LEARNING AND ASSESSMENT PLAN

Stage 2 Integrated Learning II

School St Patrick’s Technical College Contact Teacher

Other schools using this plan nil

Communication

Key Area of Study Learning  Work  Program Focus Electrotechnology

(please tick 2 or 3) (e.g. cultural program, outdoor activities)

Enrolment Code Program

SACE
Year No. of Credits Variant Code
School Code Stage Subject Code
(10 or 20) (A–W)

3 5 4 2016 2 I L H 20
COHORT/CONTEXT DESCRIPTION
This should describe:
 the cohort of students (e.g. student background and learning needs)

This assessment plan has been written for campus–based students who are seeking an apprenticeship
within the electro-technology sector (eg. Electrician, Refrigeration Mechanic, etc). This year, 15 (male)
campus-based students will participate in this Electro-technology Integrated Learning program. All of the
students participating in this program have completed the requirements for Stage One and are motivated to
complete their Stage Two requirements. Compared to the average senior secondary school student, their
skill, experience and knowledge of the electro-technology sector is high. Academically, the majority of
students have low to average literacy and numeracy levels and the course will attempt to cater for the needs
of these students.
PROGRAM DESIGN
This should describe:
 how the program has been designed to engage the range of students in the cohort described above
 the intended delivery of the program (e.g. students will undertake elements of the program off-campus, program
delivered in single and block lessons across a 5-day cycle)
 topic choices (e.g. option topics) and give details of negotiated topics
 program focus.
This program has been written to cater for the needs of our electrotechnology students who spend some
time in the workplace during their work experience throughout the year. The students also spend a
considerable amount of time at school (4 × 55 minute lessons a week) completing the requirements for
SACE Stage 2. Some of these students may gain a School–based Apprenticeship or Traineeship (SbAT)
during the year. Hence, a flexible learning program is set up for these students to complete their SACE.
The program focus is ‘Electrotechnology’. Students are taught some of the various aspects associated with
being a qualified tradesperson in the electrotechnology industry. The course contains mainly theory based
tasks to be accompanied by the assessment tasks listed below. The assessment tasks reflect on-the-job
situations to allow the students to develop their knowledge and skills in their chosen career path. Students
focus on Key Area 1: Developing the Capability for Learning and Key Area 4: Developing the Capability for
Work.

To fill out the information below please double click here.

Recommended by Principal or nominee (signature) Date 11/02/16

Signature of SACE Board Officer Date

SACE Board Officer Number Approved / Not Approved

Accession Number Expiry date of Learning and Assessment Plan

Page 1 of 6 Stage 2 Integrated Learning II 20-credit learning and assessment plan

Ref: A208840 (revised January 2013)
© SACE Board of South Australia 2013
CAPABILITIES, LITERACY AND NUMERACY OPPORTUNITIES
This should explain:
 how the program provides opportunities for students to develop their capabilities and their literacy and numeracy
skills (e.g. strategies and resources)

Capabilities

Opportunities are provided for students to develop the capabilities of learning and work:
 Develop and apply employability skills including knowledge and application of electrotechnology
principles and team work.
 Understand and practise shared obligations.
 Learning to communicate in the electrotechnology environment for a variety of purposes and for
different audiences.
 Use appropriate technologies and communication modes to express feelings, ideas and opinions.

Literacy and Numeracy Skills

Opportunities are provided for students to use appropriate and effective language in a trade context when
working with others and using a range of investigative and inquiry skills, and emerging technologies to
access and present data. Numeracy skills are developed when using graphs, diagrams and spreadsheets, or
analysing and accessing various quantitative data. Correct use of measurement and numerical concepts, and
the evaluation and improvement of personal numeracy skills is encouraged.

Page 2 of 6 Stage 2 Integrated Learning II 20-credit learning and assessment plan

Ref: A208840 (revised January 2013)
© SACE Board of South Australia 2013
Subject: Stage 2 Integrated Learning II School: St Patrick’s Technical College Contact Teacher: Michael Haddad
ASSESSMENT OVERVIEW
Complete the table below to demonstrate how the set of assessments addresses all of the learning requirements and assessment design criteria.

Learning Requirements Assessment Design Criteria

(Indicate the Learning Requirements addressed) (Indicate the specific features to be
addressed)

Investigate and analyse

awareness in reflecting

the program focus and

and informed opinions
and skills to achieve a
knowledge, concepts,

connections between
perspectives, using a

chosen area of study

Weighting of Assessment Name of Assessment

concepts, ideas, and

Work collaboratively

Communication and
Communicate ideas
skills from different
Develop and apply

on, and evaluating

Types

Demonstrate self-
variety of sources

the capability in a
(as described in the

Investigation and

Evaluation and
assessment details following)

Understanding
Collaboration
Develop and
understand

Application
with others

Reflection
Analysis
purpose

learning
Assessment Weighting
Please add/delete rows as
Type (%)
necessary

Practical 30 Setting up a Work Van for an

     1 1 2,3 1 1
Electrician
Quotation for New Lighting
    1,2 2 1,2 2
in an Existing Home
Designing an Electrical Plan
     1,2 2 2 1,2 1
for a New Home

Group activity 20 Solar Panel Practical

     1,2 2 1,2 2
Investigation

Folio and 20 Trade Pathway Folio and     1 2,3 1 2

discussion Discussion

Project 30 Domestic Solar Power Please refer to the Subject Operational Information
Investigation

Six to eight assessments: Please refer to the Integrated Learning Subject Outline.
(Note: to record any changes to the assessment outline, please use the Addendum to Learning and Assessment Plan attached.)

Page 3 of 6 Stage 2 Integrated Learning II 20-credit learning and assessment

plan
Ref: A208840 (revised January 2013)
© SACE Board of South Australia 2013
Subject: Stage 2 Integrated Learning II School: St Patrick’s Technical College Contact Teacher: Michael Haddad

ASSESSMENT DETAILS
Use the table below to provide details of the assessments designed to provide opportunities for the range of students in the cohort to show evidence of their learning against the
performance standards.

Name of Assessment Description of Assessment (a description of the flexible, and where appropriate, negotiable, ways in Assessment conditions as appropriate
(Assessment Type) which students show evidence that demonstrates their learning against the performance standards, (e.g. task type, word length, time
including to the highest standard) allocated, supervision)

Students are to compare and select a suitable van/ute and design an appropriate fit-out to cater for an Individual presentation of technical
electrician’s work requirements. They are then to source prices and specific details, analyse and drawings, tables, notes and
Setting up a Work Van for an
present these on a spreadsheet to show overall cost. The final design solution will then be evaluated spreadsheets.
Electrician
by the students.
(Practical)
Students critically evaluate their learning and demonstrate their understanding of connections with the Evaluation:
capabilities of learning and work. Written (maximum of 750 words) or
oral (maximum of 5 minutes).

Students will demonstrate that they are able to create a modern lighting design solution for an existing Individual presentation of technical
home. They are then to show they are capable of sourcing prices for all the materials and estimate the drawings, notes, spreadsheets and
Quotation for New Lighting in an
labour time for installation. This is to be presented in an (itemised) invoice format for a customer. final invoice/quotation.
Existing Home
Students reflect on their learning through self-assessment and peer assessment and demonstrate their
(Practical)
understanding of connections with the capabilities of learning and work. Evaluation:
Written (maximum of 750 words) or
oral (maximum of 5 minutes).

Students will demonstrate they have obtained the knowledge and skills needed to design an electrical plan for a Individual presentation of technical
basic new home. They should be able to calculate quantities for all the 1 st and 2nd fix electrical materials needed drawings on A3 paper and spreadsheet
Designing an Electrical Plan for a
using scale diagrams and spreadsheets. tables.
New Home
Students critically evaluate their learning and demonstrate their understanding of connections with the
(Practical)
capabilities of learning and work. They are also required to reflect on their learning through self- Evaluation:
assessment and peer assessment. Written (maximum of 750 words) or
oral (maximum of 5 minutes).
Solar Panel Practical Investigation
(Group Activity) Students design and conduct an investigation collaboratively to determine how a particular factor Students work collaboratively in the
affects the electricity produced from a solar panel. They formulate a hypothesis, design and conduct design and execution of the practical
an investigation, identify variables, collect, display, analyse and interpret data, evaluate results, but prepare an individual written report
suggest improvements, draw conclusions, and communicate their knowledge and understanding of for assessment. Practical is performed
any concepts that are linked to the course work. They are also required to reflect on their learning under teacher supervision during a
through self-assessment and peer assessment. double lesson.
Page 4 of 6 Stage 2 Integrated Learning II 20-credit learning and assessment
plan
Ref: A208840 (revised January 2013)
© SACE Board of South Australia 2013
Name of Assessment Description of Assessment (a description of the flexible, and where appropriate, negotiable, ways in Assessment conditions as appropriate
(Assessment Type) which students show evidence that demonstrates their learning against the performance standards, (e.g. task type, word length, time
including to the highest standard) allocated, supervision)

Practical Report:
Written (maximum 1000 words)

Students are required to keep a folio of the requirements necessary to gain entry into a specific Folio of evidence of research (notes,
specialist trade in the electrotechnology industry – pre, during and post apprenticeship. This could diagrams, information, observations,
include things like the requirements necessary to become an electrician or a refrigeration mechanic. reflections, pamphlets, journal, etc).
They are to obtain a list of the skills / competencies / courses / experience necessary for the specific Discussions in groups of 3. Each
Trade Pathway Folio and sector. They are also required to find out about the pre-requisites necessary in order to undertake such student is allowed a maximum of 10
Discussion skills / courses and find out where these are offered. Give an overview of how long the courses / minutes.
training would take in order to become fully qualified.
The folio may consist of pamphlets, notes, printouts, observations, journal entries, photographs,
reflections of information obtained which they will use this to provide as evidence of learning during a
round-table discussion with the teacher.

Students select an aspect associated with the use of solar power in residential homes for individual Assessed individually.
Domestic Solar Power focused development.
Investigation The project is likely to be a research-based or a practical project-based task, or a combination of A maximum of 2000 words if written or
(Project) these. It is recommended that the students present the project in two parts: a maximum of 12 minutes for an oral
an outcome (research/project-based) presentation, or the equivalent in
(External component) an explanation of the connections between the program focus and the capability in a chosen key area. multimodal form.

Page 5 of 6 Stage 2 Integrated Learning II 20-credit learning and assessment

plan
Ref: A208840 (revised January 2013)
© SACE Board of South Australia 2013
 Addendum to:

LEARNING AND ASSESSMENT PLAN

Stage 2 Integrated Learning II

School St Patrick’s Technical College Contact Teacher Michael Haddad

Other schools using this plan nil

Communication

Key Area of Study Learning  Work  Program Focus Electrotechnology

(please tick 2 or 3) (e.g. cultural program, outdoor activities)

Enrolment Code Program

SACE
Year No. of Credits Variant Code
School Code Stage Subject Code
(10 or 20) (A–W)

3 5 4 2016 2 I L H 20
CHANGES MADE TO THE LEARNING AND ASSESSMENT PLAN
Describe any changes made to the Learning and Assessment Plan to support students to be successful in meeting
the requirements of the subject. In your description, please explain:
 what changes have been made to the plan
 the rationale for making the changes
 whether these changes have been made for all students, or individuals within the student group.

PRINCIPAL ENDORSEMENT
The changes made to the Learning and Assessment Plan support student achievement of the performance standards and
retain alignment with the subject outline.

Signature of Principal or nominee Date

Page 6 of 6 Stage 2 Integrated Learning II 20-credit learning and assessment plan

Ref: A208840 (revised January 2013)
© SACE Board of South Australia 2013