SACE – Thrive learners
Shaping education so that students thrive is the SACE Board’s purpose.
During the next three years, the SACE Board is on a transformation journey that puts students, as ‘thriving learners’, at the centre of its work.
“Our 2020-2023 Strategic Plan is a promise that every student will finish their secondary schooling with their own unique ability to thrive. It’s what our students are entitled to, more than ever, in this uncertain world,” SACE Board Chief Executive Professor Martin Westwell said.
“The world doesn’t want students to just have skills and knowledge, they also want students to have the capabilities to be able to show the world who they are.
“A thriving learner will develop human connectedness, deep understanding and skilful action, agency, lifelong learning zest for life, a sense of belonging, and the ability to transfer learning.
“We are ensuring that as the demands on students change, the SACE is responding to these changing demands, and giving students the ability to live their best life throughout the rest of the 21st century.”
A key part of the Strategic Plan is the development of a Learner Profile – a living document that will help universities, TAFE, industry and employers form a more holistic view of the capabilities of the 21st century student.
“We are already working with the Catholic and independent education sectors, and the South Australian Secondary Principals’ Association, to develop a learner profile,” Professor Westwell said.
“A student’s success should not be defined wholly on their grades, but on their overall capabilities. We should be certifying more than subjects.
“We know that independent schools do a fantastic job in developing the character of students. The Learner Profile creates the opportunity to have these characteristics assessed and recognised.”
Other key elements of the Strategic Plan include:
- recognising micro-credentials – small chunks of learning such as small units of vocational subjects or university short courses, which would be assessed, recognised, and counted towards a student’s SACE
- revitalising the Research Project, Personal Learning Plan, and VET Recognition Register
- working closely with industry and employers to ensure the SACE qualification is connected with their changing needs, particularly in emerging industries such as healthy ageing, space, AI, creative arts, and cybersecurity.
Professor Westwell said South Australia was in a unique position to deliver nation-leading educational change and student transformation.
“The high trust environment that exists between the SACE Board and schools sets us apart from other states and territories, and it’s exciting about what we can achieve together.
“The SACE Board doesn’t exist in a bubble but exists within the system. For thrive to happen, we need to have all the parts of the system move at the same time. We want schools to find their place in the Thrive story.”
The new Strategic Plan also saw the launch of Prescient, the SACE Board’s new professional learning service.
Building on the success of the IEA, Prescient marks the beginning of a new era in supporting schools to navigate through significant changes faced by educators locally and nationally.
Prescient provides transformative professional learning for primary and secondary teachers across all sectors to empower educators in their vital role as change-agents supporting students to thrive.
Prescient connects educators with the latest thinking and ideas through our professional learning events and services.
- Explore and be informed of the SACE Board’s new direction using our online, interactive tool – the thrive Launchpad – www.sace.sa.edu.au/thrive/
- Find out more on the Prescient website – prescient.edu.au
