years 11 & 12 curriculum pathways 2020 - concordia college · senior school pathways 2020...

Years 11 & 12 Curriculum Pathways 2020

2 | Concordia College

Senior School Pathways 2020

ContentsA Message from the Principal 3

SACE 2020 5

The SACE at Concordia 7

Research Project 8

Vocational Education and Training 9

Making the Grade – Assessment in the SACE 10

Tertiary Entrance using the SACE 11

IB Diploma Programme 2020 13

Core Programme 15

SACE & IB Diploma Comparison 19

SACE Subjects in 2020 24

IB Diploma Programme Subjects 26

Making the Decision! 27

Other Key Information 28

Where to Go for Advice 30

Useful Websites 31

Concordia College | 3


A Message from the PrincipalDear Year 10 Students and Parents/Caregivers,

I hope that this booklet will give you a useful introduction to Year 11 and Year 12 curriculum pathways for 2020. The booklet contains information about the diverse pathways on offer at Concordia. You will also find information to help your family navigate the options available, understand the requirements of each pathway, and consider how your decisions will affect future tertiary education and career choices.

We trust that the information contained in this booklet will be useful for students and parents alike, and will assist parents in guiding their children through the pathway and subject selection process.

We have a Course Counselling Team that can assist with both career pathway and subject selection if you have any queries throughout this process. The Team includes the Assistant Head of Senior School, the Head of Senior School, the Director of Student Learning, the SACE Coordinator, the IB Diploma Coordinator and the VET Coordinator.

We look forward to assisting your child to attain their goals next year.

Paul Weinert Principal – Concordia Campus



Diverse PathwaysAt Concordia College we deeply understand and recognise that every student is unique, each with diverse strengths, passions, interests and future aspirations. From a Year 11 and 12 perspective, our goal is to support and enable all students to undertake a learning pathway which assists them to achieve their goals and successfully transition into their chosen future pathway.

To achieve this, the College offers a broad range of high-quality curriculum and subject pathways for our students, all centred around enabling students to choose a personalised pathway best suited to their aspirational goals.

The OptionsIn Years 11 and 12, students have a choice of the following pathways:

+ The International Baccalaureate Diploma Programme (IBDP) + The South Australian Certificate of Education (SACE) + Vocational Education and Training (VET) in the SACE

The IB Diploma Programme (IBDP)The IB Diploma is a balanced framework designed to thoroughly prepare students for university education and beyond. The IB Diploma Programme is a two-year pre-university education pathway that focuses on diverse academic studies, developing ethical understanding and promoting international-mindedness. Students are encouraged to ask challenging questions, learn how to learn, develop a strong sense of their own identity and culture, and develop the ability to communicate with people from diverse backgrounds. This is a programme which contains depth and breadth across multiple curriculum areas.

The South Australian Certificate of Education (SACE)The South Australian Certificate of Education (SACE) is a qualification awarded to students who successfully complete the necessary Year 11 and 12 requirements that include a range of skills and subjects studied at school or acquired through other education, training or experience. The SACE is highly flexible and is designed to allow students to choose highly personalised pathways that match their goals and future aspirations. In particular, the SACE is designed to help students develop the skills and knowledge needed to succeed in a range of pathways, including further education and training, university, TAFE, or workplace apprenticeships or traineeships.

Vocational Education and Training in the SACE (VET)Vocational Education and Training (VET) enables students to acquire skills and knowledge for work through a nationally recognised industry-developed training package or accredited course. VET is delivered, assessed and certified by Registered Training Organisations (RTOs). Students can count their VET studies towards their SACE completion, thereby creating highly flexible pathways that suit their individual strengths and interests.



SACE 2020South Australian Certificate of Education



SACE 2020South Australian Certificate of Education

The SACE – How do I get it?There are two stages of the SACE – Stage 1 and Stage 2Most students start Stage 1 in Year 10 and finish it in Year 11. Stage 2 is usually studied in Year 12.

Your SACE journeyTo complete the qualification, you will need to attain 200 credits from a selection of Stage 1 and Stage 2 subjects. A 10-credit subject is usually one semester of study, and a 20-credit subject is usually over two semesters. Here’s how it works.

COMPULSORY SUBJECTS

+

STUDENT SELECTED SUBJECTS

+

50 credits 90 credits 60 creditsThe Personal Learning Plan (PLP) (10 credits)

Choose and successfully complete a selection of Stage 1 and Stage 2 subjects, recognised VET courses, or community learning.

Choose and successfully complete a selection of Stage 2 or VET subjects worth at least 60 credits in total.

Stage 2 subjects are externally assessed by the SACE Board of South Australia.

Literacy requirement (20 credits) demonstrated from a range of English subjects at Stage 1 or Stage 2

Numeracy requirement (10 credits) demonstrated from a range of Mathematics subjects at Stage 1 or Stage 2

The Research Project (10 credits)

For a brief overview of the SACE from the SACE Board of South Australia, visit www.sace.sa.edu.au/documents/652891/070100de-122c-48b5-a032-17b584e14c8a

https://www.sace.sa.edu.au/documents/652891/070100de-122c-48b5-a032-17b584e14c8a



The SACE at Concordia

Year 10All students start their SACE in Year 10 with the Personal Learning Plan (PLP). At Concordia, students undertake the PLP through the Pastoral Care program.

The PLP is a 10-credit Stage 1 subject. All students need to achieve a C grade or better in this subject.

Studying the PLP at the start of the SACE provides an excellent foundation for your Year 11 and Year 12 studies by supporting you to explore your interests, strengths, subject choices, and style of learning. It is an invaluable opportunity to reflect on your future pathways and how the SACE can help you achieve your preferred outcomes.

Year 11Most students begin a full year of SACE study in Year 11. You can choose from a range of Stage 1 subjects offered at Concordia, as well as Vocational Education and Training (VET) courses and other options. In Year 11, all students study Stage 1 Religion Studies (10 credits).

In Year 11, Concordia students complete the compulsory Stage 1 literacy and numeracy requirements by studying both English and Mathematics for the full year. You will need to achieve a C grade or better in both. Students then select a range of other subjects (10 or 20 credits) to make up a total of 120 Stage 1 credits.

Year 11 students at Concordia also complete the compulsory Stage 2 Research Project. It is a one-semester (10-credit) subject that gives you the chance to research in depth a topic of interest to you.

Year 12Like Year 11, you choose your subjects and courses from the Stage 2 subjects offered at Concordia. At Year 12, all students are expected to select and study five 20-credit subjects. Any students wishing to study only four 20-credit subjects must have this approved by the Head of Senior School. All students study Faith Issues for Semester 1.

At Stage 2, 70 percent of your assessment tasks (reports, tests, presentations, etc.) will be marked by teachers

at Concordia and checked by moderators outside the school.

The remaining 30 percent will be assessed outside of the school. This assessment type could take the form of an examination, a performance or an investigation.

See page 24 for a list of the SACE subjects offered at Concordia College.

Additional Flexibilities and ConsiderationsOne IB Diploma subject can be counted towards both the completion of Stage 2 SACE and the ATAR for university entrance.

The College can also offer modified subjects at both Stage 1 and 2 for eligible students with identified significant disabilities.



AssessmentThe Research Project is split into three sections, each worth a different portion of your final grade:

+ School Assessment (70%) Assessment Type 1: Folio (30%) Assessment Type 2: Research Outcome (40%)

+ External Assessment (30%) Assessment Type 3: Evaluation (30%)

More information about each section of the Research Project can be found in the Learning section of the SACE Board website, under Research Project.

Choice and CapabilitiesTake time to consider what it is you may want to research – something you are interested in or passionate about. Your idea should be challenging but achievable.

In the Research Project you can choose which capability or capabilities to develop and reflect on.

The purpose of the capabilities is to develop in students the knowledge, skills and understanding to be successful learners, confident and creative individuals, and active and informed citizens.

The capabilities that have been identified are:

+ literacy + numeracy + information and

communication technology capability

+ critical and creative thinking

+ personal and social capability

+ ethical understanding + intercultural

understanding.The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts.

Research ProjectThe Research Project subject gives you the chance to direct your own learning while expanding on your planning, research, analysis and communication skills. These are tools you can use throughout your life, both in your career and in further education.The Research Project is a one-semester, 10-credit Stage 2 subject, and you will need to get a C- grade or higher to gain your SACE.



Vocational Education and Training

Why study VET? VET is an excellent choice of study for many students. It always includes practical, hands-on learning, and it can benefit students’ exploration of a variety of career pathways. It is not just reserved for a pathway within the trades (e.g. plumbing, automotive, and construction). Students can complete VET qualifications in a diverse range of industries, including business administration, veterinary nursing, aged care, or sport and recreation.

Studying VET as part of the SACE gives students a head start on a qualification, which is a great way to fast-track progress towards a rewarding career, while also developing independence and time-management skills.

How do I get SACE credits for my VET?Each qualification is different and has compulsory and elective options, so the SACE credits you end up gaining may vary depending on the VET qualification you are working towards.

You can earn up to 150 out of 200 SACE credits using VET, as long as you meet the literacy, numeracy, Personal Learning Plan, and Research Project requirements.

What is the VET Recognition Register?The VET Recognition Register is a useful tool that lists more than 300 of the most common VET qualifications undertaken by SACE students, and indicates how each qualification can contribute towards the SACE. The register can tell you the SACE level (Stage 1 or Stage 2), and the maximum and minimum SACE credits you could earn.

You can find the VET Recognition Register on the SACE website under Vocational Education and Training.

Want more information?Students who are interested in exploring VET options should visit the SACE website and make an appointment to see the VET & Careers Counsellor, Mr Robert Gogel.

Vetamorphus Vetamorphus is a VET course delivered on-site at Concordia College. If you would like to explore this option, please visit the Vetamorphus website www.vetamorphus.com or speak to Mr Jason Kupke, Student Welfare Worker.



Your work is assessed against the performance standards outlined for each subject.

Teachers and assessors use these standards to determine how well you have demonstrated your learning, and apply a grade:

From A to E for Stage 1 (C or higher to pass) From A+ to E- for Stage 2 (C- or higher to pass)

To ensure your work is marked fairly, thousands of samples of student work are reviewed to ensure that assessment decisions are consistent with the performance standards for the subject across the state. These processes are called marking and moderation.

Stage 2 AssessmentAt Stage 2, you will be awarded grades for your assessments from A+ to E-, and for your final grade. Your teachers will internally assess 70% of your work, while 30% will be assessed externally by the SACE Board.

School Assessment: 70%These are the tasks set and assessed by the school, as

part of each subject you are studying. Teachers undertake training to assess students’ work in line with the performance standards.

Validating school assessmentA sample of student work from the school, representing a range of grades across every Stage 2 subject, will be sent to the SACE Board. Assessment experts will check to confirm that the grades that have been given are accurate, fair and comparable with other students across the state.

Confirming or adjusting gradesTeachers across the state mark with reference to the performance standards in the subject outlines. There is a state-wide process at the end of each year to ensure that grades given at one school are comparable with grades in another school. The process of confirming and adjusting school assessment grades is referred to as ‘moderation’.

External Assessment: 30%The SACE Board marks the external assessment component

of all subjects. This assessment can take the form of oral and/or written examinations, investigations or performances.

ExaminationsSome Stage 2 subjects have written exams, which are produced and assessed by the SACE Board. The majority of these examinations take place in Term 4, during October and November.

The exam timetable is made available on the SACE Board website during the first semester of each year.

InvestigationsMany Stage 2 subjects have externally assessed investigations. These are first assessed by your teacher, then sent to the SACE Board for external assessment.

PerformancesA range of Stage 2 subjects (Drama, Dance and some Music subjects) have externally assessed performances. They are marked independently by subject teachers and SACE Board assessors at the time of each performance.

Making the Grade – Assessment in the SACE



Tertiary Entrance using the SACEFor the most up-to-date information about entry to university and to TAFE, please refer to the SATAC website: www.satac.edu.au

The new edition each year is accessible to all Senior School students.

The information below outlines the calculation of the ATAR (the Australian Tertiary Admission Rank) for university entrance.

The ATAR, a percentile from 0 – 99.95, is calculated from the university aggregate.

A student’s university aggregate is the best possible score, out of 90 credits, calculated from the options below, subject to counting restrictions and precluded combinations. The counting restrictions and precluded combinations are explained on the SATAC website.

How the university aggregate is calculated: 60 credits + 30 credits

Best scaled score (60-credit score)Scaled score from the three best 20-credit Tertiary Admissions Subjects (TAS).

Normally, 10-credit subjects do not count towards this requirement. However, some 10-credit subjects in the same subject area, when studied in pairs, can substitute for a 20-credit subject. These are called Valid Pairs. Such subjects are identified by SATAC.

Flexible Option (30-credit score)Score from the next best 30 credits of scaled scores or equivalents from:

+ the scaled score of a 20-credit TAS; + half of the scaled score of one or more 20-credit TAS; + the scaled score of one or more 10-credit TAS; + scaled score equivalents for Recognised Studies up to a maximum of 20 credits.



IBDP 2020International Baccalaureate Diploma Programme



IB Diploma Programme 2020International Baccalaureate

IB Diploma Programme at ConcordiaConcordia College offers its students the opportunity to earn the International Baccalaureate (IB) Diploma. The IB Diploma Programme is a two-year senior secondary education pathway. It encourages students to balance their studies with outside interests and service.

The non-profit IB Organization, founded in the 1960s, grew out of international school efforts to establish a common curriculum and university entrance credentials for geographically mobile students. Beyond these practical considerations, IB programmes promote the education of the whole person, emphasising intellectual, personal, emotional, and social growth through all domains of knowledge. The attributes of the IB Learner Profile express the values inherent to the IB continuum of international education. IB learners strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective; together these are called the IB Learner Profile.

How is the Diploma structured?

Study six subjects: + Students study six

subjects, one from each of the six groups, or they may opt to study an additional Experimental Science, Language, or Individuals and Societies course instead of a course in the Arts.

+ Three subjects are studied at higher level (HL – 240 hours, or two full years) and three at standard level (SL – 150 hours, or equivalent to about five terms).

Compulsory participation in the ‘core’ of the programme:

+ Theory of Knowledge course (TOK)

+ Creativity, Activity and Service programme (CAS)

+ Extended Essay (EE)

Students are advised to discuss the subject options carefully with their teachers. The IB Diploma Coordinator, Mr Brendan Toohey ([email protected]), is also available for further advice.

There is also the possibility of studying other subjects online or language courses off-site.

Each course will run at the discretion of the Principal,

depending on student course selections. Some courses are taught in combined HL and SL classes.

Subject GroupsGroup 1 : Language A – studies in language and literature

+ A : Literature

Group 2 : Language Acquisition

+ B : Several years of study + ab initio : new learner

Group 3 : Individuals and Societies

Group 4 : Sciences

Group 5 : Mathematics

Group 6 : The Arts

See page 26 for a list of the IB Diploma subjects offered at Concordia College.



Core Programme

What is Theory of Knowledge? Theory of Knowledge (TOK) is part of the IB Core, and a ‘keystone’ which fits into the middle of students’ courses, ideally relating to each subject area and providing a forum where links and connections across the subject areas can be explored. This offers opportunities for students to reflect on the process of learning as a whole.

In TOK, students learn concepts which help them to examine ‘How we know what we claim to know’, and which are central to critical thinking. We explore the ways in which we all, as knowers, acquire knowledge: through our senses, via reasoning, through language, through emotion and through intuition. We consider how these work and weigh up their strengths and limits. How far can we trust our senses? Is seeing believing? How far do reason and logic help us to work out what is true? We cannot know everything by experiencing it first-hand and need others to give us information, but how does the language used select and structure this information?

Students also consider their own learning in the Areas of Knowledge: Arts, Maths, Natural Sciences and Human Sciences, History and Ethics, and ask:

+ What are the central questions that each discipline addresses?

+ What are the methods that have developed in each area to produce certainty and progress in the pursuit of knowledge?

+ What are the links between areas and how is technology now impacting the creation of knowledge for all?

TOK teaches us all to ask good questions, to test the knowledge we acquire and to consider not only the perspectives of others but also our own particular lenses. In a world served by Google – where we are immersed in information from authorities, experts and others – these skills are all the more vital, and reach naturally beyond the classroom to help us navigate through our everyday world.

What is CAS (Creativity, Activity, Service)? CAS encourages students to strive for balance in their lives; along with rigorous academic work, they undertake creative pursuits, physical activities, and service projects. A good CAS experience should be both challenging and enjoyable, a journey of self-discovery which, at times, takes students out of their comfort zones. The spirit of CAS is important. It can be challenging to maintain focus on the ideals of CAS amidst the daily realities of course requirements and busy schedules. Sometimes the challenge is time management, sometimes lack of confidence in a particular type of activity, sometimes reluctance to value experiences that do not earn Diploma points. Eventually, though, many students recognise the merits of accepting personal challenge, of working collaboratively as well as individually for the benefit of someone else, and of learning about the world in a very ‘local’ way.

Students can gain profound and diverse experiences in their CAS programme, which



can include such things as developing a sense of commitment to the homeless, involvement in Concordia’s international service projects, performing for the elderly in retirement homes, undertaking a personal fitness challenge or learning to make a mosaic. Students are free to create their own list of challenges. Students complete the CAS requirement through evidence of learning outcomes achieved across approximately 150 hours of activities balanced among creativity, activity, and service. The most ‘successful’ CAS students, however, concentrate less on numbers of hours and more on quality of experience.

What is the Extended Essay? The extended essay is the requirement that most fully acquaints students with the type of independent research and writing skills expected at university. The student chooses a topic of interest, often in one of the student’s HL subjects, and produces the essay with guidance from a faculty supervisor. Students are introduced to the essay in Semester 2 of Year 11 during IB Core class. Beyond these times students are independently responsible for progress on their essay, and for initiating contact and discussion with their supervisor throughout the essay-writing process. One

of the biggest challenges is the sustained effort required by the students over a period of approximately a year. The essay requires motivation and organisation from the student. Many students are very proud of their essay upon completion, and some will even take it to university admission interviews as a discussion piece. It is recommended that the essay take a total of 40 hours of private study and writing. The maximum word limit is 4,000. The final draft is due in the candidate’s second year.



IBDP FAQs + What is different about IB

courses? IB courses are studied over two years, thus allowing for a broader study of a discipline linking a greater number of topics. In addition, threaded throughout each subject are the questions that students consider in their Theory of Knowledge course.

+ Is the IB Diploma only for ‘top’ students? The answer is a definite no. The rigours of the IB Diploma should not be construed to mean that only the very best students can benefit from the programme. An average student with good motivation and time-management skills is an appropriate Diploma candidate.

+ What benefits are there in doing the diploma? Being part of the Diploma Programme is one very tangible way of showing yourself to be a highly motivated and inquisitive student with a willingness to embrace challenges. Furthermore, students in

the Diploma Programme receive training in skills that are important for university success, such as writing the extended essay, and the approach to knowledge provided by TOK. IB Diploma students should feel confident that they have been given the preparation needed for success at even the most highly competitive universities.

+ What is IB Core class? During Semester 2 of Year 11, each Diploma student is scheduled into a semester long IB Core class. During these classes, students are introduced to the academic writing processes leading to the beginnings of their extended essay. IB Core class is compulsory for all Diploma students.

+ Do all students who start the IB Diploma complete it? Students are thoroughly counselled in regard to the overall expectation involved in the IB Diploma. Therefore, there is an expectation that they should be able to cope with, and complete, the IB Diploma successfully.

However, should other priorities be such that an alternative course of study is believed to be the better fit for the student, there is scope for change to the SACE program in Year 11. This can possibly take place at the end of Semester 1, but preferably at the end of the year.

+ How can I best prepare for IB classes as a student in Years 9 and 10? Work for excellence in the courses you are already in. The courses you take and the level you achieve already help to inform where your passions and abilities lie. Above all, whatever you choose to study in Years 9 and 10, enjoy it, work well and keep it in perspective. The best advice is to excel at and enjoy what you choose!

+ How much does it cost?To accommodate the assessment fees and implementation of the Programme, an additional per annum cost is charged. Fees can be found on the school website. In 2019 the cost is $1420.



Tertiary entrance using the IB DiplomaUniversities are keen to attract IB Diploma graduates because:

+ They have successfully accepted educational challenges.

+ They have been exposed to university standard material.

+ They have carried out independent research and study.

+ They have focused on thinking and communication skills.

+ They have engaged in co- and extra-curricular activities alongside academic studies.

+ They have thought in global terms.

+ They have intercultural awareness and an international orientation.

To be eligible for selection into a university course/program students must:

+ Successfully complete their IB Diploma.

+ Fulfil any prerequisite requirements for the course.

In Australia, the Australasian Conference of Tertiary Admissions Centre (ACTAC) then calculates an ATAR equivalent for Diploma students across Australia. To view current ATAR equivalents for the IBDP, please visit www.ibaustralasia.org/university-entrance

Some universities provide direct entry programs for IBDP students using their IB score rather than an ATAR.

Please note that the equivalent ATAR is subject to minor adjustment from year to year. For the most up-to-date information on university requirements, please refer to the latest IB Diploma SATAC booklet which can be accessed online at www.indd.adobe.com/view/882b2076-9bf0-4637-b8f6-a4274a5e8c8e. The new edition each year is distributed to all IB Diploma students. The SATAC booklet is also available online at www.satac.edu.au.

https://ibaustralasia.org/university-entrance

https://ibaustralasia.org/university-entrance

https://indd.adobe.com/view/882b2076-9bf0-4637-b8f6-a4274a5e8c8e





SACE & IB Diploma ComparisonThe following information provides a summary of the key features of each curriculum pathway, along with a comparison of some key similarities and differences between them. This section also includes a summary of the subjects offered in each curriculum pathway.

Developing a genuine and clear understanding of the key features, benefits and differences of each option is critical for enabling students and their families to make choices regarding the curriculum pathway which will most effectively enable students to achieve their goals and future aspirations.

Summary of Key Features of Curriculum Pathways

IB DIPLOMA SACE VETSome features of the IBDP include:

+ the study of six subjects, three at a higher level

+ an extended essay in an area of interest

+ the study of the nature of ‘knowledge’ itself

+ academically rigorous while still accessible to a range of students with good motivation and time management

+ 50-80% external assessment (examinations) but significantly fewer assignments

+ internationally moderated standards

+ criteria based assessment + allows for inclusive learning

and special provisions (as required), and is recognised globally for its breadth and depth

+ is readily accepted for entry to universities around the world, is highly regarded and includes the potential for advanced placement

+ has a global outlook in its requirement of a second language

+ helps students see service to others as an essential part of their lives

Some features of the SACE include:

+ standards moderated within South Australia

+ widely recognised for university entry, including internationally

+ 30% external assessment at Stage 2 (Examinations, Practical Projects, Presentations)

+ one Certificate III (or higher) VET course can count towards the ATAR

+ ability to count one IBDP Year 12 subject towards the SACE and their ATAR

+ wide range of subjects + ability to focus on areas of

strength e.g. the Arts, Science or Technology

+ a Research Project in an area of interest

+ option to design courses to suit individual pathways

+ provides students with skills for work, future study and life

+ highly flexible + allows for inclusive learning

and special provisions (as required)

Some features of VET programs undertaken while at school include:

+ provide credit points towards the SACE

+ one Certificate III course (or higher) can count towards the ATAR

+ are often completed through partnerships with outside organisations

+ provide authentic opportunities for students who want to learn about the workplace or would like to move directly into the workforce

+ enable students to develop industry recognised competencies

+ provide a springboard for commencing apprenticeships

+ NOTE: VET cannot be used as credit towards the IB Diploma



SACE and IB Diploma Comparison SACE IB Diploma

Nature of the programme

Comprehensive but allowing for specialisationChallenging and broad range of subjects offered

Invites the senior student to tackle a balanced education, across subject areas and life skills and experiencesChallenging and broad range of subjects required

Student requirements

Willing to follow the prescribed course of study with diligence and sustained effortWilling to develop independent learning, good time management and organisational skills

Willing to be challenged and to questionWilling to participate and become an active learnerWilling to develop independent learning, good time management and organisational skillsWilling to develop as a well-rounded individual and an engaged citizen of a multicultural world

Styles of Learning

Critical thinking, higher order thinking, and analytical skills requiredOpportunity for in-depth research available in some subjectsResearch Project allows for independent learning beyond the standard curriculum. Students develop their research, writing and referencing skills

Critical thinking, higher order thinking, and analytical skills requiredOpportunity in the EE for in-depth research beyond the confines of a syllabusInternational in outlook and focusCooperative learning

Breadth of Curriculum

Allows students to specialiseFive subjects in Year 12 preferred plus Research Project

Structure demands students to undertake broad based programme of study

Opportunity for Extension

Opportunity to explore strengths and interests in Research Project

Most subjects offered at both standard and higher levelsOpportunity to undertake in-depth exploration of an academic topic in any subject through the extended essay

Differentiation between Year 11 and 12

Separate subjects at Years 11 and 12External assessment in Stage 2 worth 30% of grades in each Stage 2 subject

Subjects are studied for the full two years of the programmeFinal exams based on work covered over both years

Number of subjects studied

Students study 10 and 20-credit subjectsMinimum of 200 credit pointsGenerally, six subjects in each semester in Year 11 and five in Year 12

Three Higher LevelThree Standard LevelTheory of Knowledge (TOK)Extended Essay (EE)



SACE IB DiplomaCompulsory subjects

The Personal Learning Plan (PLP) (10 credits)Literacy requirement (20 credits) achieved at Stage 1 Numeracy requirement (10 credits) achieved from a range of Mathematics subjects at Stage 1 The Research Project (10 credits)Completing three Stage 2 subjects (60 credits)

One subject from each of the following groups:Group 1: Language A - studies in language and literatureGroup 2: Language Acquisition(ab initio subjects are offered for students with no prior learning of that language)Group 3: Individuals and SocietiesGroup 4: SciencesGroup 5: MathematicsGroup 6: The Arts (or another subject)TOK, CAS, EE

Assessment Types

Variety of assessment types Formative Assessment: tasks undertaken for learning and teacher feedback Internal Assessment – counts for 20%-50% (depending on subject)External – exam/s or other

Assessment Standards

Performance standards Uses global standards-based referencing

Assessment Grading System

Students receive a final mark per subject out of 20 (Stage 2)A+ to E- converted to a score out of 20

Students receive Grade of 1 to 7 in each academic subjectTotal out of 45 (six subjects with a maximum of seven points and three from TOK and EE)Criterion-referenced assessment with performance measured against well-defined levels of achievement consistent from one examination session to the next, and applied equally to all schools

Ensuring equity in achievement between schools

Moderation of assessment materials submitted by the school to the SACE Board to validate Stage 2 school-based assessment

Moderation of a substantial sample of student work on every internally marked assessment task

Ratio of Internal to External Assessment

70% school based and 30% external assessment in all subjectsSchool-based assessments are spread across Year 12 and encompass a wide range of assessment types in every subject

Most subjects have a high examination weighting (up to 80% exam)Up to 50% internally and 80% externally assessed components depending on subject Internal assessments either integrated into the teaching programme or completed in Term 3 in Year 12



SACE IB DiplomaInternal Assessment

Emphasis is on summative assessmentInclude a wide range of assessment types, such as essays, written assignments, orals, fieldwork projects, lab work, artistic performances, and scientific and mathematical investigationsInternal examinations do not count

Assessment is both formative and summativeInclude a wide range of assessment types, such as essays, research essays, written assignments, orals, fieldwork projects, scientific and mathematical investigations, and artistic performancesInternal examinations do not count towards final markFlexibility of assessment structureAllows schools to plan study in local cultural or geographical context

Timing of internal assessments

Year 11: Summative tasks throughout the year and exam at end of each semesterYear 12: Summative tasks throughout the year may include a trial exam at the end of Term 3

Formative assessment throughout to prepare for Internal Assessment/s and Examinations.Summative (Internal) Assessment spread over two years but more concentrated in Year 12.TOK essay and EE completed end of Term 2/early Term 3 in Year 12 to allow for maturity and experience to be incorporated into finished works.

External Examinations

SACE Exams – NovemberExams marked externally by local teachers through SACEMarking guidelines for examiners highly prescriptive

IB Diploma Exams – NovemberExams marked externally by IB examiners

Number of Examinations

One exam per subject (not all subjects have exams)Maximum exam length per subject = three hours

Up to three exam papers per subject (not consecutive)Most papers are one and a half to two hours, some are less

SACE/IB Diploma Completion

A student passes the SACE provided they have satisfactory course completion and achievement in the compulsory componentsMust achieve a minimum of 200 credits

To receive the Diploma, students must achieve a minimum score of 24, achieve minimum levels in HL subjects and meet minimum requirements for CAS, EE and TOK



SACE IB DiplomaRelease of Results

Mid December First week of January

University Entry (local universities)

After scaling, best three 20-credit subjects and two best 10-credit subjectsEligible for an Australian Tertiary Admissions Rank (ATAR) by achieving 90 credits in Stage 2

All components count to overall IB Diploma score, which is converted to an ATAR for entry to Australian universitiesProvides direct access to Australian universitiesAn increasing number of Australian universities are offering IB students guaranteed entry and early university offers based on predicted IB grades

University Entry (overseas universities)

Students needs to negotiate with overseas institutions on an individual basis

Diploma provides direct and recognised entry to approximately 4,000 universities worldwide – includes every university in the US and UK.Information on IB access to international universities including Oxford, Harvard, British Columbia and Auckland is available at: www.ibo.org/diploma/recognition



SACE Subjects in 2020As indicated, some subjects can be taken as a semester subject (10 credits) OR as a full year subject (20 credits).

Please note that a subject will only run in a particular calendar year if there is a viable class size.

Please refer to the SACE Subject Handbook (available on the College website) for more detailed information about the subjects offered in each pathway. Concordia College offers a wide range of subjects but sometimes students wish to study subjects which are not available at Concordia. In those circumstances, it may be possible to arrange for instruction in one or more subjects through the Open Access College or the School of Languages.

Stage 1 Stage 2LEARNING AREA 10 CREDITS 20 CREDITS 10 CREDITS 20 CREDITS

ARTS Creative Arts

Drama

Music – Advanced

Music – Experience

Music Performance – Ensemble

Music Performance – Solo

Music Explorations

Music Studies

Visual Arts – Art

Visual Arts – Design

BUSINESS, ENTERPRISE & TECHNOLOGY Business Innovation

Design, Technology & Engineering

Digital Technologies

Media Studies

Photography

CROSS-DISCIPLINARY Community Studies

Workplace Practices



Stage 1 Stage 2LEARNING AREA 10 CREDITS 20 CREDITS 10 CREDITS 20 CREDITS

ENGLISH English

English Literacy Studies

English As An Additional Language

HEALTH AND PHYSICAL EDUCATION Food and Hospitality

Physical Education

HUMANITIES AND SOCIAL SCIENCES Ancient Studies

Economics

Geography

Legal Studies

Modern History

Religion Studies

Society and Culture

LANGUAGES German

Indonesian (Continuers – IB Diploma course)

French (Beginners – IB Ab Initio course)

MATHEMATICS Essential Mathematics

General Mathematics

Mathematical Methods

Specialist Mathematics

SCIENCES Biology

Chemistry

Physics

Psychology

Scientific Studies – Humanitarian STEM



IB Diploma Programme SubjectsThe two-year course comprises six subjects chosen from groups 1-6, as indicated in the table below, and the completion of the core of the programme. There is also the possibility of studying other subjects online or language courses off-site. For subjects available online, please see the end of the IB subject listings.

Please note that a subject will only run in a particular calendar year if there is a viable class size.

Group 1Language A - studies in language & literature

A : literature

Group 2Language Acquisition

B : several years of study only

ab initio: new learner

Group 3Individual and Societies

Group 4Experimental Sciences

Group 5Mathematics

Group 6The Arts

English A: literature HL/SL

Self-taught language A: literature SL only

French ab initio SL only

German B SL only

Indonesian B SL only

English B HL only

or

another language from group 1

History HL/SL

Psychology HL/SL

Economics HL/SL

Biology HL/SL

Chemistry HL/SL

Physics HL/SL

Mathematics Analysis and Approaches SL/HL

Mathematics Applications and interpretations SL/HL

Music HL/SL

Visual Arts HL/SL

or

another subject from groups 1-4

Environmental Systems and Societies SL only



Making the Decision!

Considerations

Review your Personal Learning PlanIn the Personal Learning Plan, you considered your strengths and interests – consider how these relate to the range of subjects available in Year 11 and Year 12. Have another look at the personal and learning goals you identified, and think about how these might flow into choices about further study and work after you finish secondary school. Let your interests and strengths guide you.

Talk to teachers, parents and friendsYou may have an idea about the areas of learning you are interested in, such as the sciences, mathematics or humanities, but have you decided on the particular subjects you want to study? Your teachers can advise you about the subjects offered at Concordia, and what might fit best with your goals.

Talk to people who know you well, such as your parents and friends. As well as being

a useful sounding board, they can give you the confidence and support to make choices that are right for you.

Think about future career requirementsConsider the type of career you may want to enter after school and what pathways there are to that sort of career.

If you want to study at university, you can use both the SACE and the IB Diploma to gain an Australian Tertiary Admission Rank (ATAR) for entry into courses in SA and around Australia. Some university courses also have prerequisite subjects. Be sure to attend University Open Days, research their websites and ask lots of questions! Many students each year enter top universities around the world – if this is something you are interested in, you will want to look at the entry requirements.

If you want to study at TAFE SA, you will be looking at getting a TAFE SA Entry Score, which has its own requirements.

Year 10 into 11 ProcessThe Year 11 in 2020 Parent Information Evening provides parents and students with the opportunity to gain a greater understanding of both the SACE and IB Diploma curriculum pathways offered at Concordia. The evening will provide details regarding the benefits of both of these pathways and involve a Q&A panel consisting of current and past Concordia students who will discuss their experiences regarding the SACE and/or IB Diploma. Key staff will also be available to answer specific questions. Attendance for Year 10 students and parents is strongly recommended, as this information evening is critical for students in discerning their curriculum pathway choice.

The evening finishes with the opportunity for parents and students to meet with mentors in a variety of career pathways.

The Student Subject Selection Information and Expo process occurs over the first three weeks of Term 3, where students will be



provided with opportunities to gather critical information regarding the subject offerings in Year 11. This will assist them to select an appropriate Year 11 curriculum pathway and set of subjects. During the Subject Expo, experienced teachers are available to offer advice and answer specific questions students have, thereby enabling students to make informed decisions.

Year 10 Course Counselling sessions enable students to present their curriculum pathway and subject selections and to provide the rationale behind their choices. It also provides an opportunity for parents and students to clarify any questions they might have with a Course Counsellor. Course Counselling interviews are compulsory for all Year 10 students.

Finally, please note that timetable lines and subject classes offered are based on student subject selections. Students are permitted to change subjects at a later date, however possible changes are restricted by line structures and class numbers.

Other Key Information

The Pastoral Care ProgramA relevant Pastoral Care program is delivered at each year level. In this program students undertake a range of units of study appropriate to the year level. The units of study include Study Skills, Goal Setting, Drug and Alcohol Education, Friendships, Bullying & Harassment, and Career Education. In the Senior School, there are individual mentoring programs in place to assist students to select their academic pathways and post-school directions. As part of this program, Year 10 students complete a Personal Learning Plan (PLP). There are Peer Support and Mentor Programs to help Years 7 and 8 students make the transition to a secondary school environment.

Christian StudiesAt Concordia College, all students in Years 7 to 12 study a Christian Studies subject. The Christian Studies Curriculum Framework, from Lutheran Education Australia, has been used as a basis for the curriculum. In Year 11 Religion Studies students earn 10 SACE credits. All students attend Chapel three mornings per week.

It is also an expectation that the Christian ethos of the school is reflected in the design and delivery of all courses and subjects.

Inclusive Learning The Inclusive Learning Program provides support services for all students in the College, regularly for some students and for others as required. Literacy and numeracy support programs are in place, and extension opportunities and activities are provided for any student requiring extension and enrichment in their learning.



Community and ServiceThere is a strong emphasis on Community and Service activities at all year levels, for example, cross-age tutoring, the 40 Hour Famine and other fundraising for charities. Students are encouraged to use their initiative and implement their own community and service projects and activities. There are also opportunities for service to others through service trips. Examples in recent years have included the Kalahari Experience, Habitat for Humanity and the Red Centre Experience.

Student LeadershipStudent leadership is strongly encouraged at Concordia and leadership opportunities are offered at each year level. Students from each year level may participate in Forum (Student Representative Council) or become a School or House Captain in Year 12. Students may also volunteer for one of the leadership roles at their year level, such as Year 12 Action Leader.

Digital Resources Extensive ICT and digital resources are provided at Concordia College for class and individual student use to enhance learning, develop key skills and promote individual confidence. In the IB Middle Years Programme, ICT skills are taught across the curriculum in a range of subjects as appropriate. In Years 11 and 12, students can select ICT specialist subjects.

All students have a personal laptop computer for use at school and at home. As a result of the 1:1 laptop program, teaching pedagogies have changed and Concordia is particularly well-placed to prepare students for life in the 21st century.

Other School Programs and ActivitiesStudents also participate in a range of co-curricular and extra-curricular programs and activities. Some programs and activities are compulsory, but others are selected by students according to their individual interests and abilities.

Co-curricular programs and activities offered include national subject competitions, career counselling and work experience, excursions, field camps and instrumental music tuition.

Concordia competes in a wide range of interschool sports competitions that include the following sports: athletics, basketball, cricket, cross country, football, netball, soccer, softball, tennis, swimming and volleyball.

Examples of other extra-curricular programs include Middle & Senior School choirs, the annual College musical, Big Bands, School Orchestra, Concert Band, Music Ensembles (Concert Vocal, String, Percussion), Chapel music, Chess Club, Debating, Duke of Edinburgh’s Award, Pedal Prix, Ski Trip, Writers’ Club, Mind and Body Club, Electronics Club and House competitions.



Where to Go for Advice Head of Senior School: Mrs Fiona McAuliffe [email protected] Assistant Head of Senior School: Mr Clark Roberts-Thomson [email protected] Director of Student Learning: Mr Paul Bannister [email protected] SACE Coordinator: Ms Aliki Papapetros [email protected] Diploma Coordinator: Mr Brendan Toohey [email protected] VET & Careers Coordinator: Mr Robert Gogel [email protected] Inclusive Learning Coordinator: Ms Cheryl Jercic [email protected]

Heads of FacultyChristian Studies: Mr Stewart KleidonEnglish: Mr Chris FinchHumanities: Mr Neil FletcherLanguages Other Than English / ESL: Ms Kim BennettMathematics: Mr Tony McCusker Physical Education: Mr David SerotzkiScience: Dr Joanne Rogers

Heads of DepartmentThe ArtsVisual Art: Ms Jane RobsonDrama: Ms Emma WilliamsMusic: Mr Mat Noble Media and Photography: Ms Chrissie File

DesignDesign, Technology & Enterprise: Mr Shane BeitzDigital Technologies: Mr Matthew SmartFood Design: Ms Hannah Rosie



Useful Websiteswww.sace.sa.edu.au For information about the South Australian Certificate of Education and individual subjectswww.satac.edu.au For information about applying for tertiary entrywww.tafesa.edu.au For information about TAFE courses

For information about courses available and entry to each universityUniversity of Adelaide www.adelaide.edu.auFlinders University www.flinders.edu.auUniversity of South Australia www.unisa.edu.auCharles Darwin University www.cdu.edu.auTabor College www.taboradelaide.edu.au



St John’s Campus – ELC-Year 620 Highgate Street, Highgate SA 5063t. 08 8271 4299

e. [email protected]

Concordia Campus – Years 7-1224 Winchester Street, Highgate SA 5063t. 08 8272 0444

www.concordia.sa.edu.au

years 11 & 12 curriculum pathways 2020 - concordia college · senior school pathways 2020...

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