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The Standard | Term 2 2024
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- Message from the Chief Executive – Passport to Thrive kicks off
- Subject Renewal – Schools engaging and having their say
- Recognition – Action both at SACE and nationally
- Quality Assurance – Early moderation welcomed
- The Engine Room – Operational support revs up
- SACE Art Show – Never too late to celebrate student art
- SACE International – Movement home and abroad
Message from the Chief Executive – Passport to Thrive kicks off
The past two months have been an eventful and exciting period, with much of our effort revolving around the recently launched Passport to Thrive – the SACE Board Strategic Plan for 2024-2027.
The plan focuses our work on building a qualification that provides young people with the skills, capabilities and knowledge to flourish in a changing, unpredictable world.
Passport to Thrive has been well received by the State’s senior-secondary community, and the focus now is on implementing it in a way that practically benefits students.
This edition of The Standard provides updates on four key aspects of the plan – subject renewal, recognition, quality assurance and the SACE Board “engine room”. I am especially pleased to see the progress we are making, together, to fairly and formally recognise more of what students know and can do.
Face-to-face engagement between the Board and schools is going to be critical to the success of the Strategic Plan, and there were many instances of that right across the State during term 2. For example, more than 350 attended Principals’ Forums and almost 3,000 teachers took part in Curriculum Forums.
Throughout June, 316 Faculty Leaders and Curriculum Coordinators attended conferences about the statewide introduction of the Activating Identities and Futures (AIF) subject from 2025. This will be followed by a series of AIF teacher implementation workshops from July to September.
In addition, the SACE Board visited the APY Lands for valuable discussions regarding the future of the Recognition of Aboriginal Cultural Knowledge and Learning project.
The work the SACE Board is doing in the field of recognition is part of a wider movement – evident across Australia – that aims to change the learning system so that it truly meets the needs of current and future students.
That movement took another step forward at a recent We Are More conference in Hobart, which highlighted the prominent and influential role being played at the national level by the SA education and skills sectors.
Building on last year’s inaugural We Are More event in Adelaide, the conference acknowledged that traditional measures of educational success often overlook the full range of student skills and capabilities, and need to better support the wellbeing of young people.
As one participant said: “There’s no point in being good at school for the sake of being good at school. It’s not about being good. It’s about being able to thrive, prosper, learn and grasp opportunities.”
We have made good early progress on implementing Passport to Thrive, and all of us at the SACE Board look forward to schools both embracing and benefiting from the plan in 2024 and beyond.
I wish you all the best for the term 3.
Regards,
Michaela Bensley
Chief Executive
SACE Board of South Australia
Subject Renewal – Schools engaging and having their say
Thousands of principals and teachers have provided valuable feedback in anticipation of the start of a comprehensive program of subject renewal by the SACE Board.
Through the Principals’ Forums, more than 350 principals, from all schooling sectors, expressed support for the Board’s program of subject renewal. In addition to three metropolitan and two online Principals’ Forums, others were held in Port Augusta, Mount Gambier, Waikerie and Port Lincoln.
Live responses captured during the forums showed that student agency, developing capabilities and deep authentic learning were the three most important topics for schools under the program.
While the majority of attendees said their school would be “largely” or “completely” able to manage the proposed changes, some leaders, although supportive of the direction, acknowledged the complexity of the change and were “unsure” how it would affect their school. The SACE Board is in the process of collating all the data received to make sense of the feedback, and it has committed to sharing this summary with leaders.
Among a range of responses, principals said that “change can be challenging for some staff”, that teachers would need to be “able to take a step back and allow students to take control of their learning”, and that schools would require support from the SACE Board.
Another initiative to support subject renewal has been the holding of 122 curriculum forums, covering all SACE subjects, throughout term 2.
Approximately 3,000 teachers from both metropolitan and country SA, and the NT, have taken part in the forums since early May, and a small number of the remaining sessions will be held in early July.
As part of the subject renewal process, the SACE Board is consulting schools about straightforward curriculum changes that can be implemented in 2025.
In addition, Subject Renewal Groups, each focusing on a specific subject area, are being formed to carry out longer-term and more innovative changes.
To encourage involvement, an email is being sent to all SA and NT Teaching and Learning Leaders that provides more details about these groups and their composition – including the Terms of Reference, selection criteria and an Expression of Interest form.
Recognition – Action both at SACE and nationally
Doing more to fairly and formally recognise the full range of what students know and can do is a pillar of Passport to Thrive, and the SACE Board pursued this goal on various fronts during term 2.
Activating Identities and Futures (AIF)
The Stage 2 AIF subject will be available to all schools across SA from next year, following a successful pilot phase.
AIF replaces the Stage 2 compulsory Research Project subject, which can still be offered by schools in 2025, but will no longer be available from 2026.
To help schools fully engage with AIF and become well placed to teach it from 2025, more than 300 Faculty Leaders and Curriculum Coordinators attended conferences in June. These sessions provided a high-level overview of AIF, and mostly addressed logistical and operational aspects of implementation.
AIF teacher implementation workshops – which go into more detail about the teaching of the subject and examine student work samples produced during the pilot – are being held from July to September.
More details about AIF – such as subject information, the implementation timeline, and forms and resources – are available on the SACE Board website.
Recognition of Aboriginal Cultural Knowledge and Learning
Work on the Recognition of Aboriginal Cultural Knowledge and Learning project is continuing, and the SACE Board is gathering useful insights from across SA and NT.
Two pilots have been conducted so far, involving a total of 48 students from 22 schools in SA and the NT who pursued their learning through one of two different streams – self-directed or community-led learning.
The project team recently visited Port Augusta, Whyalla and the APY Lands in the State’s north west, where it consulted with schools and Aboriginal communities about the future of the project.
The next step in the development of the Recognition of Aboriginal Cultural Knowledge and Learning project is consolidating what has been learned from the pilots and ongoing discussions with stakeholders, with a view to possibly expanding the project in 2025.
We Are More
South Australia is a national leader and exemplar in the movement to better recognise the full breadth of student learning, and this was further demonstrated at a We Are More conference in Hobart on 15 May.
Attended by more than 200 people from across the Australian learning ecosystem, the conference reaffirmed the principles outlined in the Commitment Statement and Collective Action Plan issued after the initial We Are More event in Adelaide in 2023.
More than any other State or Territory, South Australia enjoys a uniquely high level of coordination and cooperation among representatives of industry and the senior-secondary, tertiary and skills sectors.
It was significant that the conference was jointly addressed by three key SA leaders of these sectors: the Chief Executive of the SACE Board, Michaela Bensley; the South Australian Skills Commissioner, Cameron Baker; and the Chief Executive Officer of SATAC, Stuart Mossman.
The speakers described how they work together towards the Passport to Thrive goals, and reaffirmed that the State is determined to share its knowledge and learn from others to broaden the definition of learning success.
Quality Assurance – Early moderation welcomed
Teachers from across the State have come together for an event that explored an enhancement to the SACE Board’s quality assurance agenda.
On 3 May, representatives of 56 schools took part in front-loaded moderation for the Activating Identities and Futures (AIF) subject.
The session involved small groups of teachers reviewing samples of student learning and discussing the assessment of that work. This allowed teachers to share perspectives and better establish benchmarks for the grading of AIF.
Under Passport to Thrive – the 2024-2027 Strategic Plan – the SACE Board is aiming to build an enhanced quality assurance model that:
- extends trust and empowers educators as professionals
- supports teachers to share examples and provide better feedback.
Front-end moderation provides teachers with timely, actionable feedback early in the school year rather than at the end, which improves their understanding and application of learning requirements and standards.
It is consistent with the SACE Assuring Assessment Integrity Policy designed to ensure the assessment of learning is fair, valid and reliable.
Teacher survey responses offered during the session indicated they found front-loaded moderation provided actionable feedback that will support their teaching. Although teachers appreciated the benefits of professional conversations and timely feedback, there is still some apprehension about the extended trust required to quality-assure natural evidence of learning. The process is currently being evaluated before consideration of further scope and scale.
The Engine Room – Operational support revs up
The Strategic Plan includes a renewed commitment to supporting schools in the crucial areas of results delivery and exam preparations.
Currently, the Business Operations team is processing semester 1 results for 9,615 students, which will be accessible via Students Online on Tuesday, 23 July, from 8.30 am.
During semester 1, eight SACE Coordinator Information Sessions were held, involving 212 participants from 170 schools across South Australia, the Northern Territory and SACE International.
We are pleased that 95 per cent of respondents said they found the information session content relevant. They also appreciated and valued the opportunity to meet in a face-to-face environment, which supported the connection to their work.
In semester 2, we are looking forward to sharing information and future partnering as we work together on improvements to support SACE coordinators in their roles.
To support schools to ensure they are technically ready to deliver e-exams, an ICT and SACE Coordinator online information session will be conducted before the e-exam practice window. The practice window will be available from 26 August to 20 September, and it is designed to assess schools’ technical readiness and exam-day preparedness and familiarise students with the e-exam system.
In preparation for semester 2, we encourage schools to use the following resources on our website:
- key dates for terms 2 and 3 in the online calendar
- a guide to help students activate their Students Online account to access their results without any problems.
SACE Art Show – Never too late to celebrate student art
The 42nd annual SACE Art Show was an outstanding success, with more than 3,500 people visiting the event across four weeks in March-April 2024 at Adelaide’s Light Square Gallery.
The show featured the works of 129 students who completed Stage 2 SACE art and design subjects in 2023, and the themes explored in their works included the environment, Aboriginal Dreamtime, societal beauty standards, mental health and family connections.
Twelve students from metropolitan and country South Australia received awards, and they were formally recognised at a closing-night reception on 12 April attended by parents, teachers, sponsors and members of the SACE Board.
A number of the award winners – including young Ngarrindjeri artist April Rigney from Clayton Bay – were mentioned in local radio and newspaper reports.
For full details of the award winners, and to view their artworks on the online gallery, visit the SACE website.
Artist Alice Rigney with, at top, her award-winning painting Kondoli Dreaming
SACE International – Movement home and abroad
Overseas leaders in town
Representatives from 22 SACE International schools across China, Malaysia, Vietnam, Sri Lanka and Vanuatu took part in the inaugural StudyAdelaide and SACE International Ambassador Program.
Coordinated and funded by StudyAdelaide, this week-long initiative aimed to cultivate a network of ambassadors within the SACE International community to promote Adelaide as the premier destination for SACE graduates.
The program kicked off with a warm welcome and culminated in a memorable farewell dinner hosted by StudyAdelaide, where attendees learned about the comprehensive support available to international students transitioning to life in Adelaide.
During their stay, the Ambassadors delved into Adelaide’s dynamic educational landscape, visiting the University of Adelaide, University of South Australia, Flinders University, and TAFE SA campuses. These visits not only highlighted the academic excellence of South Australia, but also fostered meaningful connections among educators and institutions.
Key meetings with South Australian Government Schools further explored professional development opportunities for educators and potential study tours involving SA government schools. A visit to the SACE Board at the end of the week allowed for the Board Executive to share details about the future direction of the SACE and the Board’s new Strategic Plan.
Additionally, the Ambassadors immersed themselves in Adelaide’s rich cultural heritage and explored iconic tourist attractions, gaining a deeper appreciation of life in the city.
A visit to the Australian Space Discovery Centre and the Lot Fourteen innovation precinct provided insights into the thriving job market and innovation ecosystem, underscoring the city’s role as a hub for cutting-edge opportunities.
Armed with firsthand experiences and newfound insights, the Ambassadors returned home poised to inspire current and prospective students about the transformative possibilities offered by the SACE in South Australia.
With a legacy of over 40,000 international students completing the SACE over the past four decades, this program continues to strengthen Adelaide’s reputation as a global leader in education and innovation.
SACE promoted and supported in Asia
SACE International has recently taken part in a range of events, particularly in Asia, to promote the qualification and provide professional support to those teaching the SACE.
At an Austrade event in Vietnam on 26-27 March, the SACE International Business Manager, Matt Clarke, presented with Ha Pham, from Hanoi Adelaide School, on what makes a good partnership sustainable. The SACE Director of Education Services, Hassan Mekawy, spoke virtually on the topic of reframing success and achievement in senior secondary education.
A key feature of SACE International’s professional learning and support model is biannual face-to-face regional workshops. A total of 80 SACE International school leaders, from all 11 schools in China, attended a three-day workshop hosted by the Guangzhou Weiming School. A month later, 60 people from the four Vietnamese SACE International schools took part in a workshop at the Scotch Australian Grammar School.
From 28 March to 4 April, SACE International joined a StudyAdelaide roadshow at its newest school, ABC Bilingual School, in Ho Chi Minh City, Vietnam. The program involved representatives from the SA tertiary, vocational and independent schooling sectors, and it was attended by 400 parents and students.
The National Symposium on the Future of Australia-China School Partnerships, held in Melbourne on 21 May, heard presentations by the SACE Education Services Program Manager, Virginia Steele, and the Head of Academics at the Weiming Education group, Abdel Cherrangui, entitled “Thriving students in bilateral education systems: How trust, program design and professional learning underpin success”.