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Year 12 schedule

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Overview

This schedule represents one approach that schools may find useful in developing systematic and proactive student monitoring systems.

The Year 10, Year 11 and Year 12 schedules together represent a 3-year approach to monitoring student achievement in the SACE.

Each schedule includes exemplar policies, procedures, and guidelines used by schools to monitor their students' SACE achievement.

Assumptions

  • Students have consolidated their pathway plans.
  • Students are focused on completing the compulsory Stage 2 Research Project.
  • Students may be enrolled in VET programs.
  • Monitoring occurs in 5-week cycles, using snapshot reports (brief, timely, and easily administered student performance reports) and end-of-term reports.
  • Schools Online completion check reports are used to confirm students are on track for SACE completion.

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Term 1

Early

Pathway confirmation

Care group teachers work with students in an extended care group lesson to confirm their pathways and enrolments. Refinement of some pathways may be needed.

Support materials

Completion check

SACE completion and ATAR checks are conducted before final confirmation of enrolments.

Stage 1 expectations

A special program day focuses on Stage 1 requirements, wellbeing, and workload management.

Support materials

Middle

Snapshots

Snapshots are brief, timely, and easily administered reviews of student performance used by teachers and students to make informed decisions about teaching practice, learning support, and student pathways. Unlike summative end-of-semester reports, snapshots provide students with early feedback and are student focused. The snapshot comprises three steps:

  • Collection
  • Reflection
  • Action.

Snapshot collection

Schools use progress indicators such as attendance, task and homework completion, class behaviour, effort, interim grades, etc. to provide easily and consistently collected data that can be generated and communicated quickly.

Snapshot information can be based on student and/or teacher input. A database is used to aggregate the information.

Snapshot reflection

In conjunction with their pathway plan, students reflect on their snapshot data with the support of the care group teacher to identify and make decisions about improvement strategies.

Snapshot action

Based on the need for support identified in the reflection, different levels of action are planned and initiated. This ranges from individual student self-improvement goals to structured intervention programs.

Support materials

Late

Interim report

A formal written report provides progress and improvement information to students and their caregivers. The report provides learning progress indicators and subject grades.

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Term 2

Early

Interviews

Interviews occur in week 1 after families and caregivers have time to analyse the latest interim report. Interviews are optional but encouraged. Caregivers of students at risk of not achieving their SACE are requested to attend the interview.

Middle

Snapshots

Snapshots are brief, timely, and easily administered reviews of student performance used by teachers and students to make informed decisions about teaching practice, learning support, and student pathways.

Unlike summative end-of-semester reports, snapshots provide students with early feedback and are student focused. The snapshot comprises three steps:

  • Collection
  • Reflection
  • Action.

Snapshot collection

Schools use progress indicators such as attendance, task and homework completion, class behaviour, effort, interim grades, etc. to provide easily and consistently collected data that can be generated and communicated quickly.

Snapshot information can be based on student and/or teacher input. A database is used to aggregate the information.

Snapshot reflection

In conjunction with their pathway plan, students reflect on their snapshot data with the support of the care group teacher to identify and make decisions about improvement strategies.

Snapshot action

Based on the need for support identified in the reflection, different levels of action are planned and initiated. This ranges from individual student self-improvement goals to structured intervention programs.

Support materials

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Term 3

Early

Completion check

SACE completion and ATAR checks are conducted before final confirmation of enrolments.

Interim report

A formal written report provides progress and improvement information to students and their caregivers. The report provides learning progress indicators and subject grades.

Middle

Snapshots

Snapshots are brief, timely, and easily administered reviews of student performance used by teachers and students to make informed decisions about teaching practice, learning support, and student pathways.

Unlike summative end-of-semester reports, snapshots provide students with early feedback and are student focused. The snapshot comprises three steps:

  • Collection
  • Reflection
  • Action.

Snapshot collection

Schools use progress indicators such as attendance, task and homework completion, class behaviour, effort, interim grades, etc. to provide easily and consistently collected data that can be generated and communicated quickly.

Snapshot information can be based on student and/or teacher input. A database is used to aggregate the information.

Snapshot reflection

In conjunction with their pathway plan, students reflect on their snapshot data with the support of the care group teacher to identify and make decisions about improvement strategies.

Snapshot action

Based on the need for support identified in the reflection, different levels of action are planned and initiated. This ranges from individual student self-improvement goals to structured intervention programs.

Support materials

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Term 4

Early

Interviews

Interviews occur in Week 1 after families and caregivers have had time to analyse the latest interim report. Interviews are optional but encouraged. Caregivers of students at risk of not achieving their SACE are requested to attend the interview.

Middle

Near-miss intervention

A final pattern check is conducted. If necessary an intensive intervention is put in place for those students at risk of not completing the SACE.

Support materials

Late

SACE results release

Schools receive information about student SACE completion and subject achievement. Schools may contact some students to offer pathways support and encourage them to enrol in additional SACE subjects.

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