PA2 Managing time and resources: SACE Activating Identities and Futures
“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”
PA2 rewards planning milestones, tracking progress, securing and using resources, and responding strategically to risks and opportunities. Evidence it through your Portfolio and especially your Progress Checks, where discussing setbacks and your responses shows self-regulation.
Jump to a section
What this criterion asks
PA2, Managing time and resources, is about self-regulation: planning your learning and keeping it moving. It is assessed mainly through Progress Checks (AT2), where the subject outline notes that "the student's use of evidence and the quality of their discussions with their teacher will indicate how effectively they are managing time and resources".
The answer
Managing time
- Break your Learning Goal into milestones and schedule them.
- Plan Progress Checks at meaningful points, and leave time before the Appraisal.
- Track progress weekly and adjust when you slip.
- Balance AIF with other subjects, work and commitments.
Managing resources
Resources include people (co-agents, experts), materials, equipment, software, money, places and community organisations. Identify what you need early, how you will get it, and backups.
Risks and opportunities
- Anticipate risks: unavailable mentors, delays, costs, equipment problems, illness.
- Plan responses: backups, reduced scope, alternative resources.
- Spot opportunities: offers of help, events, new contacts, and use them to strengthen your learning.
- Record decisions and discuss them in Progress Checks.
| Grade | PA2 standard |
|---|---|
| A | Strategically manages time and resources with responses to risks and opportunities to progress the learning |
| B | Manages the use of time and resources to progress the learning with awareness of risks and opportunities |
| C | Manages time and resources to progress the learning |
| D | Completes some tasks |
| E | Initiates a task |
Learning Goal: to learn basic bike mechanics and run a free bike repair session for younger students.
- Plan: 6 weeks learning repairs with a local bike shop mechanic, then plan the session for week 14.
- Resources: mechanic's time (Saturdays), borrowed tools from the school's design workshop, donated bikes.
- Risk: the mechanic is away for three weeks. Response: use two structured video courses and practise on donated bikes; book extra time on return.
- Opportunity: the local council offers a bike safety kit; the student adds a safety check to the session.
- Progress Check evidence: updated timeline, notes on the risk response, photos of practice repairs.
- A plan that never changes
- Real projects need adjustment; show it.
- Hiding problems
- Discussing a setback and your response is strong evidence.
- Leaving the Appraisal to the last week
- Allow time to reflect and produce quality work.
Practice questions
Original practice questions graded from foundation to exam level, each with a full worked solution. Try them before revealing the solution.
foundation3 marksCreate a simple milestone plan for a 20-week AIF Learning Goal to create a short film.Show worked solution →
| Weeks | Milestone |
|---|---|
| 1 to 3 | Explore genres and techniques; finalise Learning Goal |
| 4 to 6 | Script and storyboard; first Progress Check |
| 7 to 11 | Filming and practice shoots |
| 12 to 14 | Editing; second Progress Check |
| 15 to 17 | Screen to a test audience; revise |
| 18 to 20 | Final cut and Appraisal |
Marking guide: 1 mark for logical sequence, 1 mark for realistic timing, 1 mark for including Progress Checks and Appraisal time.
core4 marksA student falls three weeks behind because their part-time work hours increased. Describe how they could respond in a way that shows strategic management.Show worked solution →
- Acknowledge and analyse: record the cause and which milestones are affected.
- Re-plan: reduce scope where possible (four recipes instead of six) while keeping the Learning Goal's purpose.
- Use resources differently: ask a mentor for a short video call instead of an in-person visit; borrow equipment rather than waiting to buy it.
- Seize an opportunity: use their workplace as a context for part of the learning if relevant.
- Document the decision in the Portfolio and discuss it in the next Progress Check.
Marking guide: 1 mark per strategic response with evidence (up to 4).
exam5 marksExplain the difference between B-level and A-level evidence for PA2, using an example.Show worked solution →
- B standard
- "Manages the use of time and resources to progress the learning with awareness of risks and opportunities." The student plans and tracks progress and notices risks.
- A standard
- "Strategically manages time and resources with responses to risks and opportunities." The student acts on risks and opportunities deliberately.
- Example
- A student making a community garden proposal notices (B level) that council approval could take a long time. At A level, they respond: they contact the council early, run the approval process in parallel with design work, and when a local nursery offers free seedlings (an opportunity), they reschedule to plant a trial bed before the Appraisal, strengthening the Output of Learning.
Marking guide: 1 mark for each standard, 2 marks for an example showing responses, 1 mark for explaining the difference as action versus awareness.