Year 12 Subject Selection & the SACE

Sacred Heart College 2017

What is the SACE?• The South Australian Certificate

of Education

• A qualification awarded to students who successfully complete their senior secondary education (Years 11 and 12)

• Recognised nationally and internationally

• Used for entry into universities and further training

• SACE Board of SA – oversees the certificate

• Stage 1, Stage 2

• Credit points• 10 credits = 1 semester

• SACE grades • A to E for Stage 1 subjects• A+ to E- for Stage 2 subjects

SACE – a recap of the basics…

SACE Assessment

• Stage 1: 100% school assessed

• A to E grades

• Stage 2: 70% moderated teacher assessment, 30% external assessment

• A+ to E- grades

• Performance Standards

• Credit points

• Minimum 200 credits to achieve SACE

• 60 Stage 2 credits (C- grade or better)

• Within Stage 1 and 2, there are an additional 50 compulsory credits

SACE Requirements

Compulsory elements

• Must achieve C or better for compulsory elements

• Personal Learning Plan – Year 10

• Stage 1, 10 credits

• Literacy & Numeracy – Year 11

• Stage 1, 20 credits Literacy

• Stage 1, 10 credits Numeracy

SACE Requirements

Compulsory elements

• Must achieve C or better for compulsory elements

• Research Project

• Stage 2, 10 credits, C- or better

• In-depth study of topic of interest

• Research and presentation skills

• 70% internal assessment, 30% external

SACE Requirements

SACE Criteria to Meet in Yr 12:

(If C or better for all Stage 1 compulsory subjects)

• 60 Stage 2 credits – equivalent to 3 full year subjects (must get C- or better)

• Research Project (10 credits – must get C- or better)

• Minimum 200 credits total

Choosing Year 12 subjects

• Pre-requisites for Year 12 subjects• Some subjects must have done 20 credits Year 11

• Some subjects must have done 10 credits Year 11

• Some subjects no pre-requisites

• Research subjects

• Off-site subjects, University subjects

• Workplace Practices (including VET)

• Bonus points

University Bonus Points

• Flinders Uni, University of Adelaide and UniSAhave the SAME bonus points schemes

• Universities Language, Literacy & Mathematics Bonus Scheme• Languages Other Than English (LOTE)

• English Literary Studies or English

• Mathematical Methods

• Specialist Mathematics

• Must get C- or better to get bonus points

• Universities Equity Scheme (5 points if eligible)

ENGLISH: 2016 Stage 1 to 2017 Stage 2

2016 Stage 1: Semester 1

2016 Stage 1: Semester 2

2017 Stage 2

English Pre-Literary StudiesFormerly: Pre-Studies

English Literary Studies or English

English Pre-EnglishFormerly: Pre-Comms

English

Essential English

Pre-Essential English Essential English

2017 SACE: STAGE 2 ENGLISH LITERARY STUDIES

2017 SACE: STAGE 2ENGLISH

Responding to texts: 50% = 5 tasks 5000wdsDrama / Film / Prose / Poetry(includes critical perspectives task)

Responding to texts: 30% = 3 tasks(one oral = 6 minutes + 2 written tasks = 2000 words maximum)Drama / Film / Prose / Poetry / Media

Creating texts: 20% = 2 tasksTransformative task and writer’s statement: 1500 words+Free-choice: 1000 words

Creating texts: 40% = 4 tasks3 texts + 1 writer’s statement (1000 words each) Entertain / communicate / persuade / inform / ..

External: 30%- Exam: 90 minute critical reading (in 2018 word-processed)+- 1500 comparative text study (shared class study and novel / film / drama of own choice)

External: 30%- Comparative essay: 2000 words2 from the following: Drama / Prose / Film / Poetry / Media

STAGE 2: ENGLISH LITERARY STUDIES

• NO 3 HOUR EXAM!!!!!!!!!!!!!!!!!!!!!!!!!!!!!• No compulsory oral presentation• No essays to time...and in saying that…’freedom’ in task design• Comparative text study is led by teacher (as for 2016 Stage 1 English,

sem 1)• We have spent the last 2 years preparing students for both Stage 2

courses• Impact of scaling is minimal (If ATAR is significant...every point counts)

2 bonus marks for Stage 2 English (Lit and English)

We have a team that can deliver the curriculum!!!BRAND NEW SUBJECT DESIGNED FOR YOUR SUCCESS!!!

BUT...in saying this...Stage 2 English Lit (as will Stage 2 English) will be VERY demanding...it's a Stage 2 subject...

you WILL have to work!!

And to conclude…

• Essential English in Stage 1 is the pathway into Stage 2 Essential English…a course designed explicitly for students who have specific literacy needs (the course is based on the SACE English Pathways: literacy / community / skill development).

• In light of the performance standards the standard between English Literary Studies and English is comparable...it is the nature and weighting of some of the tasks that are different...

• If students are unsure, please speak to their English teacher, or anyone else in the English faculty (and that includes, Tracey Dorian: Head of Learning Area).

• Most importantly, subject selection is not set in STONE!! There are opportunities to amend the decision made...what we want students to do now is make the most informed decision possible!!

• Complete the SACE

• Gain 90 Stage 2 credits – Tertiary Admissions Subjects (TAS)

• Including 3, 20-credit subjects

• “Prerequisite” requirements & “assumed knowledge”

• Comply with “counting restrictions” and “precluded combinations”

• Obtain an ATAR – Australian Tertiary Admission Rank

Eligibility for University Entrance

Scaled scores from 3, 20-credit TAS (60 credits of Stage 2 full year subjects)

+30 additional credits of other Stage 2 TAS subjects or

Recognised Studies=

University Aggregate out of 90

The University Aggregate is then converted to a percentile ranking (relative to the performance of other students) – the ATAR

Calculating the ATAR

Moderation and Scaling

• 70% teacher assessment - moderated

• Overall subject grade is scaled purely to calculate the ATAR

• Scaling - comparison of performance for subjects with different objectives, content, assessment processes

• Average for Subject A same as Subject B for students doing both (common candidature)

Should scaling affect subject choices?

• Scaling is not consistent

• It can be observed that scaling does not impact high grades as much as lower grades

• It is possible to get a better score for a subject that is scaled down than a more challenging subject that is scaled up

• Keep strengths in mind

• Community-developed Programs• https://www.sace.sa.edu.au/learning/community-

learning/community-developed-programs

• Up to 90 credits can count towards SACE

• Doesn’t count towards ATAR

• Self-directed Programs

Community Learning

Special Provisions

• Illness, learning difficulty, disability or unforeseen circumstance interrupts student’s ability to complete assessment tasks

• Evidence/documentation required

• The same knowledge, skill requirements and standards are applied

• Flexibility relating to the conditions under which the assessment task is completed

• Student must negotiate changes to assessment with his/her teachers

The Subject Selection Process

• 4 week process• Folders distributed, information session, email

with slide show• Parent night

• Subject selection due date: Thurs Aug 25

• What happens after the form goes in?

• Not set in stone – can make changes

• Beware: the later the change, the less choice there is! It pays to get it right the first time.

• Promotions

Credits

Compulsory Subject

The Research Project (one semester) 10

Indicate below your FULL YEAR subjects

Preference 1 Specialist Maths 20

Preference 2 Maths Methods 20

Preference 3 Physics 20

Preference 4 Chemistry 20

Credits

Compulsory Subject

The Research Project (one semester) 10

Indicate below your FULL YEAR subjects

Preference 1 English 20

Preference 2Integrated Learning (Sport &

Fitness)20

Preference 3Material Products - Furniture

Construction20

Preference 4 Workplace Practices 20

Please contact Karen Bailey (Director of Teaching & Learning), Gail Morgan

(Assistant Principal – Curriculum), Prue Wilkosz (Pathways

Coordinator), subject teachers or your child’s Homeroom teacher if

you have any questions about subject selection.

STAGE 1– STAGE 2 TRANSITION.

Sacred Heart College

Economic & social context

Ageing population

Globalisation

Green economy

Redefined work life expectations “student preneurs” (The Entrepreneur Program)

Almost one third of Australians work part time, underemployment

Casualisation of the workforce

Currently largest employing industries in South Australia are Health Care and Social Assistance, Retail, Manufacturing and Construction.

Rapid technological change

Other factors to note:

THIS GENERATION:• Most formally educated generation • Most likely to rent and least likely to

have children • Digital natives• Significant career changes in their

lifetime • Work expectations shifting Source: (Australianjobs 2014) Dept of Employment & McCrindle Research

Emerging occupations

http://myfuture.edu.au/explore-careers/occupation-showcase/emerging-occupations#sthash.8bQfFbNr.dpuf

Data analytics

Cyber security

Health care

Retail

Manufacturing

Information Technology/ Coding

Finding a post school pathway.

UNIVERSITY

Orange TEB booklet lists all courses Choose Year 12 subjects aware of pre requisites for

University entrance. Summary tables for tertiary entrance see orange TEB page 20-

Look beyond pre requisites - Undergraduate information on university websites with detail on topic and course content.

NB Terminology differences between the SA Unis Adelaide Uni/ Unisa Flinders UniUndergraduate Program = Undergraduate Course Course = Topic

University entrance & ATAR cut offs

Selection into courses and programs based on University selection score & university quotas (& pre reqs met). Only use cutoffs as a guide as they may change from year to year.

Eg. B. Speech Pathology @ Flinders Uni

Year 2012 2013 2014 2015 2016

ATAR 90.5 92.9 92.2 91.6 92.3

Guaranteed entry ATAR (95 for Speech Pathology 2016 entry)

Apply for up to 6 preferences, ranked.

Most entry is based on ATAR; A few exceptions eg Med/Dent at AU require UMAT+interview, FU require UMAT both minimum ATAR mid 90’s. Also Music/Creative Arts may have auditions & interviews. Vet Bioscience questionnaire & interview

You can apply for entrance to University by completing the STAT (special tertiary admissions test) once you turn 18 years.

Increasing number of University pathways. SAIBT, Foundation courses, Unisa College, Flinderslink, Dual offers, Unitest.

Finding a post school pathway.

TAFE Qualifications from Certificate 1-1V, Diploma, Advanced

Diploma Courses grouped competitive (course admission

requirements CAR) and non competitive (no admission requirements).

Cert 1V and above will have course admission requirements CSPA www.tafesa.edu.au

TAFE courses may have smaller class sizes and have traditional links with industry.

Some courses do have tertiary transfer arrangements with the universities, generally at Cert 1V, Diploma and Advanced Diploma level.

New for 2017 The Entrepreneur Program offered in collaboration with TAFE Certificate 111 in Microbusiness Operations

Finding a post school pathway.

School to work transitions:

VET programsTraineeships/apprenticeships, can do school based.

Work experience optional in school holidays (takes time to organize!)

Thinking about career options with your child

Parents talking career choices brochure has many useful strategies and websites.

Important to encourage students to develop independent career investigation strategies, increasingly important life skill.

I have met with most year 11’s at least once to discuss possible options.

PLP in year 10 My Career profile suggests possible pathways www.myfuture.edu.au REGISTRATION FREE! Talking to friends and family. Visiting or contacting tertiary institutions Using available information in SS folder. Careers newsletter, emailed twice a term. Information outside of careers office

If all else fails….. Students should try to identify their passion/ interests. Remember that their favourite subjects may be quite

different to yours. Students are often quicker to identify what they dislike

so use process of elimination. For many students the thought of leaving school or

future planning can be quite daunting. Trust students to have some input and knowledge of the

process. Aim for the fine balance between challenge and reality. Encourage students to talk to subject teachers &/or

homeroom teachers. Still stuck; book a time or email

pruewilkosz@shc.sa.edu.au