§-Activating Identities and Futures syllabus
SA · SACE Board← Activating Identities and Futures
Activating Identities and Futures syllabus, dot point by dot point
Every dot point in the SA Activating Identities and Futures subject outline, in syllabus order, with a focused answer for each. Open any dot point for the answer, exam-style questions and links to related points.
Appraising: developing reflective practice and evaluative judgement
Module overview →Revealing your thinking
A2 Appraising the impact of strategies, perspectives and/or feedback to progress the learning towards the learning goal: evaluate the relative impact of what you used, and identify the most significant contributing factor or factors
Revealing your thinking
A3 Appraising learning development as represented in the Output of Learning: evidence and showcase your Output of Learning in the Appraisal (maximum 1000 words, 6 minutes, or the multimodal equivalent) and appraise the extent of your learning development against your Learning Goal
Revealing your thinking
A1 Appraising the personal value of the learning experiences: appraise the value and purpose of the learning for yourself, including anticipated future benefits from the transfer of skills and knowledge and the development of connections
Exploring: developing agency
Module overview →Learning how to learn independently
E1 Exploring ideas related to an area of interest: develop agency by setting a Learning Goal, exploring a topic of your choice and planning an Output of Learning that has purpose and value for you, others and/or the community
Learning how to learn independently
E2 Selecting and applying strategies: explore, select and test relevant learning strategies to progress your learning towards your Learning Goal, adapting them as you consider their implications
Learning how to learn independently
E3 Selecting and using perspectives: actively seek, select and use relevant perspectives from people and sources to build understanding and progress your learning, including respectful consideration of Aboriginal and Torres Strait Islander perspectives where relevant
Planning and Acting: developing self-regulation and metacognition
Module overview →Knowing what to do when you don't know what to do
PA3 Making judgements and decisions: make and explain informed judgements and decisions at key points of your learning, using evidence from your Portfolio and reflecting both back on what happened and forward to what you will do next (Progress Checks)
Knowing what to do when you don't know what to do
PA2 Managing time and resources: demonstrate self-regulation in time management and the use of resources, responding to risks and opportunities as you progress towards your Learning Goal
Knowing what to do when you don't know what to do
PA1 Seeking and responding to feedback: seek feedback about your learning processes from responsive co-agents such as teachers, peers, mentors and subject matter experts, and respond to it to progress your learning