Flexible Learning Options Flexible Learning and Accreditation Guide
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Flexible Learning Options Flexible Learning and Accreditation Guide
Introduction
The Flexible Learning and Accreditation Guide This involves a clear assessment process as well
assists educators and case managers who work as a discussion between educator, case manager and
with Flexible Learning Options (FLO) students to young person to ensure that the learning
connect assessment information and the needs is relevant, reflective of the young person’s
of the young person with opportunities for needs and that it supports their pathway to
learning. success. Student voice is critical in this process
and reflected in the students individualised, co-
The aim of the learning component for
designed learning and well-being timetable.
FLO students is the achievement of accredited
learning outcomes and development of an
authentic pathway based on SACE (or
comparable) attainment, within a supportive
learning environment that focuses on social and
emotional wellbeing.
FLO students, case manager and school FLO co-ordinator
Assessing Learning Determining the Curriculum and
Needs Learning Pathway Accreditation
• PAT R/M • Interpreting Assessment • Direct Instructional
• BKSB Data within context of Programs
student wellbeing • Vocational Education
• Existing education
plans • Identifying interests and Training (VET)
• Wellbeing issues • Determining possible • SACE
impacting on learning options for learning • Vocational certificates
documented in student
• Reporting and
case plan and timetable
Accountability
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 1
Assessing Learning Needs
When a student is referred to FLO, the FLO The Core Skill Levels provide an indication of the
Coordinator should collect and provide the learning pathway that may be appropriate and
following information to assist case managers to ensures that young people are being supported
develop a clear understanding of student to succeed by having access to learning that
needs. The student’s learning program should reflects and builds on the young person’s current
be designed with this information in mind. capabilities.
Student information might include: Young people can be assessed to determine their
• Negotiated Education Plan (NEP) Summary current level against the 5 Core Skills to ensure
• Individual Education Plan (IEP) Summary that the most appropriate learning pathway
is developed to meet their individual needs.
• Individual Learning Plan (ILP) Summary
Assumptions cannot be made about a young
• Guidance Reports/Excerpts person’s achievement at a particular level for
• Psychological Assessment one Core Skill – that is, the assumption that this
(eg: intellectual assessment, SDQ will be the same for all Core Skills.
http://www.sdqinfo.com
Further information about the ACSF can be
• Speech Assessment (eg: language assessment)
accessed at:
• Medical information (if applicable)
https://www.education.gov.au/australian-core-
• Health Plan (if relevant/available)
skills-framework
• COMPASS Report (if available)
https://www.acer.org/compass A variety of assessment tools are available for use,
• PAT R/PAT M Reports including those listed under ‘Assessing Learning
Needs’.
• Basic Key Skills Builder ( BKSB) assessment
• NAPLAN Report
Engagement Matrix
• Other diagnostic assessments
The Engagement Matrix is designed to provide a
• SACE Schools Online Report
snapshot of the levels of engagement of a young
• Any other documents or information person in areas that affect their ability to be successful
that the school deems important in learning. It is used as part of the FLO referral process
Assessing the learning needs of FLO-enrolled and assists in planning appropriate intervention and
support programs.
students is further supported by the Flexible
Learning and Transition Portfolio. A range of This document can be accessed via:
assessment tools have been included to determine
https://www.education.sa.gov.au/doc/student-
the specific learning needs of young people and
these tools provide an indication of the Australian engagement-matrix-guidelines
Core Skill Levels. A self-assessment tool is also available for young
people to provide information about their
The Australian Core Skills perceptions of their wellbeing, relationships and
Framework (ACSF) describes involvement in learning.
levels of performance across 5 The Engagement Matrix assesses the Core Skill of
skills: Learning, as well as wellbeing and relationships.
• Reading
• Writing
• Numeracy
• Communication
• Learning
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 2
Determining the Learning Pathway
Interpreting Assessment Data Determining possible options for learning
This is a discussion that involves the young The following diagram provides a guide to learning
person, the case manager and the school options that are available at various Core Skill levels.
FLO Coordinator/educator.
Case managers may assist in accessing
and administering assessments however, it
is the responsibility of the school/educator Direct instructional programs
to provide advice about the most
appropriate learning pathway and
1
strategies to meet identified learning Certificate 1 Education and Skills
needs. el Development or Foundation Skills
General information from the assessments of the
v
e
L
li l
2
Core Skill Levels can be used to inform potential Sk Certificate 2 Education and Skills
courses and learning opportunities. Every learning e
r Development or Foundation Skills
option/certificate course has an identified Core Skill
o
C 3 SACE Personal Learning Plan
Level entry requirement. Specific information n
ia SACE Stage 1
about certificate level entry requirements can al
rt
be obtained from TAFE SA or other enrolling
Registered Training Organisations (RTOs).
s
u
A
4 SACE Stage 2
Identifying Interests
Conversations about determining a learning
5 Tertiary education
pathway need to include clear information about
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.
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 3
Curriculum and Accreditation
Young people need to access support – for both subject to agreement by all stakeholders
learning and case management that is delivered and eligibility criteria throughout the school
by appropriately qualified staff. Case managers year including regular ongoing review and
support the social and emotional wellbeing of monitoring.
students which can include ‘hands on’ engagement • Supports the assignment of students to
programs, whilst educators/facilitators deliver appropriate case management and learning
learning. program services and oversees the Services
If a Flexible Learning Centre wishes to support Agreement between the school and members
the facilitation of curriculum with FLO students, of the Approved Panel of Providers providing
they must first have a discussion with the FLO advice to the site leadership regarding any
Coordinator in the students’ school of issues that may arise.
enrolmentto ensure that the school is in • Conducts an ongoing review of each
agreement about the Learning Centre FLO enrolment.
facilitating this learning.
• Develops a timetable for each student and
As a part of the Service Agreement between the ensures parents are updated every time the
school of enrolment and Flexible Learning Centre, timetable changes and the school records
outline the SACE subject(s) that the Learning reflect same.
Centre is seeking approval to facilitate. • Ensures that consent forms are understood
The school must be in agreement to submit and signed by parents/caregive rs of all FLO
the Learning and Assessment Plan (LAP), enrol students prior to their commencing in any
students in the subject(s) and identify a programs concerning their participation; travel
teacher to assess the tasks. arrangements; duty of care responsibilities
It is expected that Learning Centre staff will when off campus, as well as the right to share
regularly assist students to communicate with information with all learning program and/or
the assessing teacher and help them to submit case management providers.
the evidence for each assessment task as they • Conducts a formal meeting at commencement
complete them. This will enable the assessing of FLO enrolment with the student, their family
teacher to assess the work in a timely manner and their Case Manager to develop, monitor and
and provide useful feedback for students to review the FLO student’s FLTP and again
incorporate into their next assessment task(s). in Semester two.
• Ensures all accreditation requirements are met
FLO Coordinator Role and documented in the FLTP.
The School FLO Coordinator is the primary school • All learning achievements must be accredited
contact person and is responsible for the and recorded on EDSAS/Schools online for
management and coordination of FLO within that uploads into DATEX.
school. The School FLO Coordinator might be a • Complies with SACE and SSABSA processes.
coordinator or an assistant or Deputy Principal who
• Attends FLO network meetings to share
has access to background knowledge of a
expertise, skills and knowledge with other
young person who is being considered for a FLO
School FLO coordinators and work with the
enrolment. The local Department for Education
network to review and receive updates on
Flexible Learning team member can support the
all programs.
School FLO Coordinator in implementing the
referral process. • Reports to FLO students and their families on
their learning and personal achievements and as
The FLO Coordinator: they apply to their FLTP in school reports which
• Works with the school based team and FLO follow the school’s usual reporting timeframes.
networks to identify and refer FLO students,
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 4
Curriculum and Accreditation
• Provides specific support to FLO students Vocational Education and Training (VET)
throughout the year, including assisting them to VET is education and training that gives students
access facilities and services available to all skills and knowledge for work. VET operates through
other students at the school, such as specific a national training system. It is delivered, assessed
school site curriculum, co-curricular activities and certified by Registered Training Organisations
and pastoral services. (RTO’s) through a VET in Schools Agreement with
• Monitors and documents all FLO student’s TAFE SA or through a partnering arrangement with a
program participation, including attendance registered RTO. The SACE enables students to
records in partnership with community based include a significant amount of VET (up to 150
partners, recording on EDSAS and other relevant credits) in their SACE studies.
school records data systems.
VET can only be delivered by appropriately
• Allocates all equity resources, including qualified staff and each VET course has very
personnel, to which individual students are specific requirements for qualifications (see
entitled, such as special education support as individual course outline documents).
identified under the Negotiated Education
Plan for students with disabilities; Aboriginal There are several ways that students can
Education staff support for Aboriginal students; engage in VET:
and any relevant ESL support.
• Completes, in conjunction with Case Managers, VET in Schools Agreement (VISA)
reporting that includes attendance, participation, Schools can enter into a VISA with TAFE SA so
learning outcomes and destination data. that appropriately qualified teaching staff
• Identifies any learning or well-being needs for employed by the school can deliver certificate
FLO students and develop an appropriate site or level courses in either on-site or off-site
regional response with the support of the programs. The VISA needs to be negotiated via
Department for Education Flexible Learning the school’s VET Coordinator.
Team. A VET in Schools Agreement between a school
and TAFE SA is granted on the condition that it
Direct Instructional Programs is mandatory for a teacher employed by the
There are a variety of programs and resources that school and listed on that VISA Schedule to both
support the specific literacy, numeracy and ICT deliver and assess the program content. Non-
needs of learners. These are particularly relevant for school staff are not able to be listed on a VISA
those young people who have significant gaps in Schedule between a school and TAFE SA (this
their learning or specific learning needs (eg: low includes registered teachers and/or trainers
ASCF 1). This may also include a range of employed by a community organisation or
engagement programs. The direct instructional another RTO). Any deviation from this practice
programs can be delivered by SSO’s or other support can jeopardise both the school’s VISA
staff however, some specific training may be Arrangement with TAFE SA and the accreditation
required in order to use the program resource(s). outcomes for young people.
Information about the programs and There are a range of practical tools and guidelines for
resources can be found at : Department for Education schools and these are
available to teachers on the Department Intranet
https://www.education.sa.gov.au/supporting-
site. This includes information and template
students/flexible-learning-options-flo/flexible-
learning-option-flo-resources documents related to a range of matters, such as
working with RTO’s to auspice or purchase VET.
Schools can access this information at :
https://myintranet.learnlink.sa.edu.au/educating/cur
riculum-years-10-12/vocational-education/vet-
guidelines-for-schools
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 5
Registered Training Organisations (RTO’s)
RTO’s are training providers registered by Training Guarantee for SACE Students
Australian Skills Quality Authority (ASQA) to deliver (TGSS)
vocational courses. RTO’s are recognised as Through TGSS, the SA Government will fund a
providers of quality-assured and nationally WorkReady training provider for selected SACE
recognised training and qualifications.
students who are 16 years of age or older.
A complete list of RTO’s can be found at: Students must be working towards completing
http://training.gov.au the SACE and the enrolment process must be
undertaken through the school of enrolment.
Young people can access learning at the RTO site or
TGSS students have access to selected courses
RTO’s can be approached to deliver training on the WorkReady funded training list.
programs for FLO students under 16 years of age
(fee for service) or for young people aged 16+ FLO enrolled students can access WorkReady
(funded through WorkReady, where possible, through either FLO or TGSS.
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, moderation and 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 entry requirements.
Access to WorkReady for all secondary school
enrolled students is only through a FLO enrolment
or Training Guarantee for SACE Students (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 access to all
courses on the WorkReady funded training list,
provided they meet the eligibility criteria for specific
courses.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 6
South Australian Certificate of Education (SACE)
The SACE Board website can be A Learning and Assessment Plan (LAP)* must
accessed via : be submitted by the school for all subjects
http://www.sace.sa.edu.au taught (excluding the Research Project and
Stage 2 Community Studies). The school
The SACE is the South Australian qualification for of enrolment is also responsible for enrolling
secondary students. The SACE is completed in students into subjects, assessing student learning
two stages: Stage 1 and Stage 2. Most students and recording all SACE and VET results in school
undertake Stage 1 in Year 11 and Stage 2 in Year systems (Schools Online) within SACE Board
12. Students can undertake Stage 1 or 2 at any year timeframes.
level, provided they are ready to commence SACE
* A LAP shows the intended learning and
studies. Students generally commence their SACE
assessment activities for a subject.
in Year 10 through the Personal Learning Plan
(PLP). Appendix 1, 2 and 3 in this guide provide
checklists for schools and service providers that
Young people need to obtain 200 credits
outline the actions to be taken for accrediting a
to achieve the SACE through a
SACE subject where this is supported and/or
combination of compulsory and free-
delivered by a registered teacher employed by
choice subjects and courses. Student work is
the service provider.
assessed using an ‘A to E’ grading system in
Stage 1 and an A+ to E- grading system in
The following checklists are available:
Stage 2. These systems are supported by
rigorous quality assurance processes. • Appendix 1 – Stage 1 Personal Learning
Plan (PLP)
To be awarded the certificate, students need to
• Appendix 2 – Stage 1 Compulsory Subjects
achieve a C grade or better for the compulsory
Stage 1 subjects (ie: PLP, English and Mathematics • Appendix 3 – Stage 1 – All Other Subjects
subjects). Students also need to achieve a C- grade or Please note: There are two checklists in
better in 60 credits in Stage 2 subjects and/or each appendix - one that is applicable
courses and 10 credits for the Research Project. where a case manager is supporting the
VET provides an authentic SACE pathway and delivery of the subject and another where
young people can gain recognition for up to a registered teacher, employed by the
150 SACE credits at Stage 1 and/or Stage 2 for service provider, is delivering the subject.
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. SACE should
be delivered and assessed under the
guidance of a registered teacher.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 7South Australian Certificate of Education (SACE)
The requirements for SACE Please note: VET is recognised at either
Stage 1 or Stage 2 in the SACE,
completion are: depending on the qualification. Please
• Personal Learning Plan – 10 credits at Stage see the section in this guide on
1 recognition of VET in the SACE for more
• Literacy – 20 credits from a range of information.
English subjects (Stage 1 or Stage 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)
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 8Flexibilities in the SACE The SACE allows students to develop capabilities SACE Planner needed for life and further learning in today’s world. The SACE Planner (available on the SACE The SACE recognises learning both in and outside Board website) is a tool that can be used to of school. Each SACE subject outline includes the assist students to plan their SACE. 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 occur in contexts other than the mainstream school environment. How can we achieve success in SACE for our most 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 be the primary aims and these should, where possible and 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 and valuable • embedding learning in subjects, where appropriate • recognising community-based learning Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 9
SACE Subjects and Recognised Learning/Courses
There are a range of SACE subjects that students Some ideas for community activities
may undertake to achieve their SACE in addition include:
to the compulsory subjects. • Making a movie/documentary
The SACE also recognises that learning • Writing and illustrating a book for children
happens both in and outside school. The latter • Developing an exercise program
may, for example, include VET and volunteer
• Writing a cook book
work.
• Organising an event, such as an 18th
The following subject-specific and recognised birthday party
learning information is provided to give a basic
• Planning, organising and implementing a
overview of some of the subjects FLO students
fundraising activity
may access in a more flexible way.
• Organising a sporting event/competition
Community Studies • Writing lyrics, editing and recording songs
Students learn in a community context, both • Caring for a child/sibling/parent
within and beyond the school environment. • Building a car engine
The community provides the framework in which • Participating in sport and developing skills
students develop capabilities that enable them to and knowledge
contribute actively and successfully to community
• Volunteering at an aged care facility and
activities. They interact with teachers, peers and
organising activities
community members.
• Designing and constructing a skateboard
Starting from a point of personal interest, skills or or surfboard
knowledge, students choose the focus of their
• Designing and painting a community mural
community activity. This provides autonomy for the
student in deciding the focus and direction of their • Researching, planning and constructing a
community activity. community garden
• Participation in work experience to develop
By setting challenging and achievable goals in their
employability skills
community activity, students enhance their
knowledge and understanding through a guided Community Studies allows for flexible delivery
and supported learning program. They develop because it is a project-based subject. Students, in
their capacity to work independently and to apply collaboration with a registered teacher, develop a
their skills and knowledge in practical ways in their Community Studies contract that outlines the steps
community. students will take to complete their community
activity.
Community Studies may be undertaken as a
10-credit subject or a 20-credit subject at Stage 1, The contract must be completed in consultation
and as a 10-credit subject or a 20-credit subject with, and be assessed by, a registered teacher.
at Stage 2. However, case managers can support the student
to collect the evidence they require for the
Students prepare a contract of work to
completion of their activity. This could be done
undertake a community activity in one of the
through regular case management meetings.
follow six areas of study:
• Arts and the Community Please note: This subject does not provide a
score or grade that contributes to the
• Communication and the Community
Australian Tertiary Admission Rank (ATAR) or
• Foods and the Community TAFE Selection Score, however it does count
• Health, Recreation and the Community towards completion of the SACE. Students
• Science, Technology and the Community may still choose other subjects that provide a
score
• Work and the Community or grade, particularly if students wish to
attain an ATAR or TAFE Selection Score.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 10SACE Subjects and Recognised Learning/Courses
Community Learning • officiating at a series of sporting events
The SACE Board recognises that learning happens • performing in sport at an élite level
not only in the classroom, but in all kinds of
• planning and coordinating community or
settings. SACE students can earn credits for
recreational events
community service or activities through
recognised Community-developed Programs or • taking a leadership role in community
Self-directed Community Learning. land-care or conservation groups
• taking a leadership role in community
Community-developed Programs theatrical productions
Many community organisations develop and • taking a leadership role in volunteer
accredit their own programs and many of these organisations
are eligible for recognition towards the SACE.
• taking a leadership role in the workplace
Examples of such programs include the Duke of
• taking responsibility for the care of an elderly
Edinburgh Award, Operation Flinders and the SA
or invalid person
Country Fire Service.
• teaching others specialised skills (e.g. dance).
Students who have received an award or
certificate from one of the organisations detailed The process for students to have their Self-
in the SACE Board Recognised Programs table directed Community Learning considered for
(available via recognition as part of their SACE involves the
https://www.sace.sa.edu.au/studying/recognised- student submitting an application form to their
learning/community-learning) may be eligible for school and attending an interview with a SACE
Board-trained Community Learning Assessor
SACE credits.
(registered teacher). Most schools will have
Students can apply for recognition of a at least one person trained as a
Community-developed Program by completing the Community Learning Assessor.
required application form and submitting the form
to their school’s SACE Coordinator. At the interview the student provides evidence
(through discussion) of his or her learning to a
FLO students are able to access the, The Duke community learning assessor(s) . The student is
of Edinburgh’s Award as a community developed assessed against two assessment criteria:
program at a reduced rate and with special knowledge and application, and reflection
accommodations for the Adventurous Journey and critical thinking. The community learning
requirement. assessor(s) will make notes, record the interview
electronically, and make a written record of
Self-directed Community Learning
evidence. Assessment judgments about the
Credit for Self-directed Community Learning may be
evidence are made using the assessment criteria
gained through learning experiences that do not
and Performance Checklist.
follow a formal, accredited curriculum.
Satisfactory achievement is deemed to have been
Individual students may participate in a range of reached if the student has provided evidence that
programs or sets of activities that are not formally
addresses the nature, scope and level of complexity
accredited.
of their community learning at 10 or 20 credits.
Examples of this type of learning
Students who are applying for credits at Stage 1
include:
may be interviewed by a school-based
• parenting assessor; however schools may also request a
• taking responsibility for the care of a sibling SACE Board assessor to undertake the interview .
• creating media productions (e.g. films, websites)
outside school
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 11SACE Subjects and Recognised Learning/Courses
Students who are applying for Stage 2 credits, or • one or more key areas of study (each key area is
a combination of credits at Stage 1 and based on one of the capabilities) that are
Stage 2, will be interviewed by both a SACE chosen to support and guide the exploration
Board-trained school-based assessor and and development of the program focus through
a SACE Board assessor. guiding questions
Please note: Students can count up to 90 Students develop and apply skills and knowledge
credits of Self-directed Community Learning through their program focus, which is linked
at Stage to a study of key areas, organised around the
1 and/or Stage 2 towards the completion capabilities.
requirements of the SACE. However,
recognition of community learning is not Some ideas for program focus include:
granted against the compulsory • arts/music activities
requirements for 60 credits at C- grade or • agricultural programs
better at Stage 2. This recognition does not • career-related programs
provide a score or grade that contributes to • young parenting programs
the Australian Tertiary Admission Rank • civics and citizenship activities
(ATAR) or TAFE Selection Score, however it • construction projects
does count towards completion of the SACE • community service
and students may still choose other subjects
• cultural programs
that provide a score or grade if students
• environmental endeavours
want an ATAR or a TAFE Selection Score.
• film-making
• fitness and physical activity
Integrated Learning • health and lifestyle
Students apply their knowledge and skills to a
• health-related programs
real-world task, event, learning opportunity, or
• Indigenous enterprise
context, which leads to a specific purpose,
• integrated health and wellbeing programs
product or outcome.
• local history projects
Students develop and demonstrate collaboration, • marine activities
teamwork and self-awareness, and they evaluate • marine biology
their learning.
• mechanical projects
Integrated Learning may be undertaken as a • outdoor activities
10-credit subject or a 20-credit subject at Stage 1, • peer support programs
and as a 10-credit subject or a 20-credit subject • performing arts programs
at Stage 2. • personal development programs
Integrated Learning is undertaken as a class • science/environmental projects
or group and may involve a community- • scientific endeavours
based project. Integrated Learning is designed to • social action programs
facilitate collaborative learning through practical • sports/coaching programs
work and a group activity(s). Through • travel activities
collaboration and teamwork, students learn to
At Stage 1, students can complete up to 90 credits
plan and organise activities and to develop their
of Integrated Learning.
understanding of, and empathy for, others.
At Stage 2, students can complete up to 40 credits
Integrated Learning has: of Integrated Learning.
• a program focus (which could, for example, be a Please note: Only 20 credits of Stage 2
topic, an activity, or a group project) decided by Integrated Learning contribute to the Australian
the teacher or by the teacher in consultation Tertiary Admission Rank (ATAR) or TAFE Selection
with students Score.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 12SACE Subjects and Recognised Learning/Courses
Workplace Practices Vocational learning may, for example,
This is a relevant subject for students who work include:
part time, undertake work experience, volunteer • casual or part-time employment
work or even caring for another person. • student business, enterprise (actual or virtual), or
Students develop knowledge, skills and project-based employment
understanding of the nature, type and structure • work experience, including work-shadowing or
of the workplace. They learn about the value of observation
unpaid work to society, future trends in the world of • worksite visits
work, workers’ rights and responsibilities,
• voluntary participation in a community
and career planning.
organisation/project
Students can undertake learning in the workplace • formal high-level training/performance programs
and develop and reflect on their capabilities, (e.g. sporting or dance)
interests and aspirations. The subject may include • events coordination or management
undertaking Vocational Education and Training
• the provision of primary caregiving or parenting
(VET), as provided under the Australian
Qualifications Framework (AQF). Please note: If VET units of competency are
used as part of the assessment for Workplace
Workplace Practices may be undertaken as a 10-
Practices, these units of competency cannot
credit or a 20-credit subject at Stage 1, and as a
also be used to receive SACE credits through
10-credit subject or a 20-credit subject at Stage
the recognition arrangements for VET in the
2.
SACE.
‘Work’, as outlined in the subject outline, is
At Stage 2, students can complete up to 40 credits
defined as all fields of paid and unpaid activity.
of Workplace Practices.
‘Workplace’ or ‘work-related context’ is defined
as any environment in which an individual Please note: Only 20 credits of Stage 2
operates to produce a service and/or product. Workplace Practices contribute to the
Australian Tertiary Admission Rank (ATAR)
There are three areas of study within or TAFE Selection Score.
Workplace Practices:
• Industry and Work Knowledge
• Vocational Learning
• Vocational Education and Training (VET)
At Stage 1 and Stage 2, all students
undertake Industry and Work Knowledge
and one of the following options:
• Vocational Learning
OR
• VET
OR
• Vocational Learning and VET
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 13SACE Subjects and Recognised Learning/Courses
How is VET recognised in the In addition to the SACE stage, the register
SACE? provides information about the maximum/
minimum SACE credits students can earn if they
The SACE Board recognises VET that: complete the entire qualification.
• is listed on the www.training.gov.au website Please note: If a qualification is not on the
• is delivered and assessed by, or under the VET Recognition Register, as long as it meets
auspices of, Registered Training Organisations the criteria outlined above it can be
(RTOs), which are registered to deliver and/or recognised toward the student’s SACE. The
assess the VET that is to be recognised schools VET Coordinator will be able to
provide more information regarding this.
• is delivered and assessed in accordance with
Students can count a maximum of two
the VET Quality Framework
completed Certificate I qualifications
• can be certificated on a transcript, statement of
towards their SACE.
attainment, or qualification issued by an RTO
All VET results must be entered by the school
The recognition arrangements for into Schools Online(the SACE Board’s data entry
VET in the SACE will include:
and reporting system for schools) prior to SACE
• recognition of completed qualifications deadlines.
• partly completed qualifications (for which a
student has completed one or more units See Appendix 4 flow chart for Case
of competency) Managers and educators, detailing how
accredited learning outcomes are
Students will earn 5 SACE credits for the recorded for FLO students.
successful completion of 35 nominal hours of
VET and 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/vet-
coordinators/vet-recognition-register
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 14Accessing SACE RESULTS Students Online Students can access their SACE results by logging on to Students Online from the SACE Board website, using their SACE registration number and PIN. https://apps.sace.sa.edu.au/students- online/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 about how to access Schools Online. Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 15
Reporting and Accountability 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 or SACE Coordinator. 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 extra- curricular 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/supporting- students/flexible-learning-options-flo/flexible-learning- option-flo-resources Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 16
Resources
The Flexible Learning Team has developed a Recording Accredited Learning
range of resources to support young people’s Outcomes – Flow Chart
engagement in learning and the achievement Learning outcomes achieved by FLO students
of learning outcomes. must be reported to the FLO Coordinator who is
These resources can be found at: required to record outcomes via the appropriate
school personnel and systems (EDSAS/Schools
https://www.education.sa.gov.au/supporting-
Online). Please see Appendix 4.
students/flexible-learning-options-flo/flexible-
learning-option-flo-resources
Department for Education
Flexible Learning and Transition Flexible Learning Rubric
Portfolio (FLTP) The purpose of the Flexible Learning Rubric is
to provide clear expectations about the provision
The FLTP represents an ongoing process that is
of flexible learning programs for FLO students.
documented through the Case Manager’s work
Its purpose is to provide a framework for the
with the student. The document is kept current
holistic review and evaluation of programs to
throughout the FLO enrolment. The FLTP offers the
support a model of continuous improvement.
student an opportunity to connect with and
reflect upon his/her self-development and
learning, incorporating goal setting, reflection
and learning records that can be 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 subject material is
scaffolded and provides assessment tasks and
relevant resources. Case Managers can
support the delivery of PLP with reference to the
checklist provided in Appendix 1.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 17Appendix 1
Stage 1 FLO PLP - Checklist for Case Managers/Service Providers
Where Case Managers are supporting the delivery of the PLP
Case
Action Manager School
P 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
with FLO Coordinator, as appropriate (this may include remaining modules in
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 Please Note: If a LAP has not been submitted
Plan (LAP) for their student cohort that shows by the school and approved by the SACE Board
their intended learning and assessment activities (within the timelines set out by the SACE Board),
for a subject. For a student to be resulted for a then schools are unable to report student results
SACE subject, schools are required to have an for that subject.
approved Learning and Assessment Plan.
Schools are responsible for enrolling
students
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 1Stage 1 FLO PLP - Checklist for Case Managers/Service Providers
Where a Registered Teacher is employed by the Service Provider to deliver the PLP
Case
Action Manager School
P 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
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 Please Note: If a LAP has not been submitted
Plan (LAP) for their student cohort that shows by the school and approved by the SACE Board
their intended learning and assessment activities (within the timelines set out by the SACE Board),
for a subject. For a student to be resulted for a then schools are unable to report student results
SACE subject, schools are required to have an for that subject.
approved Learning and Assessment Plan. Schools are responsible for enrolling students
in subjects by the SACE Board due date.
Flexible Learning Options | Flexible Learning and Accreditation Guide – Nov 2018 2Appendix 2
Compulsory SACE Stage 1 Subjects
Checklist for Case Managers/Service Providers
Where Case Managers are supporting the delivery of a subject
Case
Action Manager School
P 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 e vidence/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 Please Note: If a LAP has not been submitted
Plan (LAP) for their student cohort that shows by the school and approved by the SACE Board
their intended learning and assessment activities (within the timelines set out by the SACE Board),
for a subject. For a student to be resulted for a then schools are unable to report student results
SACE subject, schools are required to have an for that subject.
approved Learning and Assessment Plan.
Schools are responsible for enrolling students
in subjects by the SACE Board due date.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 22Compulsory SACE Stage 1 Subjects
Checklist for Case Managers/Service Providers
Where a Registered Teacher employed by a Service Provider is delivering the subject
Case
Action Manager School
P 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 a ppropriate SACE subject. Points to consider:
• Proposed program of learning (including resources/materials to be used)
• Which Learning and Assessment Plan (LAP) will be used?**
• How the teacher will facilitate the learning and assessment?
• Who will undertake the marking of Assessment Tasks – school-based staff
or registered teacher from service provider?
• SACE and school deadlines for SACE enrolment, resulting and LAP submission
SACE subject approved as appropriate accreditation pathway for student
Registered teacher from service provider or school develops Learning and
Assessment Plan (LAP) to be used for program of learning
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)
Subject Completion Process
Students complete work with support of teacher in consultation with FLO
Coordinator, as appropriate
Student with support from their teacher/case manager compiles evidence/
work for assessment
Assessment Process
Assessment/evidence of completion of assessment submitted to school/
teacher for assessment (if teacher from school is assessing)
Agreed assessor (registered teacher from service provider or school based
teacher) assesses work and allocates A-E grade for each of the Assessment
Tasks using the Performance Standards
Assessor allocates A-E grade for subject
Assessor (if registered teacher from service provider) provides grade to school
along with package of evidence)
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 Please Note: If a LAP has not been submitted
Plan (LAP) for their student cohort that shows by the school and approved by the SACE Board
their intended learning and assessment activities (within the timelines set out by the SACE Board),
for a subject. For a student to be resulted for a then schools are unable to report student results
SACE subject, schools are required to have an for that subject.
approved Learning and Assessment Plan.
Schools are responsible for enrolling students
in subjects by the SACE Board due date.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 23Appendix 3
All other SACE Stage 1 Subjects (non-compulsories)
Checklist for Case Managers/Service Providers
Where Case Managers are supporting the delivery of a subject
Case
Manager School
Action
P P
Eligibility Requirements
Student has completed FLTP modules MY PROFILE and MY LEARNING
Student achieve 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
Student completes work with support of case manager and in consultation
with FLO Coordinator, as appropriate
Student, with support from their case manager, compiles evidence/work for
assessment
Assessment Process
Assessment/evidence of completion of assessment submitted to school/
tea cher for assess ment
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-E grade
Subject is accredited to student (please see separate checklist for Stage 1
compulsory subjects)
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
** Teachers develop a Learning and Assessment Please Note: If a LAP has not been submitted
Plan (LAP) for their student cohort that shows by the school and approved by the SACE Board
their intended learning and assessment activities (within the timelines set out by the SACE Board),
for a subject. For a student to be resulted for a then schools are unable to report student results
SACE subject, schools are required to have an for that subject.
approved Learning and Assessment Plan.
Schools are responsible for enrolling students
in subjects by the SACE Board due date.
Flexible Learning Options | Flexible Learning and Accreditation Guide – November 2018 25You can also read
