Albany Senior High School/Coursebook/External Providers

In some instances the school will work with external providers who are able to provide opportunities and training which we cannot. This may happen in specialist subjects like outdoor education or through impact projects, gateway or STAR.

Memorandum of Understanding and Subcontracting Agreements
In all cases, when working with an external provider the school will need to have a formal agreement with them to protect all parties involved. This could be a Memorandum of Understanding (MOU) or a Subcontracting agreement.

This table outlines when the different types of agreements should be used:


 * The agreement should be given to the PN to check the provider is accredited and for signing and storage with Gateway/Careers. Any MoU’s will be added to the MoU Tracking Document


 * A draft template for a Memorandum of Understanding (MOU) that could be used between a school and an accredited/consented external provider can be found here.
 * When completing an MoU it is important to check all important information is included. Here is a checklist which could be used.

Gateway and STAR

 * STAR (Secondary Tertiary Alignment Resourcing) funding allows us to provide you with a link into tertiary training, university and/or industry trade courses.
 * Gateway gives you an opportunity to apply to be part of a structured work based training. If you are selected, you will be given an individual training plan and will have the opportunity to earn unit standards towards your NCEA certificates.

STAR funded courses
The secondary tertiary alignment resource (STAR) is funding intended for students to access experiences beyond specialist subjects offered at school and that are closely aligned to vocational pathways. The main industry sectors and the learning associated with these sectors has been categorised into six broad pathways. The pathways are: At  Albany Senior High School STAR funding is used to respond to students’ needs, motivate achievement, facilitate smooth transitions from school to training; further education; employment and to support students to make informed decisions for their career pathways. There are three key ways the school responds to students’ needs. First, to support exploration and skill development linked to future pathways experts in the community are engaged to work with students on Wednesdays. This process is initiated by teachers on behalf of students to respond to their interests and learning needs. Second, work readiness programmes are offered to ensure that students have necessary skills to enter the workforce. This programme is organised by the Careers/Gateway department and responds to Tutor recommendations. Third, individual students may approach the Specialist Leader Careers and Transition if there is a course they are interested in attending. The leader will check the course, ensuring STAR objectives are met, before approving the course and making any arrangements to go ahead.
 * Construction and Infrastructure Pathway
 * Manufacturing and Technology (including information and communication technologies) Pathway
 * Primary Industries Pathway
 * Service Industries Pathway
 * Social and Community Services Pathway
 * Creative Industries Pathway

Costs
Courses vary in cost and attendance is voluntary. To make sure that STAR opportunities are available to more students, attendees may be asked for a contribution towards the course. The agreed contribution will be added to students’ kamar accounts. Typically the contribution will be half the course cost.

University courses
University courses may be a way to extend learning in class and great preparation for scholarship examinations. Such courses can be used as part of the credit requirement for a student’s tertiary programme. Individual students wishing to carry out University papers while at school may do so in consultation with their teacher, but these courses are not be eligible for STAR funding.

Engaging external providers for Impact projects (using STAR funding)
Teachers are able to apply for STAR funding (in consultation with their QTL) to engage external experts for Wednesday.

Experts should be able to support students to develop skills and learning beyond the scope of classroom subjects.

 Experts should be able to support one or more of the following:''' '''

a) Facilitate transition to the workplace for students

b) Provide tertiary courses for students

c) Support student exploration of career pathways

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To apply for funding the teacher or QTL will need to complete the [STAR&#x20;funding&#x20;request&#x20;form].

External experts that offer NCEA assessments
Any programme provided by an external expert(s) that is credit bearing can also count towards a Gateway placement. For this kind of programme the following process needs to be followed:
 * 1) Teacher and QTL - must gauge the need for the course and determine students’ application/selection process. It is up to the QTLs to decide whether it is appropriate to move students on to one teacher’s role, or for students to remain with current mentors. QTLs must ensure a list of students involved is provided to Gateway/Careers.
 * 2) Teacher and QTL - can work with Gateway/Careers to identify potential external providers.
 * 3) Teacher and QTL - apply for funding by completing the STAR funding request form and makes arrangements with external provider (time, resources etc) once application is approved.
 * 4) Teacher and QTL  -  memorandum of understanding (MOU) should be obtained by the provider, clarifying responsibilities for assessment details, marking, moderation and record keeping. The agreement should be given to the PN to check the provider is accredited and for signing and storage with Gateway/Careers. Any MoU’s will be added to the MoU Tracking Document
 * 5) Either Teacher or QTL is the key contact for the external provider - ensuring that the provider and the students’ requirements are met, for example resourcing milk for the barista course.
 * 6) Teacher or QTL can liaise with Gateway/Careers to include report writing standard as part of their project work. Marking the report is the responsibility of the teacher/QTL unless negotiated with Gateway/Careers. Pre and post moderation is the responsibility of Gateway/Careers.
 * 7) Teacher or QTL ensures grades are given to Gateway/Careers.
 * 8) Gateway/Careers - will enter any results for the students on completion of the course.
 * 9) As many of these courses include a ‘work experience’ component completed as part of the course Gateway/Careers will follow up with students to enter into pre-work programmes to complete gateway requirements as appropriate.