Senior School (Years 10 – 12 )

Students move into senior school in Year 10, allowing them to focus on more individualised learning programs based on their career options. Individual subject counselling is available on a regular basis to assist students to identify their learning strengths and assist them with subject selection to enable their preferred career choices.

What is SACE?

To gain the SACE, students complete about two years of full-time study which most students spread
over three years.
There are two stages to the SACE:

  • Stage 1, which most students do in Year 11, apart from the Personal Learning Plan, which most students are likely to do in Year 10
  • Stage 2, which most students do in Year 12

Each subject or course successfully completed earns ‘credits’ towards the SACE. At least 200 credits
are required for students to gain the certificate. 10 credits are equal to one semester, or two terms, of study in a subject, and 20 credits are equal to a full-year subject.
Students will receive a grade from A to E (A+ to E- at Stage 2) for each subject. For compulsory
subjects, they will need to achieve a C grade for Stage 1 and or C– at Stage 2 or better.
The compulsory subjects are:

  • Personal Learning Plan (10 credits at Stage 1)
  • Literacy – at least 20 credits from a range of English subjects or courses (Stage 1)
  • Numeracy – at least 10 credits from a range of mathematics subjects or courses (Stage 1)
  • Research Project – an in-depth major project (10 credits at Stage 2)
  • Other Stage 2 subjects totaling at least 60 credits

The remaining 90 credits can be gained through additional Stage 1 or Stage 2 subjects, VET competencies or SACE Board recognized courses of a student’s choice.
For further information, visit the SACE Board website at for more information about

Tertiary Studies

The SACE is the basic requirement for entry to higher education. The higher education institutions use a Australian Tertiary Admissions Rank (ATAR), derived from SACE studies, to rank students for selection to particular courses.

Requirements vary depending on the course school-leavers are considering. In order to be eligible to be considered for a place in a chosen course students must meet the minimum entry requirements as outlined in the SATAC TAFE Guide. If there are more eligible applicants than available places applicants are ranked according to specific selection criteria developed for each course. This selection is available from

In order to qualify for entry to University, school-leavers must have:

  • successfully completed SACE and, in doing so, they must have:
  • enrolled for and gained satisfactory achievement in four Stage 2 subjects;
  • met any prerequisite subject requirements for the course
  • Selection will be based on: scaled (or adjusted) scores in 90 credits of stage 2 subjects (see SATAC tertiary entrance booklet for more information)

SATAC administers two bonus points schemes based on rules provided by its member universities. The two schemes are the Universities Equity Scheme and the Universities Language, Literacy and Mathematics Bonus Scheme.
The Universities Equity Scheme awards bonus points for eligible students, and the Universities Language, Literacy and Mathematics Bonus Scheme also awards points for eligible students. An individual student can receive bonus points under both schemes.
Any bonuses will be added to the university aggregate from which selection ranks are calculated. The selection rank will then be the ATAR which corresponds to the revised aggregate.
Selection ranks adjusted for bonus points do not appear on the Tertiary Entrance Statement (TES) issued to SACE/NTCET students because they are only specific to SA/NT courses/programs.
Universities Equity Scheme
The Universities Equity Scheme will provide bonuses in two ways: bonuses for all students in certain specified schools and bonuses for individuals in other schools. Eligible students will receive five bonus points in the calculation of their selection ranks.
The Scheme will apply to all courses offered by Charles Darwin University, Flinders University, the University of Adelaide, University of South Australia, CQUniversity Australia, Tabor College of Higher Education and Torrens University Australia.

School-based bonuses
South Australian and Northern Territory schools attracting equity bonuses will be identified using criteria agreed to by SATAC’s member universities which consider:S

  • schools’ remoteness as defined under the Australian Standard Geographical Classification
  • The ‘participation rate’ (the percentage of students in each school gaining an Australian Tertiary Admission Rank (ATAR) who receive a SATAC offer)
  • The mean ATAR achieved in each school
  • Schools’ Index of Community Socio-Educational Advantage.

Interstate schools attracting equity bonuses will be identified using a subset of these criteria. For enquiries regarding equity bonuses for interstate schools contact SATAC.
Schools attracting bonuses will be identified on an annual basis when data for all criteria becomes available. SATAC contacts all SA/NT schools each year regarding whether their students will be eligible for a school based bonus in the following year. The classification of individual schools may change from year to year.
Students will not need to apply for a school-based bonus — any such bonuses will automatically be applied by SATAC in the calculation of students’ selection ranks.


Community Learning

The SACE Board continues to recognise learning that happens in a range of community settings.
SACE students can gain recognition for community learning in two ways:

  •  Community-developed Programs through a current award or certificate of a community-developed program, such as those offered by the Royal Life Saving Society or the Duke of Ed-inburgh’s Award.
  • Self-directed Community Learning such as taking care of a family member, supporting a ref-ugee family, or volunteering for a community project.

To gain recognition for this kind of community learning, students need to show evidence about what they have learnt.

Many community organisations develop and accredit their own programs, and many of these are
eligible for recognition towards the SACE. Examples of such programs include Australian Music
Examinations Board, the Duke of Edinburgh’s Award, and the SA Country Fire Service.

Self-directed Community Learning may be gained through learning experiences that do not follow a
formal, accredited curriculum.

Individual students may participate in a range of programs or sets of activities that are not formally
accredited. Examples of this type of learning include:
* Acting as the carer for an elderly or invalid person
* Creating media productions (e.g. lms, websites) outside school
* Officiating at a series of sporting events
* Performing in sport at an élite level
* Planning and coordinating community or recreational events
* Taking a leadership role in community land-care or conservation groups
* Taking a leadership role in community theatrical productions
* Taking a leadership role in volunteer organisations
* Taking a leadership role in the workplace
* Teaching others specialised skills (e.g. dance)
For more Information regarding community learning contact the SACE coordinator or go to the SACE

Open Access College

Students may have the opportunity to complete subjects not offered by our school by Distance Education, if necessary for further study or a chosen career path. Information about Open Access courses can be obtained from the SACE Coordinator or at
Usually students have one lesson each week and need to complete set work independently over the rest of the week. For students to successfully complete these subjects they need to be extremely well organised, self-motivated and independent learners.

Apprenticeships/ Traineeships and The Sace

School-based Apprenticeships (SBAs) allow senior students to work towards a nationally recognised vocational and technical qualification while completing their SACE studies and must be endorsed by the school.
Australian Apprenticeships and Traineeships provide nationally recognised qualifications and competencies and are offered at all certificate levels up to Advanced Diploma. Once completed the qualification can lead to continued employment, self employment, further training or education.

Lucindale has a proud tradition of achievement in SBAs and we strongly urge students to consider the merits of undertaking an apprenticeship while completing their academic studies.
Students are sometimes paid while training; it is structured and can take the place of casual work. The rate of pay varies depending upon the industry, the year level, the qualification and whether industry or national awards are used. Not all traineeships work in this way and this would need to be discussed with the training organisation/ employer prior to signing up.
The student must enter into an Apprenticeship/Traineeship Training Contract with an employer (and a parent/guardian if the student is under the age of 18 years) through a Registered Training Organisation (RTO). This contract is a legally binding contract for the duration of that contract. The same terms, conditions, rights and obligations apply as with all other traineeships or apprenticeships.

Benefits for students
If you are still at school and are looking at your career options, it is possible to undertake an School Based Apprenticeship whilst at School, be paid while working, and have it count towards your SACE.
Australian School-based Apprenticeships are a great career option for students in Years 10, 11 and 12. They have a number of benefits which include:

  • Finish Years 11 and 12 while you start your apprenticeship
  • A step ahead of the competition for jobs
  • Learn the latest knowledge and skills
  • You get paid while you learn
  • You are covered by a training contract, which links to an industrial award or agreement
  • Nationally recognised qualifications
  • Hands on experience in a real job
  • A great way to move from school to work
  • A sense of achievement
  • A great start to your career

If you are interested, speak to the SACE Coordinator who will be able to put you on the right track and can assist you in choosing the most suitable subjects.
For further information on Australian School-based Apprenticeships: Australian Apprenticeships web site:

Flexible Industry Pathways (FIP)

Lucindale Area School is implementing Flexible Learning Pathways (FIP) in 2022 as part of the VET in Schools policy. This is to make vocational training more accessible to school students as part of their senior studies. LAS is working with several schools in the district to offer different FIPs, LAS being responsible for Agriculture.

Flexible Industry Pathways are a new way of approaching the delivery of Vocational Pathways in schools. They are designed to prepare students for the world of work as well as meeting industry and employer ‘s needs.

A FIP works by having a Year 11 student take part in a SACE subject called Workplace Practices across both Semesters, as part of this subject students complete around 60 hours of VET training, in our case a Cert 11 in Agriculture (by the end of Year 12). We will likely have students coming from other schools to take part in our Agriculture FIP training, just as we may have students sign up for FIPs through other schools in areas such as.

  • Primary Industries & Agriculture
  • Forestry
  • Health & Community Services
  • Tourism, Event Management & Hospitality
  • Automotive Industry
  • Building & Construction Industry
  • Engineering & Civil
  • Education, Early Childhood and Care

Further information regarding FIPs will be provided through information sessions from the school prior to subject selection.