Year 10 schedule

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 are enrolled in the Stage 1 Personal Learning Plan so they can plan for years 11 and 12.
  • Students may begin to enrol into VET programs.
  • Monitoring occurs each term using interim and final reports.

Term 1

Early

SACE information session

An information session provides caregivers with:

  • information about the SACE
  • the Personal Learning Plan (PLP)
  • student workload management
  • student work completion policies
  • intervention support offered to students.

The session encourages caregivers to be involved and supportive during their child’s senior years. Communication pathways are established between the student’s care group teacher and caregiver.

Support materials

Personal Learning Plan (PLP)

To maximise student success, the PLP provides students and their teachers with opportunities to reflect on meaningful pathways and planning. The PLP is used to inform course selection in Term 3.

Support materials

Term 2

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 the compulsory Stage 1 requirements of the 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

Late

Interim report (20 credit subjects and courses)

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

Pathway review

This is a review of the student’s personal learning goals, achievement, and progress information measured against the student’s proposed course of study.

Support materials

Term 3

Middle

Pathway development

The course counselling process supports students to develop meaningful pathways through the SACE and into further learning, work, and life. Students use their PLP and subject achievements as a basis for discussion and decision-making.

Support materials

Late

Interim PLP report

Students and caregivers are given a formal written report partway through the PLP. The report outlines the student’s learning, as well as providing an interim grade.

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 the PLP are requested to attend the interview.

Student reflection

Students in extended care groups reflect on their PLP achievement and their chosen pathway. Care group teachers facilitate an authentic reflection.

Support materials

Intervention

There are different categories of intervention based on the level of support required for students at risk of not achieving their PLP. The categories of intervention are supported by the school’s leadership team, understood by all senior staff and coordinated by the senior years learning coordinator. 

Support materials

Late

Final PLP Report (PLP due December)

Students and their caregivers are provided with a final summative report.

Pathway review

This involves a review of the student’s personal learning goals, achievement and progress information against the student’s proposed program of study. Final grades are used to confirm student pathways and select Stage 1 subjects for the following year.

Support materials