Flexible Learning Options Flexible Learning and Accreditation Guide
Flexible Learning Options Flexible Learning and Accreditation Guide
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 1 The Flexible Learning and Accreditation Guide assists educators and case managerswho work with Flexible Learning Options (FLO) students to connect assessment information and the needs of the young person with opportunities for learning. The aim of the learning component for FLO students is the achievement of accredited learning outcomes and developmentof an authentic pathway based on SACE (or comparable) attainment, within a supportive learning environment that focuses on social and emotional wellbeing.
This involves a clear assessment process aswell as a discussion between educator, casemanager and young person to ensure that the learning is relevant, reflective of the young person’s needs and that it supports their pathway to success. Student voice is critical in this process and reflected in the students individualised, codesigned learning and well-being timetable. Assessing Learning Needs
Existing education plans
Wellbeing issues impacting on learning Determining the Learning Pathway
Interpreting Assessment Data within context of student wellbeing
Determining possible options for learning documented instudent case plan and timetable Curriculum and Accreditation
Direct Instructional Programs
Vocational Education and Training (VET)
Reporting and Accountability FLO students, case manager and school FLO co-ordinator Introduction
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 2 When a student is referred to FLO, the FLO Coordinator should collect and provide the following information to assist case managers to develop a clear understanding of student needs. The student’s learning program should be designed with this information in mind. Student information might include:
Negotiated Education Plan (NEP)Summary
Individual Education Plan (IEP) Summary
Individual Learning Plan (ILP) Summary
Psychological Assessment (eg: intellectual assessment, SDQ http://www.sdqinfo.com
Speech Assessment (eg: language assessment)
Medical information (if applicable)
Health Plan (if relevant/available)
COMPASS Report (if available) https://www.acer.org/compass
PAT R/PAT MReports
Basic Key Skills Builder ( BKSB) assessment
Other diagnostic assessments
SACE Schools Online Report
Any other documents or information that the school deems important Assessing the learning needs of FLO-enrolled students is further supported by the Flexible Learning and Transition Portfolio.
A range of assessment tools have been included to determine the specific learning needs of young people and these tools provide an indication of the Australian Core Skill Levels.
The Australian Core Skills Framework (ACSF) describes levels of performance across 5 skills:
Learning The Core Skill Levels provide an indication of the learning pathway that may be appropriate and ensures that young people are being supported to succeed by having access to learning that reflects and builds on the young person’scurrent capabilities. Young people can be assessed to determine their current level against the 5 Core Skills to ensure that the most appropriate learning pathway is developed to meet their individual needs. Assumptions cannot be made about a young person’s achievement at a particular level for one Core Skill – that is, the assumption that this will be the same for all Core Skills.
Further information about the ACSF can be accessed at: https://www.education.gov.au/australian-coreskills-framework A variety of assessment tools are availablefor use, including those listed under ‘Assessing Learning Needs’. Engagement Matrix The Engagement Matrix is designed to provide a snapshot of the levels of engagement of a young person in areas that affect their ability to be successful in learning. It is used as part of the FLOreferralprocess andassistsinplanning appropriate intervention and support programs.
This document can be accessed via: https://www.education.sa.gov.au/doc/studentengagement-matrix-guidelines A self-assessment tool is also available for young people to provide information about their perceptions of their wellbeing, relationships and involvementinlearning.
The Engagement Matrix assesses the Core Skill of Learning, as well as wellbeing and relationships. Assessing Learning Needs
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 3 Determiningthe Learning Pathway el Sk ia al Interpreting Assessment Data This is a discussion that involves the young person, the case manager and the school FLO Coordinator/educator. Case managers may assist in accessing and administering assessments however, it is the responsibility of the school/educator to provideadvice about the most appropriate learning pathway and strategies to meet identified learning needs.
General information from the assessments of the Core Skill Levels can be used to inform potential courses and learning opportunities.
Every learning option/certificate course has an identified Core Skill Level entry requirement. Specific information about certificate level entry requirements can be obtained from TAFE SA or other enrolling Registered Training Organisations (RTOs). Identifying Interests Conversations about determining a learning pathwayneedtoincludeclearinformationabout the young person’s interests. It is recommended that the young person completes the ‘My Learning’ section in the FLTP to inform discussions about their learning pathway.
Determining possible optionsfor learning The following diagram provides a guide to learning options that are available at various Core Skill levels. Direct instructional programs 1 2 Certificate 1 Education and Skills Development or Foundation Skills Certificate 2 Education and Skills Development or Foundation Skills 3 SACE Personal Learning Plan SACE Stage 1 4 SACE Stage 2 5 Tertiary education
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 4 Curriculum and Accreditation Young people need to access support – for both learning and case management that is delivered by appropriately qualified staff.
Case managers support the social and emotional wellbeing of students which can include ‘hands on’ engagement programs, whilst educators/facilitators deliver learning. If a Flexible Learning Centre wishes to support the facilitation of curriculum with FLO students, they must first have a discussion with the FLO Coordinator in the students’ school of enrolmentto ensure that the school is in agreement about the Learning Centre facilitating this learning. As a part of the Service Agreement between the school of enrolment and Flexible Learning Centre, outline the SACE subject(s) that the Learning Centre is seeking approval to facilitate.
The school must be in agreement to submit the Learning and Assessment Plan (LAP), enrol students in the subject(s) and identify a teacher to assess the tasks.
It is expected that Learning Centre staff will regularly assist students to communicate with the assessing teacher and help them to submit the evidence for each assessment task as they complete them. This will enable the assessing teacher to assess the work in a timely manner and provide useful feedback for students to incorporate into their next assessment task(s). FLO Coordinator Role The School FLO Coordinator is the primary school contact person and is responsible for the management and coordination of FLO within that school. The School FLO Coordinator might be a coordinator or an assistant or Deputy Principal who has access to background knowledge of a young person who is being considered for a FLO enrolment.
The local Department for Education Flexible Learning team member can support the School FLO Coordinator in implementing the referral process.
The FLO Coordinator:
Works with the school based team and FLO networks to identify and refer FLO students, subject to agreement by all stakeholders and eligibility criteria throughout the school year including regular ongoing review and monitoring.
Supports the assignment of students to appropriate case management and learning program services and oversees the Services Agreement between the school andmembers of the Approved Panel of Providers providing advice to the site leadership regarding any issues that may arise.
Conducts an ongoing review of each FLO enrolment.
Developsatimetableforeachstudentand ensures parents are updated every time the timetable changes and the school records reflect same.
Ensures that consent forms are understood and signed by parents/caregivers of all FLO students prior to their commencing in any programs concerning their participation; travel arrangements; duty of care responsibilities when off campus, as well as the right to share information with all learning program and/or case management providers.
Conducts a formal meeting at commencement of FLO enrolment with the student, their family and theirCase Managertodevelop,monitorand review the FLO student’s FLTP and again in Semester two.
Ensures all accreditation requirements are met and documented in the FLTP.
All learning achievements must be accredited and recorded on EDSAS/Schools online for uploads into DATEX.
Complies with SACE and SSABSA processes.
Attends FLO network meetings to share expertise, skills and knowledge with other School FLO coordinators and work with the network to reviewand receive updates on allprograms.
Reports to FLO students and their families on their learning and personal achievements and as they apply to their FLTP in school reports which followtheschool’s usualreporting timeframes.
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 5 Curriculum and Accreditation
Provides specific support to FLO students throughout the year, including assisting themto access facilities and services available to all other students at the school, such as specific school site curriculum, co-curricular activities and pastoral services.
Monitors and documents all FLO student’s program participation, including attendance records in partnership with community based partners, recording on EDSAS and other relevant school records data systems.
Allocates all equity resources, including personnel, to which individual students are entitled, such as special education support as identified under the Negotiated Education Plan for students with disabilities; Aboriginal Education staff support for Aboriginal students; and any relevant ESL support.
Completes, in conjunction with Case Managers, reporting that includes attendance,participation, learning outcomes and destination data.
Identifies any learning or well-being needs for FLO students and develop an appropriate site or regional response with the support of the Department for Education Flexible Learning Team.
Direct Instructional Programs There are a variety of programs and resources that support the specific literacy, numeracy and ICT needs of learners. These are particularly relevant for those young people who have significant gaps in their learning or specific learning needs (eg: low ASCF 1). This may also include a range of engagement programs. The direct instructional programs can be delivered by SSO’s or other support staff however, some specific training may be required in order to use the program resource(s). Information about the programs and resources can be found at: https://www.education.sa.gov.au/supportingstudents/flexible-learning-options-flo/flexiblelearning-option-flo-resources Vocational Educationand Training (VET) VET is education and training that gives students skills and knowledge for work.
VET operates through a national training system. It is delivered,assessed and certified by Registered Training Organisations (RTO’s) through a VET in Schools Agreement with TAFE SA or through a partnering arrangement with a registered RTO. The SACE enables students to include a significant amount of VET (up to 150 credits) in their SACE studies.
VET can only be delivered by appropriately qualified staff and each VET course has very specific requirements for qualifications (see individual course outline documents). There are several ways that students can engage in VET: VET in Schools Agreement (VISA) Schools can enter into a VISA with TAFE SA so that appropriately qualified teaching staff employed bytheschool can delivercertificate level courses in either on-site or off-site programs. The VISA needs to be negotiated via the school’s VET Coordinator. A VET in Schools Agreement between a school and TAFE SA is granted on the condition that it is mandatory for a teacher employed by the school and listed on that VISA Schedule to both deliver and assess the program content.
Nonschool staff are not able to be listed on a VISA Schedulebetween a school and TAFE SA (this includesregistered teachers and/or trainers employed by a community organisation or another RTO). Any deviation from this practice can jeopardise boththe school’s VISA Arrangement with TAFE SA and the accreditation outcomes for youngpeople.
There are a range of practical tools and guidelines for Department for Education schools and these are available to teachers on the Department Intranet site. This includes information and template documents related to a range of matters, such as working with RTO’s to auspice or purchaseVET. Schools can access this information at : https://myintranet.learnlink.sa.edu.au/educating/cur riculum-years-10-12/vocational-education/vetguidelines-for-schools
6 Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 RTO’s are training providers registered by Australian Skills Quality Authority (ASQA) to deliver vocational courses.
RTO’s are recognisedas providers of quality-assured and nationally recognised training and qualifications. A complete list of RTO’s can be found at: http://training.gov.au YoungpeoplecanaccesslearningattheRTOsite or RTO’s can be approached to deliver training programs for FLO students under 16 years of age (fee for service) or for young people aged 16+ (funded through WorkReady, where possible, or through fee for service).
Partnering Arrangement Program providers who are not RTO’s can enter into a partnering arrangement with a registered RTO (which has the relevant qualification on scope). The appropriately qualified learning program staff deliver the training and conduct the assessments. The accreditation, moderationand parchment issuance is then done by the partnering RTO. However, organisations which deliver Learning Programs to FLO students and are not RTO’s must be on the Department for Education Approved Panel of Providers. A partnering arrangement does not provide exemption from this Panel. WorkReady WorkReady is a SA Government initiative that encourages people to enter training, complete training and gain employment.
It is a scheme that provides funding for courses from Certificate I to Advanced Diploma levels for young people (aged 16+) who meet course entryrequirements. Access to WorkReady for all secondary school enrolled students is only through a FLO enrolment orTraining Guarantee forSACEStudents (TGSS). WorkReady FLO is only available for FLO students and is designed to provide students with access to WorkReady and an equitable pathway into full VET qualifications for those FLO students who are not on a SACE pathway. FLO students have accessto all courses on the WorkReady funded training list, provided they meet the eligibility criteria for specific courses.
Training Guarantee for SACE Students (TGSS) Through TGSS, the SA Government will fund a WorkReady training provider for selected SACE students who are 16 years of age or older. Students must be working towards completing the SACE and the enrolment process must be undertaken through the school of enrolment. TGSS students have access to selected courses on the WorkReady funded training list. FLO enrolled students can access WorkReady through either FLO or TGSS. RegisteredTraining Organisations (RTO’s)
7 Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 South Australian Certificate of Education (SACE) The SACE Board website can be accessed via : http://www.sace.sa.edu.au The SACE is the South Australian qualification for secondary students.
The SACE is completed in two stages: Stage 1and Stage 2. Most students undertake Stage 1 in Year 11 and Stage 2 in Year 12. Students can undertake Stage 1 or 2 at any year level, provided they are ready to commenceSACE studies. Students generally commence their SACE in Year 10 through the Personal Learning Plan (PLP).
Young people need to obtain 200 credits to achieve the SACE through a combination of compulsory andfreechoice subjects and courses. Student work is assessed using an ‘A to E’ grading system in Stage 1 and an A+ to E-grading system in Stage 2. These systems are supported by rigorous quality assurance processes. To be awarded the certificate, students need to achieve a C grade or better for the compulsory Stage 1 subjects (ie: PLP, English and Mathematics subjects).Students also need toachieve a C-grade or better in 60 credits in Stage 2 subjects and/or courses and 10 credits for the Research Project.
VET provides an authentic SACE pathway and young people can gain recognition for up to 150 SACE credits at Stage 1 and/or Stage 2 for successfully completed VET.
Flexibilities in the SACE include recognition of community learning. SACE can be supported by Case Managers through the collection of evidence and this can be done effectively through communication with FLO Coordinators and teachers. SACEshould be delivered and assessed under the guidance of a registered teacher. A Learning and Assessment Plan (LAP)* must be submitted by the school for all subjects taught(excludingtheResearchProjectand Stage 2 Community Studies). The school of enrolment is also responsible for enrolling students into subjects, assessing student learning and recording all SACE and VET results in school systems (Schools Online) within SACE Board timeframes.
A LAP shows the intended learning and assessment activities for a subject. Appendix 1, 2 and 3 in this guide provide checklists for schools and service providers that outline the actions to be taken for accrediting a SACE subject where this is supported and/or delivered by aregistered teacher employed by the service provider. The following checklists are available:
Appendix 1 – Stage 1 Personal Learning Plan (PLP)
Appendix 2 – Stage 1 Compulsory Subjects
Appendix 3 – Stage 1 – All Other Subjects Please note: There are two checklists in each appendix - one that is applicable where a case manager is supporting the delivery of the subject and another where a registered teacher, employed by the service provider, is delivering the subject.
8 Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 South Australian Certificate of Education (SACE) The requirements for SACE completion are:
Personal Learning Plan – 10 credits at Stage 1
Literacy – 20 credits from a range of Englishsubjects(Stage 1orStage 2)
Numeracy – 10 credits from a range of mathematics subjects (Stage 1 or Stage 2)
Research Project – 10 credits at Stage 2
60 credits – other Stage 2 subjects (including VET*)
90 credits – additional Stage 1 or Stage 2 subjects or SACE Board recognised courses (such as VET* or community learning) Please note: VET is recognised at either Stage 1 or Stage 2 in the SACE, depending onthe qualification.
Please see the section in this guide on recognition of VET in the SACE for more information.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 9 The SACE allows students to develop capabilities needed forlife and further learning in today’s world. The SACE recognises learning both in and outside ofschool. Each SACE subject outline includes the statement: “...build their knowledge, skills and understanding, in a variety of contexts, for example, schools, workplaces and training and community organisations”. This statement acknowledges that learning may occurincontexts other than the mainstream schoolenvironment. How can we achieve success in SACE for ourmost vulnerable students? While a student is at school or connected to the school in any way through any combination of programs, learning and development should bethe primary aims and these should, where possibleand appropriate, contribute to the achievement ofthe SACE.
This can be achieved via:
working in partnership to provide an opportunity for every student to achieve the SACE
understanding the SACE and the flexibilities – know how students can achieve their 200 credits in a flexible way using subjects, recognised learning and courses
recognising and capturing learning – ensure that learning is valued andvaluable
embedding learning in subjects,where appropriate
recognising community-based learning SACE Planner The SACE Planner (available on the SACE Boardwebsite) is a tool that can be used to assist students to plan their SACE. Flexibilities in the SACE
SACE Subjects and Recognised Learning/Courses Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 10 There are a range of SACE subjects that students may undertake to achieve their SACE in addition to the compulsory subjects. The SACE also recognises that learning happens both in and outside school. The latter may, forexample, include VET and volunteer work. The following subject-specific and recognised learning information is provided to give a basic overview of some of the subjects FLO students may access in a more flexible way. Community Studies Students learn in a community context, both within and beyond the school environment.
The community provides the framework in which students develop capabilities that enable themto contribute actively and successfully to community activities. They interact with teachers, peers and community members.
Starting from a point of personal interest, skills or knowledge, students choose the focus of their community activity.This provides autonomy for the student in deciding the focus and direction of their community activity. By setting challenging and achievable goals in their community activity, students enhance their knowledge and understanding through a guided and supported learning program. They develop their capacity to work independently and to apply their skills and knowledge in practical ways in their community.
Community Studies may be undertaken as a 10-credit subject or a 20-credit subject at Stage 1, and as a 10-credit subject or a 20-credit subject atStage 2.
Students prepare a contract of work to undertakea community activity in one of the follow six areas of study:
Arts and the Community
Communication and the Community
Foods and theCommunity
Health, Recreation and the Community
Science, Technology and the Community
Work and the Community Some ideas for community activities include:
Making a movie/documentary
Writing and illustrating a book for children
Developing an exercise program
Writing a cook book
Organising an event, such as an 18th birthday party
Planning, organising and implementing a fundraising activity
Writing lyrics, editing and recording songs
Caring for a child/sibling/parent
Building a car engine
Participating in sport and developing skills and knowledge
Volunteering at an aged care facilityand organising activities
Designing and constructing a skateboard or surfboard
Designing and painting a community mural
Researching, planning and constructinga community garden
Participation in work experience to develop employability skills Community Studies allows for flexible delivery because itis a project-based subject.
Students, in collaboration with a registered teacher,develop a Community Studies contract that outlines the steps students will take to complete their community activity.
The contract must be completed in consultation with, and be assessed by, a registered teacher. However, case managers can support the student to collect the evidence they require for the completion of their activity. This could be done through regular case management meetings. Please note: This subject does not provide a score or grade that contributes to the AustralianTertiary Admission Rank (ATAR) or TAFE Selection Score, however it does count towards completion of the SACE. Students may stillchoose other subjects that provide a score or grade, particularly if students wish to attainan ATAR or TAFE Selection Score.
SACE Subjects and Recognised Learning/Courses Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 11 Community Learning The SACE Board recognises that learning happens not only in the classroom, but in all kinds of settings. SACE students can earn credits for community service or activities through recognised Community-developed Programs or Self-directed Community Learning. Community-developed Programs Many community organisations develop and accredit their own programs and many of these are eligible for recognition towards the SACE. Examples of such programs include the Duke of Edinburgh Award, Operation Flinders and the SA Country Fire Service.
Students who have received an award or certificate from one of the organisations detailed in the SACE Board Recognised Programs table (available via https://www.sace.sa.edu.au/studying/recognisedlearning/community-learning) may be eligible for SACEcredits. Students can apply for recognition of a Community-developed Program bycompleting the required application form and submitting the form to their school’s SACE Coordinator. FLO students are able to access the, The Duke of Edinburgh’s Award as a community developed program at a reduced rate and with special accommodations for the Adventurous Journey requirement.
Self-directed Community Learning Credit for Self-directed Community Learning may be gained through learning experiences that do not follow aformal,accredited curriculum. Individual students may participate in a range of programs or sets of activities that are not formally accredited. Examples of this type of learning include:
taking responsibility for the care of a sibling
creating media productions (e.g. films, websites) outside school
officiating at a series of sporting events
performing in sport at an élite level
planning and coordinatingcommunity or recreational events
taking a leadership role in community land-care or conservation groups
taking a leadership role in community theatrical productions
taking a leadership role in volunteer organisations
taking a leadership role in the workplace
taking responsibility for the care of an elderly or invalid person
teaching others specialised skills (e.g.dance).
The process for students to have their Selfdirected Community Learning considered for recognition as part of their SACE involves the student submitting an application form to their school and attending an interview with a SACE Board-trained Community Learning Assessor (registered teacher). Most schools will have at least one person trained as a Community Learning Assessor. At the interview the student provides evidence (through discussion) of his or her learning to a community learning assessor(s) . The student is assessed against two assessment criteria: knowledge and application, and reflection and critical thinking.
The community learning assessor(s)willmakenotes,recordtheinterview electronically, and make a written record of evidence. Assessment judgments about the evidence are made using the assessmentcriteria and Performance Checklist.
Satisfactory achievement is deemed to havebeen reached if the student has provided evidence that addresses the nature, scope and level of complexity of their community learning at 10 or 20 credits. Students who are applying for credits at Stage 1 may be interviewed by a school-based assessor; however schools may also request a SACE Boardassessor to undertake the interview.
SACE Subjects and Recognised Learning/Courses Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 12 Students who are applying for Stage 2 credits, or a combination of credits at Stage 1 and Stage 2, will be interviewed by both a SACE Board-trained school-based assessor and a SACE Board assessor.
Please note: Students can count up to 90 credits of Self-directed Community Learning at Stage 1 and/or Stage 2 towards the completion requirements of the SACE. However, recognition of community learning is not granted against the compulsory requirements for 60 credits at Cgrade or better at Stage 2. This recognition does not provide a score or grade that contributes to the Australian Tertiary Admission Rank (ATAR) or TAFE Selection Score, however it does count towards completion of the SACE and students may still choose other subjects that provide a score or grade if students want an ATAR or a TAFE Selection Score.
Integrated Learning Students apply their knowledge and skills to a real-world task, event, learning opportunity, or context, which leads to a specific purpose, product or outcome.
Students develop and demonstrate collaboration, teamwork and self-awareness, and they evaluate their learning. Integrated Learning may be undertaken as a 10-creditsubjectora20-creditsubjectatStage1, and as a 10-credit subject or a 20-credit subject at Stage 2. Integrated Learning is undertaken as a class or group and may involve a communitybased project. Integrated Learning isdesigned to facilitate collaborative learning through practical work and a group activity(s). Through collaboration and teamwork, students learn to plan and organise activities and to develop their understanding of, and empathy for, others.
Integrated Learning has:
a program focus (which could, for example, be a topic, an activity, or a group project) decided by the teacher or by the teacher in consultation with students
one or more key areas of study (each keyarea is based on one of the capabilities) that are chosen to support and guide the exploration and development of the program focus through guiding questions Students develop and apply skills and knowledge through their program focus, which is linked to a study of key areas, organised around the capabilities.
Some ideas for program focus include:
young parenting programs
civics and citizenship activities
fitness and physical activity
health and lifestyle
integrated health and wellbeing programs
local history projects
peer support programs
performing arts programs
personal development programs
social action programs
travel activities At Stage 1, students can complete up to 90 credits of Integrated Learning.
At Stage 2, students can complete up to 40 credits of Integrated Learning. Please note: Only 20 credits of Stage 2 IntegratedLearning contribute to the Australian Tertiary Admission Rank (ATAR) or TAFE Selection Score.
SACE Subjects and Recognised Learning/Courses Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 13 Workplace Practices This is a relevant subject for students who work part time, undertake work experience, volunteer work or even caring for another person. Students develop knowledge, skills and understanding of the nature, type and structure of the workplace.
They learn about the value of unpaid worktosociety,futuretrends inthe world of work, workers’ rights and responsibilities, and career planning.
Students can undertake learning in the workplace and develop and reflect on their capabilities, interests and aspirations. The subject may include undertaking Vocational Education and Training (VET), as provided under the Australian Qualifications Framework (AQF). Workplace Practices may be undertaken as a 10- credit or a 20-credit subject at Stage 1,and as a 10-credit subject or a 20-credit subject at Stage 2. ‘Work’, as outlined in the subject outline, is defined as all fields of paid and unpaid activity. ‘Workplace’ or ‘work-related context’ is defined as any environment in which an individual operatestoproduce aserviceand/orproduct.
There are three areas of study within Workplace Practices:
Industry and Work Knowledge
Vocational Education and Training (VET) At Stage 1 and Stage 2, all students undertake Industry and Work Knowledge and one of thefollowing options:
Vocational Learning OR
Vocational Learning and VET Vocational learning may, for example, include:
casual or part-time employment
student business, enterprise (actual or virtual), or project-based employment
work experience, including work-shadowing or observation
voluntary participation in a community organisation/project
formal high-level training/performance programs (e.g.
sporting or dance)
events coordination or management
the provision of primary caregiving orparenting Please note: If VET units of competency are usedas part of the assessment for Workplace Practices, these units of competency cannot also be used to receive SACE credits through the recognition arrangements for VET in the SACE.
At Stage 2, students can complete up to 40 credits of Workplace Practices. Please note: Only 20 credits of Stage 2 WorkplacePractices contribute to the Australian Tertiary Admission Rank (ATAR) or TAFE Selection Score.
SACE Subjects and Recognised Learning/Courses Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 14 How is VET recognised in the SACE? The SACE Board recognises VET that:
is listed on the www.training.gov.au website
is delivered and assessed by, or under the auspices of, Registered TrainingOrganisations (RTOs), which are registered to deliver and/or assess the VET that is to be recognised
is delivered and assessed in accordance with the VET Quality Framework
can be certificated on a transcript, statement of attainment, or qualification issued by an RTO The recognition arrangements for VET in the SACE will include:
recognition of completed qualifications
partly completed qualifications (for which a student has completed one or more units of competency) Students will earn 5 SACE credits for the successful completion of 35 nominal hours of VETand 10 SACE credits for the successful completion of 70 nominal hours of VET, up to the maximum credit allocation for a qualification.
The VET Recognition Register, available on the SACE Board website, lists over 300 of the most popular VET qualifications that students may undertake as part of their SACE and provides information about which SACE stage (Stage 1 or Stage 2 or a combination (hybrid courses) of both) the VET will be recognised.
The VET Recognition Register can be accessed via the following link: https://www.sace.sa.edu.au/web/vet/vetcoordinators/vet-recognition-register In addition to the SACE stage, the register provides information about the maximum/ minimum SACE credits students can earn if they complete the entire qualification. Please note: If a qualification is not on the VETRecognition Register, as long as it meets thecriteria outlined above it can be recognised toward the student’s SACE. The schools VET Coordinator will be able to provide more information regarding this. Students can counta maximum of two completed Certificate I qualifications towards their SACE.
All VET results must be entered by the school into Schools Online(the SACE Board’s data entry and reporting system for schools) prior to SACE deadlines. See Appendix 4 flow chart for Case Managers and educators, detailing how accredited learning outcomes are recorded for FLO students.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 15 Accessing SACERESULTS Students Online Students can access their SACE results by loggingon to Students Online from the SACE Boardwebsite, using their SACE registration number and PIN.
https://apps.sace.sa.edu.au/studentsonline/login.do Students need to apply for a registration number for the SACE through their school. The PIN is set by default to the student’s date of birth (in the format DDMM), however, the student may have chosen to change it within Students Online.
If a student has changed their PIN and forgotten it, they can fill out an online form (on the SACE Board Students Online portal) and the SACE Board will reset the PIN to their date of birth (DDMM). See Appendix 5 for a step by step guide abouthow to access Schools Online.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 16 Learning outcomes achieved by FLO students must be reported to the FLO Coordinator who ensures that outcomes are recorded in the appropriate school system (Schools Online) via the appropriate subject teacher and VET orSACECoordinator.
See Appendix 4 flow chart detailing the process for recording accredited learning outcomes for Vocational Education and Training (VET). School Report It is a requirement of DECD to provide students with two written school reports each year. For FLO students, this could consist of a Home Group comment (this can include the student’s off-site learning and participation in extracurricular activities) and subject reports, if relevant. The school will determine if the school reporting system will be used or a FLO-specific report will be used. A template, ‘FLO Student Term Report’ that can be used for FLO students is available at: https://www.education.sa.gov.au/supportingstudents/flexible-learning-options-flo/flexible-learningoption-flo-resources Reporting andAccountability
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 17 Resources The Flexible Learning Team has developed a rangeofresourcestosupportyoungpeople’s engagement in learning and the achievement of learning outcomes. These resources can be found at: https://www.education.sa.gov.au/supportingstudents/flexible-learning-options-flo/flexiblelearning-option-flo-resources Flexible Learning and Transition Portfolio (FLTP) The FLTP represents an ongoing process that is documented through the Case Manager’s work with the student. The document is kept current throughout the FLO enrolment.
The FLTP offers the student an opportunity to connect with and reflect upon his/her self-development and learning, incorporating goal setting, reflection andlearningrecords that canbe monitored regularly by Case Managers and FLO Coordinators.
The FLTP is aligned to the FLO PLP. Task 2 andTask 3 require the student to reference the FLTP directly. Therefore, the FLTP is linked to SACE Stage 1 PLP, if and when the student enrols and undertakes this course of study. FLO Personal Learning Plan (PLP) The FLO PLP provides opportunities for students to meet the PLP requirement of the SACE (10 credits Stage 1 subject). The subjectmaterial is scaffolded and provides assessment tasks and relevant resources. Case Managerscan support the delivery of PLP with referenceto the checklist provided in Appendix 1.
Recording Accredited Learning Outcomes – Flow Chart Learning outcomes achieved by FLO students must be reported to the FLO Coordinator who is required to record outcomes via the appropriate school personnel and systems (EDSAS/Schools Online).
Please see Appendix 4. Department for Education Flexible Learning Rubric The purpose of the Flexible Learning Rubric is to provide clear expectations about the provision of flexible learning programs for FLO students. Its purpose is to provide a framework for the holistic review and evaluation of programs to support a model ofcontinuousimprovement.
Teachers develop a Learning and Assessment Plan (LAP) for their student cohort that shows their intended learning and assessment activities for a subject. For a student to be resulted for a SACE subject, schools are required to have an approved Learning and Assessment Plan. Please Note: If a LAP has not been submitted by the school and approved by the SACE Board (within the timelines set out by the SACE Board), then schools are unable to report student results for that subject. Schools are responsible for enrolling students Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 1 Stage 1 FLO PLP - Checklist for Case Managers/Service Providers Where Case Managers are supporting the delivery of the PLP Action Case Manager P School P Eligibility Requirements Student has completed FLTP modules MY PROFILE and MY LEARNING Student achieves ACSF 3 or above SACE identified as a goal in MY GOAL SETTING AND TERM TIMETABLES module of FLTP Enrolment Process Service Provider/Case Manager meets school based FLO Coordinator to discuss enrolment in PLP.
Points to consider:
Proposed program of learning (including resources/materials to be used)
Which Learning and Assessment Plan (LAP) will be used?**
Who will facilitate the learning and how?
What student work/evidence will need to be collected for teacher to assess student work?
SACE and school deadlines for SACE enrolment, resulting and LAP submission School develops a Learning and Assessment Plan (LAP) to be used for the program of learning – this may be the FLO PLP LAP or a school’s mainstream PLP LAP along with the school-developed tasks Develop shared understanding of the learning program and assessment requirements Agree on school deadlines required to meet SACE deadlines School submits Learning and Assessment Plan by SACE deadlines FLO Coordinator completes SACE enrolment process PLP Completion Process Students complete work with support of Case Manager and in consultation withFLOCoordinator,asappropriate(thismay includeremaining modulesin FLTP , depending on the LAP used) Student, with support from their Case Manager, compiles a PLP folio for assessment Assessment Process Student, case manager and school based FLO Coordinator or PLP teacher participate in ‘three-way assessment conversation’ (if this is part of the Learning and Assessment Plan) Teacher assesses work and allocates A-E grade for each of the Assessment Tasks, using the Performance Standards Teacher allocates A-E grade for PLP School keeps a copy of the assessment(s) for moderation purposes Student awarded A-C grade PLP is accredited to student FLO Coordinator ensures that results are provided to relevant school personnel (eg: SACE and/or VET Coordinator) for submission to the SACE Board via Schools Online for certification, by SACE Board deadlines Student awarded D-E grade PLP is not accredited Student receives a ‘pending’ grade Student continues to work toward PLP accreditation
Teachers develop a Learning and Assessment Plan (LAP) for their student cohort that shows their intended learning and assessment activities for a subject. For a student to be resulted for a SACE subject, schools are required to have an approved Learning and Assessment Plan. Please Note: If a LAP has not been submitted by the school and approved by the SACE Board (within the timelines set out by the SACE Board), then schools are unable to report student results for that subject. Schools are responsible for enrolling students in subjects by the SACE Board due date. Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 2 Stage 1 FLO PLP - Checklist for Case Managers/Service Providers Where a Registered Teacher is employed by the Service Provider to deliver the PLP Action Case Manager P School P Eligibility Requirements Student has completed FLTP modules MY PROFILE and MY LEARNING Student achieves ACSF 3 or above SACE identified as a goal in MY GOAL SETTING AND TERM TIMETABLES module of FLTP Enrolment Process Registered teacher meets school based FLO Coordinator to discuss enrolment in PLP.
Points to consider:
Proposed program of learning (including resources/materials to be used)
What Learning and Assessment Plan (LAP) will be used?**
How will the teacher facilitate the learning and assessment?
Who will undertake the marking of assessment tasks – schools based staff or registered teacher from service provider?
SACE and school deadlines for SACE enrolment, resulting and LAP submission Registered Teacher from service provider or school develops a Learning and Assessment Plan (LAP) to be used for program of learning – this may be the FLO PLP LAP or a school’s mainstream PLP LAP and the school-developed mainstream tasks Registered Teacher from service provider provides LAP to school FLO Coordinator via email Agree on school deadlines required to meet SACE deadlines School submits Learning and Assessment Plan by SACE deadlines FLO Coordinator arranges SACE enrolment process (in consultation with relevant subject teacher/leader and SACE Coordinator) PLP Completion Process Students complete work with support of teacher in consultation with FLO Coordinator as appropriate (this may include remaining modules in FLTP – this will be based on the Learning and Assessment Plan used) Student with the support of their case manager compiles a PLP folio for assessment Assessment Process Student, case manager/teacher and school based FLO Coordinator or PLP teacher participate in ‘three-way assessment conversation’ (if this is part of the Learning and Assessment Plan) Agreed assessor (Registered Teacher from service provider or school based teacher) allocates A-E grade for each of the Assessment Tasks using the Performance Standards Assessor allocates A-E grade for PLP Assessor provides grade to school along with package of evidence Student awarded A-C grade PLP is accredited FLOCoordinator ensures thatresults are provided to relevant school personnel (eg: SACE and/or VET Coordinator) for submission to the SACE Board via Schools Online for certification, by SACE Board deadlines Student awarded D-E grade PLP is not accredited Student receives a ‘pending’ grade Student continues to work toward PLP accreditation
Compulsory SACE Stage 1 Subjects Checklist for Case Managers/Service Providers Where Case Managers are supporting the delivery of a subject Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 22 Action Case Manager P School P Eligibility Requirements Student has completed FLTP modules MY PROFILE and MY LEARNING Student achieves ACSF 3 or above SACE identified as a goal in MY GOAL SETTING AND TERM TIMETABLES module of FLTP Enrolment Process Service Provider/Case Manager meets school FLO Coordinator to discuss enrolment in appropriate SACE subject.
Points to consider:
Proposed program of learning (including resources/materials to be used)
Which Learning and Assessment Plan (LAP) will be used?**
Who will facilitate the learning and how?
What student work/evidence will need to be collected for teacher to assess student work?
SACE and school deadlines for SACE enrolment, resulting and LAP submission SACE subject approved as appropriate accreditation pathway for student School develops Learning and Assessment Plan (LAP) to be used for program of learning Develop shared understanding of the learning program and assessment requirements Agree on school deadlines required to meet SACE deadlines School submits Learning and Assessment Plan by SACE deadlines FLO Coordinator arranges SACE enrolment process (in consultation with relevant subject teacher/leader and SACE Coordinator) Subject Completion Process Students complete work with support from case manager and in consultation with FLO Coordinator, as appropriate Student, with the support from their case manager, compiles evidence/work for assessment Assessment Process Assessment/evidence of completion of assessment submitted to school/ teacher for assessment Teacher assesses work and allocates A-E grade for each of the Assessment Tasks using the Performance Standards Teacher allocates A-E grade for subject School keeps copy of the assessments for moderation purposes Student awarded A-C grade Subject is accredited to student FLO Coordinator ensures that results are provided to relevant school personnel (eg: SACE and/or VET Coordinator) for submission to the SACE Board via Schools Online for certification, by SACE Board deadlines Student awarded D-E grade PLP,Numeracy,Literacy and Research Project are not accredited to meet compulsory requirements Student receives a ‘pending’ grade Student continues to work toward accreditation for compulsory subjects ** Teachers develop a Learning and Assessment Plan (LAP) for their student cohort that shows their intended learning and assessment activities for a subject.
For a student to be resulted for a SACE subject, schools are required to have an approved Learning and Assessment Plan. Please Note: If a LAP has not been submitted by the school and approved by the SACE Board (within the timelines set out by the SACE Board), then schools are unable to report student results forthatsubject.
Schools are responsible for enrolling students in subjects by the SACE Board due date.