The opportunity for extension and support at Ringwood Secondary College is a dynamic feature of the teaching and learning program. Teacher flexibility and expertise allow for a rich program throughout the year.
ACE – Achievement, Commitment, Excellence – A program for high ability students.
The College ACE program for high achieving students is offered to students in Y7 – 9.
The aim of the program is to engage and challenge high ability students to reach their full intellectual, social and emotional potential in an enriched educational program. It is offered to Year 7 students who demonstrate academic skills above those of their peer group, are self-directed and strongly motivated to achieve academically.
The ACE class progresses into Years 8 and 9, where students continue to participate in a rigorous and challenging curriculum in their core subjects. In Year 9, students will also select elective studies as part of their program. In Year 10, students will have the opportunity to undertake one or two VCE subjects (Units 1 and 2). This will allow them to study one or two Year 12 studies (Units 3 and 4) in Year 11 and provide them with the opportunity to study a University Enhancement Study in Year 12.
Only those students who have been offered a position in Year 7 are eligible to apply for this program.
Selection of students for the ACE program will be based on the Australian Council of Educational Research (ACER) Higher Ability Selection Test (HAST) which is used to identify academically gifted students, along with the results from Edutest and NAPLAN.
The HAST tests consist of four components: reading comprehension, mathematical reasoning, abstract reasoning and written expression.
Students are extended in their learning areas by their teachers through accelerated work and activities, interactive and integrated projects and are offered opportunities to participate in extension activities including:
Students are identified as needing support through a variety of ways including:
Literacy and numeracy support classes are small and teacher/student interactions are high.
A small number of staff work one-on-one or in very small groups to teach students with significant literacy needs.