Innovating the SACE | Capabilities & Learner Profile | FAQs | UPDATED FOR MAY 2
FAQs
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- How are schools developing students’ capabilities?
- How are capabilities recognised by teachers in the pilot?
- How are capabilities certified in the pilot?
- What quality assurance is involved?
- Will the development and recognition of capabilities be inclusive of all students?
- How are students involved?
- What is the difference between matching and ranking?
- Why are you not implementing across all schools?
- Are students’ subject results impacted by being involved in the pilot?
- What types of capabilities can be recognised?
- Do universities and employers value capabilities?
- Can students access university pathways using capabilities?
- What are the SACE specific capabilities being developed, recognised and certified in the pilot?
- What is the impact on students’ workload?
- Will recognising capabilities replace subject-based assessment?
- Can students fail a subject if they 'fail' a capability?
How are schools developing students’ capabilities?
All schools delivering the SACE are developing students general capabilities through the Australian Curriculum and SACE subjects. Students are also developing their capabilities through engagement in activities both inside and outside of school.
How are capabilities recognised by teachers in the pilot?
Capabilities can be recognised through observable behaviours. Teachers work with students to evidence their capabilities developed within the classroom and activities outside the classroom such as extra-curricular or personal experiences.
How are capabilities certified in the pilot?
The observable behaviours of the capabilities that students demonstrate are captured by teachers, confirmed by schools, and assured by the SACE Board. At the end of the year the SACE provides students with a visual Learner Profile.
What quality assurance is involved?
To support the confidence, consistency, and reliability of recognising students’ capabilities, schools work with the SACE Board through a series of quality assurance activities including:
- Developing teacher assessment practice
- Within-school and across-school clarifying through facilitated evidence discussions
- Data verification process
Will the development and recognition of capabilities be inclusive of all students?
Developing, recognising, and showcasing capabilities is inclusive of all students irrespective of subject results and their desired post-school pathways, whether it is a tertiary pathway, a vocational pathway, or a pathway of being a happy and healthy person.
How are students involved?
Pilot schools make decisions about which students are involved in the pilot program. As part of the project, we are engaging with students to ensure their perspectives are incorporated into program design and development.
What is the difference between matching and ranking?
The ATAR is a ranking model used for university course admissions. It indicates a “student’s position relative to all the students in their age group” (Universities Admissions Centre, 2024).
The Capabilities and Learner Profile project aims to develop a matching model, in partnership with tertiary institutions, that allows evidence of capabilities to contribute to university entrance and match students to courses.
Why are you not implementing across all schools?
This is a complex project that requires the SACE Board, schools, and our partners to work in partnership to navigate the change to ensure maximum benefit for students before extension to all schools.
Are students’ subject results impacted by being involved in the pilot?
No, teachers’ subject assessment and SACE external assessment processes remain the same.
What types of capabilities can be recognised?
Capabilities can be developed and recognised in any context, whether that is the classroom, school-based extra-curricular activities, personal experience, or activities and programs that occur outside of school.
Do universities and employers value capabilities?
There has been significant interest from a range of universities and industry organsiations. They value a ‘whole person’ perspective, that demonstrates more of what young people have to offer.
Can students access university pathways using capabilities?
Yes, SATAC and some tertiary education providers have developed a model for offering students entry into a selection of courses. This work continues to be refined through the pilot program.
What are the SACE specific capabilities being developed, recognised and certified in the pilot?
The current pilot capabilities are Personal Enterprise, Quality Thinking, Self-motivated Learning, Principled Action, and Collective Engagement.
What is the impact on students’ workload?
Students see the value in recognising their capabilities however some students experienced an increase in workload which the SACE Board is actively addressing through the pilot program.
Will recognising capabilities replace subject-based assessment?
Evidencing and developing capabilities is being tested within existing school structures, programs, and SACE subjects. A student’s capabilities profile is additional information to the subject achievement in the SACE.
Can students fail a subject if they 'fail' a capability?
No, students cannot fail a capability. A capability is not a score, and different to a subject grade, which is an achievement level in a subject area. Capabilities are recognised against a developmental progression.