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The Standard | Term 3 2025
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Message from the Chief Executive
Dear colleague,
Term 3 has seen a flurry of activity rich in collaboration, innovation, and reflection across the SACE Board. As you read through this edition of The Standard, you will learn more about the strides we have made in our key educational programs – Subject Renewal, and Capabilities and Learner Profile. Both programs are designed to complement each other in modernising curriculum and assessment, and intentionally developing capabilities, with the ultimate goal of better preparing students to thrive at school and beyond.
A key consideration in these programs, and across the SACE Board, has been the adaptation of AI across the system. Our response to AI is not one of resistance, but of thoughtful adaptation, anchored in a belief that education must evolve to remain relevant and empowering. To empower teachers, school leaders, and students to harness AI in meaningful and effective ways, policy alone is not enough. Recognising the uncertainty many educators feel, we have invested in professional learning and thought leadership with global education futurist Charles Fadel. Charles challenged us to rethink not just what students learn, but how they learn, and what it means to be human in a world of intelligent machines. His message resonated deeply with our work, reinforcing the importance of designing learning experiences that foster skills like critical thinking, ethical reasoning, and adaptability.
Overall, Charles’ collaboration with the SACE Board has given us confidence that Subject Renewal is contributing to the adaptation to AI by developing curriculum that is not only rigorous, but also responsive to the challenges of the 21st century.
In parallel, we are responding to the immediate challenge of AI to the integrity of SACE results by consulting with a group of SACE teachers with AI expertise who have included some additional scenarios to our existing guidelines for using AI in SACE assessments. We look forward to continuing our work with this group next year to provide additional resources for teachers.
Last month, we were also delighted to host the annual conference of the Australasian Curriculum, Assessment and Certification Authorities (ACACA). Bringing together our counterparts from interstate and New Zealand, we engaged in conversations and activities that encouraged national alignment and allowed for the sharing of rich insights and common experiences.
In addition to the progress of our strategic projects, throughout the rest of The Standard, you will also read about resources and improvements to support your work, and the preparation for end-of-year. The work that happens in the SACE Board Engine Room, in close partnership with you, helps ensure the integrity of senior secondary results for thousands of young people.
I wish you all the very best as you gear up for the final stretch of 2025.
Kind regards,
Michaela Bensley
Chief Executive
SACE Board of South Australia
Capabilities and Learner Profile
The recent SACE Capabilities and Learner Profile pilot school seminar brought together a diverse mix of pilot schools, teachers, and students to create a space for sharing insights, challenges, and successes. The event, attended by over 80 teachers and students, was met with overwhelmingly positive feedback, underscoring its value as a collaborative learning experience.
One of the key takeaways from the seminar was the power of collective reflection. Teachers and students from South Australian and Northern Territory schools engaged in open dialogue about how the Capabilities and Learner Profile are being embedded in classroom practice. Pilot schools shared practical strategies for integrating capabilities and the underlying elements into learning programs. Teachers who are relatively new to the pilot, in turn, brought fresh perspectives and questions that enriched the conversation.
Sessions at the seminar allowed exploration and discussion of key topics, such as learning conditions that focus on the development of capabilities, and how to navigate capability development in different contexts, especially as students transition from middle years to the SACE. Teachers were also able to engage in a professional learning workshop with 4C Transformative Learning which explored practical strategies to grow the conditions that support capability development across the SACE.
Students played a central role in the seminar, offering authentic reflections on how the development and recognition of their capabilities is helping them articulate their strengths, goals, and growth. Their voices highlighted the importance of student agency and the need for the broader measures of success that the SACE Board has been championing.
The seminar also reinforced the importance of ongoing evidence gathering. As the program progresses, SACE continues to test and refine our approaches to ensure that it remains responsive to the needs of teachers and students alike.
Subject Renewal
Subject Renewal has continued to progress in Term 3, with developments across all subject groups. This program, a cornerstone of the SACE Board’s Passport to Thrive strategy, is designed to modernise curriculum, deepen disciplinary learning, and embed capabilities that prepare students for a thriving future.
Group 1 subjects have undertaken a critical phase of testing prototype ideas in live classroom settings. These prototypes are based on vision statements and subject blueprints developed earlier in the year, which articulate the purpose, ambition, and key drivers for each renewed subject. The testing process is being carefully documented, with teachers collecting data to evaluate the impact of these interventions on student learning and engagement. We are grateful to the teachers and students whose efforts and insights through this will help shape the future state of these subjects.
Visit the Subject renewal progress page on our website for links to subject blueprints for each group 1 subject.
Group 2 subjects have been synthesising insights gathered from global research and student perspectives, and exploring how these might be incorporated into the renewed subject. Blueprints for these subjects are also being drafted to map out a conceptual plan to bring the key drivers to life.
Finally, group 3 subjects have been developing the first version of their vision statements for the renewed subjects that respond to the SACE Board’s key drivers.
A key milestone in the evaluation process for Subject Renewal will be the upcoming Learning Event. This event will bring together group 1 subject teachers, students, Lead Practitioners, subject associations and other education leaders, to review evidence from classrooms and assess whether the key drivers for this program are coming to life in practice. The insights gathered from the Learning Event will help guide the future direction of these subjects, as we remain committed to a co-designed, evidence-informed and consultative approach.
Learn more about subject renewal on our website or contact askSACE with any inquiries on 1300 322 920 or askSACE@sa.gov.au.
Improvements for SACE Board assessment panels
In response to valuable feedback from assessment panel members, the SACE Board is rolling out a series of improvements aimed at enhancing the panelists’ experience and strengthening our collaborative partnership. These changes are designed to support panel members more effectively without altering the core educational processes.
New onboarding
One of the key initiatives is the introduction of new onboarding training modules in PLATO. These modules are tailored to provide clearer guidance around panel responsibilities, expectations, and processes. By equipping panel members with targeted information from the outset, we aim to foster greater confidence and consistency across assessment activities.
Pilot program moderation training
In 2026, the SACE Board will offer in-person moderation training for selected subjects (English, Spiritualities, Religion and Meaning, Earth and Environmental Studies, Physical Education, Community Connections and Scientific Studies) as part of a pilot program.
This initiative aims to encourage deeper discussion and connection around moderation and while participation is optional, it is strongly encouraged. Moderators can choose to attend the face-to-face session or complete training on PLATO as usual. The face-to-face training will take place on Friday, 10 October, at the Adelaide Convention Centre. More detailed information will be sent soon to moderators of the relevant subjects.
These enhancements reflect our ongoing commitment to listening and responding to the needs of SACE assessment panel members. We deeply appreciate the support of school leaders in enabling staff to participate in SACE quality assurance processes. Your encouragement plays a crucial role in the partnership that the SACE Board has with schools to ensure the integrity of student results.
Activating Identities and Futures – PLATO Connect
Following the rollout of Activating Identities and Futures (AIF) to all South Australian schools in 2025, PLATO Connect is continuing to prove a valuable resource for AIF teachers. It offers a dedicated online space for teachers to collaborate, access resources, and build confidence in delivering AIF.
Over 1,100 teachers have already engaged in this community of practice, including experienced AIF teachers who help facilitate the forum. This strong uptake signals a shared commitment to ensuring consistency across schools. Teachers are using the platform to seek advice, share tips, and engage in meaningful discussions – particularly around assessment practices.
For schools that are already delivering AIF, and for those that will be implementing the subject in 2026, this is a reminder that a comprehensive suite of resources is available on the SACE website. These include FAQs, annotated work samples, and materials from implementation workshops.
Engine Room
SACE Coordinator Information Sessions
In August, we held our Term 3 SACE Coordinator Information Sessions both in person and online, focused on end of year processes. The sessions allowed for knowledge-sharing amongst SACE Coordinators and a chance for us to learn more about where we can support and improve operational systems and processes. Feedback from the sessions was very positive, with a vast majority of attendees saying they found the information highly relevant, and that they would recommend the sessions to others. SACE Coordinators particularly appreciated the changes we are already making to the following:
- VET verification process in Schools Online
- Renaming of student results reports
- Digitisation of operational forms.
The new VET verification process enables schools to upload student evidence directly through - Schools Online, instead of sending it via email. This improvement will eliminate risks associated with email delivery issues (eg. spam filters, files size limits), streamline the submission process and improve tracking and verification of submitted evidence.
End of year assessment and results
Planning is well underway for assessment and resulting processes in preparation for results release on Monday 15 December.
As part of the SACE Board’s partnership with schools, an e-exams Technical Readiness Information Session for school ICT coordinators was recently held, to ensure technical and operational readiness to support the best possible exam day experience for students.
The e-exam practice window is currently open and is designed to assess your school’s technical readiness and exam day preparedness, and to help familiarise students with the e-exam system. A Practice Window Debrief Session on 23 September will provide an opportunity for the SACE Board to regroup with school ICT staff and SACE coordinators to share learnings from the practice window.
As you would be aware, the use of generative AI tools is not appropriate for use in exams. The SACE Exam Browser undergoes regular vigorous testing to verify that generative AI tools are blocked in e-exam settings. Verification and trust of assessment is a shared partnership between students, schools and the SACE Board. Exams are an extension of the trust and verification in established policies and practices. Raising the security settings of the e-exam platform is one method that will support existing academic integrity policies and the active invigilation of examinations.
As with every year, if something unforeseen does occur, students have our support to ensure they are not disadvantaged by factors outside of their control. We remind you that SACE Board expertise is available to guide you through any issues associated with the Secure Exam Browser software (SEB) during the delivery of e-exams.
Digital Record of Achievement
We would also like to remind you that from 2025, the SACE Record of Achievement (ROA) and the SATAC Tertiary Entrance Statement (TES) will be available digitally only via Students Online to be downloaded and printed as needed. A series of FAQs to support you and your students through this change can be found on our website.
The askSACE team is on-hand to provide schools with any support you may require ahead of, and during, the end-of-year period. You can contact us at askSACE@sa.gov.au or 1300 322 920.
SACE International
By bringing together partner schools from across the Asia Pacific, SACE International continues to build professional expertise, strengthen collaboration, and promote the SACE value proposition internationally.
In partnership with Qian Huang International College in Changzhou, China, SACE International hosted a three-day professional learning workshop for teachers and school leaders across the SACE International school network.
The workshop provided an important opportunity to deepen understanding of SACE teaching practices, share strategies for student success, and strengthen the presence of the SACE International program in overseas markets.
The workshop was delivered under the theme “Designing for Future Directions”. A team of SACE Board staff worked with participants across a range of learning areas, including:
- English as an Additional Language
- Mathematics
- Sciences
- Humanities and Social Sciences
- Program Promotion and Marketing
In total, over 80 representatives from 14 SACE International schools in China, Malaysia, and Cambodia attended. The program combined subject-specific training with school leadership sessions, creating a forum for teachers and leaders to exchange insights and develop strategies for delivering high-quality SACE education in international contexts.
The workshop was further strengthened by contributions from guest speakers whose participation highlighted the importance of SACE International within Australia’s broader international education engagement.
This event reflects SACE International’s ongoing commitment to providing comprehensive professional development and support for schools in its network. Throughout the year, SACE International schools benefit from a combination of online trainings and in-person events. The Changzhou workshop was the second face-to-face professional learning event delivered in 2025, following the earlier workshop hosted by Gateway College in Colombo, Sri Lanka.