Navigation Menu

print Print

Web Content Display (Global)

The Standard | Term 2 2025

On this page

Message from the Chief Executive

Dear colleague, 

Over the last couple of months, we have celebrated some milestones both at home and abroad. 

A highlight of our work so far this year at the SACE Board was the launch of our Recognition of Aboriginal Cultural Knowledge and Learning program. I am incredibly proud of this innovative program which aims to support Aboriginal students to strengthen their ties to community, land and culture, while also providing a real sense of belonging within their school and broader community. We recently brought together past and current members of the SACE Aboriginal Education Allyship, teachers and leaders from schools which participated in the pilots for this program, and SACE Board staff for an internal launch event. Hearing from those closest to the program about its development, the generosity of spirit with which Aboriginal cultural custodians shared their experiences and expertise with us, and the profound impact this recognition framework has already had on Aboriginal students was deeply moving and meaningful. The launch of this program marks the culmination of years of effort from Aboriginal community members and leaders, the SACE Aboriginal Education Allyship, school leaders, staff, students, and the project team at the SACE Board who have contributed to the co-design of this program which is set to transform how Aboriginal cultural knowledge is recognised and valued in senior secondary education. 

Further afield, I had the pleasure of travelling with the SACE International team to a number of our partner schools in Malaysia, Vietnam and Cambodia. The engagements and conversations at each of these schools illustrated the truly global endorsement of the SACE curriculum and qualification as one which equips students with the knowledge, skills and capabilities to thrive both at, and beyond, school. In Vietnam, I had the privilege of attending the first SACE graduation ceremony at Scotch AGS alongside Her Excellency the Honourable Frances Adamson AC, Governor of South Australia, and celebrate the achievements and successes of its first SACE cohort, and the teachers and families who made it all possible. 

In the vein of engagements, those for Subject Renewal have ramped up in recent weeks. Staff across the SACE Board, especially in the Education Services team, have been meeting with Subject Renewal Groups, subject associations, lead practitioners, and other relevant stakeholders to engage and consult with them about the future state of SACE subjects. I am excited to see how their insights and expertise will inform the co-design of this work. 

As you read through this issue of The Standard, you will see the progress we are making with our strategic projects whilst also making improvements to business systems and processes to ensure that school leaders, teachers, and students all benefit from the work we are doing at the SACE Board. 

I hope you enjoy a well-deserved break over the coming weeks. 

Kind regards, 

Michaela Bensley
Chief Executive
SACE Board of South Australia

Back to top

Recognition of Aboriginal Cultural Knowledge and Learning

On 14 May, the SACE Board was thrilled to launch the Recognition of Aboriginal Cultural Knowledge and Learning program and open expressions of interest to schools. This is a world-leading program which formally recognises the cultural knowledge and learning of Aboriginal students as part of their SACE qualification. 

The program was spurred by the SACE Aboriginal Education Allyship, comprising Aboriginal and non-Aboriginal members from across South Australia and the Northern Territory that provides advice to the Chief Executive and Board to support Aboriginal young people to connect with their culture and thrive. Aboriginal communities across South Australia and the Northern Territory, schools and students were involved in co-designing this program. 

Through an expression of interest process, the SACE Board is committed to supporting cultural safety by providing schools with resources and training to ensure that they are well equipped to building their own ability to safely and securely support students to participate in the program. 

The overwhelming level of interest we have received has resulted in us reaching capacity for all 2025 training sessions. While EOIs remain open, school submissions received from 12 June will be followed up in September, with training to be offered in term 1, 2026. 

Learn more about the Recognition of Aboriginal Cultural Knowledge and Learning program on our website, including impact yarns from teachers, students, and school leaders who participated in the pilot. 

Back to top

Subject Renewal

Subject Renewal is a key pillar in our Passport to Thrive strategy, designed to enable deeper, real-world learning, develop disciplinary knowledge and integrate capabilities, to ensure that the SACE continues to be a modern and responsive qualification for a changing world. 

Throughout term 2, each subject has been progressing through their respective renewal phases: 

  • Group 1 subjects — Develop phase 
  • Group 2 subjects — Engage & discover phase 
  • Group 3 subjects — Engage & discover phase 

The 57 Subject Renewal Groups (SRGs) have met to explore the key drivers, review global trends, and draft vision statements. Some subjects have progressed by synthesising insights, and learning from feedback from the SRG teachers and students to develop some initial renewal ideas. 

Subject groupings were formed based on a variety of factors, including complexity, appetite, how much change the community want (volume, pace & scale), and the impact on the system and the SACE Board to manage the change. We remain committed to being flexible and responsive to the needs of specific subjects. To enable more time to work through the Develop phase, Workplace Practices and Language and Culture have moved to group 2. 

In line with our commitment to keeping all teachers, irrespective of their involvement in SRGs, informed of the progress of Subject Renewal, we have updated our Subject Renewal progress web page and are excited to introduce a new Subject Renewal section for each of the group 1 subjects, featuring relevant updates and artefacts. Click through to review vision statements for these subjects: 

Group 2 and 3 subjects will also have this section added as they progress through the Develop phase. 

In addition to regular engagement with the SRGs, we are committed to consulting with the broader community of Lead Practitioners, subject associations, industry and tertiary stakeholders. Each of these groups have important knowledge and expertise that will help inform the process of renewing SACE subjects. We look forward to these engagements over the coming weeks and months, and the richness of the insights they will offer. 

Learn more about Subject Renewal on our website or contact askSACE with any inquiries on 1300 322 920 or askSACE@sa.gov.au. 

Back to top

Capabilities and Learner Profile

Pilot 4 of the Capabilities and Learner Profile project is currently underway with a focus on ensuring that a greater diversity of students is actively contributing to its development and refinement. 

This project, which is designed to develop and recognise students' capabilities alongside their academic achievements, aims to help students gain deeper insight into what they know and can do, so that they are better equipped to thrive in the world beyond school. 

This year, we are continuing to build resources to support students, teachers, and school leaders with their understanding of capabilities assessment and, pleasingly, early feedback has been positive. 

With our pilot schools, we are also undertaking prototyping and testing in a number of key focus areas. These include the validity of capabilities assessment undertaken by individuals other than a student’s teacher, ensuring that the capabilities frameworks provide equitable access and outcomes for all students, and more streamlined ways for teachers and students to submit capabilities data to the SACE Board. 

We are also committed to aligning the work being undertaken in the Capabilities and Learner Profile project with our Subject Renewal program, to ensure that the development of the SACE capabilities is integrated into each subject, and that each student is afforded a range of opportunities and contexts to build and demonstrate their skills and capabilities. 

Back to top

Nationally assessed languages

The SACE offers a range of continuers-level languages as part of a diverse and flexible curriculum which allows students to study subjects that align with their strengths, interests, and future goals. 

Nationally assessed languages at continuers level are supported by the Collaborative Curriculum and Assessment Framework for Languages (CCAFL). All states and territories share a common curriculum and assessment framework for small enrolment languages. 

Auslan (continuers) 

The renewed Auslan (continuers) subject outline has been accredited by the SACE Board for teaching at Stage 1 in 2026, and at Stage 2 in 2027. Over the coming months, subject outlines, learning and assessment plans, and a range of other supporting material will be made available. 

Romanian (continuers) 

Following a decision by the Australasian Curriculum and Assessment Certification Authorities (ACACA) to reactivate Romanian (continuers) as a CCAFL language, Romanian (continuers) will be offered at Stage 1 and Stage 2 from 2026. 

Back to top

Engine Room

On 19 May, we released final results for 243 Stage 2 Northern Hemisphere SACE students from eight schools in Malaysia, China and Vietnam. Our Operations team is also currently processing semester 1 Stage 2 results for approximately 10,000 SA, NT and southern hemisphere international students, which will be available via Students Online on Monday, 21 July from 8:30am. 

Following the successful SACE Coordinator information sessions, we held in term 1, we are looking forward to a second round of sessions in term 3. The feedback received through these sessions provides valuable insights to inform improvements to our systems and processes that support SACE Coordinators in their roles to support their students through their SACE journey. 

In line with this commitment, we are excited to advise that a process to update our operational forms to an online format has commenced. This improvement is intended to reduce administration and streamline the way schools provide information to the SACE Board. 

As always, our askSACE team is here to provide support and respond to any enquiries you may have. You can contact us at askSACE@sa.gov.au or 1300 322 920. 

Back to top

Education for the Age of Artificial Intelligence: Seminar with Charles Fadel

The SACE Board invites South Australian educators to a special session with Charles Fadel, founder of the Centre for Curriculum Redesign and global thought leader on future-focused learning. 

Audience: South Australian educators
When: 4 August, 9 - 11:30 am
Location: Adelaide Entertainment Centre - Star Room
Cost: $80

Book Now

Charles Fadel will share practical insights from his acclaimed work, Education for the Age of AI, exploring how we can modernise curriculum and teaching to equip students with the knowledge, skills, and character they need to thrive. 

Learn how to balance core content with essential 21st-century competencies like critical thinking, creativity, collaboration, and agency, while making the most of AI-powered tools for teaching and learning. 

Don't miss this opportunity to engage with one of the leading voices in global education and help shape the future of SACE. 

A cost is associated with attending this event as this represents a professional development opportunity with a leading global voice in AI in education. Prior to the implementation of new SACE Board programs and policies, we remain committed to providing program-specific professional learning to all schools at no cost. This ensures they are well-equipped to effectively implement programs to optimise student success.   

More about Charles Fadel

Charles Fadel is a global education thought leader and author, futurist and inventor; founder and chairman of Center for Curriculum Redesign; Member of the OECD AI Experts group; Chair emeritus of the education committee at BIAC/OECD; co-author of “Education for the Age of AI” (2024), “Artificial Intelligence in Education” (2019); “Four-Dimensional Education” (framework in 23 languages) and “21st Century Skills”. He has worked with education systems and institutions in more than 30 countries, and spent 25 years in technology management (including as founder of Neurodyne AI). Formerly: Global Education Lead at Cisco Systems, visiting scholar at MIT ESG and Wharton/Penn CLO, project director at Harvard Graduate School of Education (2011-2018); member President’s Council at Olin College of Engineering, angel investor with Beacon Angels. BSEE, MBA, seven patents awarded & one pending.  

Charles Fadel website and Linkedin.

Back to top