Year 11 2025 Subject Information Night
Tuesday 30 July 2024
Welcome and Overview
Prayer and Acknowledgement of Country
An introduction to the SACE and the IB Diploma
• Sharing of key information to support decision making
• Guidance of where to locate helpful resources
• Highlight partnership between parents, students and the College
Our presenters this evening
Marc Whitehead – IB Diploma Coordinator
Jemima Nicholas– SACE Coordinator
Bill Deegan – Student Pathways Coordinator
Michael Francis – Head of Senior School
The IB Diploma
Marc Whitehead
IB Diploma Coordinator
The IB Continuum
The journey of an IB Learner
Group 2
Indonesian B, French B, English B, Spanish ab initio
Group 4
Biology, Chemistry, Physics, Sports Exercise & Health Science Environmental Systems & Societies*
Group 1
English A, Chinese A, Other Lang A (including self-taught)
Group 6
Visual Arts, Theatre, Music,
Group 3
Economics, Geography, Global Politics, History, Psychology, Business Management Environmental Systems & Societies*
Group 5
Mathematics: Analysis & Approaches, Mathematics: Applications & Interpretation
Other Group 2, Group 3 or Group 4 subject
Subject Briefs
The IB website provides briefs for all subjects offered.
https://www.ibo.org/university-admission/support-studentstransition-to-higher-education/course-selection-guidance/
Curriculum Requirements
Students choose one course from each subject group
Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts
3 subjects will be undertaken at Higher Level (HL) and 3 at Standard Level (SL)
HL = 240 hours over two years
SL = 150 hours over two years
Curriculum Requirements
Course/level of Mathematics decided at the beginning of Year 11
• Mathematics: Analysis & Approaches HL or SL
• Mathematics: Applications & Interpretation SL
Other HL subjects chosen after Semester 1 in Year 11
Students may be eligible to undertake Year 12 Language Acquisition in Year 11 (Anticipated). This is only available at SL.
Spanish ab initio only available at SL
Theory of Knowledge
Consideration of the central question: How do we know?
Compulsory, interdisciplinary requirement promoting student:
• Critical reflection on diverse ways of knowing and areas of knowledge
• Awareness of themselves as thinkers
Awareness of the interpretative nature of knowledge
Preparation for tertiary education
100 hours over 2 years
The TOK Exhibition – Exhibition on 3 Objects/images based on prescribed prompts from the IB
Essay on a prescribed title (up to 1600 words)
https://www.ibo.org/globalassets/new-structure/recognition/pdfs/core-tok-2022-en.pdf
TOK Questions develop critical thinkers!
In the acquisition of knowledge, is following experts unquestioningly as dangerous as ignoring them completely? Discuss with reference to the human sciences and one other area of knowledge.
Is it problematic that knowledge is so often shaped by the values of those who produce it? Discuss with reference to any two areas of knowledge.
Is it always the case that “the world isn’t just the way it is, it is how we understand it— and in understanding something, we bring something to it” (adapted from Life of Pi by Yann Martel)? Discuss with reference to history and the natural sciences.
Extended Essay
Independently written research paper
Opportunity to explore an academic area of personal interest from a DP subject
Students demonstrate their enthusiasm, intellectual initiative and creative approach for chosen topic
Develop transferable skills such as research, critical thinking and self-management.
Preparation for tertiary education
Introduced in Year 11 and completed in Year 12
Upper limit of 4,000 words
Recommended 40 hours private study
Three compulsory formal reflections with supervisor
https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/extended-essay-brief-2016-en.pdf
What is CAS?
An opportunity for personal and interpersonal development via “experiential learning”.
A programme framework that allows students to choose their learning experiences.
It involves:
• real, purposeful activities, with significant outcomes
• personal challenge—tasks must extend the student and be achievable in scope
• investigation, preparation, implementation, reflection and demonstration of experiences
https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/cas-2016-english-1st-final-web.pdf
CAS
CAS develops students who:
• enjoy new learning experiences
• purposefully reflect upon their experiences
• identify goals, develop strategies and determine further actions for personal growth
• explore new possibilities, embrace new challenges and adapt to new roles
• actively participate in planned, sustained, and collaborative CAS projects
• Recognise themselves as members of local and global communities with responsibilities towards each other and the environment.
Assessment in the IB Diploma
Each subject is graded from 1 (minimum) to 7 (maximum).
Internal assessment is subject to external moderation
Examinations for students commencing the Diploma in 2025 will be in November 2026.
French SL and Indonesian SL students (where appropriate) may take the exam as Anticipated Yr. 11 in the November 2025 session.
Maximum of 3 Examination Sessions
Assessment
Total subject points = 42 (6 subjects X maximum 7 grade)
3 additional points awarded for combination of EE and ToK
Maximum possible points is 45 points
Minimum score for award of Diploma is 24 points plus satisfactory completion of ToK, EE and CAS.
ATAR advantage
The SACE
Jemima Nicholas SACE Coordinator
Overview
Building 200 Credits
• The SACE is designed to allow students to choose the subjects that suit their interests, skills, and career goals.
• Students build 200 credits of study across Stage 1 and 2
(10 credits = 1 semester of study in 1 subject)
• Stage 1 usually at Year 11.
• Stage 2 usually at Year 12
• 50 credits of compulsory SACE subjects
• 60 credits SACE Stage 2 or VET subjects
• At least 90 credits of other subjects at Stage 1 or Stage 2 (or equivalent)
Compulsory Requirements
Exploring Identities and Futures (Stage 1) – 10 credits
• Most students will complete this in Year 10
Numeracy Requirement – 10 credits
• A mathematics subject in Stage 1 or Stage 2
Literacy Requirement – 20 credits
• An English subject in Stage 1 or Stage 2
Activating Identities and Futures (Stage 2) – 10 credits
• Completed over Year 11
ATAR calculations
Based on best 90 credits
Activating Identities and Futures (AIF) (10 credits)
+ 3 Stage 2 (Year 12) subjects (60 credits) + Other Recognised Learning
• 4th (or 5th ) SACE Stage 2 subject
Note: As of 2025, it is a College Policy requirement that Year 12 students undertake 4 full-year subjects in Year 12 to ensure breadth of learning and support student interests.
• VET Courses (ATAR contribution equivalent to the student’s best 60 credits).
• 1 IB subject (set conversion to SACE points e.g. 7 = 19.0; 8=18.2)
• University subjects (HD at university scores equal to A+ merit in SACE subjects)
Key Takeaways
The pathway to success is in the hands of the student
The SACE gives students the flexibility to learn things that match their interests, skills, and career goals:
If I choose the SACE, how will it help me grow into the person I want to become?
How will I challenge myself?
How will I set myself up for success in my future pathways?
Learn more
SACE Website: www.sace.sa.edu.au
Mercedes College Curriculum Handbooks: https://www.mercedes.catholic.edu.au/learning/senior-school/
Choosing your Year 11 & 12 Pathway
Bill Deegan Student Pathways Coordinator
Future Considerations
Researching the SACE and the IB Diploma in PLP lessons
• Our world is constantly changing - students need to consider possible futures and how to be prepared to:
• Choose the pathway to gain credentials – continue IB journey or move to SACE.
• Identify subjects for Year 11 and Year 12.
• In order to do that they must:
• Explore tertiary and career options
• Understand factors that determine how Universities make offers for courses (e.g. ATAR)
• Know how to best prepare for these courses and select the appropriate level of challenge for growth
• Identify their Learning style and develop others and examine the depth and breadth of knowledge required
Tertiary Options
Researching the options beyond school
• Many pathways to tertiary study. Planning already underway in EIF lessons.
• Students are learning about the courses available and what their entry requirements are.
Sources of information include:
• SATAC publications: https://satac.edu.au/satac-publications
• Open Days - Friday 9th and especially SUNDAY 11th August 2024
• University & TAFESA web sites
• Interstate and International web sites
https://www.satac.edu.au/satac-publications
Keeping options open
Prerequisite =compulsory / Assumed Knowledge=recommended
Year 12 Subject Considerations
IB Diploma curriculum pattern/ SACE subject combinations
• Which 3 subjects in the IB Diploma will be High Level (HL) and which 3 will be Standard Level (SL)?
• SACE Precluded Combinations = Subjects too similar in content e.g.
SACE General Mathematics and Mathematical Methods.
SACE Visual Art (Art) and Visual Art(Design)
• Counting Restrictions = Limit to number of subjects in one subject field e.g.
No more than 40 SACE credits of Music subjects
(there are 8 possible SACE Music subjects worth 10 credits)
Please note: The College has mechanisms within the nomination process to assist students
Vocational Education & Training (VET) Pathways
Vocational Education & Training (VET)
2 types of VET: Flexible Industry Pathway (FIP)
• Government identified areas of need (subsidized)
• Carpentry, Plumbing, Electrical, Early Childhood Education and Care, Health Services, Certificate III in Individual Support (Aged Care OR Disability), Information Technology, Screen & Media
• Students may need to establish evidence of interest in the field prior to applying for the course. E.g.
• Complete ‘White Card’ workplace safety training to work on construction sites
• Evidence of previous work experience
• Completion of short courses or ‘taster’ courses in that field
Vocational Education & Training (VET)
Stackable VET (user pays system)
• 'stack' qualifications from courses they choose
• Government does not consider them as areas of immediate need,
• No subsidy therefore it is a user pays system.
• Most courses are awarded SACE credits.
• Courses on SACE VET Recognition Register may be eligible for SACE Stage 2 (Year 12) credits
https://www.sace.sa.edu.au/web/vet/vet-coordinators/vet-recognition-register
All students contemplating VET MUST see Mr Deegan to organise a meeting
Understanding the ATAR
Australian Tertiary Admissions Rank
SACE aggregate score (pages 8 & 9 SATAC SACE TEB Booklet) OR
IB Admissions score (page 6 & 7 SATAC IB TEB Booklet)
Plus
Adjustment factors (added to the SACE aggregate score)
• Equity Scheme – up to five points available based on individual or family circumstance
• Language, Literacy and Mathematics Scheme –up to four points available for successfully completing a subject in any one of 4 categories:
• Language other than English
• English, English Literary Studies or IB English A: Literature
• Mathematical Methods or IB Mathematics A&I HL
• Specialist Mathematics or IB Mathematics A&A (SL or HL)
https://www.satac.edu.au/adjustment-factors
ATAR conversion for IB
• Final IB scores are reported on a whole number scale between 24 and 45
• An IB Admissions Score (IBAS) provides more precise values that considers their average place in grade boundaries in each subject.
• The IBAS is then used to determine the equivalent ATAR (referred to as a combined rank) for Tertiary entry.
• Full conversions from IBAS to ATAR can be accessed in SATAC publications
https://www.satac.edu.au/satac-publications
*examples of 2024 conversions
Pathways to University
• ATAR: achieved upon completion of Year 12 (the most direct entry to study at Bachelor level).
• STAT (Special Tertiary Admissions Test) – Page 38-41 SATAC GUIDE
https://satac.edu.au/stat
• Flinders University UniTest – used in conjunction with ATAR
• VET courses can also be a pathway to university (please collect the handout explaining this option either this evening or at the Subject Counselling Interview –29th August)
• Foundation Studies options post-school.(please collect the handout explaining this option either this evening or at the Subject Counselling Interview night)
Guidance for Year 11 2025 students
What process should I follow in making good decisions?
• Review the BDO report and activities in EIF very closely to help identify:
• Interests and strengths
• Learning styles
• Skills and abilities
• Consider requirements of Year 12 and ensure Year 11 is working toward these
• Consider your IB subjects carefully in Year 11 as you must continue in Year 12
• Consider the flexibility in Year 11 SACE to try different subjects but be aware of prerequisites
Guidance for Year 11 2025 Students
What is needed in Year 12?
• Consider minimum entry requirements for tertiary or other pathways:
• ATAR
• Prerequisite (required) Year 12 subjects
• Assumed knowledge
• What other experience in Year 12 will give you flexibility? For example,
• IB subjects can give you course credit in some Degree courses
• SACE can incorporate ONE Recognised Studies option (Could be an IB Subject or VET)
• What if you want to change to a different Bachelor Degree course?
SACE or Diploma?
General consideration
• Neither programme can be classified as holistically better than the other. It's a matter of choice.
• It doesn't matter which programme you choose. Your results will reflect the effort and commitment you put into your studies.
SACE or Diploma?
General consideration
• The Diploma (DP) ensures wider holistic learning due to compulsory studies in a breadth of subject domains like science, languages, maths and the humanities. Subjects are studied over 2 years promoting depth of knowledge. This creates flexibility and a large scope of choice for university entrance.
• The SACE allows you to specialise while at school and choose subjects that align to your interests. You create your own pathway and plan how your subjects will prepare you for your life after school.
SACE or Diploma?
Specific factors to consider
• Although SACE is a 2-year programme, it is generally viewed as semester courses in Year 11 and full year courses in Year 12.
• Year 11 ideal to understand how to maximise understanding of performance standards.
• Flexible - Try a subject in Year 11 and choose to continue or try something else in Year 12
• Some subjects such as Physics and Chemistry ideally should have a full year preparation in Year 11 before tackling them in Year 12
• SACE Core (Activating Identities & Futures) provides opportunity for further breadth of learning and develops skills in research and time management.
SACE or Diploma?
Specific factors to consider
• IB DP involves 2-year programme for selected subjects.
• Year 11 DP is taught at Year 12 standard from day one.
Students may take a few weeks to acclimatise to the challenge.
Don’t be put off by grades of 3 or 4 in first semester! Grades will improve over two years of depth!
• 3 subjects must be taken at HL. HL subjects can be demanding.
SL can be similar or even less demanding than SACE Stage 2 subjects.
• DP Core (CAS, ToK, Extended Essay) requires / develops time management and planning skills over the two years
SACE or Diploma?
Preparing for your future
• SACE and DP both develop skills which Universities assume students have:
• Time management, research skills, essay writing, creativity, critical thinking
• The style of study in the DP is more similar to the tertiary models
• Both the SACE and the DP are recognised nationally and internationally.
• The International Baccalaureate (IB) is an International Programme.
• Diploma HL subjects can be used for credit in some Universities 1st year courses (depending on IB DP HL results)
SACE or Diploma?
Still not sure?
• At Year 11, choose the IB Diploma…but only if you think your current (or desired) learning and assessment style and interests fully suit this option
• You can always transfer to SACE (but you cannot go the other way)
• Year 11 DP results gain SACE credits (as long as you achieve a grade of 3 or better)
• Year 11 DP study skills will set you up for success in Year 12 SACE
Religious Education
At Mercedes College, studies in Religious Education is compulsory in both the IB Diploma Programme and SACE in Year 11 and Year 12.
This is a key part of the values-based education in our mission enabling students to “flourish in all aspects of their humanity”.
• Year 11 DP and SACE students undertake Spiritualities, Religion and Meaning (SRM) and gain 10 SACE credits
• Community Service/CAS contributes to Stage 1 SRM
• Year 12 SACE students have choice of
• SRM (10 or 20 SACE credits) OR
• Life and Faith (no SACE credits)
• Year 12 DP students undertake Life and Faith
• All students engage in Year level Retreats
What Now?
Subject Nomination Process
Week beginning Monday 19 August (Week 5)
• Students will receive an email with access to Edval Choice.
Tuesday 27 August (Week 6)
• Subject Counselling Interviews with students, key staff, and families.
Monday 2 September (week 7)
• Subject preferences to be finalised and shared using Edval Choice. Note that preferences are not a guarantee. They will be used to construct a set of subject lines that best fit cohort nominations and College resources.
Key Contacts
Please do not hesitate to contact any of us on
Learning Area Leaders / Key Teachers
Contact via SEQTA Engage
A Senior School Pastoral Perspective
Michael Francis Head of Senior School
5 elements to keep in mind through this process
Possibilities Preparation and Planning
Personal Pathways
Pressure Management Partnerships
Academic and Curriculum goals are well supported by our commitment to a strong Pastoral foundation
Our thanks...
…for your attendance here this evening and your ongoing partnership with us
We trust that this has been an informative and helpful presentation
Please do not hesitate to contact the College should there be any follow up questions
Thank you, good night