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It outlines key STC features—school-based negotiated curriculum, cooperative assessment, and a descriptive report—contrasted with Group 1’s external syllabus and exam. Questionnaire and interview data track respondents’ work and study outcomes, perceptions of preparation, and shifts in attitudes such as self-esteem, confidence, and perceived relevance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/usefulness-of-year-12-course-how-stc-prepares-students-for-tertiary-education-and-life/595307/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/usefulness-of-year-12-course-how-stc-prepares-students-for-tertiary-education-and-life/595307.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What distinguishes the STC course from the mainstream Year 12 Group 1 course?","Question",{"text":112,"@type":113},"The STC course uses a school-based, negotiated curriculum with cooperative non-graded assessment and a descriptive report, while Group 1 uses an externally prescribed syllabus, an external examination component, and an aggregate score.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do STC and Group 1 students differ in reported post-school destinations?",{"text":117,"@type":113},"The document reports that a higher proportion of STC students were in full-time work compared with Group 1, and unemployment rates were relatively low for both groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about how well students felt Year 12 prepared them?",{"text":121,"@type":113},"Compared with Group 1 students, STC students showed more positive attitudes, including higher self-esteem and stronger beliefs that their course was relevant to future needs, especially for personal/social/career development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595307,1792080845,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":24,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","The STC course as an alternativepreparation for tertiary education  \n| Figure 1 Year 12 as a  \u003Cbr>Preparation for Future Life:  \u003Cbr>Personal Development   |  |\n| --- | --- |\n| ltems  \u003Cbr>prepare career  \u003Cbr>think for self  \u003Cbr>career advice  \u003Cbr>self-confidence  \u003Cbr>job skills  \u003Cbr>achieve in life  \u003Cbr>independent  \u003Cbr>responsibility  \u003Cbr>oral commun.  \u003Cbr>co-operative  \u003Cbr>apply learning  \u003Cbr>own interests  \u003Cbr>understanding other  \u003Cbr>contacts outside  \u003Cbr>success  \u003Cbr>understand self  \u003Cbr>daily living  \u003Cbr>leisure skills   | STC  \u003Cbr>Group 1   |\n| 2.22.63.03.43.8  \u003Cbr>Mean scores   |  |\n\n# Usefulness of Year 12 course\n\nMainstream academic Year 12 courses are  \nthe traditional pathway chosen by Australian  \nto school leavers  \nsecondary school students wishing to pro-  \nceed to higher education.Alternative Year  \nOne year after leaving school,students  \n12 courses tend to be terminal,so their  \nwere sent another questionnaire;they were  \ngraduates are denied access to higher educa-  \nasked to give details of their work and study  \ntion.A notable exception to this general rule  \nactivities during the year and to comment on  \nis the Schools Year 12 and Tertiary Entrance  \nthe relevance of their Year 12 course to their  \nCertificate (STC)course,which in 1988 was  \ncurrent lives.Only a small percentage of the  \ntaken by 3200 students in 117 schools in  \nrespondents werc unemployed (2.8 per cent  \nVictoria as an alternative to the mainstream  \nof Group I students and 4.9 per cent of STC  \nacademic Group 1 course.The STC course  \nstudents);36 per cent of Group 1 students  \nis characterised by a school-based,  \nand 56 per cent of STC students were in full-  \nnegotiated curricuum,cooperative non-  \ntime employment,and 52 per cent of Group  \ngraded assessment and a descriptive report,  \nI students and 27 per cent of STC students  \nwhereas the Group 1 course has an external-  \nwere full-tine students in tertiary institu-  \nly prescribed syllabus,an external examina-  \ntions.The most common tertiary choice for  \ntion component,and an aggregate score.  \nboth Group 1 and STC students was a col-  \nTypically,a cohort of STC students would  \nlege of advanced education;after that came  \ncontain more students from non-English-  \nuniversities for Group l students and TAFE  \nspeaking and from working class back-  \ninstitutions for STC students.  \ngrounds than a cohort of Group I students.  \n## Data on respondents'perceptions of their\n\nSince the inception of the STC course in  \ncurrent work and study lives were obtained  \n1976,those responsble for its implementa-  \nfrom two sections of the questionnaire,one  \ntion have ensured that their students would  \nstructured and one open-ended.The struc-  \nhave access to a wide range of tertiary in-  \ntured measure was prefaced by the question  \n'How well did your Year 12 course prepare  \nstitutions,and in 1988 STC students gained  \nacceptance to courses in every university  \nyou for your life this year by developing the  \nand college of advanced education in Vic-  \nfollowing skills,knowledge and attitudes?,  \nfollowed by 32 statements with a four-point  \ntoria as well as n many TAFE nstitutions,  \nwhere they undertook studies in a range of  \nresponse scale beside each item,ranging  \nfrom ‘Very well'to 'Not at allwell\".The  \nareas,such as hunanities,science,educa-  \ntion,business studies,the arts,and nursing.  \nitems clustered into two scales,one focusing  \non academic development(for example,en-  \nHow do these students,who have had a Year  \n12 experience that is very different from the  \ncourage you to read widely*,'develop  \nusual traditional academic experience,cope  \nproblem-solving skills')and the other on  \nwith the demands of tertiary education?A  \npersonal,social and career development(for  \nstudy undertaken at the Australian Council  \nexaniple,encourage you to be indepen-  \nfor Educational Research(Batten,1989)  \ndent\",'develop your self-confidence',  \nprovides some answers to this question.  \npr","cbCaifMakfAhzM87","https://ap.wps.com/l/cbCaifMakfAhzM87","pdf",289949,"English","# Usefulness of Year 12 course\n## Data on respondents' perceptions of their current work and study lives","[{\"question\":\"What distinguishes the STC course from the mainstream Year 12 Group 1 course?\",\"answer\":\"The STC course uses a school-based, negotiated curriculum with cooperative non-graded assessment and a descriptive report, while Group 1 uses an externally prescribed syllabus, an external examination component, and an aggregate score.\"},{\"question\":\"How do STC and Group 1 students differ in reported post-school destinations?\",\"answer\":\"The document reports that a higher proportion of STC students were in full-time work compared with Group 1, and unemployment rates were relatively low for both groups.\"},{\"question\":\"What did the study find about how well students felt Year 12 prepared them?\",\"answer\":\"Compared with Group 1 students, STC students showed more positive attitudes, including higher self-esteem and stronger beliefs that their course was relevant to future needs, especially for personal/social/career development.\"}]","Usefulness of Year 12 course - How STC prepares students for tertiary education and life | PDF"]