Senior School years 10 to 12
The curriculum offerings at Year 10 have been based on the following criteria:
To be in accordance with the requirements of the South Australian Curriculum Standards and Accountability Frameworks (SACSA Framework).
To maintain maximum use of facilities, resources and staffing.
To provide a balanced curriculum for all students.
The curriculum offerings at Year 11 [Stage 1] and 12 [Stage 2] in addition to the above are based on:
Access to the South Australian Certificate of Education (SACE) Curriculum pattern.
Access to prerequisites for future study or choice career.
Access to studies appropriate to the students' ability, interests, and degree of motivation.
Keeping options open for further study.
The South Australian Certificate of Education (SACE) is an internationally recognised credential that opens pathways leading to vocations and careers, further studies and employment. The SACE also ensures that students leave school with a strong general education.
To meet the requirements of the certificate, students need to take a balanced range of studies, generally over two years, although no particular time limit is specified. Stage 1 of the SACE is usually studied in Year 11 and Stage 2 of the SACE is usually studied in Year 12. Students may negotiate alterations to this schedule. The studies include English or English as Second Language, Australian Studies, and Mathematics at Stage 1 (Year 11), as well as a selection from other subject groups.
To be awarded the SACE, students must:
study 22 semester (half-year) units, some of which may be combined to form full-year programs;
reach a level of satisfactory achievement in at least 16 of the 22 units;
meet the subject pattern requirements;
The SACE is the basic requirement for entry to higher education. The higher education institutions use a tertiary entrance rank (TER), derived from SACE studies, to rank students for selection to particular courses. To be eligible for a TER, students must complete five Stage 2 (Year 12) subjects.
What Assessment Scale is Used for Stage 1 of SACE?
Schools will use guide-lines provided in each Curriculum Framework to determine the level reached by students. Results will be reported to SSABSA, subject to a process of moderation, and will be recorded towards the award of the South Australian Certificate of Education.
The following assessment levels are used at Stage 1:
SA Successful Achievemnt
For a unit to be counted as one of the 16 units in which students must record successful achievement, students must, at Stage 1, reach a level of satisfactory'. This will be shown as (SA), and indicates that for this unit, the student has
enrolled and not withdrawn;
completed all the requirements of recorded achievement;
fulfilled the prescribed schedule of assessment tasks according to criteria for satisfactory achievement specified in the Framework concerned.
RA Recorded Achievement
This will be shown as (RA), and indicates that, for this unit, the student has:
enrolled and not withdrawn;
undertaken a program of work and a specified set of assessment activities as described in the Framework concerned.
RNM Requirements Not Met
A unit for which the student has enrolled but not attained successful achievement (SA) or recorded achievement (RA) will be designed as requirements not met' (RNM) on the progressive Statement of Results. This result will not be recorded on the Transcript of Achievement, which shows only those results that count towards the SACE.
The (RNM) will indicate that the student has:
enrolled and not withdrawn
not attained successful achievement (SA)
not attained recorded achievement (RA)
What Assessment Scale is Used for Stage 2 of SACE?
The assessment requirements at Stage 2 of the SACE are set out in the relevant Year 12 syllabuses.
For some syllabuses, schools provide the complete assessment. This is then moderated by SSABSA, using a process of visits to schools or group meetings of teachers, and a final collection of checking work produced by students.
For other syllabuses, schools provide only part of the assessment. Another part is assessed directly by SSABSA through a common examination. The results of this examination are then used to moderate the school-assessed component in a process known as �statistical moderation'.
Results at Stage 2 are recorded on a 20-point, five grade scale as follows:
|Very High||19-17 A|
For a unit to be counted as one of the 16 units in which students must record successful achievement, students must, at Stage 2, reach a level of 10 or more on the 20-point scale. The results will be shown as the actual score achieved, with a coding of (SA) to indicate that the result for that unit qualifies as a successful achievement. This will indicate that, for this unit the student has:
enrolled and not withdrawn;
satisfied the assessment requirements of the syllabus'
achieved a score, in the range of 10-20, which the Board has designated as sufficient to meet the requirements for successful achievement'.
For a unit to be counted as one of the 22 units required to qualify for the award of the SACE, students must enrol for the unit and attain recorded achievement'. The result at Stage 2 will be shown as the actual score achieved, with a coding of (RA) to indicate that, on this unit, the student has:
enrolled and not withdrawn;
undertaken the assessment requirements for recorded achievement at Stage 2 as specified by the Board;
achieved a score on the 20-point scale, which the Board has designated as sufficient to meet the requirements for recorded achievement'.
A unit for which the student has enrolled but not achieved successful achievement (SA) or recorded achievement (RA) will be designated as requirements not met'. This result will not be recorded on the Transcript of Achievement, which shows only those results that count towards the SACE.
The 'RNM' will indicate that this student has:
enrolled and not withdrawn;
not completed the assessment requirements specified for recorded achievement' (a score of 1-9);
not attained a level of successful achievement (a score of 10 or more).
The New SACE Literacy Strategy
At its March 2004 meeting, the SSABSA Board approved the introduction of a new SACE Literacy Strategy. This followed extensive research and consultation with the community and schools over the past 4 years.
The purpose of the new SACE Literacy Strategy is to improve student proficiency across a full range of literate practices appropriate to changing social and technological times. The new SACE Literacy Strategy will have implications for curriculum, assessment, teaching, and learning.
Components of the New SACE Literacy Strategy
The new SACE Literacy Strategy has four components:
1. Literacy in the SACE is defined as the ability to understand, analyse, critically respond to, and create spoken, written, and visual communications, and use information communication technologies, in different contexts.
2. Each Stage 1 and Stage 2 curriculum statement will contain learning outcomes, assessment components, and criteria for judging performance that reflect the SACE definition of literacy as appropriate for each subject.
3. Each Stage 1 and Stage 2 subject will require students to develop a range of modes of communication as appropriate for the learning context.
4. Students at Lameroo Regional Community School will include 2 units from the subjects listed below, as a requirement for SACE completion.
Subject Code Stage Subject
1ENG1 1 English
1ENG2 1 English
2ECP1 2 English Communications
2ECP2 2 English Communications
Eligible Young People suitable for a ASbA
Students in Year 10, 11 or 12 and/or eligibility for enrolment in SACE
Must be a part-time traineeship with a minimum of 8 hours per week worked at a time specified by the employer and agreed to if in school time by the school
Students continue to be enrolled at school as a fulltime student and may choose, with the schools approval and support, to elect to drop some subjects
Student will receive credit for Vocational Education & Training (VET) competencies achieved (normally 50 hrs of training work within a ASbA will equate to 1 SACE Unit)
For a successful ASbA there are several key stakeholders required:
Interested and motivated student/s (and their parents)
An employer who is offering a suitable opportunity
A school that is flexible & supportive (able to manage changes to timetabling etc)
A Registered Training Organisation (RTO) to provide the training & assessment guidance to the employer
A New Apprenticeship Centre (NAC) to administer the ASbA
Student - chooses the pathway
Parent - supports the students best interests
School - the achievement of ASbA and Year 11 and 12 (SACE)
Traineeship & Apprenticeship Services (TAS - a part of the Department of Further Education, Employment, Skills and Training-DFEEST) - administers the Contract of Training
system under delegation to the Commonwealth Training and Skills Commission -
every of Training must be lodged with the TAS.
New Apprenticeship Centre (NAC) - coordinates the documentation of the ASbA, employer incentives and provides information to other stakeholders
Employer / Group Training Centre - oversees the workplace/s where the student completes the ASbA
Registered Training Organisation (RTO) - provides the training component of ASbA
Department for Education and Child Development - provides the structure and school support for ASbA
Vocational Education Coordinator (VEC) - coordinates communication between school and NAC.
All work submitted by students for summative assessment should be within clearly defined time limits. Work that is submitted after the publicised deadline will not be accepted for that assessment except where extensions are granted. Deadlines may be reviewed if the conditions of the defined criteria are met.
The teacher will state assessment tasks in writing.
In the case of extended tasks, teachers will provide checkpoints to help avoid deadline problems arising.
The total assessment requirements for each subject will be conveyed to students in writing by way of an assessment plan.
All work submitted for assessment shall be submitted within the deadline determined at the time the work is set, except where an extension has been granted.
The deadline may be negotiated with students at the start of the assessment, giving regard to the following:
The anticipated time required for the student to reasonably complete the work.
The workload of the student is not unreasonable.
Resources for completion of the work are readily available.
The requirements of the assessment plan for that subject.
Teachers may review a deadline after giving consideration to the requirements of the Curriculum Statement or student workload.
Assignments or required work not presented at the expiration of the final deadline and in the absence of a legitimately negotiated extension will be awarded a zero (0).
Extensions may be granted if the following criteria apply:
The responsibility for seeking an extension rests with the student and must occur at least one (1) day before the deadline.
The student is absent from school due to illness, or due to matters not under control of the student making it impossible for the work to be completed. A note from the parent or guardian confirming the reason for the absence must be received before an extension is given. A medical certificate may be required.
Circumstances that are school based make the previously declared due date unsatisfactory. Usually in this case the revised due date will apply to all students in the group.
All work submitted by the deadline will be graded at face value. Work submitted after the deadline is subject to the conditions of Clause 4 and will be marked to give students feedback only.
If a pattern of incompletion occurs the Year Level Co-ordinator will inform the SACE Co-ordinator and further actions will be taken.
Work must be submitted to a teacher in the format described by the task eg. If a hard copy is required a disk cannot be submitted.
If a student is absent on the day the deadline falls it is the students responsibility to submit the work as per the policy.
Equipment failure or accessibility cannot be used as grounds for extension.