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, co- designed learning and well-being timetable. Assessing Learning Needs • PAT R/M • BKSB • Existing education plans • Wellbeing issues impacting on learning Determining the Learning Pathway • Interpreting Assessment Data within context of student wellbeing • Identifying interests • Determining possible options for learning documented instudent case plan and timetable Curriculum and Accreditation • Direct Instructional Programs • Vocational Education and Training (VET) • SACE • Vocational certificates • 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 • Guidance Reports/Excerpts • 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 • NAPLAN Report • 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: • Reading • Writing • Numeracy • Communication • 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-core- skills-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/student- engagement-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 v e L l l i Sk e r o C n ia al r t s u A 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/supporting- students/flexible-learning-options-flo/flexible- learning-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.
Non- school 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/vet- guidelines-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 andfree- choice 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 • Organisingasportingevent/competition • 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.