Lameroo Regional Community School

Senior School years 10 to 12

Year 10 Subject Overviews
Year 11 Subject Overviews
Year 12 Subject Overviews
South Australian Certificate of Education (SACE)
SACE Assessment Scale
SACE Level of Achievement
The New SACE Literacy Strategy
Australian School Based Apprenticeships
SACE Assessment Deadline Policy
 

The curriculum offerings at Year 10 have been based on the following criteria:

The curriculum offerings at Year 11 [Stage 1] and 12 [Stage 2] in addition to the above are based on:

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:

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.

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ASSESSMENT SCALE

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

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:

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:

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:

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Level of Achievement Score Grade

Merit 20 A
Very High 19-17 A
High 16-14 B
Competent 13-11 C
Marginal 10-8 D
Low 7-0 E

SA 10-20

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:

RA 3-9

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:

RNM 0-2

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:

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SACE LITERACY

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

2EGS2 2 English Studies

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AUSTRALIAN SCHOOL BASED APPRENTICESHIPS (ASbA)

Eligible Young People suitable for a ASbA

Students in Year 10, 11 or 12 and/or eligibility for enrolment in SACE

ASbA

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)

Key Stakeholders

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

Stakeholders Roles

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.

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SACE ASSESSMENT DEADLINES POLICY

General

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.

Teacher responsibilities

Policy

Explanatory notes:

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