Web Content Display (Global)

SACE Change Network | September 2021 update Capabilities

A project focused on identifying the capabilities students are entitled to develop to thrive, and how they can be assessed.

Ran stakeholder engagement sessions with the SACE Change Network (SCN) to determine the most valued dimensions (capabilities).
Ran stakeholder engagement sessions with a Tertiary Advisory Group (TAG) consisting members from Uni SA, TAFE, CDU, Flinders Uni, SATAC to determine the most valued dimensions (capabilities).
Work with SATAC to plan a pilot to introduce capabilities.
We gathered data on teachers’ workload and appetite for change.
Developed and tested a prototype ‘assessment event’ with the teachers involved in the Personal Enterprise capability validation process.

There is alignment between what SCN and TAG identified as the most valuable dimensions (capabilities), with no significant differences.
Workload assumption received varied responses - some schools could see how to incorporate assessment of the capabilities into their current assessments where others considered it a potential increase in workload.
we need clarity about the how capabilities will be evidenced in schools (standalone frameworks, embedded within subjects, attached to specific subjects, or across all contexts) and careful consideration of how this is communicated.
Tertiary Advisory Group - SATAC reinforced their support to champion the 2022 pilot for tertiary entrance and identified multiple options of how it might be piloted: secondary process, primary process and as a parallel process alongside ATAR.
Teachers involved in Personal Enterprise validation highlighted that judgements about the Personal Enterprise capability were made holistically using mostly intangible evidence.
The stakeholders need more clarity about the how capabilities will be evidenced in schools (standalone frameworks, embedded within subjects, attached to specific subjects, or across all contexts) and careful consideration of how this is communicated.

The most valued dimensions (capabilities) help lay the foundation to define and build future capabilities frameworks.
We are confident teachers will support making judgments of capabilities but there will be varying degrees of understanding of the process and evidence required.
Need to explore workload issues and potential solutions.
Determined the most valued dimensions (capabilities) by SCN school and tertiary stakeholders. We built confidence that there is some alignment in the data between SCN and TAG and to literature and Thrive. We gathered data on teachers’ workload and appetite for change.
Further developed the relationship with SATAC through engagement activities. SATAC supports the use of capabilities for tertiary entrance and will co-sponsor the development of a tertiary admissions process for the pilot.
Assessment event porotypes need to be developed and tested with a broader group of teachers to understand how capabilities judgements are made by teachers.