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- How are schools developing students’ capabilities?
- How are capabilities recognised in the pilot?
- How are capabilities certified in the pilot?
- What quality assurance is involved?
- Are capabilities for all students or just those not experiencing academic success?
- How are students involved?
- What is the difference between matching and ranking?
- Why are we piloting and not implementing across all schools?
- Are students’ subject results impacted by being involved in the pilot?
- What types of learning 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?
- Will this increase 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 capabilities through engagement in activities like school events, clubs, excursions, pastoral programs, and performances.
How are capabilities recognised in the pilot?
Capabilities can be recognised through observable behaviours. These behaviours can be recognised by teachers, by people outside of school, and by students themselves.
Students are also engaging in learning and developing capabilities outside of school through personal endeavours, part time work, involvement in clubs and communities, volunteering, and extra-curriculum activities.
How are capabilities certified in the pilot?
The observable behaviours of the capabilities that students demonstrate are captured by teachers, confirmed by schools, and quality 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
Are capabilities for all students or just those not experiencing academic success?
Developing, recognising and certifying capabilities is inclusive of all students irrespective of subject results. All students will have a unique profile of capabilities which tertiary education providers, employers and industries value.
How are students involved?
Schools, in partnership with students, make decisions about being involved in the project to formally recognise and certify their capabilities. Parents and caregivers can enquire with their schools about the school’s level of involvement in the Capabilities and Learner Profile project or future plans.
What is the difference between matching and ranking?
The ATAR is a ranking model used for university course admissions. Recognising capabilities through a Learner Profile is a matching model where a students’ unique sets of capabilities are used to connect them to industry sectors and other pathways.
Why are we piloting and not implementing across all schools?
Pilot 1 in 2022 involved 23 schools and Pilot 2 in 2023 involves 41 schools. It is complex work that requires the SACE Board, schools, and our partners to navigate the change to ensure students benefit before further extension to other 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 learning can be recognised?
All types of learning. Capabilities can be developed and recognised in any context, whether that is the classroom, school-based extra-curricular activities, personal experience, or intentional 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, in 2022 students involved in the pilot were offered entry to a selection of courses. This was facilitated by SATAC in partnership with tertiary education providers. The matching model will be further developed and refined for 2023.
What are the SACE specific capabilities being developed, recognised and certified in the pilot?
Will this increase students’ workload?
No, students will not be required to undertake additional assessment activities.
Will recognising capabilities replace subject-based assessment?
No, students will continue to undertake subject-based study that will be assessed by teachers. In addition, teachers will identify evidence of capabilities in their students.
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.