and economy more broadly. We ","cbCaij0pgacGHMhK","https://ap.wps.com/l/cbCaij0pgacGHMhK","pdf",1840494,"English","# Executive summary\n# 1 Introduction\n## 1.1 Overview of the Pathways to Post-School Success review\n## 1.2 About this report\n## 1.3 System objectives\n## 1.4 The structure of this report\n# 2 The senior secondary system in Western Australia\n## 2.1 Course and program options\n## 2.2 Assessment\n## 2.3 Qualifications\n## 2.4 Record of student learning\n## 2.5 Access to post-secondary pathways\n# 3 Six key imperatives\n## 3.1 Increasing student retention and engagement\n## 3.2 Supporting positive student wellbeing and resilience\n## 3.3 Recognising the value of all students and their achievements\n## 3.4 Better support for students from diverse backgrounds\n## 3.5 Responding to new opportunities in the world of work\n## 3.6 Incorporating contemporary modes of assessment\n# 4 Reframing the purposes of senior secondary education\n## 4.1 Clarifying the purposes of senior secondary education\n## 4.2 Supporting the system to respond\n## 4.3 Supporting schools to respond\n## 4.4 Clarifying the purposes of VET in senior secondary education\n# 5 Learning goals and assessment\n## 5.1 Learning goals as a driver for course design and assessment\n## 5.2 Embracing different learning goals\n# 6 More fully recognising student diversity and achievement\n## 6.1 Recording student achievement\n## 6.2 Students with disability or additional learning needs\n## 6.3 The literacy and numeracy requirement\n# Appendices\n## Appendix 1: Expert Panel and Advisory Committee membership\n## Appendix 2: Terms of Reference\n## Appendix 3: Submissions made in response to the discussion paper and consultation draft\n## Appendix 4: Alignment between key imperatives and recommendations\n## Appendix 5: Timeframes for implementation of recommendations","[{\"question\":\"What is the purpose of the Pathways to Post-School Success review?\",\"answer\":\"The review examines Western Australian senior secondary pathways and how they support meaningful access to post-school education, training and work for all students.\"},{\"question\":\"What are the six key imperatives identified by the expert panel?\",\"answer\":\"They focus on retention and engagement, student wellbeing and resilience, recognising student value and achievement, support for diverse backgrounds, responding to opportunities in the world of work, and incorporating contemporary modes of assessment.\"},{\"question\":\"How does the report propose to recognise student diversity and achievement?\",\"answer\":\"It addresses recording student achievement, strengthens support for students with disability or additional learning needs, and outlines requirements related to literacy and numeracy.\"}]","Pathways to Post-School Success - Expert Panel Report | PDF",202]