ANNUAL REPORT 31 December 2014 © SACE Board of South Australia ABN 87 604 513 459 ISBN 978 1 74102 789 1 (online version) ISBN 978 1 74102 790 7 (printed version) ISSN 0815–2004

Prepared by the Communications Group SACE Board of South Australia 60 Greenhill Road Wayville South Australia 5034 Telephone: +61 8 8372 7400 Facsimile: +61 8 8372 7590 Email: [email protected] Website Address: www.sace.sa.edu.au South Australian Certificate of Education

60 Greenhill Road Wayville SA 5034 Phone +61 8 8372 7400 Fax +61 8 8372 7590 [email protected] www.sace.sa.edu.au ABN 87 604 513 459

Monday 30 March 2015

To the Honourable Susan Close MP Minister for Education and Child Development

Dear Minister

I am pleased to submit the 2014 Annual Report of the SACE Board of South Australia, in accordance with the SACE Board of South Australia Act 1983 and the Department of the Premier and Cabinet Circular, PC013 — Annual Reporting Requirements (2014). This report documents the activities and achievements of the SACE Board of South Australia for the period 1 January 2014 to 31 December 2014.

Yours sincerely

Jane Danvers Presiding Member of the Board SACE Board of South Australia

CONTENTS

Presiding Member’s Statement 1 Chief Executive’s Statement 4 The SACE Board of South Australia 6 Strategic Plan 2012–16 10 Curriculum, Assessment, and Standards 12 SACE Curriculum 12 Board-recognised Courses 15 Assessment and Standards 16 SACE as a Best Practice Qualification 19 SACE Directions and Actions 19 Providing the SACE to International Communities 20 Continuous Improvement 21 Professional Capacity and Partnerships 23 Assessment Capacity 23 Schools and School Sectors 25 Key Stakeholders 27 Communication 29 Student Outcomes 31 Success Indicators 31 Recognition of Excellence 33 Student Pathways 34 Human Resources Management Reporting 36 Operations Management Reporting 40 Financial Management Reporting 43 Appendix A: Board Profiles 44 Appendix B: Curriculum Leaders Groups 48 Appendix C: Accredited Subjects 54 Appendix D: Prizes and Awards 58 Appendix E: Governor’s Awards and Merit List 59 Appendix F: SACE Board Statistics 72 Appendix G: Financial Statements for the Year Ended 73 31 December 2014

SACE Board Annual Report 2014 v

PRESIDING MEMBER’S STATEMENT

I have pleasure in submitting the 2014 Annual One of the ways in which the Board is assured Report of the SACE Board of South Australia in that it is fulfilling its legislative role is to consider accordance with section 20 of the SACE Board the qualities that young people develop as a of South Australia Act 1983. The report records result of graduating with the SACE. the activities of the Board for the year ended 31 We know that they are self-directed learners who December 2014. are able to think independently and critically, I would like to acknowledge and thank Dr Neil and who can analyse and evaluate information, McGoran, Chief Executive of the SACE Board, solve problems, and plan and manage a project who commenced in this position in October that achieves an outcome. The reason we know 2013. this is because these are the qualities, skills, and Dr McGoran, formerly Principal of Nazareth attributes that are valued, taught, assessed, and Catholic College, embraced his new role with certified when a young person undertakes the enthusiasm, dedication, and a commitment SACE in South Australia, the Northern Territory, to the principles and values underpinning the Malaysia, or China. work of the SACE Board, and enshrined in the These are the qualities, skills, and attributes that SACE Board of South Australia Act: ‘all young define a successful SACE student, and which people are to be encouraged to obtain a formal in turn are the basis for the Board’s work. The education qualification that helps them to live SACE Board Strategic Plan 2012–2016 has as and participate successfully in the world as it its central vision ‘student success through the constantly changes, after taking into account SACE’, underpinned by its mission to ‘provide their goals and abilities’. a locally and internationally respected SACE This key legislative principle underscores the that gives all students the capabilities to move importance of education in shaping the future successfully into further learning and work as lives of our young people. As a Principal myself, confident and responsible citizens’. I share Dr McGoran’s and my fellow Board In 2014 the SACE Board continued to work members’ commitment to ensuring that all young towards meeting its key strategic goals and people in South Australia are to be encouraged objectives, defined as follows: to achieve the South Australian Certificate of • advocating for students Education (SACE), and that when they do so, this will attest to the fact that they are suitably • strengthening SACE innovation and relevance equipped to live, work, and learn in a constantly • delivering quality outcomes changing world. • building professional capacity. As Presiding Member, I am aware of the SACE I would like to highlight some of the Board’s Board’s responsibility to fulfil the legislative achievements in 2014 with respect to these key principles of the Act through the provision objectives. of a high quality, internationally recognised educational qualification. To this end, it has In August, the inaugural Research Project always been a key objective of the Board to work Student Expo was held, attracting over 4000 in partnership with our key stakeholders and attendees, including students, teachers, those who play a critical role in the delivery of educators, employers, and members of the education to our young people: our schools and public. The expo was an initiative that arose out school communities, the three school sectors, of the SACE Board’s response to the SACE First and the teachers, school leaders, and educators Year Evaluation, and was designed to highlight who are at the front line of education delivery. students’ research projects, with a focus on students currently undertaking, or about to By developing and building upon these undertake, the Research Project. relationships, the Board is in the best position to undertake its work, in the full knowledge of Presentations were given by students, educators how young people learn and the best ways of from the universities, and business leaders. delivering learning to young people to maximise Feedback from participants and attendees was their successful achievement of the SACE. uniformly and overwhelmingly positive, with

SACE Board Annual Report 2014 1 many indicating that their preparedness for college that have been accredited by the SACE completing this subject, or indeed for teaching Board to deliver the qualification. it, had been greatly enhanced. As a result the These partnership arrangements not only event will be held again in 2015 and many highlight the worth of the SACE as an schools have already indicated their wish to be internationally valued and recognised senior involved. secondary qualification, but also demonstrate I am highlighting the Research Project Student that the SACE is an educational ‘product’ that Expo because the introduction of the compulsory showcases the best that South Australia has to Research Project subject in the SACE has offer to students worldwide who seek to gain a not been without controversy. I would like to pre-university qualification that will give them the challenge the detractors of this subject by greatest opportunity for their future study and pointing out that one of the greatest educational career success. gifts we can provide to our young people is the In 2014 the SACE Board focused considerable ability to learn how to learn: to be an empowered effort on raising the profile of the SACE learner who can think independently and International program (the offshore delivery critically, and who can learn anything, anywhere, of the SACE) as a high-quality, internationally at any time. The successful completion of the recognised pre-university qualification, and on Research Project enables the SACE Board to sourcing new markets for delivery of the SACE. certify that a young person is, indeed, just such an empowered learner. A young person who Emerging interest from China in flexible delivery successfully completes the Research Project models for the SACE means that the SACE has learnt how to think, not just what to think. Board, and schools, are increasingly considering ways in which students can access the SACE, I would also like to highlight the establishment of both onshore and offshore. This has led to the the Institute of Educational Assessors, which is development of the South Australian Senior another initiative arising out of the SACE Board’s Secondary Education Alliance — an alliance response to the SACE First Year Evaluation. of South Australian schools, together with the The SACE Board’s decision to establish the SACE Board, who have agreed to work together Institute recognises that assessment expertise to build a presence in Asia and develop delivery contributes significantly to successful student models by which students are able to complete learning which, once again, is the core, the SACE. underpinning principle upon which the SACE Such models include combinations of onshore Board’s work rests. and offshore educational delivery of the SACE, I am personally proud of the Board’s support for partnership agreements between South the establishment of the Institute, which is an Australian schools and Chinese schools for Australia-first initiative, and which will provide the delivery of the SACE, and the use of online professional learning to school personnel delivery for some of the SACE. and educators, as well as lead research into These innovations underscore the fact that the assessment practice and pedagogy. SACE is highly valued by parents in China (and The delivery of professional learning by the other parts of Asia more generally) who are in Institute will commence in 2015 and already the market for the best possible qualification and many schools have indicated their support eventual career outcome for their children. for the Institute by signalling their teachers’ In 2014, I was privileged to travel to China, participation in this professional learning. together with the SACE Board’s Chief Executive As Presiding Member, I recognise that the SACE and the Minister for Education and Child Board must continually evaluate its performance Development, to witness the signing of a and measure this against the key deliverables Memorandum of Agreement with the Beijing set out in our Strategic Plan. The Board also Bacui Bilingual School — the newest offshore has a responsibility to ensure that the SACE is school to offer the SACE International program. a relevant, accessible, portable, and high quality Beijing Bacui Bilingual School will commence qualification that meets the needs of students. delivering the program in 2015. For the SACE Board, this includes students in In addition, in late November the SACE Board the Northern Territory, Malaysia, and China. hosted a delegation from the Shanghai United Nearly 1000 students successfully completed the International School (SUIS) group, which is SACE in Malaysia and China in 2014, through interested in pursuing a relationship with the the six Malaysian colleges and one Chinese SACE Board for the delivery of the SACE to

2 SACE Board Annual Report 2014 Chinese students. The Vice Chairman of SUIS’s XIEHE Education Group, Mr Mason Lee, has indicated his commitment to continuing these discussions in 2015. This is an exciting time for the SACE Board as it welcomes the New Year and its attendant promise of new challenges, opportunities, and achievements. I look forward to continuing to work as part of an organisation whose imperative is to assist young people to successfully achieve their goals and realise their ambitions and dreams.

Jane Danvers Presiding Member

SACE Board Annual Report 2014 3 CHIEF EXECUTIVE’S STATEMENT

A little over a year ago I commenced at the Overall, 2014 has been a year of consolidation SACE Board of South Australia as Chief as well as an opportunity for the SACE Board Executive, having previously been a school to further develop its systems and processes teacher, educational leader, and principal. to keep pace with technological change and advancement. My current role has confirmed for me the critical importance of education in shaping a young While the core business of accrediting subjects person’s life, and how access to high quality and courses for the SACE, recognising learning education, as well as to the teachers and leaders towards the SACE, and certifying student who are educational role models, is fundamental achievement in the SACE remains unchanged, to a young person’s successful transition from the processes and policies that underpin this school to study and employment. work are constantly reviewed and enhanced in order to ensure that the SACE Board operates I am immensely proud of the South Australian as efficiently and effectively as possible. This in Certificate of Education (SACE) and how it turn leads to improvements for schools, school fulfils the educational imperative that informed personnel, and students. the 2004 SACE Review: success for all. By ensuring that every young person has the One example is the Online Results Sheets greatest opportunity to realise their educational project, a major undertaking by the SACE Board aspirations and abilities, the SACE firmly places to transition paper-based processes to an online young people on a pathway towards future environment. In 2014, for the first time, schools prosperity and fulfilment. were able to submit all school-assessed results for all Stage 2 subjects online, which eased When young people graduate with the SACE, teacher workload and improved the overall they have demonstrated the knowledge, efficiency of these processes. understandings, abilities, and key skills that will prepare them for the next phase of their lives, In 2015, further work will be undertaken to including further study and work. The skills that improve the efficiency and capacity of the SACE young people gain through the SACE include Board’s information technology processes and being literate, numerate, capable of critical systems, including the continued expansion thinking and analysis, and able to undertake of the Online Results Sheets project to other research and evaluation. areas of data management, and initial work to explore more fully the possibility of conducting Equally importantly, a young person who assessments in an online environment. The has successfully achieved the SACE has SACE Board recognises that the way in which demonstrated that they have an outstanding young people learn in the twenty-first century work ethic, that they are determined, and that has changed significantly in the past 10 years, they can apply their learning to a range of and I am personally committed to ensuring contexts, both familiar and unfamiliar. After all, that the SACE itself — and the way in which those students who have achieved the SACE young people access information and undertake have, during Stage 2 alone, undertaken nearly learning — keeps pace with technological forty tests and assignments, written more advancement. than 25 000 words, and completed up to five examinations or other external assessments. The SACE Board recognises that the knowledge, skills, commitment, and dedication of teachers This actively demonstrates that these young and educational leaders are the underpinning people have met high academic standards; that foundation for students’ successful learning, they are twenty-first century learners who can and, as such, the support that is provided to think critically and creatively; that they can apply these teachers is vital if our young people are to their learning to solve problems; and that they achieve their best. have a strong work ethic. These capabilities will underpin a young person’s journey through For this reason, in 2014 the SACE Board study, work, and life, and will equip them for the committed significant effort and resources to rapidly evolving global world in which change is realising the establishment of the Institute of the only constant. Educational Assessors, an initiative that arose

4 SACE Board Annual Report 2014 out of the SACE Board’s response to the SACE in meeting the timelines for the introduction of First Year Evaluation that was undertaken in the senior secondary Australian Curriculum, for 2012. which I am very grateful. The Institute of Educational Assessors has been I am convinced, also, that when major change established to provide professional learning is introduced, as was the case with the new to educators on the understanding that quality SACE and now, the senior secondary Australian educational assessment contributes significantly Curriculum, chances of a successful transition to improving student learning, that assessment are greatly enhanced when all of those involved is integral to pedagogy and to informing practice, work together. This has indeed been the case and that innovation and research in educational with the work required to introduce the new assessment can be used to improve student Australian Curriculum content into the SACE. outcomes. Finally, I would like to highlight two aspects of In 2015, the Institute will begin delivering my role at the SACE Board that I regard as professional learning to educators. Its vision is to integral to my capacity to fulfil the requirements improve student learning outcomes by providing of the position of Chief Executive. These are educators with exemplary learning opportunities the dedication and commitment of SACE Board to develop their expertise in educational staff in carrying out the important work of this assessment. organisation, and, most importantly, the students I am immensely proud of this initiative, as it is themselves, who, each year, continue to amaze centred firmly and squarely on the development me with their resilience, their hard work, their of assessment expertise in order to realise dedication to their dreams and ambitions, their the very best learning outcomes for our young pursuit of their goals, their ability to overcome people — the essential and underpinning adversity, their commitment to the SACE purpose of the SACE, and the SACE Board. journey, and their delight in learning. We should be proud of the citizens of the future — our Schools have been encouraged to support their young people — as they embark on a journey of teachers and leaders to take up the professional learning and education. learning offered by the Institute, and in fact, this learning will be recognised towards postgraduate To this end, let me highlight the achievements studies and the Australian Professional of our 2014 SACE graduates. I am very pleased Standards for Teachers, and will also meet the that, in 2014, 14 050 students completed the Teachers Registration Board’s requirements for SACE, an increase from 13 624 in 2013. It was accumulation of professional learning hours. particularly pleasing to note that a record number of students obtained a TAFE SA Selection Score As we look forward to the year ahead, I will (12 838) or a university aggregate and an ATAR maintain my focus on ensuring that the SACE (11 741). The highest ever number of Aboriginal continues to provide to young people the students completed the SACE — 253, an best opportunity for attaining a high quality increase from 238 in 2013. educational qualification that leads to further study or employment. The SACE is a qualification that is designed to foster independent, self-directed learning, and In 2015, we will continue to work on integrating to build the capabilities of young people so that the senior secondary Australian Curriculum they can take their place as productive and into SACE Board-accredited subjects, with valued members of society. I am proud to be part implementation of Stage 1 Australian Curriculum of the organisation that assists young people on subjects in mathematics and English to occur this journey. in 2016, and Stage 2 Australian Curriculum subjects in mathematics and English to be implemented in 2017. This is a major undertaking for the SACE Board, and I have been gratified by the considerable support provided by schools and school personnel in assisting with this important and comprehensive Neil McGoran work. Teachers have willingly given of their Chief Executive time and expertise to assist the SACE Board

SACE Board Annual Report 2014 5 THE SACE BOARD OF SOUTH AUSTRALIA

The SACE Board of South Australia is an determined by the Board for the purposes independent statutory authority that reports to of the SACE; parliament through the Minister for Education (g) to recognise, in such manner and to such and Child Development. It extends its services to extent as the Board thinks fit — all schools in South Australia that offer Stage 1 (i) assessments of students made and Stage 2 studies for the South Australian by schools, institutions or other Certificate of Education (SACE). The SACE authorities or organisations; Board services schools that are part of the (ii) the achievements of a student in or South Australian Department for Education and towards completion of any activities or Child Development as well as non-government requirements recognised by the Board schools, including those linked with Catholic for the purposes of the SACE; Education South Australia and the Association of (h) to assure the quality and suitability of Independent Schools of SA. Through negotiated processes and standards used to assess the achievements of students for the arrangements, the Board offers its subjects and purposes of the SACE; assessment services to schools in the Northern (i) to prepare and maintain records of Territory that deliver the Northern Territory assessments or achievements made or Certificate of Education and Training and to a recognised by the Board and to provide, number of centres in Malaysia and China that on request, a copy or extract of those deliver the SACE International program. records to a student or former student or to The legislation establishing the SACE Board such other person as the student or former student may direct; of South Australia is the SACE Board of South Australia Act 1983. Amendments to (j) to certify the successful completion by a student of any studies or other activities this legislation, including a change of title, that contribute to qualifying for the SACE were enacted on 1 July 2008, and before and, if or when the SACE has been this date the SACE Board was known as the achieved, to award the SACE; Senior Secondary Assessment Board of South (k) to prepare and publish— Australia. (i) information on the requirements The SACE Board of South Australia Act sets out determined by the Board under the following functions of the Board: paragraph (b); and (ii) guidelines relating to the operation of 15 (1) The Board has the following functions: paragraph (c); and (a) to establish a qualification (to be called the (iii) criteria to apply in connection with the South Australian Certi¿ cate of Education accreditation of subjects or courses or SACE) to be awarded by the Board under paragraph (d) or the approval of after taking into account any requirements learning frameworks under paragraph prescribed by the regulations; (e); and (b) to determine the requirements for the (iv) information on the assessment achievement of the SACE; processes established under (c) to commission the development and paragraph (f ); and review of courses and subjects; (v) advice on the assessments and (d) to accredit subjects and courses (whether achievements that will be recognised prepared at the direction of the Board or for the purposes of paragraph (g); and submitted to it by a school, institution or (vi) information on the quality assurance other authority or organisation) that will be processes established under recognised by the Board as being suitable paragraph (h); and for the purposes of the SACE; (vii) information on the method for gaining (e) to approve learning frameworks in order access to records under paragraph to provide the structures within which (i) and notifying achievements under subjects and courses may be developed; paragraph (j); (f௘) to assess, in such manner and to (l) to undertake or commission research such extent as the Board thinks fit, related to any matter for which the Board achievements in or satisfactory completion is responsible and to publish the results or of subjects, courses or other requirements such research as the Board thinks fit;

6 SACE Board Annual Report 2014 (m) to the extent determined by the Minister The Board members are listed in the table below or the Board, to collect, record and collate and introduced in detail in Appendix A. information that is directly related to the participation (or non-participation) of Members of the SACE Board of children of compulsory education age South Australia as at 31 December 2014 in secondary education, or training or development programs or opportunities, and, in relation to any such information— Presiding Member Ms J.E. Danvers (i) to provide the information to the Minister, or other authorities or Deputy Presiding Mr R.J. Debelle organisations determined by the Member Minister; and Chief Executive Dr N.A. McGoran (ii) to publish the information in such Members Mrs C. Bauer other manner as the Board thinks fit; Ms M.M. Bentley (n) to keep under review the operation of this Mr S.J. Dowdy Act and the policies and processes of the Mr K.F. Hebenstreit Board; Ms H.F. O’Brien Ms P.M. Ronan (o) to perform other functions assigned to the Ms J.D. Scott Board under this or any other Act. Mr P. Vaughan Professor M.S. Westwell Deputy Members Mr S.V. Bousfield The Board Mr P. Daw Mrs S.G. Duong The Board consists of eleven members nominated by the Minister and appointed by the Governor of South Australia, and the Chief Executive (ex officio). Membership of the Board In 2014, the Board met eleven times, including a is by call for expression of interest, and as per Strategic Planning day, from February through to the Act, Board membership comprises persons November. Deputy Board members attend Board who: meetings in the absence of their designated (a) together provide a broad range of Board members. Deputy Board members are backgrounds that are relevant to the also invited by the Presiding Member to attend activities and interests of the Board; and Board meetings as observers if they wish. (b) together have the abilities, knowledge and experience necessary to enable the Board Board meetings are not open to the public; to carry out its functions effectively. however, bona fide observers may be admitted to all or part of the Board’s proceedings upon The present Board includes six members whose prior request to the Presiding Member of the 3-year term will conclude on 30 June 2015, and Board. Requests should be made through the five members whose 3-year term will conclude Secretary to the Board. on 30 June 2016. In addition, three Deputy Board members have been appointed to act in the place of members when they are absent.

SACE Board Annual Report 2014 7 Standing Committees • The Planning, Finance, and Performance Committee advises and assures the Board on Two standing committees assist the Board in the SACE Board of South Australia’s policies carrying out its functions: and procedures for fulfilling its legislative, • The Accreditation, Recognition, and governance, and organisational responsibilities Certification Committee advises and assures for strategic planning, resource use, the Board on the SACE Board of South organisational quality, and performance. Australia’s policies and procedures for fulfilling The Presiding Member, the Deputy Presiding its legislative, governance, and organisational Member, the Chief Executive, and the Chairs of responsibilities for the accreditation of SACE each standing committee usually meet once a subjects, the recognition of other learning, month to set the agenda for Board meetings. and the determination of the requirements for achieving the SACE.

Members of the Standing Committees as at 31 December 2014

Member Observer

ACCREDITATION, RECOGNITION, AND CERTIFICATION COMMITTEE

Ms P.M. Ronan (Chair) Dr N.A. McGoran (Chief Executive) Ms J.D. Scott Dr A. Mercurio (Executive Manager, Curriculum Services) Mrs S.G. Duong Ms J.K. Raymond (Executive Manager, School Assessment Services) Professor M. Chinnappan Ms K. Cooper (Manager, Learning and Assessment Design) Mr K. Clayton Professor D.L. Giles Dr L.M. MacLeod Mrs K.A. McGuigan Professor S.M. Pyke

PLANNING, FINANCE, AND PERFORMANCE COMMITTEE

Mr K.F. Hebenstreit (Chair) Dr N.A. McGoran (Chief Executive) Mr P. Daw Ms S. Maio (Manager, HR and Corporate Services) Ms T. Georgiadis Mr W.P. Abbott (Quality Coordinator) Mr R. Knight Mr C. Yeeles (Chief Finance Officer) Ms M.A. Silva

Other Board Committees knowledge of, and practice in, assessment. The Institute will deliver training, professional The Board has also established other groups development, and certification in assessment that provide it with advice and help it to fulfil its and assessment practice, and will undertake legislative responsibilities. research related to assessment and pedagogy. In most instances these groups are established • The Innovation Development Advisory Group with a specific focus that the Board has is a future-focused working group of the Board determined requires further investigation or that provides recommendations and advice research, but which it does not have the capacity to the Board on potential innovations for the itself to undertake within its regular meeting SACE. The Advisory Group analyses risks times. and benefits of potential innovative ideas and • The Institute of Educational Assessors is being new technology for the SACE, and prioritises progressively established, and its primary the potential projects in line with the strategic purpose is to provide professional learning priorities of the Board. that meets the needs of professional teachers and educators seeking to strengthen their

8 SACE Board Annual Report 2014 The Office of the SACE Board • Human Resources and Corporate Services, which provides strategic and operational The Office of the SACE Board is the human resource management, financial organisational arm of the Board. The role of the management, administration, and other Office is to carry out the functions of the Board corporate services as set down in the legislation and to implement the Board’s decisions. The Office of the SACE • Information Services, which develops and Board consists of the following groups: maintains appropriate information technology resources, collects and manages data in • Communications, which delivers strategic relation to the participation and performance of communications, marketing, and publishing functions students in the SACE, and manages student registration, subject enrolment, and the • Curriculum and Assessment Services, accurate processing of results data which provides services associated with the accreditation and certification of SACE • Office of the Chief Executive, which provides subjects and recognition of courses and support in strategic engagement with key services that assure the quality of school and partners, supports the operation of the Board external assessment practices, and provides and its standing committees, and promotes subject-based support to teachers and schools organisational improvement.

Operational and Committee Structure of the SACE Board of South Australia

BOARD

Accreditation, Planning, Finance, Institute of Recognition,

COMMITTEES and Performance Educational and Certification Committee Assessors Committee

CHIEF EXECUTIVE

Human Curriculum and Information Office of the Communications Resources and OPERATIONS Assessment Corporate Services Chief Executive Services Services

SACE Board Annual Report 2014 9 STRATEGIC PLAN 2012–16

The SACE Board of South Australia’s ‘Strategic Our Mission Plan 2012–2016’ outlines the Board’s strategic priorities for the South Australian Certificate The SACE Board’s mission is to provide a of Education (SACE) over 5 years, from 2012 locally and internationally respected certificate of to 2016. It is closely aligned with the South education that gives students the capabilities to Australian Government’s 2011 Strategic Plan, in move successfully into further learning and work particular the following targets: as confident and responsible citizens. T6 Aboriginal wellbeing: Improve the overall wellbeing of Aboriginal South Australians. Our Values T54 Learning or earning: Increase the proportion of 15–24 year olds engaged fulltime in school, post-school education, training, or employment (or Excellence combination thereof) to 85% by 2020. We will deliver quality, innovative, and future- T88 Science and maths: By 2020 increase by focused curriculum and assessment. 15% the number of students receiving an Australian Tertiary Admission Rank or equivalent with at least one of the following subjects: mathematics, physics, Equity or chemistry. We will provide high levels of equity and high T89 SACE or equivalent: Increase yearly the educational standards. proportion of 15–19 year olds who achieve the SACE or a comparable senior secondary quali¿ cation. Innovation The SACE Board will ensure the SACE We will embrace change and seek out contributes to these targets by enabling students opportunities at the local, national, and global to: levels. • develop the capabilities they need to participate successfully in a changing world Collaboration • engage in challenging learning experiences, in We will build strong and effective relationships line with their goals and abilities with our partners and the broader community. • build their knowledge, skills, and understanding in a variety of situations, Integrity including schools, workplaces, and training and community organisations We uphold the highest ethical standards. • gain credit for their learning achievements against performance standards. Respect We will honour the views, customs, and cultures Our Vision of all individuals and communities. The SACE Board’s vision is student success through the SACE.

10 SACE Board Annual Report 2014 Our Strategic Priorities employment; and use best practice national and international benchmarks and stakeholder The Strategic Plan is framed around four engagement to inform and improve the design of strategic priorities against which the SACE the SACE. Board’s progress towards achieving its core business can be monitored and evaluated: advocating for students, strengthening SACE Strategic Priority 3: Delivering Quality innovation and relevance, delivering quality Outcomes outcomes, and building professional capacity. Students, schools, and the community respect The SACE Board will seek regular feedback on the quality and integrity of the SACE. its performance against the Strategic Plan and The SACE Board delivers a SACE that provides will use the results to improve its policies and students with the skills and knowledge for procedures. work and further study; delivers responsive and effective curriculum, assessment, quality Strategic Priority 1: Advocating for assurance, and certification services; and Students produces valid, reliable, and timely SACE results. SACE activity constantly focuses on benefits for students. In the future, the SACE Board will continue to improve delivery of services through the use To ensure this, SACE activity includes monitoring of digital technology and online strategies; students’ changing needs and aspirations; deliver the SACE to international communities; understanding and responding to the full range provide accurate and useful SACE information to of student and parent perspectives; valuing stakeholders and the community; and enhance diversity of learners and learning; strengthening organisational governance and capacity to student pathways into training, higher education, deliver quality services. and employment; using research to inform programs to strengthen student outcomes, particularly in areas of disadvantage; publishing Strategic Priority 4: Building data and information to recognise students’ Professional Capacity success and to improve student outcomes; and SACE activity builds assessment understanding using research to identify and remove barriers and expertise. for students. Examples of this include strengthening Strategic Priority 2: Strengthening assessment capacity of SACE Board school assessment moderators and external assessors; SACE Innovation and Relevance working in partnership with school sectors to The SACE is a highly relevant and beneficial promote professional capacity in assessment credential. practices and pedagogy; improving assessment quality assurance partnerships with schools; To maintain this, the SACE Board strives to assisting schools to improve internal assessment ensure that the SACE is responsive to current quality assurance processes; working in needs of students, business, and the community; partnership with the training sector to enhance enhance the place of capabilities in curriculum; the quality of vocational education and training define clear and rigorous assessment standards (VET) programs in the SACE; and working connected to assessment practice and in partnership with the university sector to pedagogy; provide individualised options for strengthen the assessment capacity of teachers. students; ensure alignment between the SACE and the Australian Curriculum; emphasise In detailing the achievements of the SACE Board interconnections between senior secondary in 2014 in the following sections, each Strategic education, training, higher education, and Priority is clearly evidenced.

SACE Board Annual Report 2014 11 CURRICULUM, ASSESSMENT, AND STANDARDS

In 2014, students were able to access a Through its subjects, the SACE Board large range of Board-accredited subjects and fosters the development of a common set of Board-recognised courses as part of their South capabilities to ensure that all students, whatever Australian Certificate of Education (SACE). their learning pathways, are able to develop and demonstrate the knowledge, skills, and SACE Curriculum understandings for success in the SACE and beyond. SACE Policy Framework After reviewing the first set of five capabilities — The curriculum, assessment, and standards of the communication, learning, citizenship, personal SACE are defined in the SACE Policy Framework. development, and work — that were used as This framework has three key policies: part of the curriculum and assessment design • SACE Accreditation, Recognition, and of the SACE, the SACE Board approved the Certification Policy following seven capabilities to be integrated progressively within the SACE curriculum and • SACE Learning and Assessment Design Policy assessment: • SACE Assuring Assessment Integrity Policy. • literacy These central policies are supported by topic- • numeracy specific policies, guidelines, and procedures, • information and communication technology which are published online to obtain maximum capability reach of students, parents, teachers, and the community. • creative and critical thinking • personal and social capability In 2014, the SACE Board of South Australia developed, and made available online, a new • ethical understanding policy and procedure, ‘Major Disruption to an • intercultural understanding. Examination’. These capabilities, which have as their base Minor editorial changes were made to the SACE the capabilities that underpin the Australian Modified Subjects Policy as the result of a review Curriculum, were integrated in Stage 1 Research of processes. Practices, and the reaccredited Stage 2 Research Project A and Research Project B, which were taught for the first time in 2014. Special Provisions in Curriculum and In 2014, the SACE Board reaccredited the Assessment Policy Stage 1 Personal Learning Plan with the seven The policy principles and definitions were capabilities, for teaching in 2015. discussed during 2014 to ensure consistency with the Disability Discrimination Act 1992, the Board-accredited Subjects Disability Standards for Education 2005, and Board-accredited subjects are grouped into the contemporary disability definitions. following learning areas: The SACE Board sought advice from the Crown • Arts Solicitor, the Equal Opportunity Commission, • Business, Enterprise, and Technology and health professionals to ensure that the principles and definitions used were appropriate. • Cross-disciplinary As a result, some minor amendments will be • English made to the principles and definitions for 2015. • Health and Physical Education • Humanities and Social Sciences The SACE Capabilities • Languages A feature of the design of the SACE is that it • Mathematics incorporates capabilities — that is, an integrated • Sciences. and interconnected set of knowledge, skills, and understandings that students develop and use The curriculum and assessment requirements through their learning in SACE subjects. for each subject in these learning areas are

12 SACE Board Annual Report 2014 described in subject outlines. More than sixty They use their creativity and initiative, while subject outlines provide the basis for the developing the research and presentation skills development of teaching and learning programs that they will need in further study or work. in various subjects. In addition to this, the SACE In 2014, the new Stage 1 Research Practices Board provides subject outlines for over forty subject was taught for the first time. This subject languages. focuses on the development of research and enquiry skills, and provides students with The Compulsory Subjects of the SACE opportunities to explore a range of research — Personal Learning Plan approaches. A total of 1784 South Australian students studied Stage 1 Research Practices in The Stage 1 Personal Learning Plan is a 2014. 10-credit (single-semester) subject designed to help students make informed decisions The revised and reaccredited Stage 2 Research about their personal development, education, Project A and Research Project B were also and training. The program of learning provides taught for the first time in 2014. students with time to work with their teachers In 2014, 15 681 South Australian students and other experts to develop knowledge and studied the Stage 2 Research Project and skills in planning for their SACE and their future 15 334 students (98%) completed the subject beyond school. by achieving a grade of C– or better. Of these The Personal Learning Plan is a compulsory 15 681 students, 1513 studied Research subject in the SACE. Students must achieve a Project A and 14 169 studied Research C grade or better in the Personal Learning Plan Project B. to be eligible to achieve the SACE. Of the 19 474 students who enrolled in the Stage 1 Personal Australian Curriculum Subjects Learning Plan in 2014, 19 145 (98.3%) achieved By August 2013, ministers of education had a C grade or better. endorsed fifteen senior secondary subjects as In 2014, the SACE Board reaccredited the the agreed and common base for development revised Stage 1 Personal Learning Plan, which of state and territory senior secondary Australian incorporates the seven capabilities, for teaching Curriculum courses. in 2015. The Board also reaccredited the version The integration of these fifteen subjects into the that includes the five capabilities for 1 more year, SACE will occur in two phases between 2014 to allow schools a longer lead-in time. From and 2018: 2016, only the version with the seven capabilities will be offered. • phase one: English and mathematics subjects • phase two: history and science subjects, and The Personal Learning Plan: Modified enables geography. students with identified intellectual disabilities to meet the requirements of the SACE. Of the 263 During 2014, redrafting of the phase one students who enrolled in the Personal Learning subjects began for the following subjects Plan: Modified in 2014, 261 achieved a result of (working titles): ‘Completed’. • English • English Literary Studies The Compulsory Subjects of the SACE • English as an Additional Language — Research Project • Essential English The Stage 2 Research Project is a 10-credit • Essential Mathematics (single-semester) subject designed to build on • General Mathematics and extend students’ academic knowledge and • Mathematical Methods skills by providing students with the opportunity to investigate, problem-solve, and evaluate a • Specialist Mathematics. topic of interest. It builds skills for tertiary study, To guide the integration, the SACE Board the workplace, and life more generally. established a number of groups, including The Research Project is a compulsory subject learning area reference groups and focus in the SACE. Students must achieve a C– grade groups. or better in the Research Project to be eligible Learning area reference groups comprised to achieve the SACE. Students have the curriculum and assessment leaders in the opportunity to study an area of interest in depth. relevant subject areas, and contributed to the

SACE Board Annual Report 2014 13 drafting of the curriculum and assessment vetting, and marking under this arrangement requirements for each subject. is shared between New South Wales, South Australia, and Victoria. In 2014, Victoria hosted Focus groups comprised teachers in the field, the national project on behalf of the participating who provided feedback on individual subject ACACA authorities. The Office of the SACE drafts before formal consultation. Board continues to provide strong leadership to The learning area reference groups for English this significant and practical example of national and for English as an Additional Language both collaboration in curriculum and assessment. met three times from June to September. SACE officers and their interstate counterparts The English focus group, comprising participated in one face-to-face conference and twenty-seven teachers from metropolitan and a number of teleconferences throughout the regional areas and representing the three school year. The focus of the teleconferences was on sectors, met on 28 August 2014 to provide data exchange, revisions to assessment design feedback on the draft subject outlines. The criteria, and CCAFL sharing arrangements. English as an Additional Language focus group, Of the students across Australia who studied comprising eighteen teachers from metropolitan a language supported by CCAFL, 113 were in and regional areas and representing the three South Australia. A further 181 students in South school sectors, met on 17 September 2014 to Australia participated in languages through provide feedback on the draft subject outline. interstate arrangements. The learning area reference group for In 2014, twenty-seven nationally assessed mathematics met four times between June and languages were offered under the CCAFL December. arrangements. In addition, thirteen locally The mathematics focus group, comprising assessed languages (including Australian twenty-eight teachers from metropolitan and Languages) and thirteen interstate assessed regional areas and representing the three school languages (including beginners level languages) sectors, met on 24 September 2014 to provide were available at Stage 2. feedback on the draft subject outlines. The draft subject outlines for English and Changes to SACE Subjects mathematics, and exemplar materials for Stage 1 and Stage 2 subject outlines are phase one will be available for consultation early reviewed and updated for annual publication. in 2015. The reviewed subject outlines for 2014 were Teacher workshops for the Stage 1 English published on the SACE website at the start of and mathematics subjects will be offered from Term 4 of 2013. Term 3, 2015. Each year the Office of the SACE Board Re-drafting of the following phase two subjects undertakes consultation through Curriculum will begin early in 2015: Leaders groups to ascertain whether or not changes to the curriculum and/or assessment • Biology requirements in a subject are warranted. • Chemistry In 2014, some changes were approved by the • Physics Board. Of particular note were changes to the • Earth and Environmental Science following Stage 2 subject outlines for 2015: • Ancient History • Physical Education (removal of individual • Modern History negotiated practicals for equity reasons) • Geography. • Mathematical Applications (deletion of 10-credit option) Collaborative Curriculum and • Music in Context (change of title to Musical Assessment Framework for Languages Styles) The SACE Board continued its commitment to • Religion Studies (reduction from three to two the Collaborative Curriculum and Assessment assessment types in the school assessment Framework for Languages (CCAFL), a national component). languages sharing arrangement under the In 2014, the Personal Learning Plan was revised auspices of the Australasian Curriculum, to incorporate the seven capabilities, and Assessment and Certification Authorities was reaccredited. This reaccredited Personal (ACACA). The hosting of examination setting, Learning Plan allows students to consider one

14 SACE Board Annual Report 2014 or more of the capabilities. In 2015, schools Of the students who completed the SACE and can choose to teach either the version with the included VET in their studies, 501 were identified five capabilities, or the version with the seven by schools as undertaking VET as part of a capabilities. school-based apprenticeship or traineeship. These school-based apprenticeships or traineeships were across 109 different VET Board-recognised Courses qualifications in twenty-four different industry The SACE aims to provide opportunities for areas. a range of learning and achievement to be Following the VET Policy Review Panel’s 2013 recognised. This facilitates the successful recommendations to develop processes for the transition of young people from school to recognition of ‘foundation-type courses’ in the further education and training and, ultimately, to SACE, in May 2014 the SACE Board established employment. the Foundation-type Courses — VET Advisory In 2014, the SACE Board recognised students’ Panel to provide advice on the processes, learning towards the SACE through vocational procedures, and guidelines for the recognition education and training, community learning, of foundation-type courses and any potential and the curriculum of other authorities (e.g. impacts of decisions taken. from other state and territory curriculum The panel, chaired by the Manager, Learning and assessment authorities, universities, or and Assessment Design, was composed of international curriculum organisations such as three teachers, and nominees from the three the International Baccalaureate). school sectors, the Department for Skills Development, and the SACE Board of SA. The Recognition of Vocational Education panel met on two occasions and then presented and Training its Report to the SACE Board. In its Report, the panel recommended that there should be two One of the key mechanisms for facilitating categories of foundation-type VET courses: successful student transitions is the capacity of • Category A, defined as having a focus on the SACE to recognise vocational education and training. developing literacy skills, and/or numeracy skills, and/or language skills, and/or skills and The Recognition Arrangements for Vocational knowledge that underpin general vocational Education and Training (VET) in the SACE performance Policy aims to assist students to build coherent • Category B, defined as having a primary focus and meaningful pathways in the SACE through on the development of a specific skill as a VET, and to encourage students to complete, or basis for further vocational and/or community make significant progress towards completing, participation. VET qualifications. As such, the policy enables VET to contribute to the SACE at Stage 1 or The panel also recommended that: Stage 2, including the compulsory 60 credits at • qualifications listed in Category A be Stage 2. recognised up to a maximum of 60 credits at The VET Recognition Register indicates how Stage 1, and up to a maximum of 20 credits at many SACE credits may be granted for the Stage 2 completion of a particular VET qualification • qualifications listed in Category B be and whether the credits will be recognised recognised for a maximum of 10 credits at towards Stage 1 or Stage 2 of the SACE. The Stage 1, with no recognition at Stage 2 VET Recognition Register is available on the • qualifications listed in Category A and SACE website and provides links to other, Category B could not contribute towards the industry-specific information. Personal Learning Plan (Stage 1), the literacy The year 2014 was the fourth year of requirement, the numeracy requirement, the implementation of the policy, Recognition Research Project (Stage 2), or the compulsory Arrangements for Vocational Education and 60 credits at C– or better at Stage 2. Training (VET) in the SACE. In 2014, 40.8% of students who completed the SACE included VET The SACE Board endorsed these in their studies, compared with 41.1% in 2013. recommendations, to come into effect from 1 January 2016. Four hundred and thirteen different VET qualifications were undertaken by these students across thirty-four different industry areas.

SACE Board Annual Report 2014 15 Recognition of Community Learning Languages (Department for Education and Child Development), interstate and overseas The SACE Board recognises that learning takes secondary school qualifications, and university place in a variety of settings, including outside studies comprising a semester or full-year the classroom. The SACE Board’s Recognition undergraduate course. of Community Learning Policy enables students to gain recognition for two types of community In 2014: learning: • 224 students were granted recognition towards • Community-developed Programs — a learning their SACE for IBDP courses program that follows the formally documented • 16 students were granted recognition towards curriculum of a community organisation their SACE for courses delivered by the School • Self-directed Community Learning — a self- of Languages directed learning experience(s) or a learning • 58 students were granted recognition towards program that does not follow a formally their SACE for studies undertaken towards documented curriculum. interstate secondary school qualifications • 74 students were granted recognition towards Community-developed Programs their SACE for overseas secondary school In 2014, 108 community-developed programs qualifications from twenty-five community organisations were • 68 students were granted recognition towards listed in the Recognised Programs Table. their SACE for university studies comprising a One new organisation, IC Central Pty Ltd, was semester or full-year undergraduate course. added to the Recognised Programs Table. Ten Microsoft qualifications were added to the list of recognised programs in 2014. Assessment and Standards In 2014, 1167 students were granted recognition towards their SACE for achievements in a Performance Standards community-developed program. Performance standards describe five levels of achievement, from A to E. Each level of Self-directed Community Learning achievement describes the knowledge, skills, In 2014, students had the opportunity, through and understanding that teachers referred to in a formal interview, to have their self-directed deciding, on the basis of the evidence provided, community learning recognised towards the how well a student demonstrated his or her SACE. learning. Assessors used performance checklists for During the teaching and learning program, Stage 1 and Stage 2 to evaluate the evidence teachers gave students feedback on, and made provided by students in each interview. In decisions about, the quality of students’ learning, 2014, forty-two teachers undertook Community with reference to the performance standards. Learning assessor training. Students can also refer to the performance In 2014, 362 students were granted recognition standards to identify the knowledge, skills, and towards their SACE for self-directed community understanding that they have demonstrated and learning. those specific features that they still need to demonstrate to reach their highest possible level Recognition of Learning Through Other of achievement. Authorities Performance standards for subjects at Stage 1 and/or Stage 2 are described in each subject The SACE Board recognises learning from outline. courses that are accredited and quality assured by schools, institutions, authorities, or organisations in other Australian states or Quality Assurance Model overseas. The SACE Board has recognition Quality assurance refers to the procedures used arrangements for students who successfully to assure the community that assessment of undertake individual subjects in the International learning in the SACE is fair, valid, and reliable. Baccalaureate Diploma Programme (IBDP), language courses delivered by the School of

16 SACE Board Annual Report 2014 SACE Assessment and Quality Assurance of improving planning Board-accredited Subjects Policy and the SACE Assuring Assessment Integrity Policy. The performance standards, which were provided in each subject outline, described in detail the level SACE Assessment of achievement required to obtain each grade Integrity from A to E. Stage 1 confirming clarifying At Stage 1, schools are responsible for assessing student performance. In 2014, the SACE Board approved learning and assessment plans in all Stage 1 subjects. Quality assurance processes in the SACE were organised into a four-phase cycle that involved Moderation the SACE Board, school leaders, teachers, and students. The four phases were: In 2014, students’ results in the Stage 1 compulsory subjects — Stage 1 English and • planning mathematics subjects and the Personal Learning • clarifying Plan — were confirmed through the process of • confirming moderation. • improving. Stage 1 moderation was conducted on a In the planning phase, teaching and learning school-by-school basis. The work from a opportunities were devised to enable students sample of students across the range of to demonstrate their learning against all aspects assessment groups in the school was used and levels of the performance standards. to confirm the interpretation and application of performance standards to assessment of In the clarifying phase, teachers and assessors student work. gained an understanding of the performance standards and agreed on how to apply the Schools participate in moderation for each of standards to student work. the Stage 1 compulsory subjects offered by the school until their results are confirmed in In the confirming phase, the performance 2 consecutive years. Schools then move to a standards in each subject were applied longer moderation cycle (i.e. once every 3 years). consistently across schools to report student achievement. In 2014, moderation occurred at a central location at the end of each semester. For all At Stage 1, the C grade in a range of English and Stage 1 compulsory subjects, schools were mathematics subjects and the Personal Learning required to prepare a sample of school-assessed Plan was confirmed by a moderation process. student folios in the C and D grades, including At Stage 2, all grades for the school assessment folios at the border between the C and D grades. component of all subjects were confirmed by a Schools provided experienced teachers to act moderation process. The external assessment as moderators in a particular subject. These component of all Stage 2 subjects was marked teachers were trained in moderation procedures by at least one external marker appointed by the and subject standards using benchmark SACE Board. materials prior to moderation. In the improving phase, the quality assurance Feedback from the moderation process was processes of the SACE Board and schools provided to schools, and schools adjusted were monitored and analysed. The SACE Board students’ results accordingly. provided schools with data to enable them to monitor and review each phase of their own Stage 2 quality assurance process. Final Stage 2 assessment occurred at multiple points during the year. Different subjects had Assessment and Reporting Model different assessment requirements, with each The SACE Board’s Assessment and Reporting subject comprising a school assessment model was maintained for Stage 1 and Stage 2 component (worth 70%) and an external subjects in 2014. The model is based on the assessment component (worth 30%). Specific

SACE Board Annual Report 2014 17 learning requirements are described in the moderation commenced. This contributed to Stage 2 subject outlines. consistent outcomes for students in all subjects. In 2014, schools were responsible for assessing There was an emphasis on quality assuring the school assessment component. The all grade levels and the associated feedback document SACE Assessment and Reporting provided by moderators, before schools were Guidelines 2014 provided detailed guidance for given feedback. teachers. The SACE Board was responsible for moderating the results for the school Examinations and Investigations assessment component and for assessing the external assessment component. Examinations The Stage 2 assessment processes involved a The Stage 2 external examinations commenced large number of expert teachers, as moderators on Tuesday 21 October 2014 with the nationally and markers, and SACE Board staff. assessed language examinations. These include The results for the two assessment components languages that have been offered collaboratively were aggregated to provide the final subject by state curriculum and assessment authorities grade for a student. since 1992. For the majority of students, end-of-year School Assessment Component examinations commenced on the morning of As part of the final school assessment process, Monday 3 November 2014 with English Studies moderation was held at a central venue for all and concluded on the afternoon of Wednesday subjects. Final moderation (central) required 19 November 2014 with Musicianship. the collection of samples of student work from Students studying Mathematical Applications schools. It occurred at the end of Semester 1 sat for their examinations on Thursday for the Research Project and at the end of 12 June and Thursday 6 November 2014. To Semester 2 for all subjects. The final moderation accommodate the external examination at the process at the end of Semester 2 took place with end of each semester, schools selected two more than 8000 bags of student work processed topics for Semester 1 and two different topics by more than 1200 moderators. for Semester 2. A change to the subject outline The majority of subjects were moderated in was approved in 2014 to hold just one external November and December 2014 at the Magill (end-of-year) examination in Mathematical Campus of the University of South Australia; a Applications, from 2015 onwards. small number of subjects were moderated at the Adelaide Showground and the SACE Board of The SACE Board set a total of forty-three South Australia. examinations, including six nationally assessed languages for which the Board has hosting Additionally, the moderation of practical school responsibility. The SACE Board used nineteen assessments in Physical Education and Visual languages examinations from other states Arts subjects was conducted by visits to schools either through national agreements or bilateral and other venues (on-site moderation). arrangements. In 2014, quality assurance for Stage 2 moderation outcomes was achieved through Investigations a range of activities. Moderators were trained In 2014, thirty-five Stage 2 subjects included an in moderation procedures using a central externally marked investigation as part of the training process led by a senior SACE officer. assessment scheme. In these subjects students Additionally, members of the Standards chose an issue, hypothesis, area of study, or Leadership teams were trained in moderation product for investigation, undertook research, principles and procedures prior to moderation. and analysed, evaluated, and presented the Benchmarking materials and explicit procedures findings. Investigations were marked first by were used for training chief supervisors, the teacher, and then by an external marker supervisors, and moderators in the application appointed by the SACE Board. of the performance standards before final

18 SACE Board Annual Report 2014 SACE AS A BEST PRACTICE QUALIFICATION

Strategic Priority 2 of the SACE Board of • The SACE Board supported sector initiatives South Australia’s Strategic Plan commits to by attending and presenting at workshops strengthening SACE Innovation and Relevance. conducted by the Association of Independent This leads to a South Australian Certificate Schools of SA and Catholic Education South of Education (SACE) that is a best practice Australia. These workshops were designed qualification and a relevant and beneficial to share exemplary practices in the Research credential. Project. • The SACE Board supported the establishment of the Association of Secondary Research SACE Directions and Actions Teachers (ASRT). The inaugural conference of the ASRT, ‘Strategies for Success’, was held In November 2012, the SACE Board approved on Saturday 15 February 2014. SACE Directions and Actions, a response to the First Year Evaluation Report submitted by • A successful 2-day Research Project Student the Evaluation Panel. In SACE Directions and Expo was held in August 2014, to inspire Actions, the SACE Board committed to ‘continue and inform students preparing to start their to place the highest priority on the SACE Research Project in 2015. The expo featured meeting the learning and certification needs of more than forty booths with student exhibitors the full range of students’. and research-related organisations, as well as a range of guest presenters. The event attracted approximately 4000 visitors, primarily Progress on SACE Actions school groups. In SACE Directions and Actions, the SACE Board • The University Aggregate Working Party committed to key actions, in partnership with recommended a 90-credit university schools and the school sectors, to strengthen the aggregate, which is made up of three 20-credit SACE for each student and to improve students’ tertiary admission subjects (TAS), plus a learning outcomes and pathways. The following 30-credit flexible option, which may include were undertaken during 2014: additional TAS subjects and/or up to 20 credits • The Stage 1 Research Practices subject was of recognised studies (e.g. university studies or vocational education and training). This has implemented in 2014. The title was changed now been agreed. The changed arrangement from ‘Research Skills’ to ‘Research Practices’. applies for entry into university for 2016 and • Research Project A and Research Project B has been communicated to schools through were assessed as two distinct subjects rather South Australian Tertiary Admissions Centre than the one subject, as was the practice (SATAC) publications. Associated system pre-2014. The majority of the information changes have been implemented and technology (IT) system changes were released. implemented in January 2014 in readiness for • Improvements and updates to SACE Board the commencement of the school year, and quality assurance processes for school the last of the IT system changes associated assessment and external assessment with the assessment of these subjects was continued to be made. programmed and released in May 2014. • Several forums and resources are supporting • A number of teaching resources, designed to be teachers in strengthening their professional used with students, were adapted to align with expertise in standards-based assessment and 2014 Research Project A and Research Project in designing valid and reliable assessment B, and were published online. In 2014, these tasks. A range of workshops was offered via included a series of online videos featuring videoconferencing. presentations by students on what they had • Assessment quality assurance processes learnt from their experiences of undertaking the continued to be refined by analysing the Research Project. correlation between school assessment and external assessment results.

SACE Board Annual Report 2014 19 • Branding and a logo design for the Institute of accessibility for people with disabilities, with Educational Assessors (IEA) was developed thousands of pieces of web content and and a minisite was created. In collaboration hundreds of documents updated for improved with the sectors and universities, the IEA accessibility. hosted a series of breakfast sessions to launch • An interactive SACE Calendar was the professional learning opportunities offered implemented in January 2014, allowing by the SACE Board; held two information teachers and SACE coordinators to filter, print, sessions for educators interested in the and export key SACE operational dates. services offered by the IEA; and, through • Minisites supporting SACE Operations and public advertisement, engaged the services Special Provisions were launched. The sites of sessional staff to support the writing and provide easy access to dedicated information presentation of the professional learning on each of these topics from the SACE courses. The first module of the Certified website. Educational Assessor (CEA) and Assessment for Educators (AES) course was endorsed • A SACE Board YouTube channel was for delivery by a Steering Committee and the developed and launched, allowing longer- SACE Board. The IEA began to accept formal form video content to be distributed, improved registrations from schools and individuals for usability via mobile devices, and more options engagement in professional learning courses. for captioning and accessibility. • A number of digital innovations were introduced, with work taking place on a range of others that are to be implemented during the Providing the SACE to 2015 school year. International Communities • Online Results Sheets for the school The SACE International program is the SACE assessment component of all Stage 2 subjects Board’s globally recognised offshore educational were successfully implemented and released program. The program is currently delivered to schools in 2014. Schools can now manage in six colleges in Malaysia and one college in their own users of Schools Online, which China: significantly reduces administrative time for schools and increases flexibility and security. • Taylor’s College, Subang Jaya • Work commenced on establishing a data • Taylor’s College, Sri Hartamas warehouse that will provide the foundation • INTEC Education College for improving reporting both within the SACE • INTI International University Board and to external stakeholders. • Institut Sinaran • The content management system supporting • DISTED College the SACE website was upgraded. This • Qian Huang International College (China). upgrade facilitated a range of other mobility and accessibility upgrades as part of a broader In 2014, the program, formerly named the website refresh project, ready for the 2015 South Australian Matriculation Program (SAM), school year. was renamed ‘SACE International’ to more • The accessibility for people with disabilities accurately reflect the international portability and of several hundred documents was reviewed, recognition of the qualification. and changes were implemented to meet The program, which has been delivered in government accessibility standards in Malaysia since the 1980s and in China since preparation for the 2015 school year. 2004, is a highly regarded pre-university • A Google-based search function was program that attracts students on the basis introduced on the SACE website in July 2014, of its academic rigour and the quality and and was immediately used several thousand breadth of the curriculum. Graduates from times each month. the program have successfully gained places • The SACE website underwent a major in the world’s top universities, including the redevelopment throughout 2014 in preparation University of Cambridge and the London School for the 2015 school year, including an update of Economics and Political Science in the of the structure of the site’s content in United Kingdom, Cornell University in the United consultation with teachers and schools, and States of America, and the Australian National informed by website use statistics; an upgrade University. of the underlying software and the site’s Students undertaking the SACE International do design to make it responsive to smartphones so to gain entrance to their university of choice. and tablet devices; and improvements to SACE International is an intensive 12-month

20 SACE Board Annual Report 2014 program based on Stage 2 of the SACE, with Continuous Improvement students receiving recognition for Stage 1 since they have usually completed the senior secondary equivalent qualification in their home SACE Innovations country. Students who successfully complete the SACE International receive the SACE and Schools Online are eligible for an Australian Tertiary Admission Since 2010, the SACE Board has been rolling Rank, which enables them to apply to Australian out a significant program of improvements to and international universities. its online services for teachers, schools, and Sixteen SACE subjects are currently offered students. These improvements have included an in the SACE International: English as Second upgrade to the SACE website to provide greater Language Studies, English Communications, accessibility and ease of use, and the provision English Studies, Accounting, Biology, Chemistry, of more online tools for teachers and schools. Economics, Information Technology, Legal A range of improvements to the Schools Online Studies, Malay, Mathematical Studies, Nutrition, system have also been made. Physics, Psychology, Research Project, and These improvements and enhancements are Specialist Mathematics. Students study five the result of extensive consultation with the subjects. SACE Board’s stakeholders to ensure that A memorandum of agreement is in place with these changes will result in positive benefits each of the SACE International colleges, which for schools, teachers, and, ultimately, student sets out the terms of the agreement and the outcomes. respective responsibilities of each party to the In 2013, the SACE Board committed to a major, agreement. For example, the SACE Board offers transformational program to replace paper-based various types of subject support on an annual results sheets with online tools and procedures basis depending on the needs of the college for the collection of results from schools. and its staff. Similarly, college staff members participate in the SACE Board’s marking and The first of these online results sheets, the moderation panels. school assessment results sheet, was used to collect the school assessment grades for all In 2014, the SACE Board invested considerable students studying a Stage 2 subject in 2014. effort in promoting the program against increased competition from other pre-university It is anticipated that all paper-based programs and a diversifying market for results sheets used to collect the results of international education. approximately 40 000 Stage 1 and 23 000 Stage 2 SACE students from schools each year will be The SACE Board is committed to ensuring replaced by online equivalents by the end of the the long-term success of the program, and is decade. exploring alternative delivery mechanisms and partnership arrangements to provide maximum flexibility for students, families, and education Stage 2 Online School Assessment Results providers. To this end, the SACE Board has Sheets (‘yellows’) and Schools Online established the South Australian Senior In 2014, two significant steps towards online Secondary Education Alliance — an alliance SACE information exchange were achieved: of South Australian schools, together with the • School assessment results for Stage 2 SACE Board, who have agreed to work together (‘yellows’) were submitted online, rather than to build a presence in Asia and develop delivery models by which students are able to complete on paper result sheets. the SACE. Such models include combinations • Schools Online was directly accessed by 5000 of offshore and onshore educational delivery teachers. of SACE subjects; partnership agreements These projects delivered the following benefits: between South Australian schools and Chinese schools for the delivery of the SACE; and the • enhanced assurances of the integrity of school use of online delivery for some of the SACE. assessment results • reduced time spent by teachers completing The SACE Board works closely and and checking these results collaboratively with the staff of the SACE International colleges and values its partnership • reduced time spent by SACE coordinators and with the providers of the SACE International principals administering and quality assuring program. these results

SACE Board Annual Report 2014 21 • reduced need for manual checking and Renewal of Board Standing follow-up by the SACE Board when one or more results are missing. Committees In 2015, three additional significant steps Board standing committee membership is towards online SACE information exchange will generally for a 2-year period and has been take place, with the following to be submitted staggered so that not all membership terms online rather than on paper result sheets: fall due in the one year. Membership terms • school assessment results for Stage 1 for both standing committees were to end on • school assessment results for investigations 31 December 2014. • predicted examination results. Letters inviting nominations to the Committees were sent out to the designated entities defined Renewal of the Board in Schedule 1 of the SACE Board of South Australia Act, and to the Committee members No Board positions became vacant in 2014 due to appointment terms ending. There were whose terms were ending on 31 December three resignations from the Board — one Board 2014. member and two Deputy Board members. Appointments to the Committees were The Board member who resigned was the determined by the Board Presiding Member, legislatively required nomination from the the Board Deputy Presiding Member, the Chairs Director-General of Education (SACE Board of of the standing committees, and the Chair of South Australia Act 1983, Part 2, Division 1, the Innovations Development Advisory Group. 8(3)(d). These appointments and re-appointments were made for either a 1- or 2-year period (beginning A new nomination was sought from the on 1 January 2015), and aimed to ensure a Department for Education and Child mixture of continuity and new expertise on the Development, and the Governor appointed committees. Deputy Board member, Ms Janette Scott, to the role. This appointment was announced in the Quality Accreditation South Australian Government Gazette, number 46 (dated 26 June 2014), with a term ending on From 6 August to 8 August 2014, the SACE 30 June 2016, which will coincide with the other Board was audited against the Australian and two legislatively required school sector positions New Zealand standard ISO 9001:2008 ‘Quality on the Board. Management Systems’. The audit did not find The Board did not seek replacements for the any non-conformance issues. The SACE Board two resigned Deputy Board members or for the has maintained ISO 9001 accreditation since Deputy Board member promoted to the Board. November 2002. Opportunities for improvement identified by the auditors are being addressed on a priority basis.

22 SACE Board Annual Report 2014 PROFESSIONAL CAPACITY AND PARTNERSHIPS

The SACE Board of South Australia’s vision of There was a continued focus on expanding fostering student success through the South the range of exemplars and support materials Australian Certificate of Education (SACE), available on the SACE website. These were and its mission to provide a certificate that aimed at supporting teachers’ interpretation of has integrity and is respected both locally the performance standards and facilitating in- and internationally, are largely dependent school and cross-sector clarifying activities. on the strength of its partnerships with key Teacher participation in the July and November stakeholders. moderation and marking processes also Developing partnerships and building contributed significantly to building professional professional capacity are collaborative capacity in assessment. Moderation of processes where success is dependent on school assessments and marking of external assessments were conducted for each Stage 2 the relationships between teachers, schools, subject and involved panels of trained teachers sectors, key stakeholders, and the SACE Board. from all school sectors leading and supporting To ensure that the SACE Board facilitates final assessment processes. regular communication with its key stakeholders To complement these SACE Board assessment to exchange information and advice, a number activities, the Institute of Educational Assessors of formal consultative groups have been launched a professional learning model that established. aims to support all educators in South Australia Schools, other education providers, and the in consolidating and enhancing their expertise in SACE Board are partners in managing the educational assessment. policies and procedures for assuring the integrity of the SACE. The SACE Board has established Standards Leadership Teams and maintained a variety of avenues that assist The SACE Board appoints, for each Stage 2 schools and education authorities to provide subject, a Standards Leadership Team information and professional development comprising the: opportunities to teachers, in order to assist • Chief Assessor students to successfully complete the SACE. • Chief Supervisor — External Assessment Assessment Capacity • Chief Supervisor — School Assessment. The Chief Assessor undertakes one or more of One of the priorities in the SACE Board’s the other roles in the Standards Leadership Team. continuing improvement program for 2014, as outlined in SACE Directions and Actions, was Members of each Standards Leadership Team building on the strength of teacher expertise in are appointed by the Chief Executive following standards-based assessment. a merit-based selection process. In making these appointments, the SACE Board takes into As part of the SACE Board’s quality assurance account the number of students in a particular cycle, a range of professional learning subject and the expertise available to supervise programs were designed and delivered to the subject. build and consolidate teachers’ knowledge and understanding of standards-based assessment. In 2014, 144 community and/or teaching experts participated in eighty Standards Leadership In 2014, the range of professional learning teams, in one or more roles. programs provided teachers and school leaders The Standards Leadership teams provide with opportunities to extend professional expert advice on the assessment of Board- learning in the areas of curriculum, the design accredited subjects. In collaboration with SACE of assessment tasks, and the interpretation and Board officers, the Chief Assessors and Chief application of performance standards. The range Supervisors provide leadership to activities that of programs catered for a broad spectrum of support each of the four phases of the quality professionals including subject experts, school assurance cycle: planning, clarifying, confirming, leaders, and teachers new to the SACE. and improving.

SACE Board Annual Report 2014 23 SACE Curriculum Leaders Groups from the West Coast to the Limestone Coast. Additionally, three videoconferences were held. During 2014, Curriculum Leaders groups met to: The forums were attended by 1772 teachers: • prepare exemplar materials for Stage 2 1656 at metropolitan forums and 107 at regional clarifying forums and online publication forums. A total of nine teachers participated in • source student materials for annotated student the three videoconferences. To consolidate the work samples professional partnerships developed nationally and internationally, additional clarifying forums • share information on national and international were held in Malaysia and China for the SACE trends in specific subject areas. International program and in the Northern For some subjects, the Curriculum Leaders Territory for the Northern Territory Certificate of groups also gave expert advice to the SACE Education and Training (NTCET) students. Board on revisions to SACE subject outlines, to In 2014, 33% (578) of the teachers who clarify learning and assessment requirements, attended a forum provided evaluative feedback and to update information. about the structure, content, and effectiveness of the forums. The feedback confirmed the During Terms 3 and 4, members of the effectiveness of the forums, as over 95% Curriculum Leaders groups in the English and of teachers indicated that, as a result of the mathematics learning areas contributed to clarifying forums, they considered themselves to the work of the relevant Australian Curriculum be ‘prepared’ or ‘well-prepared’ when using the reference groups in integrating the Australian performance standards. Curriculum into the SACE subjects. The SACE Board also provided planning and clarifying support for the Stage 1 compulsory Planning and Clarifying subjects; these are the Personal Learning Plan The SACE Board provides support in the and the English and mathematics subjects. In planning phase of the quality assurance cycle 2014, planning and clarifying support sessions by reviewing and approving plans to ensure that were held in Semester 1 and Semester 2, with intended learning and assessment programs over 100 participants attending these sessions reflect the subject outline against which students’ from across all sectors and from both regional results are to be reported. Teachers of all and metropolitan schools. Stage 1 and Stage 2 subjects, with the exception of Community Studies and Research Project A Teachers New to the SACE: and Research Project B, are required to teach from an approved learning and assessment plan. Assessment in the SACE Workshops In 2014 the SACE Board approved and provided The SACE Board, in partnership with the feedback on 2457 Stage 2 learning and Association of Independent Schools South assessment plans and 2439 Stage 1 learning Australia, Catholic Education South Australia, and assessment plans. Plans are approved for and the Department for Education and Child 3 years and although teachers are encouraged Development, offered a series of workshops to review and update their plans annually, these to support teachers new to the SACE in their do not require SACE Board approval each year. understanding of assessment in the SACE. Stage 2 clarifying support was provided to Full-day and half-day workshops were offered teachers of all Stage 2 subjects, to assist them around the state, with a focus on providing to interpret and apply the performance standards opportunities for teachers in regional areas. consistently when assessing student evidence. The workshops covered key information The SACE Board conducted clarifying forums, that teachers require to plan and deliver in which a panel of subject experts facilitated assessments within the SACE such as: discussion based on samples of student work. • designing ‘fit for purpose’ assessments The discussions covered areas such as making • reviewing and improving assessments assessment decisions, assessment task design, • providing feedback after assessments interpretation of performance standards, and a review of 2013 Chief Assessors’ reports. • quality assuring assessment decisions • planning assessment programs. A total of 111 Stage 2 clarifying forums were held in 2014; ninety-eight forums were held The workshops attracted 190 participants and across the metropolitan area and ten forums were received favourably by participants. Over were held in regional areas across the state 95% of participants indicated that the material

24 SACE Board Annual Report 2014 delivered supported teachers new to the SACE Admission Rank (ATAR) based on a 90-credit to be prepared and more confident in the university aggregate. preparation and delivery of SACE assessments. The forums generated some engaging discussion regarding the implications for schools. Exemplars and Support Materials The collated feedback was provided to the During 2014, the SACE Board continued its relevant committees to guide and inform ongoing commitment to building professional expertise planning, and support for key stakeholders. in standards-based assessment by providing quality support materials and exemplars to Senior Officers Liaison Group teachers and students. The strength of the professional collaboration Through collaboration with schools and the and partnerships between the SACE Board and school sectors, an additional 267 individual key stakeholders, including teachers, school exemplar documents were made available on leaders, and school sectors, was consolidated the SACE website in 2014. Of these, forty-six through the Senior Officers Liaison Group. were interactive clarifying activities, eleven were non-written exemplars, and sixty-three were The Senior Officers Liaison Group is a materials previously used as benchmarking strategic collaboration that supports systematic activities. information exchange and collaborative development in relation to continual In addition to new exemplar documents, the improvement and professional learning in the scope of the Research Advice page on the SACE. SACE website was expanded to include a range of teaching and learning resources. New In 2014, the group met monthly and provided materials focusing on academic writing skills, critical liaison and support between the school referencing, narrowing a research question, and sectors and the SACE Board. The group assessed discussion were included. provided updates on organisational activities and examined key issues such as: Existing support materials for both Stage 1 and • initiatives and strategies for maximising Stage 2 subjects were revised to incorporate changes to subject outlines for 2014, and new student success in the SACE materials were developed to reflect changes to • integration of the senior secondary Australian the Personal Learning Plan and Mathematical Curriculum Applications from 2015. • progressive development of the Online Results Sheets initiative • teacher participation in professional learning Schools and School Sectors opportunities and involvement in SACE Board quality assurance panels. Leaders Forums In 2014 the SACE Board convened three SACE Principals Partnership Leaders Forums to develop its strategic Strategy Group partnership with school principals and other SACE leaders. The forums provided principals The SACE Board is committed to working with and school leaders with up-to-date information, the school sectors in a collaborative and and opportunities to share with colleagues their cooperative way as it carries out its core ideas, strategies, and local planning to assist in functions of accrediting, and recognising learning the delivery of the SACE in 2014 and beyond. towards, the SACE and developing the policies The forums were held in March — two that underpin assessment, certification, and the at metropolitan locations and one via recognition of learning. videoconference — and were attended by The SACE Principals Partnership Strategy 240 principals and leaders from the three school Group was established to provide a forum for sectors. collaboration and discussion between the SACE The forums focused on the collective goal of Board and school leaders on issues related to the maximising student success in the SACE, the SACE, and to provide a mechanism for school innovations in the introduction of the Online leaders to help shape the development of SACE Results Sheets project, and the implications policy and procedures through the provision of of the introduction of an Australian Tertiary advice and feedback to the SACE Board.

SACE Board Annual Report 2014 25 Members of the strategy group were nominated the Institute of Educational Assessors (IEA). by the following organisations, representing the The IEA is a significant initiative that arose from Northern Territory and the three school sectors in the SACE Board’s response to the SACE First South Australia: Year Evaluation, in which a key recommendation • the Department of Education, Northern was the need to build the capacity of school Territory (two representatives) personnel in educational assessment. • the Association of Independent Schools of From 2015 the IEA will deliver a range of South Australia (two representatives) courses and professional learning in educational • Catholic Education South Australia (two assessment practice and pedagogy, which will representatives) support educators to develop their expertise in • the Department for Education and Child educational assessment. Development — South Australian Secondary Additionally, educators who undertake the Principals’ Association (three representatives) professional learning delivered by the IEA will be • the Department for Education and Child able to have their studies recognised towards Development — Area Schools (two postgraduate qualifications as well as the representatives). Australian Professional Standards for Teachers. In 2014, the group met four times, once each The professional learning delivered by the IEA in February, May, August, and November. The will also meet the Teachers Registration Board’s group continued to provide high-level advice requirements for accumulation of professional and feedback to the SACE Board on a range of learning hours. issues and policy areas. Additionally, the group has contributed to other In particular, each year the group acts as a key areas, including providing advice and valuable conduit for information from school feedback on the: leaders and school personnel to the SACE • SACE Self-review Tool, designed to support Board, regarding the preceding year’s results school leadership teams to evaluate the release process. The timely and accurate effectiveness of their school assessment release of student results is a fundamental practices imperative for the SACE Board, and the SACE • Maximising Student Success Strategy, Principals Partnership Strategy Group assists established by the SACE Board in partnership the Board in identifying areas for improvement with the three school sectors to consider areas and the means by which such improvement may of strength and potential growth in relation to be made. student achievement in the SACE In 2014, the group was pivotal in guiding the • integration of senior secondary Australian implementation of the Online Results Sheets Curriculum subject content into SACE project, a major initiative of the SACE Board subjects, and the associated timelines for to transfer a large number of paper-based implementation of the first suite of Australian processes to an online environment. This Curriculum subjects in 2016 (Stage 1) and includes teachers submitting student results for 2017 (Stage 2) school-assessed subjects via an online form • processes and criteria for the awarding of the rather than a paper form as in previous years. Governor of South Australia commendations The scope of the project meant that the number • inaugural Research Project Student Expo, of school personnel with access to Schools held in August. More than 4000 students, Online, the SACE Board’s web-based data teachers, and members of the public attended management application system, increased from the event, which was designed to showcase around 2000 to over 6000. As a consequence, student achievement in the Research Project processes for ensuring the security and privacy and assist students preparing to undertake of student information were also developed. the subject. The support of schools and, The feedback of the group was instrumental in in particular, members of the group in ensuring the successful online submission of the encouraging their school communities to mid-year Research Project results, as well as attend, resulted in an overwhelmingly positive online school-based assessment results for all response, with the result that the event will be Stage 2 subjects at the end of 2014. held once again in 2015. The group also played a critical role in assisting At their final meeting in 2014, members of the the SACE Board as it developed and established SACE Principals Partnership Strategy Group

26 SACE Board Annual Report 2014 unanimously endorsed the value of the group No meetings of the group were held in 2014, and confirmed its continuation in 2015. pending the outcomes of the State Government’s 2014 reform of boards and committees. A subgroup of the SACE Principals Partnership Strategy Group, the SACE School Operations The final report of this reform process was Working Group, had been established in 2013 to released in October, with the Training and provide strategic direction to the SACE Board in Skills Commission listed in the ‘Other Reform’ respect to its operational policies and systems, category. and to monitor their effectiveness. This working group is also responsible for Australian Education Union (SA monitoring and analysing how the SACE Board’s Branch)–SACE Board Working Group operational policies and systems interact with schools’ operational policies and systems, and The Australian Education Union (SA Branch)– identifying potential opportunities, benefits, and SACE Board Working Group provides a formal risks of operational innovation, with specific mechanism for teachers represented by the reference to the use of digital and online union to provide feedback on SACE Board technologies. policies and procedures, and an opportunity for communication and engagement between Membership of the group comprises nominees the SACE Board and teachers about significant from each Principals Association as well as issues relating to the development, delivery, and nominees from the SACE Board. The group is quality of the SACE. chaired by a SACE Board Executive Manager who is nominated by the Chief Executive of the Membership of the group is as follows: SACE Board, and executive support is provided • the Chief Executive of the SACE Board (Chair) by the SACE Board’s School Assessment • the President of the Australian Education Services group. In 2014, the working group met Union (AEU) (SA Branch) on three occasions. • other senior AEU members Key Stakeholders • other senior SACE Board staff. In 2014, the group met on four occasions, once Joint Chairs Group (Training and Skills each in March, May, August, and October. Commission and SACE Board of SA) Key areas of discussion included: • the effectiveness of the Online Results Sheets The Joint Chairs Group was formed to provide project in reducing teachers’ workload, and the a forum for mutual discussion and collaboration ease of use of this new system with regard to the recognition of vocational • the proposed professional learning to be education and training (VET) towards the SACE. delivered by the IEA, and strategies to A memorandum of agreement was developed maximise schools’ and educators’ take up of between the Training and Skills Commission the professional learning and the SACE Board of South Australia • the integration of senior secondary Australian which recognises the respective roles of each Curriculum subjects in the SACE, the timelines organisation with regard to VET. Students can required for implementation of the Australian use a significant amount of VET to complete Curriculum, and teacher preparedness for their SACE, and the collaborative relationship delivery of the Australian Curriculum between the SACE Board and the Training and • policy development and review, including the Skills Commission recognises the organisations’ review of the Special Provisions in Curriculum shared interest in VET. and Assessment Policy. The Joint Chairs Group comprised: In addition to the key initiatives identified above, • the Chair and Deputy Chair of the Training and the group explored opportunities for mutual Skills Commission collaboration and engagement in the context • the Director of the Office of the Training and of promoting the underpinning principles and Skills Commission values of the SACE and its benefits for all • the Presiding Member of the Board and the students. Chief Executive of the SACE Board At the end of 2014, members of the working group • nominated members from both organisations. agreed that the group provided a valuable forum

SACE Board Annual Report 2014 27 for cooperation and collaboration on the SACE, At the end of 2014, members of the working and communication between the SACE Board group agreed that the group provided a valuable and union representatives of school personnel. As forum for cooperation and collaboration on the such, the group will continue in 2015. SACE, and communication between the SACE Board and union representatives of school Independent Education Union of South personnel. As such, the group will continue in 2015. Australia–SACE Board Collaborative Working Group Parents Associations–SACE Board In 2014, the SACE Board established the Consultative Group Independent Education Union of South The SACE Board established the Parents Australia–SACE Board Collaborative Working Associations–SACE Board Consultative Group Group with the objective of providing a formal as a means of consulting with, and receiving mechanism for teachers represented by the feedback from, parents associations about Independent Education Union of South Australia the issues of importance to parents of senior (IEUSA) to engage with the SACE Board secondary students. and provide feedback on SACE policies and procedures. Parents associations that are represented on the group include the following: Membership of the group is as follows: • Federation of Catholic School Parent • the Chief Executive of the SACE Board (Chair) Communities (SA) • the Secretary of the IEUSA • Isolated Children’s Parents Association (SA • the Assistant Secretary of the IEUSA Branch) • other senior SACE Board staff. • South Australian Association of School Parents In 2014, the group met on four occasions, once Clubs Inc. each in March, June, September, and October. • South Australian Association of State School Organisations Inc. Key areas of discussion included: • ways in which the SACE Board could In 2014, the SACE Board strengthened its focus on collaboration with parent communities more fully engage with schools and school through attendance by the Chief Executive at communities in the Independent schooling a number of special meetings arranged by the sector parents associations. • the effectiveness of the Online Results Sheets project in reducing teachers’ workload, and the The group provided the SACE Board with ease of use of the new system valuable feedback and advice in relation to the following key focus areas: • the proposed professional learning to be provided by the IEA, and strategies to • the inaugural Research Project Student Expo maximise schools’ and educators’ take up of • Special Provisions Review outcomes the professional learning - In 2013, the group participated in a • the integration of the senior secondary consultation forum as part of the review of Australian Curriculum subjects in the SACE, the Special Provisions in Curriculum and the timelines required for implementation Assessment Policy. The group’s feedback of the Australian Curriculum, and teacher informed the recommendations resulting preparedness for delivery of the Australian from the review, which were implemented Curriculum progressively in 2014. • policy review, including the review of the • SACE ‘first principles’ Special Provisions in Curriculum and - The group provided a forum for the Chief Assessment Policy. Executive to revisit parent expectations and understandings of the SACE and how In addition to the key initiatives identified above, it can underpin their child’s future career the group explored opportunities for mutual and study pathways. As a result, members collaboration and engagement in the context of the group invited the Chief Executive to of promoting the underpinning principles and consider visiting school communities across values of the SACE and its benefits for all South Australia in 2015, to promote the students. benefits of the SACE to all young people.

28 SACE Board Annual Report 2014 • Communication and engagement with school Year 11 students. This edition focused on communities Stage 2, SACE results, the Research Project, - School communities, through their and pathways into higher education and further representatives on this group, requested training. that a clear and accessible explanation of Articles from the Chief Executive about the SACE SACE moderation and quality assurance were published quarterly in two magazines for processes be developed in order to assist parents: school communities, students, and their • School Post (South Australian Association of families in understanding these procedures State School Organisations Inc.) and policies. A flyer was produced and the information contained in the flyer was • Parents Say (South Australian Association of subsequently reproduced in the various School Parents Clubs Inc.). parents associations newsletters. The content on the SACE website, including the Members confirmed the value of the group as ‘Students and Families’ section, was updated for a means of keeping parents informed of issues the 2014 school year. and developments in relation to the SACE, and During 2014, a project to improve the structure of providing a forum within which parents’ views can the SACE website, as well as its accessibility on be expressed. Members were unanimous in their mobile devices and for people with disabilities, view that the group should continue in 2015. was undertaken. The updated website will have a ‘Students’ section as a top-level category, to South Australian Tertiary Admissions improve the navigability of information about the Centre SACE for students and their families. Both online and printed information were Extensive collaboration between the SACE produced to assist students and parents to Board and the South Australian Tertiary interpret SACE results. Admissions Centre (SATAC) continued throughout 2014. During this time business rules SACE Board staff worked with a print for the introduction of the 90-credit university supplier and Australia Post to deliver printed aggregate were developed and implemented, in documentation to students in South Australia, readiness for the 2015 school year. the Northern Territory, and Asia. Throughout the results-processing period, A brochure entitled ‘Results Information’ was members of both the SACE Board and SATAC mailed to students with a result in a Stage 2 worked together to ensure the integrity and subject, together with their SACE results. The accuracy of the results that students were to brochure provided answers to frequently asked receive. questions about SACE results, as well as relevant contact details and other information. As in 2013, SACE certification was printed on SACE Board stationery and sent to students The full SACE website was available on the separately from the Tertiary Entrance Statement, day of results release and included a range which was printed on SATAC stationery. of materials to assist students and families to understand their results. Around 74% of SACE completers accessed their Communication results via the SACE website on 18 December 2014 when results were released, with 45% Students and Parents using a smartphone or tablet device. The SACE website received approximately 30 000 visits on During 2014, two editions of the student that day. magazine Achieve were produced. At the beginning of Term 1, an edition tailored to students commencing their SACE was distributed Schools to every South Australian Year 10 student. The SACE website, the SACE Board’s primary This edition featured clear explanations of the tool for communicating with teachers and structure and key elements of the overall SACE, schools, maintained its high levels of use during and detailed information about Stage 1. 2014. According to analytics, the site received approximately 765 000 visits. At the beginning of Term 3, an edition designed to support course counselling in preparation for Minisites supporting SACE Operations and Year 12 was distributed to all South Australian Special Provisions were launched in 2014.

SACE Board Annual Report 2014 29 The sites provide easy access to dedicated support course counselling for Year 12 was information on each of these topics from the distributed to all Year 11 students and every SACE website. Pages on the SACE Operations Stage 2 teacher and school leader. minisite were viewed approximately 118 000 A flyer entitled ‘Using Achieve in Your School’ times throughout the year. was emailed to teachers and school leaders with An interactive SACE Calendar was implemented each edition of Achieve. in January 2014, and allows teachers and SACE Each term, a letter from the Chief Executive coordinators to filter, print, and export key SACE outlining key strategic information was operational dates. The SA calendar was visited distributed to school principals and SACE more than 7500 times in 2014. coordinators. A number of topic-based ‘Leader In response to feedback from schools, a Google- Update’ flyers were distributed to schools based search function was introduced on the throughout the year. SACE website in July 2014, and was used Assessment reports for the 2013 assessment approximately 10 000 times each month. cycle were posted on the SACE website early in Schools from each of the school sectors were 2014. consulted about a significant upgrade being The SACE Board’s Annual Report 2013 was undertaken during 2014 in preparation for the published online, and a limited number of printed 2015 school year. The upgrade will improve copies were provided to key agencies. the prominence of information for teachers and school leaders, through a new ‘Schools’ section A suite of A5 booklets was published and at the top level of the website. provided to assist Chief Supervisors and moderators in their work with the SACE Board. ‘SACE News’, an electronic news bulletin, was sent each term to subscribers to keep teachers and schools up-to-date with the SACE. Each Industry, Employer Groups, and the edition was viewed between 3000 and 4000 Community times. Approximately 1300 copies of the two editions SACE News regularly featured details about of Achieve magazine were sent to more than professional development and quality assurance 135 institutions in the community, including a workshops, online resources for teachers, SACE range of vocational education and training (VET) Board events, and operational information. providers, business groups, and libraries. During 2014, two editions of the student A range of data reports around student magazine Achieve were produced. At the enrolments, results, and other aggregate data beginning of Term 1, an edition tailored were uploaded to the SACE Data minisite. Every to students commencing their SACE was year, the SACE Board also responds to requests distributed to every Year 10 student and every for data. In 2014, a range of data was provided Stage 1 teacher and school leader. At the to schools and other institutions, both state and beginning of Term 3, an edition designed to federal.

30 SACE Board Annual Report 2014 STUDENT OUTCOMES

Strategic Priority 1 of the SACE Board of South mathematics subjects and/or courses at a level Australia’s Strategic Plan describes the SACE of satisfactory achievement (a C grade) or better. Board as an advocate for students. In other Completion of the SACE indicates that a student words, SACE Board activity constantly focuses has demonstrated the expected levels of literacy on benefits for students. This leads to positive and numeracy. This will assist students in their outcomes for students, parents, and the SACE transition from school to further education, Board. training, or employment. In South Australia in 2014, of those students Success Indicators who undertook at least 20 credits of English subjects at Stage 1, 94.8% achieved a C grade SACE Completion Rates or better and thereby met the SACE literacy requirement. Similarly, of those students who In 2014, there was an increase in the number undertook at least 10 credits of mathematics of students who studied at least one Stage 2 subjects at Stage 1, 93.1% achieved a C grade subject, from 21 685 in 2013 to 21 857 in 2014. or better and thereby met the SACE numeracy The South Australian Certificate of Education requirement. (SACE) completion rate increased from 93.5% in The Board-accredited subjects of English 2013 to 94.5% in 2014. Pathways: Modified and Mathematics Pathways: The SACE Board also recognises many other Modified provided opportunities for students courses towards the SACE in lieu of SACE with identified intellectual disabilities to meet subjects, such as vocational education and the literacy and numeracy requirements of the training (VET), university studies, community SACE. learning, and interstate or overseas studies. For example, in 2014, 1197 students completed both Aboriginal Education Strategy the SACE and a VET certificate. The SACE Board acknowledges that Aboriginal and Torres Strait Islander students are a diverse Literacy and Numeracy group, and believes that the best outcomes for To be eligible to achieve the SACE, students students can be achieved through working in must meet compulsory literacy and numeracy partnership with the school sectors and other requirements. The SACE provides flexibility in agencies that support the success of Aboriginal how students can fulfil the literacy and numeracy young people. requirements. This includes: In 2014, the SACE Aboriginal Education Strategy • a range of Board-accredited English or 2012–2016 built on the achievements of the mathematics subjects previous year in the following five areas of • VET courses focusing on literacy or numeracy strategic development: • Board-recognised community-based or • achievement institution-based courses in literacy or • participation numeracy • recognition • English or mathematics courses from other • sustainability Australian states and overseas • representation. • a folio of evidence verified by the principal of The SACE Aboriginal Education Strategy the student’s school (for adult students only). Steering Committee continued to guide the To meet the literacy requirement, students must implementation of the strategy, with the support complete 20 credits from the range of English of the SACE Aboriginal Education Strategy subjects and/or courses at a level of satisfactory Working Party. The 2014 strategy outcomes achievement (a C grade) or better. include: To meet the numeracy requirement, students • 253 students successfully completed their must complete 10 credits from the range of SACE, the highest to date for Aboriginal

SACE Board Annual Report 2014 31 students. This resulted in a completion rate of • more information for students and families 91.0%. about the availability of special provisions, how • 137 of the 253 Aboriginal SACE completers to apply for special provisions, and the types of received an Australian Tertiary Admission Rank variations that are available (ATAR). • the development of a special provisions status • Three merits were achieved by Aboriginal report for schools and Torres Strait Islander students in 2014, • improved communication with schools and and the third Governor of South Australia students in regards to the outcome of special Commendation — Aboriginal Student SACE provisions applications Award was presented to the Aboriginal or • the increased use of health professionals Torres Strait Islander student with the best to support SACE Board decision-making overall performance in the SACE in 2013. processes. • The sixth SACE Aboriginal Student Pathways Conference was held in June and attended by Modified Subjects over 140 students from across twenty schools Modified subjects are designed to allow from metropolitan and regional areas. students with identified intellectual disabilities to demonstrate their learning in a range of Special Provisions challenging and achievable learning The Special Provisions in Curriculum and experiences. They are designed for students who are unable to reach the performance Assessment Policy and associated procedures standards in mainstream subjects because of aim to ensure that students have fair an identified intellectual disability. opportunities to participate in and comply with the conditions and requirements of assessments. Students who wish to access modified subjects Students may apply for special provisions on must meet the SACE Board’s eligibility criteria. the grounds of a long-term impairment, personal The following modified subjects were offered at circumstances, misadventure, or short-term both Stage 1 and Stage 2 in 2014: difficulties. • Business and Enterprise: Modified The granting of special provisions to students • Creative Arts: Modified who applied for special provisions for school • Cross-disciplinary Studies: Modified assessments remained the responsibility of schools in 2014, but the SACE Board provided • English Pathways: Modified advice on the options best suited to different • Health: Modified subjects and individual students. • Language and Culture: Modified The SACE Board was responsible for granting • Mathematics Pathways: Modified special provisions to students who applied for • Scientific Studies: Modified special provisions for external assessments. In • Society and Culture: Modified. 2014, 922 students from 161 schools in South Australia and the Northern Territory were granted The Personal Learning Plan: Modified (Stage 1 special provisions for external assessments. only) and Research Project: Modified (Stage 2 only) were also offered in 2014. Fourteen students from two schools in Asia were Modified subjects allow students, with the also granted special provisions. support of others, opportunities to set and A range of new procedures and support develop their capabilities and personal learning materials was developed and implemented goals. Students learn how to identify, develop, during 2014 in response to the 2013 review. and achieve their personal learning goals in the These improvements aimed to better enable context of the subject undertaken. eligible students to access appropriate special Assessment of individual achievement is provisions in the SACE, and included: based on the features of knowledge, skills, • a dedicated special provisions minisite on the and understanding that are observed in the SACE website with information for schools, student’s evidence of learning in relation to families, students, and health professionals the selected capabilities and personal learning • further support materials for schools including goals. Students who undertake modified workshops, case studies, and information subjects receive a result of ‘Completed’ or ‘Not sheets Completed’ rather than a grade.

32 SACE Board Annual Report 2014 A number of meetings were held in 2014 to His Excellency Rear Admiral Kevin Scarce AC, support teachers to deliver modified subjects. CSC, RANR, Governor of South Australia. These meetings included: The Hon. Jennifer Rankine MP, Minister for • two planning workshops that focused on Education and Child Development, presented assessment design and the development of the Tennyson Medal for English Studies to learning and assessment plans Miss Dione Lorraine Jones. Ms Jane Danvers, the Presiding Member of the SACE Board, • two clarifying forums to support teachers presented Merit Certificates to students with to develop a shared understanding of outstanding achievements in five, four, three, or assessment decisions with reference to two subjects. Miss Victoria Polvere responded personal learning goals and capabilities on behalf of all students. • two review meetings to ensure that teachers’ assessment decisions were consistent across The following special guests presented Merit the state; seventy-nine schools participated in Certificates to students who achieved an a review meeting. outstanding result in one subject: • Gale Edwards, Theatre and Opera Director, The SACE Board recognises students who Opera Australia have completed their SACE entirely through • Jenny Paradiso, Managing Director, Suntrix the study of modified subjects, and who have demonstrated personal achievements that go • Dr Drew Evans, Senior Research Fellow, well beyond expectations, as well as exceptional Mawson Institute, University of South Australia development and demonstration of one or more • Kate Collins, News Presenter and Reporter, SACE capabilities during their SACE studies. Channel 9 Adelaide Each school in South Australia is invited to • Mark Soderstrom, Sports Presenter and nominate one student to receive the award Reporter, Channel 7 Adelaide on this basis. From the nominations, a Board- • Natasha Stott Despoja AM, Australia’s appointed panel selects the student to receive Ambassador for Women and Girls, Founding the Governor of South Australia Commendation Chair, Foundation to Prevent Violence Against — Excellence in Modified SACE Award. Women and their Children In 2014, 128 students completed the SACE by • Marcus Booth, Project Manager, New Royal studying at least one modified subject at Stage 1 Adelaide Hospital, Hansen Yuncken or Stage 2, and 65 students completed the • Dr Paul Willis, Director, Royal Institution of SACE by studying modified subjects only. Australia (RiAus) • Dr Andrew McGrath, Senior Research Fellow, Airborne Research Australia, Flinders Recognition of Excellence University. Music was provided by Brighton Secondary Merit Ceremony School, Fremont–Elizabeth City High School, Each year the SACE Board publicly recognises Marryatville High School, Pembroke School, student achievement at the SACE Merit and Woodville High School. The viceregal Ceremony. The event honours students who salute was performed by the combined Special achieved overall excellence, as well as those Interest Music Centres brass ensemble from who performed exceptionally well in one or more the Department for Education and Child of the Board’s accredited Stage 2 subjects in the Development. previous school year. The Board expressed its appreciation to the On Tuesday 11 February 2014, 828 South following organisations for their support of the Australian students and their parents and 2014 Merit Ceremony: Adelaide City Council, friends, as well as invited distinguished guests, BankSA, Knispel Fruit Juices Pty Ltd (Nippy’s), attended the SACE Merit Ceremony in the Santos Ltd, and St John Ambulance Australia grounds of Government House. These South SA Inc. Australian students achieved a total of 1117 Merit Certificates for outstanding achievement in Governor’s Awards SACE subjects in 2013. Based on the 2014 SACE results, twenty-six Twenty-nine students received the Governor of students were identified as recipients of the South Australia’s Commendation for outstanding Governor of South Australia Commendation, overall achievement, and were presented to recognising overall excellence in the SACE.

SACE Board Annual Report 2014 33 These students received a commendation for The SACE Art Show was opened by Dr Neil either: McGoran, Chief Executive, SACE Board of • achieving an A with Merit in five Stage 2 South Australia, with guest presenter Mr Nick subjects, including the Research Project Tridente, Managing Director and Principal Designer at Tridente Architects. Nick Tridente • demonstrating excellence in their SACE presented a number of encouragement awards studies and in one or more of the SACE to students from both regional and metropolitan capabilities of communication, learning, schools. personal development, citizenship, and work Selected for exhibition were 162 works by • being the Aboriginal student with the highest 149 students from 81 schools across the overall achievement in the SACE three sectors. The artworks demonstrated a • being the student with an identified intellectual broad and insightful interpretation of the disability who demonstrates outstanding performance standards for the Stage 2 Visual achievement exclusively through SACE Arts Assessment Type 2: Practical. Almost 5000 modified subjects. people visited the exhibition. Many members of the on-site moderation assessment panels Each school in South Australia was invited to volunteered to supervise in the gallery. This nominate one student to receive the award gave them the opportunity to share ideas and based on the second criterion. Recipients were information about the exhibits with the chosen by a selection panel that comprised expectation that students would be inspired and His Excellency the Hon. Hieu Van Le AO, enthused by the work. Governor of South Australia, and leaders from the school sectors, vocational education and Following the exhibition, selected works were training, and business. hung in the offices of the SACE Board, the Australian Education Union, the Teachers The 2014 Governor of South Australia’s Registration Board of South Australia, and the Commendations will be presented to South Minister for Education and Child Development. Australian students at the 2015 SACE Merit Ceremony. (See Appendix E for the names of recipients.) Student Pathways Subject Merits Australian Tertiary Admission Rank To receive a subject merit, a student must Students who complete the SACE and obtain a achieve an A and be in the top 1–2% of the university aggregate are eligible for university cohort in a Board-accredited Stage 2 subject. entry using the ATAR. The ATAR is a nationally A panel determined the level that represented recognised rank derived from the university exceptional achievement in each subject and aggregate and is reported as a number between students who demonstrated achievement at this 0 and 99.95. level were awarded an A with Merit. To obtain a university aggregate, students who In 2014, a total of 929 students achieved an complete their SACE must, while complying A with Merit in at least one subject, including with rules regarding subject combinations and 874 from South Australia, 21 from the Northern restrictions on the number of credits permitted in Territory, and 34 from Asia. selected subject areas, gain at Stage 2: Merit Certificates for the 2014 school year will • 60 credits from tertiary admission subjects (TAS) be presented to South Australian students at the 2015 SACE Merit Ceremony. (See Appendix E • a further 20 credits from TAS, other Board- for the names of recipients.) approved subjects, and/or Board-recognised courses. Art Show The structure of the university aggregate allows students to use the flexible options of the new The thirty-second annual SACE Art Show was SACE for university entry. In 2014, 11 741 held from 22 March 2014 to 30 April 2014 at students obtained a university aggregate and an the Light Square Gallery, Adelaide College of ATAR. the Arts.

34 SACE Board Annual Report 2014 TAFE SA Selection Score • 40 credits from TAS • a further 20 credits from TAS, other Board- Students who complete the SACE are eligible for approved subjects, and/or Board-recognised entry to most TAFE SA courses. To be eligible for courses. entry to Certificate IV and higher level TAFE SA courses, students must also obtain a TAFE SA This mixture of SACE subjects and other Selection Score. recognised courses allows students to use the flexible options of the new SACE for TAFE entry. To obtain a TAFE SA Selection Score, students In 2014, 12 838 students obtained a TAFE SA who complete their SACE must, while complying Selection Score. with rules regarding subject combinations, gain at Stage 2:

SACE Board Annual Report 2014 35 HUMAN RESOURCES MANAGEMENT REPORTING

The Human Resources and Corporate Status of Employees in Current Position Services group provides a comprehensive Short- Long- range of strategic and operational human Other FTEs Ongoing term term Total resource management, financial management, (Casual) Contract Contract administration, and other corporate services to support the SACE Board of South Australia. Male 12.0 7.5 22 0 41.5 Female 25.9 14.4 27.5 0 67.8 Some data are reported as the number of Total 37.9 21.9 49.5 0 109.3 persons and as the number of full-time equivalent positions (FTEs). Short- Long- Other Employee Numbers, Gender, and Status Persons Ongoing term term Total (Casual) Contract Contract Total Number of Employees Male 12 8 22 0 42 Persons 116 Female 30 15 29 0 74 FTEs (shown to 1 decimal place) 109.3 Total 42 23 51 0 116

Gender % Persons % FTEs

Male 36.2 38 Number of Employees by Salary Bracket

Female 63.8 62 Salary Bracket Male Female Total

$0–$54 799 1 6 7

$54 800–$69 699 6 20 26

Number of Persons During the 2014 Year $69 700–$89 199 11 18 29

Separated from the agency 12 $89 200–$112 599 22 29 51

Recruited to the agency 21 $112 600 + 213 On leave without pay at 31 December 3 Total 42 74 116

Number of Executives by Gender, Classification, and Status

Term Term Other Classification Ongoing Total Tenured Untenured (Casual) Male Female Male Female Male Female Male Female Male % Female % Total EX A 0 0 0 1 1 1 0 0 1 0.86 2 1.72 3 EX C 0 0 0 0 1 0 0 0 1 0.86 0 0 1 Total 0 0 0 1 2 1 0 0 2 1.72 2 1.72 4

Employment Opportunity Programs Leave Management During 2014, the SACE Board did not employ any staff through an employment opportunity Average Days Leave Taken per Full-time Equivalent program. Nevertheless, equal employment Employee opportunity is a significant part of the SACE Board’s recruitment and selection process. Leave Type 2011 2012 2013 2014 Sick leave 7.4 7.1 7.8 6.8 Family carer’s leave 1.5 1.6 1.9 1.5 Miscellaneous special 0.2 0.5 0.6 0.5 leave

36 SACE Board Annual Report 2014 Workforce Diversity In 2014, no new workplace adaptations were required for employees with disabilities. The SACE Board has a diverse workforce, of which 4.3% have an ongoing disability and 19.8% were born overseas.

Aboriginal and/or Torres Strait Islander Employees

Aboriginal % Aboriginal Salary Bracket Total Employees* Target † Employees Employees $0–$54 799 0 7 0.0 2% $54 800–$69 699 0 26 0.0 2% $69 700–$89 199 0 29 0.0 2% $89 200–$112 599 0 51 0.0 2% $112 600 + 0 3 0.0 2% Total 0 116 0.0 2%

* These ¿ gures do not include casual employees. † Source: South Australia’s Strategic Plan, www.saplan.org.au.

Number of Employees by Age Bracket by Gender

Age Bracket 2014 Workforce Male Female Total % of Agency (years) Benchmark* 15–19 0 1 1 0.9% 5.5% 20–24 0 1 1 0.9% 9.7% 25–29 1 5 6 5.2% 11.2% 30–34 7 5 12 10.3% 10.7% 35–39 6 13 19 16.4% 9.6% 40–44 12 14 26 22.4% 11.4% 45–49 4 15 19 16.4% 11.1% 50–54 5 10 15 12.9% 11.4% 55–59 3 5 8 6.9% 9.1% 60–64 4 4 8 6.9% 6.7% 65+ 0 1 1 0.9% 3.6% Total 42 74 116 100% 100.0

* Source: Australian Bureau of Statistics Australian Demographic Statistics, 6291.0.55.001 Labour Force Status (ST LM8) by Sex, Age, State, Marital Status — Employed — Total from Feb78 Supertable, South Australia at November 2013.

Cultural and Linguistic Diversity

Male Female Total % of Agency SA Community* Number of employees born overseas 11 12 23 19.8 22.1% Number of employees who speak 3 7 10 8.6 14.4% language(s) other than English at home

* Source: Australian Bureau of Statistics, Basic Community Pro¿ le (SA) Cat. no. 2001.0, 2011 census.

SACE Board Annual Report 2014 37 Types of Disability (Where Specified)

Disability* Male Female Total % of Agency Disability requiring workplace adaption 0 0 0 0.0 Physical 1 0 1 0.9 Intellectual 0 0 0 0.0 Sensory 1 1 2 1.7 Psychological/psychiatric 1 1 2 1.7 Total 3 2 5 4.3

* As de¿ ned by section 4 of the Commonwealth’s Disability Discrimination Act 1992.

Leadership and Management Voluntary Flexible Working Development Arrangements SACE Board employees have access to Leadership and Management Training Expenditure Voluntary Flexible Working Arrangements, which are designed to assist employees to better % of Total Training and Total Cost Salary manage their work and other responsibilities and Development Expenditure interests. Total training and $93 774 0.9% development expenditure Voluntary Flexible Working Arrangements by Gender Total leadership and management development $41 585 0.4% Working Arrangement Male Female Total expenditure Purchased leave 0 1 1 Flexitime 37 69 106 Compressed weeks 0 0 0 Accredited Training Packages by Classification Part-time 1 20 21 Number of Accredited Job share 0 7 7 Classification Training Packages Working from home 0 0 0 ASO4 0 ASO5 0 Note: Employees may be undertaking more than one type of Flexible ASO6 1 Working Arrangement at the same time. In this way, the total is unlikely to add to 100%. ASO7 0 ASO8 1 Work Health, Safety, and Injury Management Performance Management The SACE Board continues to have low incidences of workers compensation claims, During 2014, there has been a significant with two claims lodged in 2014. A service level improvement in the number of documented agreement is in place with the Department individual performance management reviews for for Education and Child Development to employees. manage WorkCover claims and provide injury management services. Documented Review of Individual Performance Management The SACE Board Work Health and Safety Committee provides a forum where management Employees with . . . % of Total Workforce and employees work together to address work health and safety matters. During 2014, the 2013 2014 Committee reviewed the Work Health and Safety a review within the past 74 92 Policy and coordinated a range of employee 12 months well-being activities. The Committee also a review older than 12 months 19 5 monitored the SACE Board’s work health and no review 7 3 safety management systems to ensure that compliance was maintained.

38 SACE Board Annual Report 2014 In 2014, the SACE Board also renewed the contract for our Employee Assistance Program provider and elections were held for a new Health and Safety Representative.

Work Health and Safety Notices and Corrective Action Taken

WHS Legislative Requirements 2010 2011 2012 2013 2014

Number of notifiable incidents pursuant to WHS Act Part 3 0 0 0 0 0

Number of notices served pursuant to WHS Act Section 90, Section 191, and 00000 Section 195 (provisional improvement, improvement, and prohibition notices)

SACE Board Annual Report 2014 39 OPERATIONS MANAGEMENT REPORTING

Asbestos Management The building owner has installed a power factor correction unit to improve efficiency at the site, The building owner provided the SACE Board which should assist in the reduction of energy with a current asbestos register in 2014. costs. The SACE Board continued its commitment Greening of Government Framework to being an energy-conscious organisation by continually monitoring and conducting scheduled Energy Efficiency maintenance on plant and equipment, and The premises at 60 Greenhill Road, Wayville employing electronic solutions in preference to has a 3.5 star rating from the National Australian printed materials where possible. Built Environment Rating System (NABERS). This rating is based on energy performance and greenhouse gas emissions.

Electricity Usage After Hours Air Conditioning

Usage (units) Cost ($) Usage (units) Cost ($) Base year 2001 235 530 36 496.28 Base year 2002 3 093.43 91 712.54 2002 220 260 37 284.15 2003 2 550.74 69 768.10 2003 231 740 38 586.51 2004 3 051.59 54 482.85 2004 289 116 47 279.93 2005 2 407.96 25 841.97 2005 283 840 51 077.14 2006 2 812.82 28 757.49 2006 273 161 48 664.34 2007 2 446.30 23 341.16 2007 266 825 49 790.06 2008 1 895.83 18 776.52 2008 273 869 57 664.58 2009 1 215.03 11 959.64 2009 290 514 64 122.55 2010 1 294.41 8 050.26 2010 285 588 68 025.21 2011 919.05 8 099.00 2011 278 047 77 558.45 2012 1 685.90 15 000.60 2012 272 849 82 813.21 2013 1 401.95 12 436.10 2013 279 916 95 975.03 2014 368.93 3 470.48 2014 273 081 96 089.54

Performance Against Annual Energy Efficiency Targets

Business Energy Use Greenhouse Gas Energy Intensity Measures Efficiency Gains (GJ)* Emissions (GJ/FTE x 1000) (FTE)† Base year 2001 1 669.75 0.27 68.6 24 304.40 2008 1 786.17 0.29 118.2 15 111.40 38% 2009 1 818.52 0.30 99.8 18 221.69 25% 2010 1 860.81 0.30 98.3 18 929.91 22% 2011 1 393.30 0.27 89.1 15 637.47 36% 2012 1 263.01 0.23 96.8 13 047.66 46% 2013 1 194.64 0.23 100.5 11 886.97 51% 2014 1 132.37 0.26 109.3 10 360.16 57%

* Sum of all fuel types, expressed in gigajoules (GJ). † Full-time equivalents.

40 SACE Board Annual Report 2014 Carbon Emissions in place to assist in achieving greater efficiency and a reduction of water consumption. The SACE Board maintained its commitment to South Australia’s Strategic Plan target 59: to Disability Access and Inclusion Plans reduce greenhouse gas emissions by 60% (to 40% of 1990 levels) by 2050. The SACE Board has continued its commitment to providing facilities and support to customers The SACE Board continues efforts to reduce and staff with disabilities. carbon emissions by using electronic and online systems to receive materials from, and deliver Improvements to the SACE website were them to, stakeholders. identified. Enhancements to accessibility for people with disabilities, particularly those with Travel and Fleet visual impairments and those using assistive technologies, will be rolled out in January 2015. The SACE Board continued its effort to reduce its carbon footprint in 2014 by conducting a Modified subjects provided a curriculum and further review of its fleet vehicle numbers. As assessment option for students with identified a result, the fleet has been reduced from six to intellectual disabilities. four vehicles. The SACE Board also provided workshops, key materials, and support materials for teachers Motor Vehicle Fuel Usage and schools to assist them to teach modified subjects. Fuel (litres) Cost ($) The SACE Board recognises students who have 2001 23 704.95 18 619.37 completed their SACE entirely through the study 2002 25 295.01 18 512.41 of modified subjects, and have demonstrated 2003 26 803.51 20 549.70 personal achievements that go well beyond 2004 26 165.00 21 201.15 expectations as well as exceptional development 2005 28 602.44 27 009.34 and demonstration of one or more SACE capabilities during their SACE studies. Each 2006 27 922.05 29 225.59 school in South Australia is invited to nominate 2007 27 446.71 28 552.88 one student to receive the award on this basis. 2008 23 988.82 31 879.78 From the nominations, a Board-appointed panel 2009 22 334.22 24 498.79 selects the student to receive the Governor of 2010 24 071.35 25 369.26 South Australia Commendation — Excellence in Modified SACE Award. 2011 11 308.74 14 052.49 2012 8 031.77 9 918.71 Freedom of Information 2013 5 318.69 6 508.59 The SACE Board became subject to the 2014 4 325.89 5 687.96 Freedom of Information Act 1991 (the FOI Act) from 1 April 2013. The FOI Act provides members of the public Waste with a legally enforceable right of access Through its suppliers and other collection to documents held by the South Australian agencies such as Close the Loop, the SACE Government, subject only to such restrictions Board continued to recycle consumables as are reasonably necessary for the proper such as toner cartridges and other equipment administration of the government. It also enables peripherals. people to apply for the amendment of records concerning their personal affairs if they consider General recycling of paper, cardboard, cans, them to be incomplete, incorrect, out of date, or cartons, glass, and plastics is standard SACE misleading. Board operating practice. A bin system allows staff to separate waste. The SACE Board remains an Exempt Agency in respect of certain functions and information Water Efficiency and Wastewater in accordance with the Freedom of Information (Exempt Agency) Regulations 2008. The SACE Board, in collaboration with the building owners, continued to work towards In 2014, the SACE Board received a total of a high level of compliance with the required seven applications made under the Freedom of standards. A regular maintenance program is Information Act 1991.

SACE Board Annual Report 2014 41 Of these, one application was found to be Whistleblowers Protection Act invalid, and the remaining six applications were dealt with in accordance with the requirements of The SACE Board of South Australia has an the FOI Act. appointed responsible officer for the purposes of the Whistleblowers Protection Act 1993 (WPA) One applicant sought an external review pursuant to the Public Sector Act 2009 s. 7. through the office of the State Ombudsman. The Ombudsman determined that the application There have been no disclosures of public was out of scope of the FOI Act and therefore interest information to the responsible officer the Ombudsman had no jurisdiction to make a of the SACE Board of South Australia under determination in respect of the application. the WPA during the period 1 January 2014 to 31 December 2014. Freedom of Information Statement 2014 In 2014, an up-to-date information statement was published on the SACE website to satisfy Freedom of Information obligations.

42 SACE Board Annual Report 2014 FINANCIAL MANAGEMENT REPORTING

Financial policies and procedures are reviewed In December 2014 the Leadership Team on a regular basis to ensure that they remain endorsed the agency’s Fraud and Corruption accurate and relevant. Prevention Guideline. The guideline is available to all staff and outlines the prevention, detection, A number of policies and procedures were and response to fraud and corruption within the reviewed and endorsed by the Leadership Team agency. in 2014, including the Records Management Policy, Asset Accounting Policy, and the Fraud and Corruption Prevention Guideline. Consultants The SACE Board engaged one consultant in Account Payment Performance 2014; the dollar amount of consultancies paid is shown in the table below. The table below shows the number and value of creditors’ accounts paid in accordance with Treasurer’s Instruction 11. Consultancies Number $’000 Below $10 000 1 8 During 2014, 97.3% of invoices were paid by the due date, up from 92.4% in 2013. The SACE Total paid 1 8 Board is committed to ensuring that invoices are processed in a reasonable timeframe. Improvements in this area will continue in 2015, and e-options to improve performance will be Contractual Arrangements explored. The SACE Board had no contractual arrangements during 2014 where the total value Fraud of the contract exceeded $4 million and the There were no instances of fraud reported in contract extended beyond a single year. 2014 at the SACE Board.

Account Payment Performance

Percentage of Percentage of Number of Value in $A of Particulars Accounts Paid Accounts Paid Accounts Paid Accounts Paid (by number) (by value) Paid by the due date 4 818 97.3 8 119 554 96.2 Paid late but within 30 days of the due date 111 2.2 204 493 2.4 Paid more than 30 days after the due date 22 0.4 119 846 1.4

Overseas Travel

Travel and Number of Salary and Destination(s) Reasons for Travel Accommodation Total Cost ($) Employees On-Costs ($) ($) 1 Malaysia Merit Ceremony 4 965 5 427 10 392 SACE International 9 Malaysia/China 58 188 34 679 92 867 professional development International Association for 1 Singapore Educational Assessment 2 608 4 555 7 163 Annual Conference 11 65 761 44 661 110 422

SACE Board Annual Report 2014 43 Appendix A: Board ProÀ les

Jane DANVERS Cheryl BAUER Jane was appointed Cheryl is the Principal of Presiding Member of the St John’s Grammar School. SACE Board of South Her career in education Australia in October 2012, spans Independent and government schools and after serving as the Deputy both coeducational and Presiding Member for all-female student cohorts. 3 years. Currently Principal Cheryl’s curriculum of Wilderness School, Jane experience includes a role was the inaugural Principal in subject moderation and of University Senior College. membership of a subject advisory committee at Jane is a member of the Australian College SSABSA. Cheryl has also worked as a subject of Educators and the Australian Council for adviser and project of¿ cer in the Department for Education and Child Development, and with Educational Leaders, the Association of Heads student teachers at the University of South of Independent Schools of Australia (AHISA), Australia. the Association of Independent Schools of SA Cheryl is a Deputy Member of the Education (AISSA), and the International Association for and Early Childhood Services Registration and the Study of Cooperation in Education. She Standards Board, and she has also served a serves on the national AHISA Board. term as Chair of the Association of Independent In 2013 she was awarded the AISSA Noel Volk Schools of South Australia (AISSA) Secondary/ Excellence Award and the Principals Australia Combined Heads Committee. She is a member Institute’s John Laing Award. of the Australian Institute of Company Directors, the Australian Council for Educational Leaders, She has served on the Ministerial Advisory the Association of Heads of Independent Committee on Non-government Schools, the Schools of Australia (AHISA), the Australian Governing Council of St Ann’s Residential Anglican Schools Network (AASN), and AISSA. College, the future SACE’s Higher and Further Education Task Group, the South Australian Tertiary Admissions Centre Schools Reference Michelle BENTLEY Group, and the AHISA National Curriculum Michelle’s involvement in Advisory Group. education-aligned careers spans 30 years. As General Manager, Hender Careers, Robert DEBELLE Michelle specialises in Robert was appointed the career management; Deputy Presiding Member transition; organisational and workforce development, in October 2012. He is a planning, and review general economist and programs; and coaching has wide experience in services. challenging and creative Michelle has an MBA, BEd, DipT, and management roles in the Certi¿ cate IV in Training and Assessment and private sector, government, is accredited in the Myers-Briggs Type Indicator and non-pro¿ t organisations. His experience (Step I and Step II Certi¿ cates), the Genos includes Chief Executive of Studio Archetype Emotional Intelligence Multi-rater Assessment, in Sydney, one of the world’s foremost brand and the Genesys Psychometric Assessment. consultancies at the time, and manager of an Michelle is also a Career Coach accredited by Asia–Paci¿ c e-commerce consulting ¿ rm based Career Partners International. in Tokyo. She is an active member and graduate of the He is the Festival Director of the World Science Australian Institute of Company Directors, Festival to be held annually in Brisbane starting and a member of the Governor’s Leadership in March 2016, and which is held annually in Foundation network, and of the University of South Australia’s Executive Partners Programme New York. mentoring scheme and Human Resource Robert is Managing Director of the strategic Management Curriculum Review group. consulting ¿ rm ROBERT DEBELLE, and a Michelle has served on the SACE Board since Senior Associate of SKC, an economic analysis 2009, previously as a Deputy Board Member. consultancy with a focus on network industries.

44 SACE Board Annual Report 2014 Stephen DOWDY in strategic leadership and governance. He Stephen was appointed is a Board member of the South Australian inaugural Head of UniSA Secondary Principals’ Association, and a member College in February 2011 of the Australian College of Educators and the following an extensive Australian Institute of Company Directors. career as a secondary school teacher, professional Neil McGORAN development adviser, and Neil is the Chief Executive principal. Stephen’s role at of the SACE Board of UniSA College has seen him South Australia. Neil was lead the development of an innovative, effective, appointed to the position and student-centred organisation. UniSA College in October 2013, and aims offers university-enabling programs and school, to continue the pursuit of community, and university partnership activities. excellence and equity for Stephen is an executive member of the National SACE students. Association of Enabling Educators of Australia Neil is a passionate and a member of the University of South educator and is committed to ensuring positive Australia Academic Board. He has also served educational outcomes for all young people. He as a member of the Northern Futures Inc. has taught a range of SACE subjects including Board of Directors, the South Australian Tertiary English, Literacy for Work and Community Life, Admissions Centre Schools Reference Group, Numeracy for Work and Community Life, and and the editorial board of Principal Matters. Stage 2 Community Studies, and his areas of Stephen was the Principal of Adelaide High professional interest are educational leadership, School from 1997 until 2011. He was also curriculum and assessment policy, and change Principal of Windsor Gardens High School management. from 1994 to 1996 and the Founding Principal Before his appointment as Chief Executive, Neil of Marden Senior College from 1990 to 1993. held several school-based leadership positions, In these schools he developed a culture of including principal, deputy principal, and director supporting student achievement and programs of studies. He has also worked as a system responsive to a diversity of student needs. leader in Catholic Education South Australia. Stephen is recognised for his commitment to educate every person by offering students a quality learning experience and curriculum that Helen O’BRIEN enables individuals to reach their full potential. Helen is Deputy Director of Catholic Education South Kim HEBENSTREIT Australia. She works with other senior leaders to Kim is currently Director, articulate the vision for the Operations in the Of¿ ce system of Catholic schools for Education within the in South Australia and to put Department for Education in place strategies that will and Child Development. bring the vision to a reality. For the past 12 years he She also leads a team of educators and learning has been the Principal of consultants who provide professional learning Thebarton Senior College, a opportunities and student services to Catholic major provider of vocational school communities in South Australia. education and training and of senior secondary Previously Helen has worked as a regional and new arrivals programs for adult students. adviser, principal, mathematics consultant, and He has worked in senior leadership positions in teacher in the Catholic education sector. secondary schools for the past 20 years. He has also worked in advisory positions for the [then] Helen is committed to ensuring that all young Department of Education and Children’s Services people have access to the best learning in curriculum, equity, and vocational education opportunities possible. This orientation is roles. practised at sector, state, and national levels through the various curriculum leadership Kim has worked extensively in developing programs that equip students for the transition responsibilities that engage her. from school to work. He has a keen interest

SACE Board Annual Report 2014 45 Pam RONAN Peter VAUGHAN Pam is the Principal of St Peter joined the Board in Francis de Sales College, October 2012. He began Mount Barker. She is also his working life as a Chair of the Association secondary school teacher of Principals of Catholic in Victoria, and has since Secondary Schools in undertaken diverse roles South Australia and state in a variety of industries, President of the Australian including industrial arbitrator, marketing manager, industry College of Educators, as spokesperson, and various senior management well as being a member of various committees roles in both the private and public sectors. Peter and groups supporting the well-being and was the Chief Executive Of¿ cer of Business learning opportunities for students in regional SA, before retiring in July 2012. He continues to and rural areas. serve on a number of Boards including those of From 2005 to 2012, Pam was Chair of the TAFE JamFactory (Chair) and TAFE SA (Chair). Peter SA Regional Institute Council, and in 2006 was has sat on various other Boards and Councils awarded the MacKillop Distinguished Educator including the Training and Skills Commission, Medal by the Australian College of Educators. WorkCover SA, and Cancer Council SA. As a dedicated supporter of government schooling, Peter is mindful that education is the Janette SCOTT great uplifter in our society. Janette is the Principal of Para Hills High School. She is a member of the Martin WESTWELL Department for Education Martin is the Director of and Child Development the Flinders Centre for Senior Secondary Science Education in the Reference Committee; a 21st Century and a Strategic Professor in the Science member of the Northern of Learning. The centre Advanced Manufacturing applies an evidence-based Industry Group (NAMIG) Management Board; approach to teaching and past chairperson of the Northern Adelaide learning, with a focus on State Secondary Schools Principals’ Network mathematics and science education. The centre (NASSSPN); and a member of the South works with a number of states and territories, Australian Secondary Principals’ Association nationally and internationally, to support the (SASPA), contributing to its Board and development of quality teaching and innovation. subcommittees. He is a Chief Investigator in the national Science She has been a member of the SACE Board’s of Learning Research Centre and a member Accreditation, Recognition, and Certi¿ cation of the steering group for UNESCO’s Education Committee since its inception in 2008. Prior to Research Institutes Network. that, she was a member of the SSABSA Board After completing his degree and PhD at the from 1994 to 2008. University of Cambridge, Martin moved to the Janette has been involved in leading school University of Oxford. He left academia to pursue other interests and then returned to Oxford in improvement programs to increase secondary 2005 as Deputy Director of the Institute for the students’ numeracy and literacy skills and Future of the Mind. Here he ran a research understandings over many years. In 2013, this program on the inÀ uence of modern lifestyles and included working with numeracy and literacy technology on the minds of the young and the old. coaches, teams of mathematics and English Throughout his time at the Institute, Martin worked teachers, and supporting teachers in all learning with the UK government, parliament, teachers, areas to teach speci¿ c numeracy and literacy parents, and others, to provide access to scienti¿ c skills explicitly, and to develop new pedagogies evidence and inform decision-making about the through the use of new technologies. This work learning and education of young people. has been published in ‘Stories from the Field’, Martin moved to South Australia in 2007 and has a document that describes the work of fourteen two boys who attend public schools. school leaders to improve student learning in Northern Adelaide schools.

46 SACE Board Annual Report 2014 Deputy Board Members

Steve BOUSFIELD Baccalaureate, and has worked in cluster groups Steve was appointed dealing with vocational education and training Principal of Westminster in schools. Having worked with students from a School in early 2009. wide variety of socio-economic backgrounds, he is passionate about ensuring that our education Holding a Master of School system is able to meet the needs of all young Management Degree people. from Central Queensland University (1997), Steve has more than 30 years Sharon DUONG of education experience. Sharon’s education He was Head of Science and Director of Staff consulting services focus Development at Bankstown Grammar School on leadership development (NSW), and was Deputy Principal of The and school improvement Kooralbyn International School (Qld). He moved and renewal. Sharon to Westminster School in 2001 to become is a strong advocate of Director of Studies and a member of the School strategic, whole-school Management Committee. planning for improving Steve’s expertise is in curriculum development learning outcomes, with and in 2006 he was appointed a member of high expectations for all students to have the secretariat charged with reviewing senior opportunities to experience success. schooling in South Australia and preparing the Sharon was Deputy Director of Teaching and new South Australian Certi¿ cate of Education. Learning at the Catholic Education Of¿ ce, He was also recognised in that year by the Diocese of Darwin, from 2011 to 2014, when Association of Independent Schools of SA she was also a member of the Northern (AISSA) with an award for his outstanding Territory Board of Studies. Sharon’s previous commitment to curriculum. His current interests roles included Senior Education Adviser and focus on professional standards for teachers Indigenous Education Consultant for Catholic and school leaders and school improvement. He Education South Australia. She led a team that has a strong commitment to education within an supported Northern Territory Catholic schools in Asian context, with a speci¿ c focus on China. teaching and learning in the early years through Steve is a member of the Australian Council for senior secondary education with particular Educational Leaders, the Association of Heads focus areas of curriculum, inclusion, literacy and of Independent Schools of Australia (AHISA), numeracy development, e-learning, pastoral and AISSA. care and well-being, professional learning, leadership development, and pre-service teacher education. Peter DAW Peter has been a teacher for more than 30 years and a principal since 1989. He is currently the Principal of Mercedes College. He has assisted in the management of the South Australian Curriculum Standards and Accountability Framework and was a principal consultant for Catholic Education South Australia. Peter manages an international student program and leads a curriculum that comprises both the International Baccalaureate and SACE programs in Years 11 and 12. He meets regularly with the heads of schools that teach the International

SACE Board Annual Report 2014 47 Appendix B: Curriculum Leaders Groups

Arts Jeffrey Kong Virginia Lakeman Janet Leadbeater Creative Arts Anna Lester Tiffany Beasley Eviniki Levendis Corinne Berry Stephen Millar Robyn Callan Peter Miller Malcolm Chef¿ rs Luke Nash Marilyn Feneley Daniel Pereira Max Mastrosavas Caroline Pomeroy Mary-Lou Michael Darryl Pope Ashleigh Noll Trent Wickers Denise Piggott Harry Postema Visual Arts Ruth Stephenson Tiffany Beasley Trent Wickers Corinne Berry Amanda Chalmer Dance Malcolm Chef¿ rs Corinne Berry Laetitia de Braconier Harders Robyn Callan Marilyn Feneley Megan Cooper Ruth Flaherty Amanda Kimber Peter Hughes Mary-Lou Michael Tony Jeffrey Carolyn Obst Carola Kennedy Judy Swan Vit Jurevicius Penelope Thomas Sarah Melhuish Christine Underdown Ashleigh Noll Anne Young David Northcote Gail Radford Drama Josephine Revesz Deborah Russell Anita Baltutis Ian Sinclair Corinne Berry Ruth Stephenson Michael Butler Christine Wheatley-Dawson Graham Cox Jessica Foster Martin Gray Business, Enterprise, and Technology David Hill Hannah McCarthy Roger Masters Accounting Max Mastrosavas Scott Copeland Alison Rosenthal Trudi Duggin Karen Sheldon Sotithya Gardner Glen Malkin Music John Medlin Donald Murray Corinne Berry Bala Naidoo Anne Cawrse Matthew Noble Fran Charlton Lucy Poloni Janelle Colville Julie Stewart Elizabeth Cox Helen Willmer Bronwyn Elsegood Kaye Fitton David Garwood Business and Enterprise Peter Gillard Laura Brady Jason Hammond Scott Copeland Elizabeth Harlock-Lea Michelle Cordera Leanda Herring Evan Franco Antony Hubmayer Sharyn Habel

48 SACE Board Annual Report 2014 Vincenza Iammarrone Cross-disciplinary Donald Murray Jane Ratsch-Jenke James Reichstein Community Studies Simon Tanti Karen Box Tricia Yandell Kathryn Champion Joy Cresp Design and Technology Katrina Hudson Kaye Lee Greg Bassani Adela Lock Shane Beitz Hilda Neville Roger Button Tonia Niven Peter Coulter Belinda Oakley Anthony Izzo Amanda Parsons Angela Facchini Rebecca Siney Barry James Ian McEgan Leoni Mayes Cross-disciplinary Studies/Integrated Donald Murray Learning Ashleigh Noll Cherie Baker-Hutton Dean Osborn Adele Broster Stephen Read Sharon Davey Annie Reid Jim Debnam Chris Short Tracey Dorian Rod Yon Carmen Gambarotto James Green Information Processing and Publishing Anne Harvey Jacqueline Amor Karen Horvath Ruth Blythman Michelle Lange Paul Condous Julienne Lenain Sharyn Habel Sarah McCarthy Giovanna Iannicelli Susan Melhuish Deanna Isles Ian Milne Jason Johns Bronte Nicholls David Roberts Sammy Nutt Denise Spiroulias Judi Schmidt Jacinta Stirrat Information Technology Rhonda Williams Julie Clune Katrina Falkner Personal Learning Plan Barbara Hender Jamie Dunnill Harris Iacovou Cheryl Flight Cruz Izu Sally Hodgson Leon Marsden Scarlett Lucero Peter Mitchell Josephine Riccio Kylie Murphy Kerry Rochford Donald Murray Rebecca Siney Julie Ruiz Colleen Tomlian Kevan Varley Debra Turley Joanne Zucco Joshua Vick Shannon Warren Workplace Practices Adele Broster Research Project Claire Goble Bob Buxton Catherine Green Annabel Dalzell Malcolm Hughes Heather De Blasio Kerrie Mackey-Smith Tracey Dorian Anna Mirasgentis Ceinwyn Elleway Luke Northcote Virginia Grantham Mandy Rego Meridie Howley Jason Schutt Stephen Inglis Melissa Sherman Stephen Kelly

SACE Board Annual Report 2014 49 Chris McGuire Nick Prescott Alison McLean Melanie Smith Luke Nash Gianni Petrucci Lisa Pope Health and Physical Education Mandy Rego Angela Stamati Child Studies/Food and Hospitality Gabriele Trobbiani Cheryl Both Catherine Correll English Carmela Culshaw Kathleen Dodgson Leanne Jarvis English as a Second Language Jan Longbottom Lynette Bellwood Bronwyn Maywald Mei French Ann Mott Sarah Goldfain Luke Nash Andrew Hartigan Italia Parletta Meridie Howley Sue Richards Katrina Hudson Daphne White Sarah McCarthy Max Marshall Health Joan Richards Mark Ryan Daniel Bayer Gavin Scrimgeour George Evreniadis Miriam Smith Gillian Forster Virginia Thompson Jill Grove Dalal Zahr Graeme Hudson Olympia Zoanetti Deanna Isles Felicity-ann Lewis Sharyn Schell English Communications, English Pathways, Elizabeth (Betty) Szilagyi-Lipparelli and Literacy for Work and Community Life Robert Weatherald Marie Baker Daphne White Liz Bawden Ann Bishop Outdoor Education Majo Bogatec Greg Allen Renee Broadbent Gordon Begg Teresa Cimmino Pas Cosentino Nicole Elding David Edwards Alison Ellett Mark Kelly Dawn Ferrett Adrian Maywald Joslyn Fox Mike Meredith Assunta Fusco Donald Murray Rebecca Giles Scott Polley Meridie Howley Andrew Pope Dymphna Lonergan Andrew Quinn Marilyn Marshall Ruth Massie Helena Monaghan Physical Education Kristine Nielsen Craig Bailey Roseanne Peady (Madden) Sharon Cibich Christian Davidson English Studies Jeff Fischer David Hicks Guy Bayly-Jones Chris Hodgson Michael Butler Deanna Isles Richard Calam Craig Johncock Pamela Cashen Adrian Maywald Margaret Donovan Janelle Morrissey Joslyn Fox Kain Noack Jim Freeman Brad Snell Stephen Kelly Jacinta Stirrat Richard Noone Glen Urbani John Oakman

50 SACE Board Annual Report 2014 Humanities and Social Sciences Patricia Fabian Mary Fisher Neil Fletcher Aboriginal Studies Filomena Isles Neil Blenkinsop Rachel McCall Leigh Hughes Malcolm McInerney Helena Monaghan Wendy Martin Luke Nash Luke Nash Elisa Resce Lorraine Securo Legal Studies Cheryl Uren Robin Aukett Laura Brady Ancient and Classical Studies David Caruso Giles Bartram Penny Cavanagh George Cafcakis Bill Deegan Mizpah Constable-Gray Shane Hennessy Claire Flenley Gina Kadis Jim Freeman Scarlett Lucero Barbara Harding Luke Nash Bob Pryce Jane Penhall Philip Stewart Ross Templeman

Australian and International Politics Media Studies Morris Allen Chika Anyanwu Jim Freeman Daniel Bradley Ascenzo Lancione Grant Brindal Sarah Rance Donald Murray Harry Savelsberg Harry Postema Malcolm Vaughan Gareth Saunders Karen Vered Economics Cheryl Webber Christopher Burrows Bob Buxton Philosophy Bernadetta Chaustowski David Crossman Cheryl Flight Janet Farrall Evan Franco Jim Freeman Vincenza Iammarrone Rosemary Hennig Jon Inge Sue Knight Wendy Jacobs Tim Nailer Josephine Riccio Peter Sage Mark Simpson Robyn Walter Religion Studies Geography Josephine Armour Robert Crotty Lynette Bellwood Jim Freeman Krystyna Farnan Anne Harvey Kingsley Head Rosemary Hennig Michael Holmes Laura Law Malcolm McInerney Mark Manuel John Lewis Simon Miller Deborah Lubatti Andrew Penny Alexandra Piggott Society and Culture Lisa Pope Peter Davidson Rita Shepherd Laila El-Assaad Robin Sleeman Ceinwyn Elleway Joanne Wegener Jim Freeman Virginia Grantham History Anne Harvey Daryl Best Harry Savelsberg Beverley Bury Lorraine Securo Andrew Buxton Moira Stevens

SACE Board Annual Report 2014 51 Tourism Andrew Scrimgeour Joseph Sun Peter Allen Agnes Szabo Chris Anargyros Judy Taylor Shane Barnes Christopher Thorburn Chris Fanning Catrina Tridente Susan Melhuish Guy Tunstill Catherine Pearce Joe van Dalen Robyn Pillans Minh Van Pham Gabriele Trobbiani Gabriele Walldorf-Davis Xuewei Wang Women’s Studies Mani White Anne Bourke Philip Wilson Pam Cramond Keri Fisher Robyn Pillans Mathematics Karen Zilm Mathematical Applications Languages Anna Bassani Hailey Hay Rob Amery Deanna Isles Fayrouz Ajaka Annette Johnston Anna Axarlis Kate Manuel Brent Bloffwitch Christine Slattery Galina Brunoli Bernadette Thorpe Eric Bouvet Sharon Ward Irene Castrechini-Sutton Deborah Williams Sokho Chau Toni Chen Teresa Cimmino Mathematical Methods, Mathematical Studies, Donovan Cresdee and Specialist Mathematics F. Javier Diaz-Martinez David Andrew Christina Emblem Leonie Brown Marnie Foster Valerie Frost Rachel Francis Gary Glonek Yuhiko Fujiwara James Grant Andrea Gallo de Garcia Anthony Harradine Lucia Gentilcore Lois Ey Amy Geue Isabel Heath Georgia Heynemann Anne Ind Shiqin Hu Deanna Isles Gosia Iszbic Derek Jeffrey Marlene Jarema Jo Kellaway Li-Hau Jin Lisa Lanchester Loiza Karamanis Alastair Lupton Maisy Latif Louise Lycett Ly Le Michael Mickan Naoko Learmonth Jon Roberts Mireille Le Doledec Bill Schenk Bob Lemar Mike Scherer Fang Liu Natasha Smith Louise Lycett Deb Woodard-Knight Diliara Mahmodi Hassan Mekawy Keiko Nielsen Mathematics Cyriaque Nijenahagera David Andrew Susan O’Connell Lois Ey Kirsten Ohlhaber David Kinna Shahla Pakrou Rebecca Ludewig Lee Pereira Kate Manuel Danielle Popovic Jan Menzies Sophie Qin Merilyn Salisbury Marietta Rossetto John Shanahan Dagmar Schmidt-Duncan Christine Slattery

52 SACE Board Annual Report 2014 Sciences Physics Tatiana Anesbury Agriculture and Horticulture Penny Collins Lois Ey Paul Fanning Christopher Gambell Mark Innes Derek Jeffrey Mal Jurgs Gerald Little Robyn Pillans Michelle McGrath Sue Pratt Paula Mills Ross Templeman Brian Parsons Jamie Quinton Biology Michael Smith Jan Brooks Andrew Stanley Alison Bullock Michael Wilcock Penny Collins Kathy Daniels Psychology Peter Donnelly Irena Atherton Lois Ey Kate Cutts John Glistak Jillian Dorrian Sally Hodgson Matthew Dry Brian LeCornu Rachel Earl Anne-Marie Taylor Katrina Elliott Peter Walwyn Kirsty Gebert Paul Hudson Chemistry Jennifer Hunter Glen Arthur Paul Jessen Brent Atherton Robyn Pillans Sharon Davey Julie Robinson Alison Drake Samantha Savage John Drew Deborah Skelly Vera Duniaski Penny Spencer Sandra Eustace Zena Tan Michael McCann Ian McMahon ScientiÀ c Studies Ann Murray Jan Brooks Sally Nobbs Wesley Chambers Michael Perkins Katrina Elliott Robyn Pillans John Glistak Simon Pyke Bronte Nicholls Robyn Pillans Geology Sharon Robertson Peta Abbot Kimberley Shean Len Altman Brian Stratfold Joanne Maratos Bruce White Bronte Nicholls Robyn Pillans Cynthia Pyle Kelly Sharrad

Nutrition Lisa Cibich Sarah Craig Joy Cresp Chris Evans Karen Magee Anna Palombaro Robyn Pillans Bernadette Young

SACE Board Annual Report 2014 53 Appendix C: Accredited Subjects

Stage 2

Full-year (20-credit) subjects Humanities and Social Sciences Aboriginal Studies Arts Australian and International Politics Australian History Creative Arts Classical Studies Dance Economics Drama Geography Visual Arts – Art Legal Studies Visual Arts – Design Media Studies Modern History Business, Enterprise, and Technology Philosophy Accounting Religion Studies Business and Enterprise Society and Culture Design and Technology Tourism Communication Products I Women’s Studies Communication Products II Material Products I Languages Material Products II Arabic (beginners) Systems and Control Products I Arabic (continuers) Systems and Control Products II Armenian (continuers) Information Processing and Publishing Auslan (continuers) Information Technology Bosnian (continuers) Workplace Practices Chinese (background speakers) Chinese (beginners) Cross-disciplinary Chinese (continuers) Community Studies Croatian (continuers) Arts and the Community Dutch (continuers) Business and the Community Filipino (continuers) Communication and the Community French (beginners) Design, Construction, and the Community French (continuers) Environment and the Community German (beginners) Foods and the Community German (continuers) Health, Recreation, and the Community Hebrew (continuers) Science and the Community Hindi (continuers) Technology and the Community Hungarian (continuers) Work and the Community Indonesian (beginners) Cross-disciplinary Studies Indonesian (continuers) Integrated Learning Italian (beginners) Italian (continuers) English Japanese (background speakers) English as a Second Language Japanese (beginners) English as Second Language Studies Japanese (continuers) English Communications Khmer (continuers) English Pathways Korean (background speakers) English Studies Language and Culture Latin (continuers) Macedonian (continuers) Health and Physical Education Malay (background speakers) Child Studies Maltese (continuers) Food and Hospitality Modern Greek (beginners) Health Modern Greek (continuers) Outdoor Education Persian (background speakers) Physical Education Polish (continuers)

54 SACE Board Annual Report 2014 Portuguese (continuers) Half-year (10-credit) subjects Punjabi (continuers) Romanian (continuers) Russian (background speakers) Arts Russian (continuers) Creative Arts Serbian (continuers) Drama Music Sinhala (continuers) Composing and Arranging Spanish (beginners) Ensemble Performance Spanish (continuers) Musicianship Swedish (continuers) Music in Context Tamil (continuers) Music Individual Study Turkish (continuers) Music Technology Ukrainian (continuers) Performance Special Study Vietnamese (background speakers) Solo Performance Vietnamese (continuers) Visual Arts — Art Yiddish (continuers) Visual Arts — Design

Mathematics Business, Enterprise, and Technology Mathematical Applications Business and Enterprise Mathematical Methods Design and Technology Mathematical Studies Communication Products I Mathematics Pathways Communication Products II Specialist Mathematics Material Products I Material Products II ModiÀ ed Subjects Systems and Control Products I Business and Enterprise: Modi¿ ed Systems and Control Products II Creative Arts: Modi¿ ed Information Processing and Publishing Cross-disciplinary Studies: Modi¿ ed Workplace Practices A English Pathways: Modi¿ ed Workplace Practices B Health: Modi¿ ed Language and Culture: Modi¿ ed Cross-disciplinary Mathematics Pathways: Modi¿ ed Community Studies Scienti¿ c Studies: Modi¿ ed Arts and the Community Society and Culture: Modi¿ ed Business and the Community Communication and the Community Science Design, Construction, and the Community Agricultural and Horticultural Science Environment and the Community Agriculture and Horticulture Foods and the Community Agricultural and Horticultural Applied Technologies Health, Recreation, and the Community Agricultural and Horticultural Enterprise Science and the Community Agricultural and Horticultural Management Technology and the Community Agricultural and Horticultural Principles Work and the Community Agricultural and Horticultural Studies Cross-disciplinary Studies Biology Integrated Learning Chemistry Research Project* Geology Nutrition English Physics English Communications Psychology English Pathways Scienti¿ c Studies Health and Physical Education Child Studies Food and Hospitality Health Outdoor Education

*This subject has two variants: • A (Research Project A) • B (Research Project B).

SACE Board Annual Report 2014 55 Humanities and Social Sciences Stage 1 Religion Studies Society and Culture All Stage 1 subjects can have 10-credit or 20-credit programs developed from them unless Languages otherwise indicated. Australian Languages First Language Maintenance I Arts First Language Maintenance II Creative Arts Language Awareness I Dance Language Awareness II Drama Language Revival I Music Language Revival II Music Experience Second Language Learning I Music Advanced Second Language Learning II Visual Arts Language and Culture Visual Arts — Art Visual Arts — Design Mathematics Mathematical Applications Business, Enterprise, and Technology Mathematics Pathways Accounting Business and Enterprise ModiÀ ed Subjects Design and Technology Communication Products Business and Enterprise: Modi¿ ed Material Products Creative Arts: Modi¿ ed Systems and Control Products Cross-disciplinary Studies: Modi¿ ed Information Processing and Publishing English Pathways: Modi¿ ed Information Technology Health: Modi¿ ed Workplace Practices Language and Culture: Modi¿ ed Mathematics Pathways: Modi¿ ed Research Project: Modi¿ ed Cross-disciplinary Scienti¿ c Studies: Modi¿ ed Community Studies Society and Culture: Modi¿ ed Cross-disciplinary Studies Integrated Learning Science Personal Learning Plan* Agriculture and Horticulture Research Practices Agricultural and Horticultural Applied Technologies Agricultural and Horticultural Enterprise English Agricultural and Horticultural Management English Agricultural and Horticultural Principles English as a Second Language Agricultural and Horticultural Studies English Pathways Nutrition Literacy for Work and Community Life Psychology Scienti¿ c Studies Health and Physical Education Child Studies Food and Hospitality Health Outdoor Education Physical Education

Humanities and Social Sciences Aboriginal Studies Ancient Studies Australian and International Politics Economics Geography History Legal Studies Media Studies Philosophy Religion Studies *10-credit subject only.

56 SACE Board Annual Report 2014 Society and Culture Romanian (continuers) Tourism Russian (continuers) Women’s Studies Serbian (continuers) Sinhala (continuers) Languages† Spanish (beginners) Spanish (continuers) Arabic (beginners) Swedish (continuers) Arabic (continuers) Tamil (continuers) Armenian (continuers) Turkish (continuers) Auslan (continuers) Ukrainian (continuers) Australian Languages Vietnamese (background speakers) Bosnian (continuers) Vietnamese (continuers) Chinese (background speakers) Yiddish (continuers) Chinese (beginners) Chinese (continuers) Croatian (continuers) Mathematics Dutch (continuers) Mathematical Applications Filipino (continuers) Mathematics French (beginners) Mathematics Pathways French (continuers) Numeracy for Work and Community Life German (beginners) German (continuers) ModiÀ ed Subjects Hebrew (continuers) Business and Enterprise: Modi¿ ed Hindi (continuers) Creative Arts: Modi¿ ed Hungarian (continuers) Cross-disciplinary Studies: Modi¿ ed Indonesian (beginners) English Pathways: Modi¿ ed Indonesian (continuers) Health: Modi¿ ed Italian (beginners) Language and Culture: Modi¿ ed Italian (continuers) Mathematics Pathways: Modi¿ ed Japanese (background speakers) Personal Learning Plan: Modi¿ ed* Japanese (beginners) Scienti¿ c Studies: Modi¿ ed Japanese (continuers) Society and Culture: Modi¿ ed Khmer (continuers) Korean (background speakers) Language and Culture Sciences Latin (continuers) Agriculture and Horticulture Macedonian (continuers) Biology Maltese (continuers) Chemistry Modern Greek (beginners) Geology Modern Greek (continuers) Nutrition Persian (background speakers) Physics Polish (continuers) Psychology Portuguese (continuers) Scienti¿ c Studies Punjabi (continuers)

*10-credit subject only. †Schools can apply to the SACE Board if they want to offer language subjects at a level other than those listed.

SACE Board Annual Report 2014 57 Appendix D: Prizes and Awards

Prizewinners Special Awards

Alliance Française d’Adelaide Prize for French The following organisations or of¿ ces provide special awards to Claire Patricia Hannon recognise all Merit students in particular subject areas:

Annie Montgomerie Martin Prize for French ACHPER (SA Branch) Bert Apps Special Award for Excellence Claire Patricia Hannon in Physical Education

Annie Montgomerie Martin Prize for Modern History Attorney General’s Department Justice Award for Legal Studies Zoe Kassiotis in conjunction with the Legal Studies Teachers Association of South Australia Australian Hellenic Educational Progressive Association Prize for Modern Greek Australian Chinese Medical Association of South Australia Sophia Ephremia Dais (ACMA SA) Award for Excellence in Chinese (Continuers)

Australian Institute Of Physics Prize — Bronze Bragg Medal Australian Education Union (South Australian Branch) — Jean Ahnaf Tajwar Tahabub Pavy Award for Excellence in Women’s Studies awarded to students attending government schools Azhar Abbas Memorial Trust Prize for Indonesian Jordan Daniel Noble Australian Hellenic Educational Progressive Association Award for Modern Greek Campbell Award for overall excellence (student attending a government school) Australian Institute of Physics (South Australian Branch) Award Ahnaf Tajwar Tahabub for Physics

Co-ordinating Italian Committee Prize for Italian Australian Psychologists and Counsellors in Schools: South Liana Elena Rossi Australia (APACS SA) Psychology Merit Award

Don Maynard Music Prize Business and Enterprise Teachers’ Association of South Jordan Daniel Noble Australia Inc. (BETA SA) Award for Excellence in Accounting

Economics Teachers Society of South Australia Award For Chian Association of South Australia Inc ‘Adamandios Koraes’ Excellence Award for Excellence in Modern Greek Christian Nardi Andreotti Janine Haines Memorial Award for Excellence in Women’s Goethe Prize for German Studies — Minister for the Status of Women Sorrel Franziska Salb Japan Australia Friendship Association (JAFA) Award for Hardwicke College Prize for Biology Excellence in Japanese Trudy Qiu di Hong Sarah Melissa Jones Leila Rankine Aboriginal Studies Award for Excellence

John Lewis Medal and Prize for Geography Royal Australian Chemical Institute Award for Chemistry Thu Hien Nguyen SA TESOL Ann Sexton Memorial Award for English as a Schiller Prize for German Second Language subjects Kira Tamm Millikan Spanish Teachers Association of South Australia — Spanish Tennyson Medal for English Studies Embassy Award for Excellence in Spanish Tess Catherine Murray State Theatre South Australia Award for Excellence in Drama. Way College Prize for Chemistry Ahnaf Tajwar Tahabub Xin Louis Xiao

58 SACE Board Annual Report 2014 Appendix E: Governor’s Awards and Merit List

Governor’s Awards

Governor of South Australia SACE Award Governor of South Australia’s Commendation for Outstanding Achievement in the South Australian Certi¿ cate of Education

Sarah Abell Erica Lindsay Musgrove Amy Lee Borg Jordan Daniel Noble David Leonard Brook Alice O’Connell Alison Burford Christine Xin Zhu Ong Brooke Capewell Ahnaf Tajwar Tahabub Mahendra Chitrarasu Chloe Madeleine Taylor Emma Kaye Gard Hai Thanh Tran Alison Rose Gill Andrew Paul Vonow Albert Xing-Yi Kong Samuel James White Kaden Lange Antoinette Wichmann Alexander Makarowsky Rami Zahr Rahul Malhotra Laura Katherine Zdanowicz Kaitlin Renee Morrison

Governor of South Australia Commendation — Aboriginal Student SACE Award 2014 Kaitlin Renee Morrison

Governor of South Australia Commendation — Excellence in ModiÀ ed SACE Award 2014 Viola Mulodiang

Merit List This list includes students from South Australia, the Northern Territory, and Asia who signed the declaration for the release of results. Subjects are arranged alphabetically under learning areas.

Arts Drama Tatiana Julia Lempriere Abbott Creative Arts Daisy Anderson Hayden Burke Naomi Grace Belet Shannon Elise Chamberlain Sarah-Jo Alycia Bram¿ t Kaden Lange Georgia Rose Brett Ruo Jun Lei Lilian May Danvers Tayla McDougall Samantha Kate Dawes Holly Tetlow Heidi Lee Grace Oliver Jack Lacoon Williamson Henry Zheng Wei Thong Conor George Arthurs Mackenzie Jack Francis Musgrave Dance Louisa Neate Jeska Loui Allen Sophie Perkins Nathan John Boemia Jeffrey Alan Hunter Thomson Crystal Lee Pope Ellen Mary Walsh Brooke Louise Young

SACE Board Annual Report 2014 59 Music Visual Arts

Composing and Arranging Visual Arts — Art Benjamin John Maltby Matilda Maisie Bristow Madeleine Claire Stewart Carla Grace Bruinsma Arviegail Pineda Cahilig Ensemble Performance Mary-Frances Darmody Alice Fabbro Maggie Bland Annelise Forster Joshua Dylan Chenoweth Megan Louise Gillespie Alexander Brougham Flood Monica Heang Daniel Axel Handsworth Alexander Deane Hill James Thomas Morley Annie Elizabeth Koch Dylan Nam Nguyen Wan Tze Christine Koh Jordan Daniel Noble Oliver Jack Lacoon Williamson Christine Xin Zhu Ong Lucy Reynolds Lucy Sara Ryan Serena Ricci Kyle Ellis Trevenen Kate Telford Gabrielle Joy Tyler Music in Context Ryan Grant Varga Benjamin John Maltby Omid Vojdani

Music Individual Study Visual Arts — Design Fergus Willsmore Abbey Douglass Eloise Jean Leopold Music Technology Shelby Munro Tess Joanna Newton Nathan James Churches Ella Lauren Oszczypok Saige Grif¿ th Prime Musicianship Chris Skrembos Bernard Colin Alexander David Martin Goodwin Sarah-Rose Runnalls Business, Enterprise, and Technology Thomas Stephen Voss Accounting Performance Special Study Nur Farhanah Adam Malik Bernard Colin Alexander Ramzy Al-Moughraby Dylan Craig Bentley Jessica Molly Barker Yong-Min Lee Pooja Bhindi James Thomas Morley Jiahao (William) Cheng Chao Sui Yi Xin How Kate Therese Worley Yu Kato Tyler Jordan Kelly Solo Performance Janet Kuan Hui Fang Gabriel La Paglia Sarah-Jo Alycia Bram¿ t Wen Yie Ng Benjamin Edward Finnis Sam Thomas Hoad Pears Daniel Axel Handsworth Jade Pisaniello Kathryn Jannes Zoe Taylor Yong-Min Lee Kurtis Willson Aaron Robert Lloyd James Thomas Morley Dylan Nam Nguyen Business and Enterprise James William Owen Stasha Constance Andrews Jade Je In Paterson Samantha Batt Jonathon Riley Poulson Jonathan Cadieux Emily Jane Olivia Squires Alicia Jasmine Cardone Tyler Jae Venter Daniel Kuo Rong Choo

60 SACE Board Annual Report 2014 Sarah Marie Delmedico Megan Louise Gillespie Suriah Jade Fishburn-Bungey Bridget Hicks Jessica Green Rhianna Hilditch Katelyn Louise James Courtney Hughes Anna Lehmann Liana Kantilaftas Hannah Jane Leiblich Talia McCabe James Illias Lontos Georgie Morris Georgia Kate Lornie Karen Nguyen Kahlia Amy Lynch Caitlin North Rose-Mary Mans¿ eld Brigitte Pacillo Kim Han Nguyen Renee Tsoulos Jade Palmer Omid Vojdani Joseph Pipicella Kaitlyn Ward Nathan John Ramos Molly Della Podesta Richardson Information Technology Nicholas John Shanks Markus James Andersons Daniel Cotton Design and Technology Joseph Kneebone

Communication Products I Workplace Practices Alessandro Borrello Jamie Sarah Becker Julia Marie Ebbs Tayla Jane Canton Adam Ryan Favretto Chanel Donna Caruso Jenae Darcy Fox Kyle Chalmers Matthew Henry Anton Karl Chehade Laura Jane Kretschmer Lauren Michelle Egel Whitney Lee Ellie Jean Francis Lachlan Marich Alexander James Gatoudis Bonny Jade Scott Brooke Gauci Sarah Sturm Taylor Brooke Greig Amelia Palmira Grif¿ n Communication Products II Lucy Therese Holland-Smith Kelly Erin Horsnell Mitchell Alexander Phillips Annabel Jane Lampard Henry Reuther Jai Lee-Martin Amy Rose Marin Material Products I Brittany Mashado Connor Coates Claudia Louise May Ben Aaron Evans Chloe Moran James Nicholas Pojer Everett Isabelle Victoria Price Damon Matthew Humphris Taylor Ashleigh Sarantidis Lewis Kennedy Lucinda April Alenya Schmidt Sarah Ellen Noonan Lachlan Schultz Bradley Jonathan Walker Georgina Smith Michael Broderick Williams Workplace Practices A Material Products II Michael John Brice Bradley Jonathan Walker Edward Tolmer Verco

Systems and Control Products I Cross-disciplinary Toby Guy Smith

Systems and Control Products II Community Studies Harrison Julien Gloyne Health, Recreation, and the Community Samuel Alexander McGill Elle Rose Jarman Information Processing and Publishing Cross-disciplinary Studies Isabella Barila Stephanie Beddall Zoe Kay Anastasiou Megan Belton

SACE Board Annual Report 2014 61 Integrated Learning Chloe Jane Danvers Lilian May Danvers Anna Lehmann Jessica Taylor Darley Alice O’Connell Jack Dascombe Charlotte Dawson Integrated Learning II Eleanor Day Lisa Fanto Jenny Day Benjamin John Maltby April Paige De Silva Oliver Darcy Mountain Abigail de Vera Lachlan James Phillips Jackson Ty Dearing Madeline Summers-Kalogeras Sarah Marie Delmedico Naomi Dewing Research Project Eloise Ruth Dibden Sophie Dickinson Emily Abbot Jack Baichao Ding Mandy Jane Abbott Casey Anne Donehue Sarah Abell Vittoria Ella D’Ortenzio Sarah Christina Adams Claudia Dottore Nehna Ahamed Jemma Dougan Melinda Alley Maddison Rose Duncan Lauren Amato Erin Dunn Matthew Brayden Amberg Dimity Charlotte Dutch Sanchita Anand Sophie Jane Eather Jessica Anne Anderson Sophie Elise Eckel Jade Andriani Joshua Benjamin Cameron Edwards Jackie Arends Masoma Entazami Norik Avetisian Kellen James Ewens Julianne Elizabeth Baldock Claudia Fantarella Daniella Barilla Sabina Jade Penelope Fisher Samantha Batt Anna FitzGerald Jesse William Beckinsale Madison Kayla Fleming Liam Bennett Tess Montague Fuller Laura Ann Betts Tristram McNamara Fyfe Meg Bielby Theodora Galanis Neha Bishnoi Amelia Grace Galpin Lauren Elizabeth Blake Emma Kaye Gard David Leonard Brook Sonia Ghimire Billie-Jaye Brougham Alison Rose Gill Olivia Buckby Naveen Golyala Helen Bui Ashley Jayden Goodman Alice Louise Burch Lachlan Thomas Goss Alison Burford Philip Timothy Grace Emily Kate Burgess Brooke Grif¿ n Lucy Isabelle Burnett Alexander Marc Gwiazdzinski Lucie Burnod Joshua Michael Johns Habib Rhiannon Butler Ainsley Amelia Hadden Claudia Priscilla Caruso Araj Haider Lauren Casbarra Wala Hamid Haj Ali Saumya Chanana Oliver Morden Hales Carolyn Chhour Myron Hall Sara Chiera Ebony Paige Hallas Lisa Jane Childs Isabella Johanna Hamann Angela Christine Ciancio Cianah Jane Harris Laura Anne Cimarosti Sian Nicole Harrison Ben William Clarke Mohadeseh Hassani Hamish Clarke-Smith Jarryd Hawes Ella Gwendoline Clarkson Thenu Nethma Herath Sian Elizabeth Cliffe Sophie Hilditch Jordan Cluse Bianca Jane Hoffrichter Eleanor Cordingley Sophie Alisha Simmons Howe Bethany Georgina Cox Tayla Maddisson Hunt Georgia Mae Crossman Jennifer Phuong Thao Huynh Naomi Jane Currie Patricia Claryce Imatani Lauren Daniell Julie Jackowiak

62 SACE Board Annual Report 2014 Declan Kelton Jamieson Jordan Daniel Noble Hannah Kate Jenkin Erin Margaret O’Brien Emma Beth Jensen Alice O’Connell Tessa Elise Jensen Laura Eimar Offe Rhys William Jiannis Sam Adelle Olsen Lau Jiet Ern Ailsa Rose Ormerod Amber Myrie Jurek Shana Kate O’Toole Georgia Kappos Tessa Pahl Ella Kate Kearsley Jade Palmer Bianna Marie Kelly James Anthony Parker Sascha Margaret Simeon Kelly Benjamin Paschke Teagan Jade Kelsh Jeet Sandip Patel Darcy Kenny Joshua Thomas Paynter Francesca Hannah Kidd Giorgia Pellegrini Sasha Kockan Sophie Perkins Sascha Margarita Koerner-Heinjus James Frederick Petchey Tina Kogoj Jamie Rebecca Phillips Abhipriya Kottarapat Arjit Phogat Kevin Kour Melanie Marie Politis Jacinta Mica Kracman Joshua Popadinoski Hui Ann Christine Kuan Tim Porter Nicholas Thomas Kuchar Tania Michelle Pullin Oliver Jack Lacoon Williamson Ashleigh Quee Caroline Jennifer Lam Khizar Rana Tom William Lancaster Jessica Lauren Read Margaret-Mary Lane Callum Andrew Reid Tyffany Le Declan James Reidy Vi Le Gabrielle Reyes Zoe Lee Molly Della Podesta Richardson Audrey Chu Wei Lian Eleanor Ridings Lauren Elizabeth Litch¿ eld Grace Isabella Dennis Roache Hamish Grant Loechel James Ryan Robertson Nakia Jaymee Love Zachary Rodrigues Isabella Marija Lowe Amelia Vikki Romeo Erin Jennifer Lukas Daina Simone Ross Kaitlyn Gabrielle Lusty Kelly Jill Ross Zoe Lynch Liana Elena Rossi Alistair Mel Arthurs Mackenzie Caitlin Fay Rowe Elysha Magor Ashleigh Sarah Ruediger Alexander Makarowsky Madison Paige Ruehlemann Francesca Mary Louise Mans¿ eld Patrick Leo Schaefer Jonathan Edward Markey Ben Schmidt Jaymie Louise Martin Jessica Lily-Ann Schmidt Katie Maxted Hannah Kate Schwarz David Michael McAfee William Peter Seddon-Quigley Madeleine Grace McArthur Surbhi Sehgal Claudia Rebecca McDonald Dilan Seimon Remy Elise McGrath Sabrina Sghirripa Lachlan Daniel McLeod Nikhil Shankar-Noble Andrew Memma Jayden Rhys Sharrad Mary-Helen Moragiannis Clarissa Hope Sheehan Rachelle Samantha Kate Moses John Shenoda Nyasha Mpofu Zoe Sheridan Nisa Jade Mulholland Ryan Shibu Nicholas James Munday Christie Siatis Kellie Ann Mur¿ tt Bryony Skiparis Jacob Patrick Murphy Lucy Kathleen Sladic Erica Lindsay Musgrove Maggie Beth Slee Isaac Nakone Brittany Smith Victoria Neale Olivia Nikita Smith Tess Joanna Newton Phoebe Phillips Christie Smith Hoai Tran Ngo Georgia Rachel Blanche Smithson-Tomas Marie Nguyen Dana Spajic Alexandra Beth Nichols Mathana Nair A/L Sreedaran

SACE Board Annual Report 2014 63 Abhishekh Srinivas Gimin Baek Joy Ebony Stahl May Xuan Chew Labrie Constance Stasinopoulos Van My Du Valentin Stoica Keng Wah Foong Marko Stojanovic Yi Xin How Eleanor Ritchie Stretton Newton Lellang Jen Mira-Srikandi Sulistiyanto Hui Ann Christine Kuan John Hamilton Swan Cindy Sze Wern Lee Ahnaf Tajwar Tahabub Yao Rhong Lionel Lee Ashlee Jade Taylor Jie Mei Jamie Liew Jessie Emma Taylor Ji Yian Low Kristyn Taylor Suresh Mahendra Raj Erin Elizabeth Teakle Rahul Malhotra Sarah Ashley Tellis Yen-Nhi Hong Nguyen Henry Zheng Wei Thong Han Yang Quek Ian Shi Yin Tjia Zachary Sean Sia Rachel Louise Torpy Mathana Nair A/L Sreedaran Vivien Tu Shiyao (Sharon) Sun Rachel Hope Tulla Raghuraman Thayagaraja Jack Anthony Turton Wan Ahmad Syakir Suhaimi Wan Abdul Hakim Michael Ucci Kay Yen Wong Natasha Renee Van Antwerpen Rachel Matilda Wong Rory Peter Van der Linden Sabrina Jo-Ai Yap Alexandra Van Gemert Jia Yee Yeo Alanah Varricchio Ryan Vice English Communications David Vincekovic Nicole Vincent Nehna Ahamed Isabella Vinci Josephine Ainscough Tammy Vo Georgina Akkermans Ellen Mary Walsh Hannah Baker Kate Rhiannon Walsh Vincent Bowyer Naomi Alice Warmer Katherine Alexandra Brown Monica Welsh William Brown Gabriello White Hayden Burke Samuel James White Alexandra Carubia Simon-James Whiteside Janelle Marie Cheung Antoinette Wichmann Henry Coard Cie-Ayn Belinda Wild Ellie Ann Cobiac Fergus Willsmore Angus Peter Colovic Brian Alfred Wilson Chloe Jane Danvers Amy Wishart Jim Deadman Evan James Wolfendale Naomi Dewing Alexander Patrick Wong James William Gerald Duncan Amanda Jane McEachran Wurst Elise Gordon Xiaohua Yang Declan James Cranston Gray Brooke Louise Young Celia Jane Elizabeth Hardy Kristy Young Stacey Hein Amy Zhu Thomas Hibburt April Sherrie Zimmermann Rebekah Hillan Sascha Margarita Koerner-Heinjus Caroline Jennifer Lam English Henry Lam Charlotte Rachel Lassaline Edward Angus Calvert Leighton English as a Second Language Zhen Xi (Chelsea) Liu Xuanhuan Chen James Illias Lontos Thi Nguyen Thao Luu Henry James Lumbers Kahlia Amy Lynch English as Second Language Studies Lidia Manka Madison Marcelis Yap Aik Chern Jennifer Matters Muhammad Asyraf Badruddin Katie Maxted

64 SACE Board Annual Report 2014 Candice McCue Emma Rose Kavanagh Thomas McKenzie Siok Ping Kheng Daphne Theresa McLeod Catherine Amelia Louise Kirby Baylee Jayde Meechan Silva Wallawa Dream Landers Luke William Mitchell Anna Kristina Miers Alexandra Kate Moody Tess Catherine Murray Tahlia Louise Mulholland Louisa Neate Erica Lindsay Musgrove Christine Xin Zhu Ong Lilian Nguyen Shana Kate O’Toole Emily Grace Nicholson Gartley Lucy Pittman Belinda Ong Hannah Short Thomas Roy Padget Lauren Simpson Nicholas James Palmer Samuel Stephen Sunter Katrina Skye Pantillano Ella Rose Syme Simon Pazos Quintana Natasha Renee Van Antwerpen Huy-Dat Vuong Pham Mairi Louise Walker Georgia Rose Raphael Monica Welsh James Benjamin Rawley Samuel James White Indigo-Rose Redding Annelise Wood Adan Richards Thomas James Rohrsheim Dylan Rowen Health and Physical Education Aleksandra Savic Alexandra Louise Schutz Child Studies Mary-Anne Sexton Kathryn Diana Sharley Daniella Barilla Meg Hannah Smith Ivana Louise Barolo Mason Spangler Johanna Meg Chapman Brandt Steyn Annabel Meg Coleman Jack Fraser Stuart Abbey Douglass Ashlee Jade Taylor Georgia Rose Farese Samuel Taylor Madison Grace Firth Luisa-Marie (Abby) Velasco Stacey Hein Ellen Mary Walsh Ashleigh Kate Henderson George Waite Wells Paula Messina Madelyn Clare Westover Montana Grace Minagall Lincoln Xu Elise Marie Prestia Danni-Arna Marie Zitterbart Melissa Kate Royals Maggie Beth Slee Labrie Constance Stasinopoulos English Pathways Kayla Vitale Schonn-Pierre Jerome Hirst Jasmin Kayla Woll

English Studies Food and Hospitality Sarah Abell Nicholas James Booth Lachlan Robert Blake Rachel Cate Favilla Claudia Boccaccio Carla Ruth Gallasch David Leonard Brook Danielle Ghinis Michelle Chan Tiarna Kathleen Har¿ eld Sai Lekshmi Chandramohan Alexandra Amy-Rose Hewitt Lauren Therese Clarke Ashleigh Kate Hill Ella Gwendoline Clarkson Tayla Maddisson Hunt Samantha Kate Dawes Courtney Rose Koch Eloise Ruth Dibden Taylah Marie Koch Sophie Jane Eather Vanessa Annemarie Fedele Litt Emma Kaye Gard Danielle LofÀ er Claire Patricia Hannon Abbie Martin Sophie Alisha Simmons Howe Katelyn Peta Menzel Yvette Jones Cassandra Mae Mills Barbara Karageorgos Brigitte Emma Murphy

SACE Board Annual Report 2014 65 Emma Rose O’Connor Economics Jacqueline Joy Quinsey Nur Farhanah Adam Malik Tikari Rigney Christian Nardi Andreotti Charlee Anne Ritter Matthew Richard Boughey Khalia Hannah Thorn Alex Dimasi Christina Katie Webb Madeline Hanns Sophie Katrina Woods Yi Xin How April Sherrie Zimmermann Christos Kontos Evangeline Amelia Papps Health Tim Porter Shantelle Marie Burden Abbie Rose Cousins Geography Charlotte Kate Forrest Molly Jean Dillon Jayden Leigh Pacor Van My Du Jade Elizabeth Robertson Alexander Deane Hill Kate Searle Thu Hien Nguyen Elizabeth Mae South Eilis Jane Noone Jessica Jade Tassone Rachael Erin Robb Nicole Vincent Cate Ellen Snell Millie Primrose Williams Outdoor Education Jordan Elizabeth Bryant Legal Studies Annabelle Rose Buttery Sarah Abell Annie Kate Isaksson Jade Andriani Eloise Kate Meaney Samantha Batt Hamish Alexander Mills Mitchell Brunker Shaelyn Matilda Puckridge Josie Chantrell Henry Coard Physical Education Anna FitzGerald Ellen Bennett Sophie Hilditch Claudia Camilos Gabriel La Paglia Callum Cook Anna Kristina Miers Georgia Rose Farese Jordan Daniel Noble Josephine Guthridge Tim Porter Olivia Marie Jansen Frances Adelaide Raynham Sascha Margarita Koerner-Heinjus Kate Therese Worley Kimberley Langley Nicholas Dean Litch¿ eld Media Studies Henrietta Catherine Douglas MacMillan Adriane Neshoda Elise Newman Henry Zheng Wei Thong Angus Owen Xiaohua Yang Lucinda Silvestri Laura Elizabeth Sinclair Rosie Anne Smith Modern History Kate Frances Te Piki Tihema Christian Nardi Andreotti Courtney Daxine Waterman Catherine Barron Megan Wheatley Mitchell Brunker Lucy Isabelle Burnett Henry Coard Humanities and Social Sciences Callum Edward Young-Il Davies Claire Patricia Hannon Australian and International Politics Yvette Jones Zoe Kassiotis Tyler Robert Parsons Harry Edward Martin Kate Rhiannon Walsh Alice O’Connell Tyler Robert Parsons Classical Studies Jessica Maree Pilkington Susan Han Dieu India Short Sascha Margaret Simeon Kelly Joel Smith Caitlyn Laing Ella Rose Syme Tyler Robert Parsons Sophie Rose Thompson

66 SACE Board Annual Report 2014 Kate Rhiannon Walsh French (continuers) Gabriello White Claire Patricia Hannon Katarina Louise Plush Philosophy Sophie White Rebecca Louise Munday German (continuers) Religion Studies Jana Gropl Saghar Ahmadi Kira Tamm Millikan Kiara Elise Buccella Sorrel Franziska Salb Jenny Day Rebecca Kathleen Gooch Hindi (continuers) Mohadeseh Hassani Rahul Malhotra Oliver Henry Heaney Dim Maldeniye Koralalge Ashleigh McDonald Indonesian (continuers) Yen-Nhi Hong Nguyen Jordan Daniel Noble Eilis Jane Noone David Vincekovic Italian (continuers) Isabella Vinci Rocco Oliva Society and Culture Liana Elena Rossi Kayleigh Clarke Japanese (continuers) Lilian May Danvers Irini Alexandra Germanos Kourakis Kenneth Do Mia Erin Lucy Heim Nikola Emily Higgins Malay (background speakers) Kate Georgina Lewis Nor Sha¿ ka Shahira Binti Mohamed Adnan Jacqueline Marian Milne Nyasha Mpofu Jakeb Charles Noble Modern Greek (continuers) Maria Positano Stephanie Bourboulis Tikari Rigney Sophia Ephremia Dais Rosie Anne Smith Felicia Spadavecchia Russian (continuers) Ashlee Jade Taylor Roman Stepchyn Sandra Wu

Tourism Second Language Learning II Kupa Henry Mollie Meegan Barker Bethany Georgina Cox Courtney Jayne Donnellan Spanish (beginners) Chiara Gatti Lauren Carole Northcote Stephanie Catherine Zito Benedict William Yeates

Women’s Studies Spanish (continuers) Evelyn Man¿ eld Luisa Fernando Rozo Losada Manon Ryan Valentina Salcedo Tania Zeissig

Languages Vietnamese (background speakers) Quynh Hoai Phuong Nguyen Chinese (background speakers) Ziqi Tang Vietnamese (continuers) Linda Phi Nhung Nguyen Chinese (continuers) Yue Huang Tania Wen Shan Wong

SACE Board Annual Report 2014 67 Mathematics Emma Warren Chloe Anne Watson Mathematical Applications Jake Charles Westbrook Sophie Katrina Woods Mollie Meegan Barker Sandra Wu Madison Bennett Olivia Zoia Ainsleigh Renee Bilato Tayla Deni Brine Mathematical Methods Emily Kate Burgess Larissa Rachel Cavallaro Christian Nardi Andreotti Laura Chadwick Amelia Basedow Janelle Marie Cheung Tiffany Byerley Tamika Jade Cobb Harrison James Dearing Ellie Ann Cobiac Molly Jean Dillon Paisley Crozier Lucy Therese Holland-Smith Rachel Hannah Davis Sarah Melissa Jones Jessica Kimberly Dearman Yu Kato Zachary William Simon De-Boeck Phong Khuu Cameron Den Dekker Evelyn Man¿ eld Thomas Peter Dichiera Hollie Christina Moran Beth Alison Eichmann Stephanie Nomikos William Alwyn Fitridge Matilda Elizabeth Nugent Alessandra Foster Alice O’Connell Genna Rose Geddes Tess Penfold Brooke Grif¿ n Amber Pengelley Herbie Santino Aston Grif¿ ths Eliza Jane Quinlan Jarryd Hawes Georgia Rachel Blanche Smithson-Tomas Mikaela Kathleen Heath George Waite Wells JungEun Kim Xin Louis Xiao Emma Jane Kohlberger Taneeka Siobahn Lang Mathematical Studies James Thomas Lanthois Benjamin Hin-Kiong Aggarwal Eloise Jean Leopold Xavier William McDonald Agnew Amber Lauren Lillyman Isabella Maria Avis Allen Isabel Lokan Ramzy Al-Moughraby James Illias Lontos Samuel Thomas Arthurson Victoria Ann Malavazos Vidhi Arya Isla Rose Mapleson Zahra Ataie Ashtiani Lewis March Jayne Catherine Atkinson Abbey Matson Faith Michelle Brohier Candice McCue Luke James Butcher Claudia Rebecca McDonald Brock Angus Campbell Naomi McKay Jiahao (William) Cheng Dimitrios Mitsioulis Ashleigh Mei Ling Chin Billie Newton Jessica Michelle de La Perrelle Brydie Jayne O’Leary Jackson Ty Dearing Amy Kaye Parkin Danielle Jade Edwards Luke Partington Richard Engelke Katherine Jane Peek Julia Jayne English Anthony Pigliacelli Syed Shahkar Faiz Kate Louise Rattigan Alexander Sebastian Furlan Amelia Vikki Romeo Emma Kaye Gard Marcus Aaron Rose Philip Timothy Grace Dana Marie Rowbottom Declan James Cranston Gray Mike Vincent Maximilian Schmid Daniel James Weston Hill Ashleigh Smith Abhiram Hiwase Matt Smith Joshua Nathan Hoare Margo Jane Sullivan Yi Teng Hoo Victoria Jane Tait Sophie Alexandra Hood Sarah Tesolin Daeun Jung Mikaela Townsend Joshua Kempster Lucy Mae Tweed James Stuart Kimber Lauren Kate Walker Matthew Oliver King Kate Rhiannon Walsh Yi Wai Koh

68 SACE Board Annual Report 2014 Albert Xing-Yi Kong Letitia Katherine Townsend Andreas Ktoris Hai Thanh Tran Nicholas Thomas Kuchar Jedwin Villanueva Anyue Lang Andrew Paul Vonow Esrom Edward Leaman Maxwell James Weppner Doyeon Lee Xin Louis Xiao Ray Juan Li Shir Ling Lim Benjamin Madigan Science Stacey Matthews Nicholas McLean Agricultural and Horticultural Studies Jake Lawson Miell Rebecca Louise Munday Lauren Amy Innes Erica Lindsay Musgrove Tahlia Renee Liebelt Isaac Nakone Molly Rose O’Dea Dylan Nam Nguyen Marie Nguyen Agriculture and Horticulture Phi Nguyen Thu Hien Nguyen Agricultural and Horticultural Principles Christine Xin Zhu Ong James Anthony Parker Leah Melanie Zimmermann Tania Michelle Pullin Dylan Michael Raftery Biology Shabab Rahman Terence Wee-Xiang Ang Lucy Sara Ryan Isaac Christopher Bell Krutarthkumar Jayeshkumar Satani Isabelle Rose Blacketer Julia Steele Scott Matthew Thomas Camacho Stephen Sika Claudia Camilos Lauren Simpson Brooke Lil Caputo Meg Hannah Smith Simran Jessica Chand Abhishekh Srinivas Jessica Chao Adam James Swan En-Lih Chew Cao Son Tran Lisa Jane Childs Dechlan Victory Mahendra Chitrarasu Jedwin Villanueva Ellie Ann Cobiac Brandon Wadforth Kate Eliza Collins Caleb Wijesinha Mason Henry Crossman Alexander Patrick Wong Harrison James Dearing Lok Yan (Gloria) Wong Roman Delo Anna-Maria Zacharakis Zander Engelbrecht Madeline Kate Gordon Specialist Mathematics Brooke Grif¿ n Wala Hamid Haj Ali Xavier William McDonald Agnew Ella Julia Harrison Thomas William Aspinall Lucy Therese Holland-Smith Luke James Butcher Trudy Qiu di Hong Philip Timothy Grace Sarah Melissa Jones Liam Christopher Hockley Siok Ping Kheng Sophie Alexandra Hood Yen Ee Amy Lee Haocheng Huang Darcie Rose Linnell Esrom Edward Leaman Yen Jin Loo Doyeon Lee Cindy Ly Ray Juan Li Alistair Mel Arthurs Mackenzie Joshua Yi-Jian Lim Suresh Mahendra Raj Alexander Makarowsky Rahul Malhotra Benjamin Moore Stacey Matthews Rohitsurya Muralikumar Connor McPhail Sam Thomas Hoad Pears Anna Kristina Miers Tania Michelle Pullin Hollie Christina Moran Krutarthkumar Jayeshkumar Satani Tess Catherine Murray Stephen Sika Erica Lindsay Musgrove Abhishekh Srinivas Phi Nguyen Adam James Swan Thu Hien Nguyen Ahnaf Tajwar Tahabub Aidan Norbury

SACE Board Annual Report 2014 69 Alice O’Connell Huy-Dat Vuong Pham Christine Xin Zhu Ong Jack Rumbelow Thomas Roy Padget Julia Steele Scott Tessa Pahl Ryan Shibu Sam Thomas Hoad Pears Lauren Simpson Rhianna Penfold Meg Hannah Smith Kaya Timothea Piotrowski Phoebe Phillips Christie Smith Khizar Rana Abhishekh Srinivas Grace Isabella Dennis Roache Joseph Graham Steer Surbhi Sehgal Ahnaf Tajwar Tahabub Hannah Short Hai Thanh Tran Lauren Simpson Jennifer Tran Phoebe Phillips Christie Smith Timothy James Trewren Georgia Rachel Blanche Smithson-Tomas Samuel James White Hai Thanh Tran Sophie White Jennifer Tran Alexander Patrick Wong Timothy James Trewren Kate Therese Worley Natasha Renee Van Antwerpen Haoyang Wu Serena Yaxin Vi Xin Louis Xiao Isabella Vinci Lincoln Xu Lauren Quynh Thi Vu Laura Katherine Zdanowicz Antoinette Wichmann Wenqi Zhang Millie Primrose Williams Yasmin Lee Wilson Nutrition Haoyang Wu Fang Zhou Rachel Hannah Davis Ji Yian Low Claudia Rebecca McDonald Chemistry Naomi McKay Ramzy Al-Moughraby Isabella Vinci Paul Alvaro Louise Wray Lachlan Joshua Bateman Daniel James Bendo Physics Faith Michelle Brohier David Leonard Brook Xavier William McDonald Agnew En-Lih Chew Yap Aik Chern Mahendra Chitrarasu Marcus John James Andreucci Roshini Jeny Chrispha Christy Thomas William Aspinall Jenny Day Zahra Ataie Ashtiani Jackson Ty Dearing Quoc Huy Banh Keng Wah Foong Lachlan Joshua Bateman Emma Kaye Gard Daniel James Bendo Meg Elizabeth Gazzard David Leonard Brook Erica Sacha Ghezzi Robert Kieren Chantrell Trudy Qiu di Hong En-Lih Chew Yi Teng Hoo Ashleigh Mei Ling Chin Sarah Melissa Jones Jessica Michelle de La Perrelle Emma Rose Kavanagh Jackson Ty Dearing Joshua Kempster Kenneth Do Sascha Margarita Koerner-Heinjus Danielle Jade Edwards Yi Wai Koh Emma Kaye Gard Albert Xing-Yi Kong Meg Elizabeth Gazzard Yo Han John Kwon Philip Timothy Grace Su Min Lee Declan James Cranston Gray Yen Ee Amy Lee Zoe Haralampopoulos Shir Ling Lim Liam Christopher Hockley Yee Jin Loo Barbara Karageorgos Zhen Xi (Chelsea) Liu Joshua Kempster Cameron Mitchell Macintosh Albert Xing-Yi Kong Suresh Mahendra Raj Yo Han John Kwon Alexander Makarowsky Thomas Lawler Stacey Matthews Ray Juan Li Hollie Christina Moran Shir Ling Lim Erica Lindsay Musgrove Alexander Makarowsky Li Sa Ng Rahul Malhotra John Nguyen Nicholas McLean

70 SACE Board Annual Report 2014 Kerry Mu Marielle Intveld Thu Hien Nguyen Courtney Rose Irrgang Gueyoul Oh Alexandra Amelia Ladas Justin Ong Kywen Samantha Lai Tania Michelle Pullin Darcie Rose Linnell Julia Steele Scott Sonya Ann Lorenzoni Kailin Mitchell Sullivan Cindy Ly Ahnaf Tajwar Tahabub Kahlia Amy Lynch Zoe Taylor Katie Maxted David Vincekovic Jordan Daniel Noble Samuel James White Aidan Norbury Kate Therese Worley Shana Kate O’Toole Haoyang Wu Jade Palmer Rami Zahr Hazel Frances Paton Laura Katherine Zdanowicz Brittany Sheree Perry Kate Louise Rattigan Aleksandra Savic Psychology Amy Seager Nur Farhanah Adam Malik Sabrina Sghirripa Courtney Michelle Aird Annabel Kate Louise Short Catherine Barron Gurfarmaan Singh Molly Barron Johanna Lif Sveinsson Elly Matilda Beal Kristyn Taylor Emma Carlsson Antonia Theodoulou Michelle Chan Zoe Clare Thiel Mahendra Chitrarasu Maja Vujic Lauren Therese Clarke Sophie Katrina Woods Erin Dunn Petrina Yap Genna Rose Geddes Erica Sacha Ghezzi ScientiÀ c Studies Brooke Grif¿ n Sara Elise Hariz Alexander Jakob Joshua Nathan Hoare Alexander Paci¿ co

SACE Board Annual Report 2014 71 Appendix F: SACE Board Statistics

Statistics previously published in the Annual Report are now available at www.sace.sa.edu.au/web/ sace-data In addition, longitudinal statistics (statistics published in the SACE Board Annual Report from 1996–2010) are provided at www.sace.sa.edu.au/web/sace-data/longitudinal-statistics

72 SACE Board Annual Report 2014 Appendix G: Financial Statements for the Year Ended 31 December 2014

Statement of Comprehensive Income For the Year Ended 31 December 2014

Note 2014 2013 No. $’000 $’000 Expenses

Employee bene¿ ts expenses 4 14 628 13 267

Supplies and services 5 5 676 7 176

Replacement teachers' expense 6 1 624 1 846

Depreciation and amortisation expense 7 655 638

Other expenses 8162 –

Total expenses 22 745 22 927

Income

Revenues from fees and charges 10 2 488 2 649

Interest revenues 11 231 253

Net gain from the disposal of assets 12 1 –

Replacement teachers' write-back 13 450 352

Other income 14 334 463

Total income 3 504 3 717

Net cost of providing services 19 241 19 210

Revenue from/Payments to SA Government

Revenues from SA Government 15 19 697 19 517

Net result 456 307

Other comprehensive income –– Total comprehensive result 456 307 The net result and total comprehensive result are attributable to the SA Government as owner.

The above statement should be read in conjunction with the accompanying notes.

SACE Board Annual Report 2014 73 Statement of Financial Position As at 31 December 2014

Note 2014 2013 No. $’000 $’000 Current Assets

Cash and cash equivalents 16 703 1 474

Receivables 17 563 391

Other ¿ nancial assets 18 7 001 5 688

Total current assets 8 267 7 553

Non-current Assets

Receivables 17 – 12

Plant and equipment 19 537 1 122

Intangible assets 20 1 111 714

Total non-current assets 1 648 1 848

Total assets 9 915 9 401

Current Liabilities

Payables 22 1 043 1 240

Replacement teachers' liability 23 906 1 099

Employee bene¿ ts 24 1 642 1 375

Other liabilities 25 100 11

Total current liabilities 3 691 3 725

Non-current Liabilities

Payables 22 165 159

Employee bene¿ ts 24 1 801 1 721

Other liabilities 25 22 16

Total non-current liabilities 1 988 1 896

Total liabilities 5 679 5 621

Net assets 4 236 3 780

Equity

Retained earnings 27 1 611 1 155

Staff entitlements reserve 27 2 625 2 625

Total equity 4 236 3 780

The total equity is attributable to the SA Government as owner.

Auditor's remuneration 9

Unrecognised contractual commitments 26

Remuneration of Board and committee members 29

Financial instruments/¿ nancial risk management 30

The above statement should be read in conjunction with the accompanying notes.

74 SACE Board Annual Report 2014 Statement of Changes in Equity For the Year Ended 31 December 2014

Staff Entitlements Retained Note Reserve Earnings Total No. $’000 $’000 $’000 Balance at 31 December 2012 2 625 848 3 473

Net result for 2013 – 227 227

Error correction 31 – 80 80

Restated net result for 2013 – 307 307

Total comprehensive result for 2013 – 307 307

Balance at 31 December 2013 27 2 625 1 155 3 780

Net result for 2014 – 456 456

Total comprehensive result for 2014 – 456 456

Balance at 31 December 2014 27 2 625 1 611 4 236

All changes in equity are attributable to the SA Government as owner.

The above statement should be read in conjunction with the accompanying notes.

SACE Board Annual Report 2014 75 Statement of Cash Flows For the Year Ended 31 December 2014

Note 2014 2013 No. $’000 $’000 Cash Flows from Operating Activities Cash OutÀ ows

Employee bene¿ t payments (14 298) (13 662)

Payments for supplies and services (6 547) (7 124)

Replacement teachers (1 367) (1 204)

GST paid to the ATO (73) –

Cash used in operations (22 285) (21 990)

Cash InÀ ows

Fees and charges 2 638 4 023

Interest received 210 263

GST recovered from the ATO 545 551

Other receipts 365 33

Cash generated from operations 3 758 4 870

Cash À ows from SA Government

Receipts from SA Government 19 697 19 517

Cash generated from SA Government 19 697 19 517

Net cash provided by (used in) operating activities 28 1 170 2 397

Cash Flows from Investing Activities Cash OutÀ ows

Purchases of property, plant and equipment (20) (323)

Purchases of intangible assets (608) (407)

Net cash provided by (used in) investing activities (628) (730)

Net increase (decrease) in cash and cash equivalents 542 1 667

Cash and cash equivalents at the beginning of the ¿ nancial year 7 162 5 495 Cash and cash equivalents at the end of the ¿ nancial year 28 7 704 7 162

The above statement should be read in conjunction with the accompanying notes.

76 SACE Board Annual Report 2014 Note Index

Objectives of the SACE Board of South Australia Note 1

Summary of Signi¿ cant Accounting Policies Note 2

New and Revised Accounting Standards and Policies Note 3

Expense Notes

Employee bene¿ ts expenses Note 4

Supplies and services Note 5

Replacement teachers' expense Note 6

Depreciation and amortisation expense Note 7

Other expenses Note 8

Auditor's remuneration Note 9

Income Notes

Revenues from fees and charges Note 10

Interest revenues Note 11

Net gain from the disposal of assets Note 12

Replacement teachers' write-back Note 13

Other income Note 14

Revenues from SA Government Note 15

Asset Notes

Cash and cash equivalents Note 16

Receivables Note 17

Other ¿ nancial assets Note 18

Plant and equipment Note 19

Intangible assets Note 20

Fair value measurement Note 21

Liabilities Notes

Payables Note 22

Replacement teachers' liability Note 23

Employee bene¿ ts Note 24

Other liabilities Note 25

Other Notes Unrecognised contractual commitments Note 26 Equity Note 27 Cash À ow reconciliation Note 28 Remuneration of Board and committee members Note 29 Financial instruments/Financial risk management Note 30 Adjustments to prior year comparative amounts Note 31

SACE Board Annual Report 2014 77 Notes to the Financial Statements a higher degree of judgment or where assumptions and estimates are signi¿ cant to Note 1 Objectives of the SACE Board of South the ¿ nancial statements are outlined in the applicable notes. Management has made Australia an assessment of the potential impact that The main functions of the SACE Board of South estimates and assumptions may have on the Australia are to: ¿ nancial statements and considers it to be low • establish a quali¿ cation to be called the South • accounting policies are selected and applied Australian Certi¿ cate of Education (SACE) in a manner which ensures that the resulting • determine the requirements for the ¿ nancial information satis¿ es the concepts of achievement of the SACE relevance and reliability, thereby ensuring that • accredit subjects and courses that will be the substance of the underlying transactions or recognised by the SACE Board as being other events are reported suitable for the purposes of the SACE • compliance with Accounting Policy Statements • assess achievements in or satisfactory issued pursuant to section 41 of the PFA completion of subjects or courses Act. In the interest of public accountability and transparency the Accounting Policy • assure the quality and suitability of Statements require the following note processes and standards used to assess the disclosures that have been included in this achievements of students for the purposes of ¿ nancial report: the SACE, and (a) Revenues, expenses, ¿ nancial assets • prepare and publish information and guidelines and liabilities where the counterparty/ in relation to the requirements of the SACE. transaction is with an entity within the The SACE Board is predominantly funded from SA Government as at the reporting date, grants provided by the State Government of classi¿ ed according to their nature. No $19.70 million (2013: $19.52 million). threshold for separate identi¿ cation of these items applies. Note 2 Summary of Significant Accounting (b) Expenses incurred as a result of engaging Policies consultants (as reported in the Statement a) Basis of Accounting of Comprehensive Income). (c) Employee targeted voluntary separation Statement of Compliance package information. The ¿ nancial statements are general purpose (d) Employees whose normal remuneration is equal to or greater than the base executive ¿ nancial statements. The accounts have been remuneration level (within $10 000 prepared in accordance with relevant Australian bandwidths) and the aggregate of the Accounting Standards and comply with remuneration paid or payable or otherwise Treasurer’s Instructions and Accounting Policy made available, directly or indirectly, by the Statements promulgated under the provisions of entity to those employees. the Public Finance and Audit Act 1987 (PFA Act). (e) SACE Board/committee member and The SACE Board has applied Australian remuneration information, where a Board/ Accounting Standards that are applicable to committee member is entitled to receive not-for-pro¿ t entities, as the SACE Board is income from membership other than a a not-for-pro¿ t entity. Australian accounting direct out-of-pocket reimbursement. standards and interpretations that have recently been issued or amended but are not yet effective The SACE Board’s Statement of Comprehensive have not been adopted by the SACE Board for Income, Statement of Financial Position, and the reporting period ended 31 December 2014. Statement of Changes in Equity have been These are outlined in Note 3. prepared on an accrual basis and are in accordance with the historical cost convention, Basis of Preparation except for certain assets that were valued in accordance with the valuation policy applicable. The preparation of the ¿ nancial statements requires: The Statement of Cash Flows has been prepared on a cash basis. • the use of certain accounting estimates and management to exercise its judgment in The ¿ nancial statements have been prepared the process of applying the SACE Board’s based on a 12-month operating cycle and are accounting policies. The areas involving presented in Australian currency.

78 SACE Board Annual Report 2014 The accounting policies set out below have been The net amount of GST recoverable from, or applied in preparing the ¿ nancial statements payable to, the Australian Taxation Of¿ ce is for the year ended 31 December 2014 and the included as part of receivables or payables in the comparative information presented. Statement of Financial Position. Cash À ows are included in the Statement of b) Reporting Entity Cash Flows on a gross basis and the GST The SACE Board of South Australia is a component of cash À ows arising from investing body corporate established under the SACE and ¿ nancing activities, which is recoverable Board of South Australia Act 1983 (the Act). It from, or payable to, the Australian Taxation operates within legislative requirements of the Of¿ ce, is classi¿ ed as part of operating cash Act and adheres to occupational health, safety À ows. and welfare requirements, equal opportunity Unrecognised contractual commitments and and public sector principles. The SACE contingencies are disclosed net of the amount Board is responsible for the development and of GST recoverable from, or payable to, the management of curriculum and its assessment, Australian Taxation Of¿ ce. If GST is not payable as well as the certi¿ cation and reporting of student to, or recoverable from, the Australian Taxation information and data about student participation in Of¿ ce, the commitments and contingencies are the South Australian Certi¿ cate of Education. disclosed on a gross basis. c) Comparative Information f ) Events after the Reporting Period The presentation and classi¿ cation of items Adjustments are made to amounts recognised in the ¿ nancial statements are consistent with prior periods except where speci¿ c accounting in the ¿ nancial statements, where an event standards and/or policy statements have occurs after 31 December and before the date required a change. the ¿ nancial statements are authorised for issue, where those events provide information about Where presentation or classi¿ cation of items in conditions that existed at 31 December. the ¿ nancial statements has been amended, comparative ¿ gures have been adjusted Note, disclosure is made about events between to conform to changes in presentation or 31 December and the date the ¿ nancial classi¿ cation in these ¿ nancial statements statements are authorised for issue where the unless impracticable. events relate to a condition which arose after 31 December and that may have a material The restated comparative amounts do not impact on the results of subsequent years. replace the original ¿ nancial statements for the preceding period. g) Income and Expenses d) Rounding Income and expenses are recognised to the extent that it is probable that the À ow of All amounts in the ¿ nancial statements and economic bene¿ ts to/from the authority will occur accompanying notes have been rounded to the and can be reliably measured. nearest thousand dollars ($’000). Income and expenses have been aggregated e) Taxation according to their nature and have not been The SACE Board is not subject to income tax. offset unless required or permitted by a speci¿ c The SACE Board is liable for payroll tax, fringe accounting standard, or where offsetting reÀ ects bene¿ ts tax, goods and services tax (GST), the substance of the transaction or other event. emergency services levy, land tax equivalents, and local government rate equivalents. Income Income, expenses, and assets are recognised The following are speci¿ c recognition criteria. net of the amount of GST except: • when the GST incurred on a purchase of Revenues from SA Government goods or services is not recoverable from SACE Board grant payments are made on the Australian Taxation Of¿ ce, in which case behalf of the Minister for Education and Child the GST is recognised as part of the cost Development and are the state government’s of acquisition of the asset or as part of the contribution to the operation of the SACE Board expense item applicable of South Australia. • receivables and payables which are stated with the amount of GST included.

SACE Board Annual Report 2014 79 Fees and Charges Expenses Revenues from fees and charges are derived from the provision of goods and services. Employee Bene¿ ts Expenses Primary income streams include: Employee bene¿ ts expenses include all costs • international high school students undertaking related to employment, including salaries and the SACE program from within South Australia leave entitlements. These are recognised when • providing the SACE International program incurred. (previously known as the South Australian Matriculation program) — a pre-matriculation Superannuation program administered by the SACE Board in The amount charged to the Statement of Malaysia and China Comprehensive Income represents the • providing educational support to the Northern contributions to superannuation plans in respect Territory Government, such as access to of current service at the SACE Board. The the SACE curriculum, stage curriculum Department of Treasury and Finance centrally development, standard support, results recognises the superannuation liability. processing, research, data exchange, and curriculum implementation. Replacement Teachers’ Expense This revenue is recognised on delivery of the The expense for replacement teachers represents service to the clients or by reference to the stage the cost to schools of staff to replace teachers of completion. who are involved in SACE Board activities. The SACE Board ceased setting and marking These costs are reimbursed by the SACE Board examinations for the Singapore Examinations on submission of claims by schools. An initial and Assessment Board after completion of the expense is recognised when the TRT is issued. work involving the 2012 examination. h) Current and Non-current Classi¿ cation Interest Revenues Assets and liabilities are characterised as Interest revenues comprise interest earned on either current or non-current in nature. The deposits at bank and investments with the South SACE Board has a clearly identi¿ able operating Australian Government Financing Authority cycle of 12 months. Assets and liabilities that (SAFA). Interest revenue is recognised on an are sold, consumed, or realised as part of the accrual basis. normal operating cycle, even when they are not expected to be realised within 12 months Disposal of Non-current Assets after the reporting date, have been classi¿ ed Income from the disposal of non-current assets as current assets or current liabilities. All is recognised when the control of the asset other assets and liabilities are classi¿ ed as has passed to the buyer, and is determined by non-current. comparing proceeds with carrying amount. Where asset and liability line items combine amounts expected to be realised within Replacement Teachers’ Write-back 12 months with amounts expected to be realised Income from the Replacement Teachers’ Write- after 12 months, the SACE Board has separately back comprises the reduction in the replacement disclosed the amounts expected to be recovered teachers’ liability due to unclaimed salary or settled after more than 12 months. reimbursements. Note 13 includes further details. The SACE Board’s internal policy in the i) Cash and Cash Equivalents treatment of claims for temporary replacement teachers (TRTs) is not to accept any liability Cash and cash equivalents in the Statement of for charges if the claim is made more than one Financial Position comprise cash at bank and on semester after the semester of issue. hand.

Other Income j) Receivables Other income mainly comprises funding received Receivables include amounts receivable from from the South Australian Tertiary Admissions trade debtors, GST input tax credits recoverable, Centre (SATAC) for the scaling process prepayments, and other accruals. undertaken by the SACE Board on behalf of the three South Australian universities and TAFE Trade receivables arise in the normal course of SA. Other income types are recognised on an selling goods and services to other agencies and accrual basis. to the public. Trade receivables are generally

80 SACE Board Annual Report 2014 receivable within 30 days of issuing an invoice m) Depreciation and Amortisation of Non-current or when the goods/services have been provided Assets under a contract arrangement. All non-current assets having a limited useful Collectability of trade receivables is reviewed on life are systematically depreciated/amortised an ongoing basis. Debts that are known to be over their useful lives in a manner that reÀ ects uncollectable are written off when identi¿ ed. An the consumption of their service potential. allowance for doubtful debts is raised when there Amortisation is used in relation to intangible is objective evidence that the SACE Board will assets such as software, while depreciation is not be able to collect the debt. applied to tangible assets such as plant and equipment. All intangible assets have a ¿ nite k) Other Financial Assets useful life. Other ¿ nancial assets consist of a short-term, Assets’ residual values, useful lives, and highly liquid investment account with maturities depreciation/amortisation methods are reviewed of 3 months or less that are readily converted and adjusted if appropriate, on an annual basis. to cash and which are subject to insigni¿ cant Changes in the expected useful life or the risk of changes in value. In accordance with the expected pattern of consumption of future accounting policy statements contained in the economic bene¿ ts embodied in the asset are Accounting Policy Framework IV — Financial accounted for prospectively by changing the Asset and Liability Framework, the SACE Board time period or method, as appropriate, which is a measures ¿ nancial assets at historical cost. change in accounting estimate. l ) Plant and Equipment The value of leasehold improvements is amortised over the estimated useful life of each Plant and equipment is initially recorded at cost improvement, or the unexpired period of the or at the value of any liabilities assumed, plus relevant lease, whichever is shorter. The SACE any incidental cost involved with the acquisition. Board expenses items of plant and equipment Plant and equipment is subsequently measured with an initial purchase price of less than $10 000 at fair value less accumulated depreciation. except where that item is part of a group of like Where assets are acquired at no value, or at assets that have a combined value in excess of minimal value, they are recorded at their fair $10 000. value in the Statement of Financial Position. Depreciation/amortisation is calculated on a straight-line basis over the estimated useful life Plant and equipment with a value equal to or in of the following classes of assets as follows: excess of $10 000 is capitalised. Plant and equipment has not been revalued Class of Assets Useful Life (years) as there are no items that had a fair value at the time of acquisition greater than $1 million Furniture and ¿ ttings 3–8 and with an estimated useful life greater than 3 years, in accordance with Accounting Policy Equipment 3–8 Framework III — Asset Accounting Framework. Computer equipment 3–10 The carrying amount of plant and equipment is Schools Online (DATEX) software 3–10 deemed to approximate fair value. These assets are classi¿ ed in level 3 of the fair value hierarchy Leasehold improvements Life of lease as described in note 21 Fair Value Measurement as there has been no subsequent adjustment to their value, except for management assumptions n) Intangible Assets about the assets’ condition and remaining useful life. Intangible assets are measured at cost. Following initial recognition, intangible assets The SACE Board has not recognised its library are carried at cost less any accumulated as an asset in the ¿ nancial report because its amortisation and any accumulated impairment value cannot be measured reliably. The library losses. is predominantly a collection of books and journals and a range of historical documents, The acquisition of or internal development of including records of student assessment results, software is capitalised only when the expenditure examination papers, and Chief Assessors’ meets the de¿ nition criteria (identi¿ ability, comments. control, and the existence of future economic bene¿ ts) and recognition criteria (probability of

SACE Board Annual Report 2014 81 future economic bene¿ ts and cost can be reliably long service leave, annual leave, and skills measured) and when the amount of expenditure and experience retention leave. In addition, is greater than or equal to $10 000. employment on-costs include $101 000 (2013: $137 000) in unpaid superannuation relating to Under these requirements the SACE Board has December 2014. recognised at cost an asset relating to internally generated software integral to its results p) Employee Bene¿ ts assessment operation, the Schools Online (DATEX) software application. These bene¿ ts accrue for employees as a result of services provided up to the reporting date and All research and development costs that do not remain unpaid. Long-term employee bene¿ ts meet the capitalisation criteria outlined in AASB are measured at present value and short-term 138 are expensed. employee bene¿ ts are measured at nominal amounts. o) Payables Payables include creditors, accrued expenses, Wages, Salaries, Annual Leave, Skills and Experience employment on-costs, and paid parental leave Retention Entitlement, and Sick Leave scheme payable. The liability for salary and wages is measured Creditors represent the amounts owing for as the amount unpaid at the reporting date at goods and services received prior to the end remuneration rates current at the reporting date. of the reporting period that are unpaid at the The annual leave liability and the skills and end of the reporting period. Creditors include all experience retention entitlement liability are unpaid invoices received relating to the normal expected to be payable within 12 months and are operations of the SACE Board. measured at the undiscounted amount expected Accrued expenses represent goods and services to be paid. provided by other parties during the period that No provision has been made for sick leave as are unpaid at the end of the reporting period and all sick leave is non-vesting and the average where an invoice has not been received. sick leave taken in future years by employees is The paid parental leave scheme payable estimated to be less than the annual entitlement represents amounts that the Board has received of sick leave. from the Commonwealth Government to forward on to eligible employees via the SACE Board’s Long Service Leave standard payroll processes. That is, the SACE The liability for long service leave is measured at Board is acting as a conduit for payment to the present value of expected future payments eligible employees made on behalf of the Family to be made in respect of services provided by Assistance Of¿ ce. employees up to the end of the reporting period, All payables are measured at their nominal using the projected unit credit method. amount and are normally settled within 30 days The estimated liability for long service leave is from the date of the invoice or date the invoice is based on actuarial assumptions over expected ¿ rst received. future salary and wage levels, experience of Employee bene¿ t on-costs include payroll tax employee departures, and periods of service. and superannuation contributions in respect The assumptions are based on employee data to outstanding liabilities for salaries and over SA Government entities. Expected future wages, long service leave, annual leave, and payments are discounted using market yields at skills and experience retention leave. The the end of the reporting period on government SACE Board makes contributions to several bonds with duration that match as closely as State Government and externally managed possible the estimated future cash outÀ ows. superannuation schemes. These contributions are treated as an expense when they occur. q) Leases There is no liability for payments to bene¿ ciaries The SACE Board has entered into operating as they have been assumed by the respective lease agreements for buildings and vehicles superannuation schemes. where the lessors effectively retain all the risks The only liability outstanding at reporting date and bene¿ ts incidental to ownership of the relates to any contributions due but not yet paid items held under the operating leases. Equal to the South Australian Superannuation Board. instalments of the lease payments are charged to the Statement of Comprehensive Income Employment on-costs include superannuation over the lease terms, as this is representative of contributions and payroll tax in respect to the pattern of bene¿ ts derived from the leased outstanding liabilities for salaries and wages, assets.

82 SACE Board Annual Report 2014 Lease Incentives Note 4 Employee Benefits Expenses All incentives for the agreement of a new or 2014 2013 renewed operating lease are recognised as an $’000 $’000 integral part of the net consideration agreed for Salaries and wages 8 122 7 583 the use of the leased asset. Incentives received to enter into operating leases are recognised TVSPs (refer below) – 77 as a liability. The aggregate bene¿ ts of lease Casual salaries external assessment 2 253 2 067 incentives received by the SACE Board in Casual salaries moderation 375 425 respect of operating leases have been recorded Casual salaries other 200 86 as a reduction in the rental expense over the Long service leave 555 172 lease term, on a straight-line basis. Annual leave 751 623 r) Unrecognised Contractual Commitments Skills and experience retention leave 26 70 Unrecognised contractual commitments Employment on-costs - superannuation 1 548 1 402 comprise remuneration, operating, and other Employment on-costs - other 665 603 commitments. These commitments arise from Fringe bene¿ ts tax 21 28 contractual sources and are disclosed at their Board and committee fees 112 131 nominal value. Total employee bene¿ ts expenses 14 628 13 267 Note 3 New and Revised Accounting Standards and Policies The SACE Board has made a voluntary change 2014 2013 to its asset accounting policy in relation to $’000 $’000 the asset capitalisation threshold, effective Targeted Voluntary Separation Packages (TVSPs) 1 January 2014. The threshold has been increased from $1000 to $10 000, and has Amounts paid during the reporting period to separated employees: resulted in the following changes to the carrying amounts of assets on 1 January 2014: TVSPs – 77 Annual leave and long service leave – 5

Carrying amount Total employee bene¿ t expenses – 82 Prior to Following change change Decrease $’000 $’000 $’000 Plant and equipment 2014 2013 Furniture and ¿ ttings 16 14 2 $’000 $’000 Leasehold improvements 288 251 37 less recovery from Department of –78 Equipment 125 102 23 Treasury and Finance Computer equipment 693 594 99 Net cost to the Board – 4 Total plant and 1 122 961 161 equipment The number of employees to whom TVSPs were paid/payable during the reporting period was 0.

Intangible assets Remuneration of Employees Schools Online software 714 713 1 TotaI intangible assets 714 713 1 The table includes all employees who received remuneration equal to or greater than the base executive remuneration level during the year. Total assets 1 836 1 674 162 Remuneration of employees reÀ ects all costs of employment including salaries and wages, payments in lieu of leave, retention payments, superannuation contributions, salary sacri¿ ce bene¿ ts, fringe bene¿ ts and any fringe bene¿ ts tax paid or payable in respect of those bene¿ ts. The total remuneration received or receivable by these employees for the year was $1.160 million (2013: $1.220 million).

SACE Board Annual Report 2014 83 Number 2014 2013 2014 2013 Number $’000 Number $’000 Remuneration of Employees The number and dollar amount of consultancies paid/payable (included in supplies and services) that fell within the following The number of employees whose remuneration received or bands: receivable falls within the following bands: Below $10 000 1 8 – – $141 500 to $151 499 2 1 Total paid/payable $151 500 to $161 499 1 1 to consultants 18 –– $191 500 to $201 499 1 1 engaged

$211 500 to $221 499 1 –

$221 500 to $231 499 – 1

$231 500 to $241 499 – 1 Note 6 Replacement Teachers’ Expense

$251 500 to $261 499 – 1 2014 2013 $281 500 to $291 499 1 – $’000 $’000 Total number of employees 6 6 Replacement teachers’ expense

Temporary replacement teachers 1 624 1 846

Total replacement teachers’ expense 1 624 1 846 Note 5 Supplies and Services

2014 2013 This expense relates to costs incurred by the Department for Education and Child Development and other school sectors for the $’000 $’000 release of teachers to undertake duties for the SACE Board. See also Supplies and services provided by entities within the Note 23 for details of the unclaimed funds up to 31 December 2014. SA Government Of¿ ce accommodation charged by DPTI 1 040 1 169 Note 7 Depreciation and Amortisation Expense Computing charges 154 512 Fleet management costs 47 62 2014 2013 Shared Services SA charges 121 250 $’000 $’000 Other 112 134 Depreciation Total supplies and services — SA Leasehold improvements 110 64 1 474 2 127 Government entities Equipment 59 103

Furniture and ¿ ttings 13 19 Supplies and services provided by entities external to the SA Government Computer equipment 263 325

Consultants 8 – Total depreciation 445 511

Contractors 1 313 1 828

Printing 248 252 Amortisation

Travel and accommodation 258 257 Schools Online software 210 127

Postage, courier and freight 600 368 Total amortisation 210 127 Motor vehicles transport 182 232 Computing and communication 607 947 Total depreciation and amortisation 655 638 Software (expensed) 226 242 Rent (other) 107 97 Hospitality 153 147 Note 8 Other Expenses Stationery and of¿ ce supplies 90 90 Equipment hire 30 42 2014 2013 Repairs and maintenance 44 119 $’000 $’000 Security 9 46 Other expenses Staff development 76 93 Change in Asset Accounting Policy 162 – Other 251 289 (refer Note 3) Total supplies and services — Total other expenses 162 – 4 202 5 049 Non-SA Government entities

Total supplies and services 5 676 7 176

84 SACE Board Annual Report 2014 Note 9 Auditor’s Remuneration Note 13 Replacement Teachers’ Write-back During 2014, $450 304 (2013: $351 865) was 2014 2013 written back against the liability for replacement $’000 $’000 teachers. The write-back relates to outstanding Audit Services amounts raised prior to 31 December 2013, for Audit fees paid/payable to the Auditor- which the Department for Education and Child General’s Department relating to the 62 55 audit of the ¿ nancial statements Development and private schools have not sought reimbursement. Total audit fees 62 55 Refer to Note 23 for additional explanation of the liability for replacement teachers.

Other Services Note 14 Other Income No other services were provided by the Auditor-General’s Department. 2014 2013 $’000 $’000 Note 10 Revenues from Fees and Charges Other income from SA Government entities Department for Education and Child 5 131 Development 2014 2013 $’000 $’000 Other government agencies 15 104 Fees and charges received/receivable from entities external to Total other income from SA 20 235 the SA Government Government entities Overseas students studying in South 296 272 Australia Other income from entities external to the SA Government SACE International program 586 636 Assessment fees 4 7 Singapore Examinations and – 174 Assessment Board Miscellaneous income 173 92 Northern Territory Government 1 606 1 567 Replacement certi¿ cates 30 25 Total fees and charges — Non-SA Sale of publications 1 1 2 488 2 649 Government entities Scaling grant 106 103 Total fees and charges 2 488 2 649 Total other income from entities 314 228 external to the SA Government

Candidates’ fees collected during 2014 include students in Malaysia and China who entered the SACE Board’s assessment program, Total other income 334 463 students from the Northern Territory, and amounts collected from overseas students studying in South Australia.

Note 11 Interest Revenues Note 15 Revenues from SA Government

2014 2013 2014 2013 $’000 $’000 $’000 $’000 Interest revenues Revenues from SA Government Other 41 62 Operating grant 19 697 19 517 Interest from entities within the SA 190 191 Total revenues from SA Government 19 697 19 517 Government Total interest revenue 231 253 The State Government operating grant for 2014 was received in twelve instalments.

Note 12 Net Gain from the Disposal of Assets

2014 2013 $’000 $’000 Proceeds from disposal 1 – Total net gain from the disposal of assets 1 –

SACE Board Annual Report 2014 85 Note 16 Cash and Cash Equivalents Interest Rate and Credit Risk Receivables are raised for all goods and 2014 2013 services provided for which payment has not $’000 $’000 been received. Receivables are normally Cash and cash equivalents settled within 30 days. Trade receivables and Cash on hand 1 1 accrued revenues are non-interest-bearing. Cash at bank 702 1 473 Other than being recognised in the provision Total cash and cash equivalents 703 1 474 for doubtful debts, it is not generally anticipated that counterparties will fail to discharge their obligations. The carrying amount of receivables Interest Rate Risk: cash on hand is non-interest-bearing. Deposits with the Commonwealth Bank of Australia earn a À oating interest rate, approximates net fair value due to being based on daily deposit rates with interest paid monthly. receivable on demand. In addition, there is no Net Fair Values: the carrying amount of cash and cash equivalents concentration of credit risk. represents fair value. a) Maturity analysis of receivables — please Note 17 Receivables refer to Table 30.3 in Note 30. b) Categorisation of ¿ nancial instruments and risk exposure information — please refer to 2014 2013 $’000 $’000 Note 30. Current Trade receivables 214 197 Bad and Doubtful Debts Allowance for doubtful debts (9) (9) The SACE Board has recognised a bad Prepayments 175 127 debt expense of $11 000 in the Statement of Accrued revenue 37 17 Comprehensive Income under supplies and services. This amount has been written off GST receivable 146 59 directly against the Accounts Receivable asset Total current receivables 563 391 where amounts owing have been identi¿ ed as uncollectable. The provision of doubtful Non-current debts balance against the remaining Accounts Prepayments – 12 Receivable has not been adjusted during 2014. Total non-current receivables – 12 Note 18 Other Financial Assets Total receivables 563 403 2014 2013 $’000 $’000 SA Government/Non-SA Government receivables Current Receivables from SA Government entities Investments with SAFA 7 001 5 688 Trade receivables 7 – Total other ¿ nancial assets 7 001 5 688 Prepayments 15 – Accrued revenue 21 14 Other – – Investments are held with the South Australian Total receivables from SA 43 14 Government entities Government Financing Authority (SAFA) in the Cash Management Facility (CMF). The CMF is an at-call, pooled investment portfolio Receivables from non-SA Government entities comprising cash and short-term money market Receivables 198 188 securities. The daily earnings from the portfolio’s Prepayments 160 139 investments are applied to the SACE Board’s Accrued revenue 16 3 investment balances. The CMF interest rate is Other 146 59 the Reserve Bank of Australia’s cash rate plus a Total receivables from non-SA margin set by the SAFA General Manager. 520 389 Government entities

Total receivables 563 403

86 SACE Board Annual Report 2014 Note 19 Plant and Equipment

2014 2013 $’000 $’000 Furniture and ¿ ttings at cost 50 167 Accumulated depreciation at the end of the calendar year 49 151 Total furniture and ¿ ttings 1 16

Leasehold improvements at cost 664 1 076

Accumulated depreciation at the end of the calendar year 523 788

Total leasehold improvements 141 288

Equipment at cost 916 1 128 Accumulated depreciation at the end of the calendar year 873 1 003 Total equipment 43 125

Computer equipment at cost 1 534 2 218 Accumulated depreciation at the end of the calendar year 1 182 1 525 Total computer equipment 352 693

Total plant and equipment 537 1 122

Reconciliation of Plant and Equipment The following table shows the movement of Plant and Equipment during 2014 and 2013:

Furniture and Leasehold Computer ¿ ttings improvements Equipment equipment Total $’000 $’000 $’000 $’000 $’000 Carrying amount at 1 January 2014 16 288 125 693 1 122 Additions – – – 21 21 Assets derecognised (including disposals) 2 37 23 99 161 Transfers – – – – – Depreciation 13 110 59 263 445 Carrying amount at 31 December 2014 1 141 43 352 537

Carrying amount at 1 January 2013 32 149 228 901 1 310 Additions 3 203 – 117 323 Assets derecognised (including disposals) – – – – – Transfers – – – – – Depreciation 19 64 103 325 511 Carrying amount at 31 December 2013 16 288 125 693 1 122

Impairment There were no indications of impairment of plant and equipment assets at 31 December 2014.

SACE Board Annual Report 2014 87 Note 20 Intangible Assets Note 21 Fair Value Measurement The fair value of non-¿ nancial assets must be 2014 2013 estimated for recognition and measurement $’000 $’000 or for disclosure purposes. The SACE Board Schools Online software at cost 2 851 2 246 categorises non-¿ nancial assets measured at Accumulated amortisation at the end of 1 740 1 532 fair value into a hierarchy based on the level of the calendar year inputs used in measurement, i.e.: Total intangible assets 1 111 714 Level 1 – quoted prices (unadjusted) in active markets for identical assets and liabilities

Total Level 2 – inputs other than quoted prices within Intangible Reconciliation of Intangible Assets level 1 that are observable for the asset or Assets liability either directly or indirectly $’000 Carrying amount at 1 January 2014 714 Level 3 – inputs for the asset or liability that Additions 608 are not based on observable market data (unobservable inputs). Assets derecognised (including disposals) 1 Transfers – Fair value measurements recognised in the Amortisation 210 Statement of Financial Position are categorised into the following levels at 31 December. Carrying amount at 31 December 2014 1 111 The SACE Board had no valuations categorised

Carrying amount at 1 January 2013 434 into level 1 and level 2. Additions 407 Assets derecognised (including disposals) – Transfers – Amortisation 127 Carrying amount at 31 December 2013 714

Note Level 3 Level 3 No. 2014 2013 $’000 $’000

Recurring fair value measurements

Plant and equipment

Furniture and ¿ ttings 19 1 16

Leasehold improvements 19 141 288

Equipment 19 43 125

Computer equipment 19 352 693

Total plant and equipment 537 1 122

Total recurring fair value measurements 537 1 122

Valuation techniques used to derive level 3 fair overall valuation would not be materially affected values are at Note 2(l). Although unobservable by changes to the existing assumptions. There inputs were used in determining fair value and were no changes in valuation techniques during are subjective, the agency considers that the 2014.

88 SACE Board Annual Report 2014 Note 22 Payables Note 23 Replacement Teachers’ Liability

2014 2013 2014 2013 $’000 $’000 $’000 $’000 Current Current Creditors 25 208 Temporary replacement teachers 906 1 099 Accrued expenses 591 619 Total replacement teachers’ liability 906 1 099 Employment on-costs 427 413

Total current payables 1 043 1 240 The liability for replacement teachers represents the unclaimed portion of funds as at 31 December 2014.

Non-current Note 24 Employee Benefits Employment on-costs 165 159 Total non-current payables 165 159 2014 2013 Total payables 1 208 1 399 $’000 $’000 Current SA Government/Non-SA Government payables Annual leave 697 654 Payables to SA Government entities Skills and experience retention 44 49 Accrued expenses 129 424 entitlement Employment on-costs 592 572 Long service leave 658 449 Total payables to SA Government Accrued salaries and wages 243 223 721 996 entities Total current employee bene¿ ts 1 642 1 375 Payables to non-SA Government entities

Creditors 25 14 Non-current Accrued expenses 462 389 Long service leave 1 801 1 721 Total payables to non-SA 487 403 Total non-current employee bene¿ ts 1 801 1 721 Government entities Total payables 1 208 1 399 Total employee bene¿ ts 3 443 3 096

Total current and non-current employee Interest Rate and Credit Risk liability (i.e. total employee 4 035 3 668 bene¿ ts plus employment on-costs Creditors and accruals are raised for all amounts disclosed in Note 22) billed but unpaid. Sundry creditors are normally settled within 30 days. Employment on-costs are settled when the respective staff bene¿ t that AASB 119 contains the calculation methodology they relate to is discharged. All payables are for long service leave liability. The actuarial non-interest-bearing. The carrying amount of assessment performed by the Department of payables approximates net fair value due to the Treasury and Finance has provided a set level amounts being payable on demand. of liability for the measurement of long service leave. Employee On-costs AASB 119 requires the use of the yield on long- As a result of an actuarial assessment term Commonwealth Government bonds as the performed by the Department of Treasury and discount rate in the measurement of the long Finance, the percentage of the proportion of service leave liability. The yield on long-term long service leave taken as leave has remained Commonwealth Government bonds is 2.75% at the 2013 rate of 40%, and the average factor (2013: 4.25%). This signi¿ cant decrease in the for the calculation of employer superannuation bond yield, which is used to discount future long cost is 10.3% (2013: 10.2%). These rates are service leave cash À ows, results in a signi¿ cant used in the employment on-cost calculation. The increase in the reported long service leave net ¿ nancial effect of the changes in the current liability. year is an increase in the employment on-cost of The net ¿ nancial effect of the change in the $1800 and employee bene¿ ts expense of $1800. current year is an increase in the long service leave liability of $272 000 and employee bene¿ t expense of $272 000.The impact on future periods is impracticable to estimate as the

SACE Board Annual Report 2014 89 long service leave liability is calculated using a Note 26 Unrecognised Contractual number of assumptions — a key assumption is Commitments the long-term discount rate.

The actuarial assessment performed by the 2014 2013 Department of Treasury and Finance maintained $’000 $’000 the salary inÀ ation rate at 4.0%. As a result, Operating lease commitments there is no net ¿ nancial effect resulting from Commitments in relation to operating leases contracted for at changes in the salary inÀ ation rate. the reporting date but not recognised as liabilities are payable as follows: Note 25 Other Liabilities Within 1 year 1 028 1 016 Later than 1 year but not longer than 422 1 407 5 years 2014 2013 $’000 $’000 Total operating lease commitments 1 450 2 423 Current Other commitments Revenue in advance 48 – Within 1 year 739 757 Lease incentive 52 11 Later than 1 year but not longer than Total current other liabilities 100 11 458 355 5 years Total other commitments 1 197 1 112 Non-current The SACE Board’s operating lease and other commitments are for Lease incentive 22 16 of¿ ce accommodation, leased vehicles, equipment, contractors, and other contracted supplies and services. Of¿ ce accommodation Total non-current other liabilities 22 16 is leased through Building Management Accommodation and Property Services (DPTI). The lease commitment relating to of¿ ce accommodation is net of a lease incentive received from the lessor. Total other liabilities 122 27 This incentive has been applied across the full term of the lease in accordance with accounting standards. The operating leases are non-cancellable with terms ranging up to 5 years with some leases having the right of renewal. Rent is payable in advance. The other commitments include IT contractors and a number of contracts for services and maintenance over the next 5 years. The operating lease expenses incurred by the SACE Board were $982 391 (2013: $1 108 880).

Remuneration commitments Commitments for the payment of salaries and other remuneration under ¿ xed-term employment contracts in existence at the reporting date but not recognised as liabilities are payable as follows: Within 1 year 6 496 6 035 Later than 1 year but not longer than 6 611 8 549 5 years Total remuneration commitments 13 107 14 584

Note 27 Equity

2014 2013 $’000 $’000 Retained earnings 1 611 1 155 Staff entitlements reserve 2 625 2 625 Total equity 4 236 3 780

The staff entitlements reserve represents funds retained by the SACE Board to meet liabilities for long service leave, annual leave, and skills and experience retention leave accrued by staff members.

90 SACE Board Annual Report 2014 Note 28 Cash Flow Reconciliation Note 29 Remuneration of Board and Committee Members 2014 2013 The members and deputy members who were $’000 $’000 entitled to receive remuneration for services Reconciliation of cash and cash equivalents during the 2014 calendar year were: Statement of Cash Flows 7 704 7 162 Statement of Financial Position Cash on hand and at bank 703 1 474 SACE Board of South Australia Deposits with SAFA 7 001 5 688 Presiding Member Statement of Financial Position 7 704 7 162 Ms J.E. Danvers

For the purposes of the Statement of Cash Flows, cash and Deputy Presiding Member cash equivalents includes cash on hand, deposits at bank, and Mr R.J. Debelle short-term, highly liquid deposits with SAFA. Cash at the end of the reporting period as shown in the Statement of Cash Flows is reconciled to the related items in the Statement of Financial Members Position as follows: Mrs C. Bauer Reconciliation of net cash provided by (used in) operating activities to net cost of providing services: Ms M.M. Bentley Net cash provided by (used in) Mr S.J. Dowdy 1 170 2 397 operating activities Ms H.F. O’Brien Less revenues from SA Government (19 697) (19 517) Ms P.M. Ronan Add (less) non-cash items Mr P. Vaughan Depreciation and amortisation expense (655) (638) Professor M.S. Westwell Gain / loss on sale of non-current 1 – assets Deputy Members Change in capitalisation threshold (162) – Mr S.V. Bous¿ eld Changes in assets / liabilities Mr P. Daw Increase(Decrease) in receivables 160 (1 547) Mrs S.G. Duong (Increase)Decrease in payables 191 120 (Increase)Decrease in employee (347) 292 bene¿ ts (Increase)Decrease in replacement 193 (290) The committee members who were entitled to teachers' liability receive remuneration for services during the (Increase)Decrease in other liabilities (95) (27) 2014 calendar year were: Net cost of providing services (19 241) (19 210)

Accreditation, Recognition, and Certi¿ cation Committee Mrs S.G. Duong Professor M. Chinnappan Professor D.L. Giles Dr L.M. MacLeod Mrs K.A. McGuigan Professor S.M. Pyke

Planning, Finance, and Performance Committee Mr P. Daw Ms T. Georgiadis Ms M.A. Silva

SACE Board Annual Report 2014 91 Note 30 Financial Instruments/Financial Risk Number 2014 2013 Management Remuneration of Board and committee members The number of Board and committee members whose remuneration 30.1 Categorisation of Financial Instruments received or receivable falls within the following bands: Details of the signi¿ cant accounting policies $0 to $9 999 10 10 and methods adopted including the criteria for $10 000 to $19 999 8 8 recognition, the basis for measurement, and $20 000 to $29 999 1 – the basis on which income and expenses are Total number of Board and recognised with respect to each class of ¿ nancial 19 18 committee members asset, ¿ nancial liability, and equity instruments are disclosed in Note 2 ‘Summary of Signi¿ cant

Remuneration of members reÀ ects all costs of performing Board/ Accounting Policies’. committee member duties including sitting fees, superannuation contributions, salary sacri¿ ce bene¿ ts and fringe bene¿ ts, and any fringe bene¿ ts tax paid or payable in respect of those bene¿ ts. The total remuneration received or receivable by members was $152 000 (2013: $149 000) including $12 000 (2013: $19 000) paid or payable to a superannuation plan for Board/committee members. In accordance with the Department of Premier and Cabinet Circular No. 016, government employees did not receive any remuneration for Board/committee duties during the calendar year. Unless otherwise disclosed, transactions between members are on conditions no more favourable than those that it is reasonable to expect the entity would have adopted if dealing with the related party at arm’s length in the same circumstances.

Categorisation of Financial Instruments

2014 2013 Carrying Carrying Statement of Financial Position Line Category of Financial Asset and Amount Amount Note Item Financial Liability $’000 $’000 Financial assets Cash and cash equivalents Cash and cash equivalent 703 1 474 16 Receivables(1) (2) Loans and receivables (at cost) 242 205 17

Other ¿ nancial assets Held to maturity investments (at cost) 7 001 5 688 18

Financial liabilities Payables(1) Financial liabilities (at cost) 615 694 22 Replacement teachers Financial liabilities (at cost) 906 1 099 23

(1) Receivable and payable amounts disclosed here exclude amounts relating to statutory receivables and payables. In government, certain rights to receive cash or pay cash may not be contractual and therefore in these situations, the requirements will not apply. Where rights or obligations have their source in legislation such as levy receivables/payables, tax equivalents, Commonwealth tax etc., they would be excluded from the disclosure. The standard de¿ nes contract as enforceable by law. All amounts recorded are carried at cost. (2) Receivables amount disclosed here excludes prepayments. Prepayments are presented in Note 17 in accordance with paragraph 78(b) of AASB 101. However, prepayments are not ¿ nancial assets as de¿ ned in AASB 132, as the future economic bene¿ t of these assets is the receipt of goods and services rather than the right to receive cash or another ¿ nancial asset.

Fair Value account, and 2.85% (2013: 2.70%) for the South The SACE Board does not recognise any Australian Government Financing Authority ¿ nancial assets or ¿ nancial liabilities at fair value (SAFA) cash management facility. in accordance with Australian Policy Framework Credit Risk IV — Financial Asset and Liability Framework. Credit risk arises where there is a possibility of Cash and Cash Equivalents the SACE Board’s debtors defaulting on their contractual obligations resulting in a ¿ nancial The interest rates applying at 31 December loss to the SACE Board. The SACE Board 2014 were 2.70% (2013: 2.70%) for the monitors risk regularly. The carrying amount of Commonwealth Bank of Australia operating Receivables detailed in Table 30.3 represents the SACE Board’s maximum exposure to credit risk.

92 SACE Board Annual Report 2014 The SACE Board has minimal concentration of and expected changes in client credit rating. credit risk. The SACE Board has policies and Currently the SACE Board does not hold any procedures in place to ensure that transactions collateral as security to any of its ¿ nancial occur with customers with appropriate credit assets. history. The SACE Board does not engage in Other than receivables, there is no evidence to high-risk hedging for its ¿ nancial assets. indicate that ¿ nancial assets are impaired. Refer Provision for impairment of ¿ nancial assets to Note 17 for information on the allowance for is calculated on past experience and current impairment to receivables.

30.2 Ageing Analysis of Financial Assets The following table discloses the ageing of ¿ nancial assets past due, including impaired assets past due.

Past due by Overdue for Overdue for Overdue for < 30 days 30–60 days > 60 days Total $’000 $’000 $’000 $’000 2014 Not impaired receivables 18 – 12 30

Impaired receivables – – 9 9

2013 Not impaired receivables – 6 10 16

Impaired receivables – – 9 9

Receivable amounts disclosed here exclude amounts relating to statutory receivables, prepayments and accrued revenue.

30.3 Maturity Analysis of Financial Assets and Liabilities The following table discloses the maturity analysis of ¿ nancial assets and ¿ nancial liabilities.

Carrying Note Amount < 1 year 1–5 years > 5 years $’000 $’000 $’000 $’000 2014 Financial assets item Cash and cash equivalents 16 703 703 – – Receivables 17 242 242 –– Other ¿ nancial assets 18 7 001 7 001 – –

Financial liability item Payables 22 615 615 – – Replacement teachers’ liability 23 906 906 – –

2013 Financial assets item Cash and cash equivalents 16 1 474 1 474 – – Receivables 17 205 205 –– Other ¿ nancial assets 18 5 688 5 688 – –

Financial liability item Payables 22 694 694 – – Replacement teachers’ liability 23 1 099 1 099 – –

SACE Board Annual Report 2014 93 Liquidity Risk Market Risk Liquidity risk arises where the SACE Board is The SACE Board has no interest-bearing unable to meet its ¿ nancial obligations as they liabilities at the end of the reporting period. fall due. The continued existence of the SACE There is no exposure to foreign currency or other Board is dependent upon State Government price risks. policy and on continuing appropriations by the South Australian Parliament for the SACE Sensitivity Disclosure Analysis Board’s administration and programs. The SACE Board settles undisputed accounts within A sensitivity analysis has not been undertaken 30 days of the date of the invoice or date that the for the interest rate risk of the SACE Board. It invoice is ¿ rst received. In the event of a dispute, has been determined that the possible impact on payment is made within 30 days of a resolution. pro¿ t and loss and total equity from À uctuations in interest rates is immaterial. The SACE Board’s exposure to liquidity risk is insigni¿ cant based on past experience and current assessment of risk.

Note 31 Adjustments to Prior Year Comparative Amounts

Previously Published Increase/ Revised Note Amount (decrease) Amount Explanation for Adjustment $’000 $’000 $’000

Item Employee bene¿ ts expenses 4 13 374 (107) 13 267 The adjustment is the net effect of two errors: Payables 22 1 488 (89) 1 399 1. A review of individual staff balances for Annual Leave was undertaken during the Employee bene¿ ts liability 24 3 114 (18) 3 096 year resulting in errors being identi¿ ed in the accounts. These were corrected with an overall decrease in liability required, requiring an offset to the expense. 2. The salaries clearing account was incorrectly mapped to Payables. It should have been mapped to Employee Bene¿ ts Liability. The mapping has been corrected resulting in a decrease to Payables and an increase to Employee Bene¿ ts Liability.

Supplies and services 5 7 149 27 7 176 Previously, the lease incentive was recognised as a direct offset to the rental paid during the Other liabilities 25 – 27 27 lease incentive period only. The correct treatment under AASB Interpretation 115 Operating Leases – Incentives is to recognise the incentive separately and offset the amount evenly over the entire lease term.

Retained earnings 27 1 075 80 1 155 Net impact on 2013 retained earnings as a result of the two adjustments above.

94 SACE Board Annual Report 2014 Certification of Financial Statements

We certify that the attached general purpose ¿ nancial statements for the SACE Board of South Australia: • comply with relevant Treasurer’s Instructions issued under section 41 of the Public Finance and Audit Act 1987 and relevant Australian Accounting Standards; • are in accordance with the accounts and records of the SACE Board; and • present a true and fair view of the ¿ nancial position of the SACE Board of South Australia as at 31 December 2014 and the results of its operations and cash À ows for the calendar year.

We certify that the internal controls employed by the SACE Board of South Australia for the calendar year over its ¿ nancial reporting and its preparation of the general purpose ¿ nancial statements have been effective throughout the reporting period.

SACE Board Annual Report 2014 95 96 SACE Board Annual Report 2014 SACE Board Annual Report 2014 97