Purposes of the SACE 1

Integrated Learning

2011 Subject Outline

Stage 1 and Stage 2 Published by the SACE Board of South Australia, 60 Greenhill Road, Wayville, South Australia 5034 Copyright © SACE Board of South Australia 2010 First published 2010 Reissued for 2011 (published online October 2010, printed January 2011) ISBN 978 1 74102 623 8 (printed version) ISBN 978 1 74102 624 5 (online Acrobat PDF version) ISBN 978 1 74102 625 2 (online Microsoft Word version) ref: A27951

Printed by Prestige Copying & Printing, 270 Angas Street, Adelaide, South Australia 5000

This subject outline is accredited for teaching at Stage 1 from 2010 and at Stage 2 from 2011 CONTENTS

Introduction...... 1 Purposes of the SACE...... 1 Subject Description...... 1 Capabilities...... 2 Literacy in Integrated Learning...... 4 Numeracy in Integrated Learning...... 5 Aboriginal and Torres Strait Islander Knowledge, Cultures, and Perspectives...... 5

Stage 1 Integrated Learning Learning Scope and Requirements...... 8 Learning Requirements...... 8 Content...... 8 Assessment Scope and Requirements...... 22 Evidence of Learning...... 22 Assessment Design Criteria...... 22 School-based Assessment...... 23 Performance Standards...... 25 Assessment Integrity...... 28 Support Materials...... 29 Subject-specific Advice...... 29 Advice on Ethical Study and Research...... 29

Stage 2 Integrated Learning Learning Scope and Requirements...... 32 Learning Requirements...... 32 Content...... 32 Assessment Scope and Requirements...... 47 Evidence of Learning...... 47 Assessment Design Criteria...... 48 School-based Assessment...... 49 External Assessment...... 51 Performance Standards...... 52 Assessment Integrity...... 55 Support Materials...... 56 Subject-specific Advice...... 56 Advice on Ethical Study and Research...... 56

INTRODUCTION

PURPOSES OF THE SACE The South Australian Certificate of Education (SACE) is designed to enable students to:  develop the capabilities to live, learn, work, and participate successfully in a changing world  plan and engage in a range of challenging, achievable, and manageable learning experiences, taking into account their goals and abilities  build their knowledge, skills, and understanding in a variety of contexts, for example, schools, workplaces, and training and community organisations  gain credit for their learning achievements against performance standards.

SUBJECT DESCRIPTION Integrated Learning 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 at Stage 2. Integrated Learning draws links between aspects of students’ lives and their learning. Students apply their knowledge and skills to a real-world task, event, learning opportunity, or context, for a specific purpose, product, or outcome. Through the key areas of study in Integrated Learning, students develop and demonstrate their capabilities. They have opportunities to explore the ways in which they demonstrate the capabilities in different contexts. Integrated Learning is undertaken as a class or group and may involve a community-based project. Students develop communication and independent lifelong learning skills. The study of Integrated Learning encourages students to build their confidence and self-esteem. Where possible, students actively participate in the community to develop understanding and skills in citizenship, and an understanding of ways to develop specific work skills and competencies. Communities may vary from school communities to a local community, or civic groups, work sites, or global online communities. Integrated Learning is designed to facilitate collaborative learning. Through collaboration and teamwork, students learn to plan and organise activities and to develop their understanding of, and empathy for, others. This collaboration supports goals such as active learning, conflict resolution, and the discovery of new ideas. Integrated Learning builds community capacity by connecting students’ learning to meaningful participation in the community. The study of Integrated Learning can lead to courses in the vocational education and training (VET) and university sectors.

Integrated Learning 2011 Subject Outline — Stage 1 and Stage 2 1 CAPABILITIES The aim of the SACE is to develop well-rounded, capable young people who can make the most of their potential. The capabilities include the knowledge and skills essential for people to act in effective and successful ways. The five capabilities that have been identified are:  communication  citizenship  personal development  work  learning. The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts. The capabilities are central to Integrated Learning and form the content of the key areas of study. Teachers, in consultation with students, develop a teaching and learning program that focuses on one or more key areas of study. Each key area is based on one of the capabilities, and explored and developed through the guiding questions, which expand the description of each capability. Details of the capabilities and key areas of study are provided in the ‘Content’ section. The capabilities are reflected in the assessment requirements and performance standards of Integrated Learning.

Communication In Integrated Learning students develop their capability for communication by accessing, using, and creating different text types relevant to the area of interest or program focus. Students develop skills in communicating with specific audiences and purposes in mind, and learn to adapt formal and informal communication to suit different audiences and purposes. Students may have opportunities to develop and extend their skills in communicating appropriately across cultures. They explore the importance of non-verbal communication and learn how to express their feelings, ideas, and opinions appropriately in different contexts. Students have opportunities to work collaboratively, either as a member of the class or as part of a group outside the school, and to develop appropriate communication strategies for cooperative learning. Through group work, students develop their listening skills and learn how to give non-judgmental feedback and empathetic responses. Students use information and communication technologies to gather, sort, analyse, and present data, information, ideas, and opinions. They also use these technologies to build knowledge and understanding through communication with others, both locally and globally.

2 Integrated Learning 2011 Subject Outline — Stage 1 and Stage 2 Citizenship Integrated Learning provides students with experiences that develop their ability to participate in, and contribute to, the life of the school and the wider community. Students develop their citizenship knowledge and skills by, for example, becoming involved in an aspect of community service and exploring ways in which this involvement develops active citizenship. Students may also explore cultural dimensions in communities and how these form and shape personal, social, and civic identity. In some Integrated Learning programs, students explore political, economic, and legal concepts. Students may also consider what cultural sustainability means in different communities and the role that factors such as diversity, respect, creativity, and access to resources play in achieving cultural vitality. Students have opportunities to explore their own lives and cultures and to consider how factors such as local community involvement and friendship networks can sustain personal optimism in the face of unsettling contemporary global pressures. Through the strong sense of personal and cultural identity that Integrated Learning encourages, students develop confidence, resilience, and a sense of community, and learn to value their own lives.

Personal Development In Integrated Learning students have opportunities to develop decision-making skills, a strong sense of independence, resilient social skills, awareness and knowledge of personal thinking and preferred ways of learning, and the ability to transfer and apply these skills and this knowledge to other areas of their lives. Students learn ways of taking responsibility for planning and reviewing their own learning and decision-making. They also develop qualities that lead to personal and social growth, and an ability to adapt to change. Students have opportunities to develop increased self-knowledge as they explore and practise both their own preferred ways of learning and new ways of learning; and establish a foundation for the development of effective lifelong learning skills. They develop the motivation to persevere; the confidence to try out new ideas and skills; an enjoyment of the process of learning; and a sense of achievement. They plan, develop, and evaluate their learning in terms of how it relates to their own sense of well-being.

Work Students are involved in collaborative processes that enable them to work together to maximise their own and others’ learning. By building a group understanding of the value of diversity and social complexity, students gain an understanding of and confidence in themselves, and an ability to relate to others in diverse settings, including workplaces. They establish relationships based on self-knowledge and respect for the knowledge and understanding of others. They learn to depend on each other in ways that can promote their success as a team. They interact with others; work cooperatively and sensitively; listen effectively; ask appropriate questions; express opinions; and consider other people’s points of view. Students develop and apply employability skills, in particular teamwork and self- management. Through collaboration, students focus on behaviours that promote each team member’s learning and success, as well as the success of the whole team. The emphasis is on structured cooperation among team members. Collaboration may be among students in the school, or between a community group and one or more students.

Integrated Learning 2011 Subject Outline — Stage 1 and Stage 2 3 Students have the opportunity to understand and act in relation to shared obligations and rights.

Learning In Integrated Learning students have opportunities to explore different ways of learning and to reflect on how they learn best. The student as learner is central to, and active in, the process of building knowledge and understanding. Students reflect critically on their own thought processes and ways of learning, as well as on various methods of inquiry. They take an active role in making decisions about their learning needs, and try out new ways of learning. In this way students develop self-knowledge and an understanding of how they learn best. Students are encouraged to use a range of thinking skills and ways of learning. Critical thinking may be involved in learning from others, providing a service, working with a group on a specified task, interacting with a range of people within and outside the school, solving problems, and making decisions. Students explore ideas through discussion and argument. They have the opportunity to be involved in peer and self- assessment in order to develop a better understanding of their own and others’ learning needs. The emphasis is on a direct application of knowledge and skills to a real-world task, event, learning opportunity, or context. Key components of this practical application are learning from others; actively reflecting on learning and behaviour; participating in a particular learning context; and/or adapting learning to a variety of circumstances. Students can also focus on the various methods of inquiry they can use to help their learning in a variety of contexts. Students engage with the nature of inquiry by asking questions; making predictions; accessing a range of ideas, data, and information; reaching conclusions; evaluating and communicating their learning; and then re-engaging in the inquiry process.

LITERACY IN INTEGRATED LEARNING In Integrated Learning students have opportunities to develop their literacy skills by, for example:  using appropriate and effective language when working collaboratively with other people  understanding and using correct terms appropriate to the program focus and each chosen key area of study  using appropriate language conventions of grammar, spelling, and punctuation  communicating appropriately for particular audiences and purposes and in a variety of forms  using appropriate listening skills in a team situation  displaying an awareness and understanding of non-verbal communication  using a range of investigative and inquiry skills  applying appropriate study skills  using current and emerging technologies to access and present data and to communicate with others  constructing and using both open and closed questions in interviews and surveys.

4 Integrated Learning 2011 Subject Outline — Stage 1 and Stage 2 NUMERACY IN INTEGRATED LEARNING In Integrated Learning students have opportunities to develop their numeracy skills by, for example:  understanding, using, and constructing graphs, diagrams, and statistics  critiquing numerical information for accuracy and credibility  accessing and analysing a range of quantitative data  using correct numerical concepts and measurements  evaluating personal numeracy skills and seeking help to improve these skills.

ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE, CULTURES, AND PERSPECTIVES In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE Board of South Australia supports the development of high- quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians. The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by:  providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait Islander histories, cultures, and contemporary experiences  recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society  drawing students’ attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past and the present  promoting the use of culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities.

Integrated Learning 2011 Subject Outline — Stage 1 and Stage 2 5

* Footnote Text: Riuscil dolortie molorem ver si tinci blamcommy nosto commodo lendionsed diamet irit num dionullutat dipiscidunt aut digna corper iure cor sectet, quat, si. LEARNING SCOPE AND REQUIREMENTS

Stage 1 Integrated Learning

LEARNING REQUIREMENTS The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to: 1. develop and apply knowledge, concepts, and skills to achieve a purpose 2. identify and investigate information, ideas, and skills from different perspectives, using a variety of sources 3. work collaboratively with others 4. demonstrate self-awareness in reflecting on learning 5. communicate ideas and informed opinions 6. develop and understand connections between the program focus and aspects of the capability in each chosen key area. These learning requirements form the basis of the:  learning scope  evidence of learning that students provide  assessment design criteria  levels of achievement described in the performance standards.

CONTENT Stage 1 Integrated Learning may be undertaken as a 10-credit subject or a 20-credit subject.

8 Stage 1 Integrated Learning 2011 An Integrated Learning program is a focused study that has a purpose, product, or outcome. An Integrated Learning program is undertaken by a group of students in a school, or a student or students involved in a community group, allowing them to explore their connections with the wider community. Integrated Learning can be organised in different ways, according to the needs and interests of the students and the school. Integrated Learning has:  a program focus (which could be, for example, a topic, an activity, or a group project) decided by the teacher or by the teacher in consultation with students  one or more key areas of study (each key area is based on one of the capabilities) that are chosen to support and guide the exploration and development of the program focus through guiding questions. The guiding questions provided on the following pages are examples only. Teachers may adapt these guiding questions, or design their own, to develop the capability in each key area to suit the needs of the students and the particular program focus. Students develop and apply skills and knowledge through their program focus, which is linked to a study of key areas, organised around the capabilities.

Stage 1 Integrated Learning 2011 9 Program Focus In designing a program focus, teachers consider the allocation of resources, approaches to teaching and learning, and forms of assessment in order to cater for all students and maximise opportunities for them to demonstrate their learning. Listed below are some suggested starting points for designing a program focus, which is decided by the teacher or by the teacher in consultation with students. The list is neither prescriptive nor exhaustive. Suggestions include:

 arts/music activities  marine biology  agricultural programs  mechanical projects  career-related programs  moving between cultures  civics and citizenship activities  outdoor activities  construction projects  peer support programs  community service  performing arts programs  cultural programs  personal development programs  environmental endeavours  religious or spiritually based programs  film-making  science/environmental projects  fitness and physical activity  scientific endeavours  global youth programs  social action programs  health and lifestyle  sports/coaching programs  health-related programs  study skills  Indigenous enterprise  technological enterprises  integrated health and well-being  travel activities programs  writing and authorship  language programs  young parenting programs  local history projects  youth parliament.  marine activities

10 Stage 1 Integrated Learning 2011 Key Areas of Study One or more key areas of study are chosen to support and guide the exploration and development of a program focus through guiding questions. The number and style of guiding questions are optional and may be adapted by the teacher to the needs of the class and the program focus. Since each of the capabilities is likely to be demonstrated in, and integrated across, the learning requirements and performance standards, students develop aspects of more than one capability in any program. Teachers, in consultation with students, choose from the following five key areas of study:  Key Area 1: Developing the Capability for Communication  Key Area 2: Developing the Capability for Citizenship  Key Area 3: Developing the Capability for Personal Development  Key Area 4: Developing the Capability for Work  Key Area 5: Developing the Capability for Learning. For a 10-credit subject, students undertake one or more key areas of study. For a 20-credit subject, students undertake two or more key areas of study. The following descriptions outline the five key areas of study and list guiding questions for each, with an example of a program focus. For illustrative purposes, a different program focus has been included for each key area. However, these programs could also fit within any of the five key areas. For instance, peer support has been included under the capability for communication, but could equally be developed under citizenship, personal development, work, or learning. The responses to the guiding questions are likely to vary according to the area of interest, idea, or activity developed for the particular program focus. Teachers may adapt the guiding questions, or design their own, to develop the capability in each key area to suit the needs of the students and the particular program focus. Decisions about which key areas to explore should reflect ideas and issues that are contemporary and relevant to the student cohort. Guiding questions developed within each key area should have personal relevance and significance to students within a learning group, and expand the capability in that key area. In each key area an example is given that is generally suited to study at Stage 1. Note: If Integrated Learning programs are offered at both Stage 1 and Stage 2 in a school, consideration should be given to program design for students who study the subject at both stages. In this way, students can develop the broadest possible range of capabilities in relevant Integrated Learning programs.

Stage 1 Integrated Learning 2011 11 Key Area 1: Developing the Capability for Communication Communication includes:  communicating for particular purposes and contexts  communicating within and across cultures  achieving literacy and numeracy, and using information and communication technologies  expressing feelings, ideas, and opinions. In choosing this key area, teachers decide that their program focus is relevant to communication and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program — a peer support program. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

12 Stage 1 Integrated Learning 2011 Example for Key Area 1

Guiding Questions Program Focus: Peer Support Program

What methods of inquiry can be used to find out Research and identify what the school wants to the required information? achieve through the peer support program. How are different methods of inquiry chosen Outline and document the methods used to and applied? gather information about the Year 8 students and draw up the details of the peer support program.

What makes trying out different methods of Explore by discussing, reading, observing, communication relevant and useful? listening, questioning, interviewing, role-playing, and so on. What literacy skills are needed for each method of communication? Role-play interviews using both open-ended and closed questions. Evaluate the results.

How can action research be a useful method of Research and design games and activities for inquiry? Year 8 students that will extend their knowledge of the school and enhance their relationships How are the results communicated for particular with others in the school. purposes and contexts? Trial and evaluate activities with peers.

What methods can be used to collect data and Apply skills to put the program into practice and information and communicate results? re-evaluate it. How can information and communication Gather a folio of evidence in order to evaluate technologies help in the information-gathering the effectiveness of the program. This could be processes? done, for example, through video segments or the collection of written or photographic data.

How can a program be advertised? Apply skills and knowledge to produce suitable multimedia, visual, spoken, or written materials. How can an advertisement be culturally appropriate?

How will the process be most effectively Review and evaluate the folio of evidence and communicated and documented? assess whether or not it adequately represents and communicates the research and What are the key elements of a successful folio implementation process. of evidence?

How are the results of the inquiry communicated Discuss the various inquiry methods used and clearly? decide which ones worked best and why.

Stage 1 Integrated Learning 2011 13 Key Area 2: Developing the Capability for Citizenship Citizenship includes:  understanding diverse cultures and values  contributing to social and environmental sustainability  participating in political, economic, and legal aspects of community life  understanding Indigenous histories and cultures. In choosing this key area, teachers decide that their program focus is relevant to citizenship and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program focus — living as an Australian. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

Guiding Questions Program Focus: Living As an Australian

What is citizenship? How do people become Identify and document aspects of citizenship for involved in the community as citizens? local community service groups. To what extent are people citizens of a local Explain the various ways in which people can community, a national community, or a global demonstrate their citizenship of Australia as a community? How are their diverse cultural nation. identities and values expressed? Interview people about their understanding of What are the responsibilities of citizens? being global citizens.

How do people demonstrate their citizenship? Interview people from the selected community groups. How do people demonstrate social, economic, and legal participation? In what ways do Australia’s Indigenous people feel they are citizens of Australia?

How is the idea of citizenship promoted in Reflect on various ways in which aspects of society? citizenship are seen as valuable, dynamic, promoted, and/or sustained. What kinds of qualities does Australia value in its citizens? Observe and examine the ways in which people express their citizenship. How is Australia’s Indigenous history expressed in its national symbols and practices? Critique Australia’s national anthem for ideas about citizenship.

To what extent is it possible to be a citizen of Interview a range of migrants to gain views of more than one nation? citizenship. How is citizenship expressed differently in Compare two nations’ citizenship ceremonies. various cultures and nations? Explain the symbols and words used.

How do people become citizens of Australia? Evaluate the Australian citizenship ceremony. Create your own citizenship ceremony. Explain How do recently arrived migrants and long-term the symbols and words used. residents define and sustain their citizenship? In what ways do they keep their own cultures alive?

In what ways is it possible to belong to a country Identify and document the ways in which or community and not be a citizen? Australia and/or other countries encourage residents to be active citizens.

To what extent are Indigenous Australians Examine/evaluate how Indigenous Australians recognised as the first citizens of Australia? have been viewed historically since European occupation.

Stage 1 Integrated Learning 2011 15 Key Area 3: Developing the Capability for Personal Development Personal development includes:  developing purpose, direction, and decision-making for the present and the future  understanding physical and mental health  reviewing and planning personal goals  developing a sense of personal identity. In choosing this key area, teachers decide that their program focus is relevant to personal development and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program focus — bushwalking. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

Guiding Questions Program Focus: Bushwalking

How important are personal feelings, values, Design and plan a bushwalking trek or program. and behaviours in developing a sense of Discuss your feelings and hopes in planning and personal identity? undertaking this bushwalk and reflect on appropriate behaviours.

How do individuals learn more about Reflect on the importance of individual feelings themselves and others? and decision-making when collaborating with others during the bushwalk. Reflect on the way in which this activity challenges individual skills and understanding.

How important are interpersonal relationships? Document and reflect on your interactions with other people involved in the bushwalk.

How important are self-respect and respect for Reflect on how such an activity can help others? individuals to learn about themselves and others. Categorise qualities such as outdoor How is respect for others demonstrated? skills, emotions, confidence, and interpersonal skills.

What is the role of self-reflection? Reflect on ways in which aspects of the bushwalk might be done differently because of How can self-reflection help plan for the future? what has been learnt. List planning ideas for a future walk based on previous learning and reflections.

What are some ways in which physical and Design a bushwalking pamphlet for promoting mental health can be promoted? bushwalking as a way of keeping physically fit and mentally healthy.

What does it mean to take personal Apply knowledge and skills to take responsibility responsibility for decision-making? for an aspect of the bushwalk (e.g. safety, water, or food supplies).

What are various ways in which individuals best Discuss and reflect on the ways in which cope with personal problems, issues, or problems and challenges on the bushwalk were challenges? dealt with. Brainstorm a range of other ways of dealing with these challenges.

In what ways do individuals manage personal Develop an annotated timeline showing your learning and growth? learning and growth throughout the bushwalking program.

Stage 1 Integrated Learning 2011 17 Key Area 4: Developing the Capability for Work Work includes:  developing and applying employability skills  learning, living, and working in local, national, and global environments  participating actively and responsibly in learning, work, and community life  understanding and exercising individual and shared obligations and rights. In choosing this key area, teachers decide that their program focus is relevant to work and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program focus — a school musical. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

Guiding Questions Program Focus: School Musical

How do the size, structure, and membership of Document a profile of the team based on its a team affect or contribute to the success of a size, structure, and the experience of individual collaborative work? members. Highlight the potential strengths of team members, their areas for development, and the opportunities this profile presents for them to make a contribution.

How does the team allocate tasks and make Collaborate to encourage team members (cast decisions? and crew) to take on various roles and tasks. Identify and describe individual and shared What kinds of employability skills are needed? roles. How are they applied? Apply different ways of making decisions What kinds of teams are evident and valued in (e.g. voting and consensus). Negotiate relevant various workplaces? solutions in planning for the musical.

What is leadership? To what extent is Draw up and communicate an action plan and leadership valued in workplaces? What kinds of negotiate responsibilities for the musical. leadership skills are most valued? How do Identify where leadership skills are evident, and people build these skills? What are some of the where they are necessary and not necessary. individual and shared obligations and rights?

How does the team ensure that all members’ Communicate your opinions and use others as a ideas and contributions are heard and sounding board. Listen to team members’ ideas. considered? What processes can the team use Experiment with various processes to get to ensure that everyone has responsibilities that everyone involved. contribute to the whole outcome?

How does the team evaluate its tasks and Discuss feedback from team members and processes? others outside the team (e.g. the drama teacher, art teacher, or local theatre company). How is this carried out in a particular workplace?

What sorts of challenges do team learning and Discuss organisational skills and ways of responsible participation present? dealing with unexpected problems.

How does the team solve problems and manage Apply various conflict resolution strategies as conflict? How do individuals solve problems and potential conflicts arise. manage conflict? Interview an employer or employee about workplace conflict. Report to the class.

What is self-assessment? Can it help a team to Create strategies and opportunities for self- achieve its goals? assessment and team assessment.

How well does the team achieve its goals? To Evaluate the team’s achievements. what extent is it possible for everyone in the team to have contributed to the goal?

Stage 1 Integrated Learning 2011 19 Key Area 5: Developing the Capability for Learning Learning includes:  accessing, organising, and using information  thinking and inquiring critically, ethically, and reflectively  learning and applying knowledge and skills  recognising how knowledge changes over time and is influenced by people. In choosing this key area, teachers decide that their program focus is relevant to learning and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program focus — study skills. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

Guiding Questions Program Focus: Study Skills

What knowledge is needed? What is relevant Reflect on how to improve your study skills and and what is irrelevant? How is knowledge investigate what the most valued study skills acquired, organised, and improved? are. Interview older students about their preferred study skills.

How can mind maps help learning? How are Create a mind map of your study habits and critical and reflective thinking important to skills that you have already developed. Plan improving learning? In what ways and when are what else needs to be done to develop good higher order thinking skill strategies useful? study skills. Trial and assess the worth of different higher order thinking skill strategies.

How do people choose and determine learning Reflect on your most important learning goals goals? What kinds of knowledge and skills are and the conditions that will foster these goals. needed in order to reach one’s goals? Document the kinds of study habits that will help you to achieve these goals. Brainstorm the kinds of motivation people might use to keep to a study plan.

How do people learn? Discuss your preferred ways of learning and study habits and skills with a range of other Under what conditions do people learn most people, after completing selected online or other effectively? learning style questionnaires. How are study skills and learning connected?

What are some of the different preferred ways of Identify and document your preferred ways of learning and the different types of learners? learning and how they influence your development. What are some strategies for identifying and developing different skills sets? Discuss the importance of trying out new ways of learning. How can people try out and test new ways of learning?

How can people make good decisions about Access sources or people to help to develop a their learning needs and study skills? What personal study skills program. steps can be taken to ensure that a personal study skills plan is put into action? Draw up a detailed and practical study skills plan. Compare this plan with others.

How do you evaluate your learning? Obtain and reflect on feedback from friends, teachers, experts, and/or mentors. Take part in How can others help you to evaluate your peer assessment. Compare feedback with your learning? What are the processes for peer and own self-assessment. self-assessment? In what ways can these help develop clearer learning goals? Record and review progress and learning development in a personal study skills program.

How can individuals identify their preferred ways Reflect on and discuss your preferred ways of of learning? learning.

Stage 1 Integrated Learning 2011 21 ASSESSMENT SCOPE AND REQUIREMENTS

Assessment at Stage 1 is school based. Teachers design a set of assessments that enable students to demonstrate the knowledge, skills, and understanding they have developed to meet the learning requirements of the subject. These assessments provide students’ evidence of learning.

EVIDENCE OF LEARNING The following assessment types enable students to demonstrate their learning in Stage 1 Integrated Learning:  Assessment Type 1: Practical  Assessment Type 2: Group Activity  Assessment Type 3: Folio and Discussion. For a 10-credit subject, students should provide evidence of their learning through three or four assessments, with at least one assessment from each assessment type. Each assessment type should have a weighting of at least 20%. For a 20-credit subject, students should provide evidence of their learning through six to eight assessments, with at least one assessment from each assessment type. Each assessment type should have a weighting of at least 20%.

ASSESSMENT DESIGN CRITERIA The assessment design criteria are based on the learning requirements and are used by teachers to:  clarify for the student what he or she needs to learn  design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement. The assessment design criteria consist of specific features that:  students should demonstrate in their learning  teachers look for as evidence that students have met the learning requirements. For this subject the assessment design criteria are:

22 Stage 1 Integrated Learning 2011  application  investigation  communication and collaboration  reflection  understanding. The specific features of these criteria are listed below. The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Application The specific features are as follows: A1 Development of knowledge, concepts, and skills. A2 Application of knowledge, concepts, and skills for a purpose.

Investigation The specific features are as follows: I1 Identification and gathering of relevant information using a variety of sources. I2 Investigation of information, ideas, and skills from more than one perspective.

Communication and Collaboration The specific features are as follows: CC1 Collaboration with others. CC2 Communication with others. CC3 Discussion of ideas and opinions.

Reflection The specific feature is as follows: R1 Reflection on the student’s own learning and progress in learning.

Understanding The specific features are as follows: U1 Explanation of some of the connections between the program focus and aspects of the capability in each chosen key area. U2 Understanding and development of aspects of the capability in each chosen key area.

SCHOOL-BASED ASSESSMENT

Assessment Type 1: Practical Students undertake at least one practical for both a 10-credit subject and a 20-credit subject.

Stage 1 Integrated Learning 2011 23 Students develop and apply their learning in a particular context, such as building a pergola, choreographing a dance, or undertaking a peer support program. The practical involves learning by doing and by addressing real problems or challenges. It may require interaction and collaboration with others, either in the class, the school community, or the wider community. A practical may consist of a single activity or a combination of smaller activities that allow students to demonstrate application of their knowledge, concepts, skills, and understanding for a specific purpose. It does not necessarily need to relate to the entire program focus. Students should have opportunities to participate in peer assessment and self- assessment. Students’ self-assessment is included in the assessment design criterion of reflection. Students’ contribution to peer assessment is not assessed. For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:  application  reflection  understanding.

Assessment Type 2: Group Activity Students undertake at least one group activity for both a 10-credit subject and a 20-credit subject. Students work collaboratively in a group to plan, organise, and implement an activity or project. The group activity may be applied to an aspect of the practical. There must be opportunities for all students to collaborate in decision-making and to share responsibilities. Students reflect on their contribution and the collaborative outcome. The teacher assesses each student’s performance individually. There is an opportunity for students to participate in peer assessment and self-assessment. Students’ self-assessment is included in the assessment design criterion of reflection. A student’s contribution to peer assessment is not assessed, although contributions to peer assessment may be included in the assessment design criterion of communication and collaboration (e.g. communication with others in the group and discussion of ideas and opinions). For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:  application  investigation  communication and collaboration  reflection.

Assessment Type 3: Folio and Discussion Students undertake at least one assessment for the folio and discussion for both a 10-credit subject and a 20-credit subject. Consideration needs to be given to the documentation and/or recording of the evidence of learning. The folio is likely to be presented in multimodal form (see examples below) and the evidence of the discussion may be in the form of a digital recording and/or student and teacher notes.

24 Stage 1 Integrated Learning 2011 Folio Students develop a folio to support their discussion. The folio demonstrates the depth, extent, and focus of the learning that has taken place. A folio may consist of material such as notes, diagrams, models, observations, experiments, fieldwork, photographs, visual texts, audio texts, formulae, mathematical calculations, or an e-folio.

Discussion Students discuss aspects of the process and outcome of their Stage 1 Integrated Learning program with their teacher and class group (or other designated group), and support their views with the evidence in their folio. Each student responds to questions asked by the teacher, and possibly others, about his or her learning as demonstrated by the evidence in the folio. Students may also contribute to the discussion by offering comments in a general forum. Discussions should be a maximum of 10 minutes for both a 10-credit subject and a 20-credit subject.

For this assessment type, students demonstrate evidence of learning in relation to the following assessment design criteria:  application  investigation  communication and collaboration  reflection  understanding.

PERFORMANCE STANDARDS The performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills, and understanding that teachers refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated his or her learning. During the teaching and learning program the teacher gives students feedback on, and makes decisions about, the quality of their learning, with reference to the performance standards. Students can also refer to the performance standards to identify the knowledge, skills, and understanding that they have demonstrated and those specific features that they still need to demonstrate to reach their highest possible level of achievement. At the student’s completion of study of a subject, the teacher makes a decision about the quality of the student’s learning by:  referring to the performance standards  taking into account the weighting given to each assessment type  assigning a subject grade between A and E. Teachers can use a SACE Board school assessment grade calculator to help them to assign the subject grade. The calculator is available on the SACE website (www.sace.sa.edu.au).

Stage 1 Integrated Learning 2011 25 Performance Standards for Stage 1 Integrated Learning 26 Stage 1 Application Investigation Communication and Reflection Understanding Integr ated Collaboration Learn ing A Comprehensive development of Thorough and focused Sustained and productive In-depth reflection on the Thorough, focused, and 2011 knowledge, concepts, and skills. identification and gathering of collaboration with others. student’s own learning and convincing explanation of some relevant information using a progress in learning. of the connections between the Thoughtful and consistent variety of sources. Clear and proactive program focus and aspects of application of knowledge, communication with others. the capability in each chosen concepts, and skills for a In-depth investigation of key area. purpose. information, ideas, and skills Constructive discussion of ideas from more than one perspective and opinions. In-depth understanding and development of aspects of the capability in each chosen key area.

B Focused development of Focused identification and Purposeful collaboration with Some depth in reflection on the Detailed and convincing knowledge, concepts, and skills. gathering of relevant information others. student’s own learning and explanation of some of the using a variety of sources. progress in learning. connections between the Well-considered application of Clear and often proactive program focus and aspects of knowledge, concepts, and skills Some depth in investigation of communication with others. the capability in each chosen for a purpose. information, ideas, and skills key area. from more than one perspective. Thoughtful discussion of ideas and opinions. Well-considered understanding and development of aspects of the capability in each chosen key area.

C Competent development of Competent identification and Appropriate collaboration with Considered reflection on the Mostly effective explanation of knowledge, concepts, and skills. gathering of relevant information others. student’s own learning and some of the connections using a variety of sources. progress in learning. between the program focus and Appropriate application of Competent and sometimes aspects of the capability in each knowledge, concepts, and skills Competent investigation of proactive communication with chosen key area. for a purpose. information, ideas, or skills from others. more than one perspective. Considered understanding and Considered discussion of ideas development of aspects of the and opinions. capability in each chosen key area. Stage Application Investigation Communication and Reflection Understanding 1 Collaboration Integr ated D Partial development of Identification and gathering of Occasional collaboration with Some acknowledgment of the Description of some of the Learn knowledge, concepts, and skills. some relevant information from others. student’s own learning or connections between the ing more than one source. progress in learning. program focus and aspects of Basic application of knowledge, Disjointed communication with 2011 the capability in a chosen key concepts, and skills, with some Investigation of aspects of others. area. 27 relationship to a purpose. information, ideas, and/or skills. Some description of ideas Some awareness and and/or opinions. development of aspects of the capability in each chosen key area.

E Attempted development of Identification of information in Some attempt to work Limited recognition of the Identification of one or more knowledge, concepts, and skills. one or more source, which may collaboratively with others. student’s own learning or connections between the have some relevance. progress in learning. program focus and aspects of Limited application of Limited communication with the capability in a chosen key knowledge, concepts, and skills, Attempted identification of others. area. with some attempted link to a information, ideas, or skills. purpose. Brief description of an idea or Emerging awareness and opinion. limited development of aspects of the capability in each chosen key area. ASSESSMENT INTEGRITY The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework. The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement in the school-based assessment are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools. Information and guidelines on quality assurance in assessment at Stage 1 are available on the SACE website (www.sace.sa.edu.au).

28 Stage 1 Integrated Learning 2011 SUPPORT MATERIALS

SUBJECT-SPECIFIC ADVICE Online support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.

ADVICE ON ETHICAL STUDY AND RESEARCH Advice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website (www.sace.sa.edu.au).

Stage 1 Integrated Learning 2011 29

LEARNING SCOPE AND REQUIREMENTS

Stage 2 Integrated Learning

LEARNING REQUIREMENTS The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to: 1. develop and apply knowledge, concepts, and skills to achieve a purpose 2. investigate and analyse concepts, ideas, and skills from different perspectives, using a variety of sources 3. work collaboratively with others 4. demonstrate self-awareness in reflecting on, and evaluating, learning 5. communicate ideas and informed opinions 6. develop and understand connections between the program focus and the capability in each chosen key area. These learning requirements form the basis of the:  learning scope  evidence of learning that students provide  assessment design criteria  levels of achievement described in the performance standards.

CONTENT Stage 2 Integrated Learning may be undertaken as a 10-credit subject or a 20-credit subject.

32 Stage 2 Integrated Learning 2011 An Integrated Learning program is a focused study that has a purpose, product, or outcome. An Integrated Learning program is undertaken by a group of students in a school, or a student or students involved in a community group, allowing them to explore their connections with the wider community. Integrated Learning can be organised in different ways, according to the needs and interests of the students and the school. Integrated Learning has:  a program focus (which could be, for example, a topic, an activity, or a group project) decided by the teacher or by the teacher in consultation with students  one or more key areas of study (each key area is based on one of the capabilities) that are chosen to support and guide the exploration and development of the program focus through guiding questions. The guiding questions provided on the following pages are examples only. Teachers may adapt these guiding questions, or design their own, to develop the capability in each key area to suit the needs of the students and the particular program focus. Students develop and apply skills and knowledge through their program focus, which is linked to a study of key areas, organised around the capabilities.

Stage 2 Integrated Learning 2011 33 Program Focus In designing a program focus, teachers consider the allocation of resources, approaches to teaching and learning, and forms of assessment in order to cater for all students and maximise opportunities for them to demonstrate their learning. Listed below are some suggested starting points for designing a program focus, which is decided by the teacher or by the teacher in consultation with students. The list is neither prescriptive nor exhaustive. Suggestions include:

 arts/music activities  marine biology  agricultural programs  mechanical projects  career-related programs  moving between cultures  civics and citizenship activities  outdoor activities  construction projects  peer support programs  community service  performing arts programs  cultural programs  personal development programs  environmental endeavours  religious or spiritually based programs  film-making  science/environmental projects  fitness and physical activity  scientific endeavours  global youth programs  social action programs  health and lifestyle  sports/coaching programs  health-related programs  study skills  Indigenous enterprise  technological enterprises  integrated health and well-being  travel activities programs  writing and authorship  language programs  young parenting programs  local history projects  youth parliament.  marine activities

34 Stage 2 Integrated Learning 2011 Key Areas of Study One or more key areas of study are chosen to support and guide the exploration and development of a program focus through guiding questions. The number and style of guiding questions are optional and may be adapted by the teacher to the needs of the class and the program focus. Since each of the capabilities is likely to be demonstrated in, and integrated across, the learning requirements and performance standards, students develop aspects of more than one capability in any program. Teachers, in consultation with students, choose from the following five key areas of study:  Key Area 1: Developing the Capability for Communication  Key Area 2: Developing the Capability for Citizenship  Key Area 3: Developing the Capability for Personal Development  Key Area 4: Developing the Capability for Work  Key Area 5: Developing the Capability for Learning. For a 10-credit subject, students undertake one or more key areas of study. For a 20-credit subject, students undertake two or more key areas of study. The following descriptions outline the five key areas of study and list guiding questions for each, with an example of a program focus. For illustrative purposes, a different program focus has been included for each key area. However, these programs could also fit within any of the five key areas. For instance, a young parenting program has been included under the capability for communication, but could equally be developed under citizenship, personal development, work, or learning. The responses to the guiding questions are likely to vary according to the area of interest, idea, or activity developed for the particular program focus. Teachers may adapt the guiding questions, or design their own, to develop the capability in each key area to suit the needs of the students and the particular program focus. Decisions about which key areas to explore should reflect ideas and issues that are contemporary and relevant to the student cohort. Guiding questions developed within each key area should have personal relevance and significance to students within a learning group, and expand the capability in that key area. In each key area an example is given that is generally suited to study at Stage 2. Note: If Integrated Learning programs are offered at both Stage 1 and Stage 2 in a school, consideration should be given to program design for students who study the subject at both stages. In this way, students can develop the broadest possible range of capabilities in relevant Integrated Learning programs.

Stage 2 Integrated Learning 2011 35 Key Area 1: Developing the Capability for Communication Communication includes:  communicating for particular purposes and contexts  communicating within and across cultures  achieving literacy and numeracy, and using information and communication technologies  expressing feelings, ideas, and opinions. In choosing this key area, teachers decide that their program focus is relevant to communication and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program focus — a young parenting program. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

Guiding Questions Program Focus: Young Parenting Program

How is the required information accessed? Who Define the nature, goals, scope, and timing of is the information aimed at? How will it be the parenting program. communicated? Apply skills and knowledge to produce suitable How can any activity or program include all multimedia, visual, spoken, or written materials. participants? How can the program be advertised?

What methods can be used to gauge Interview or survey young parents to find out participants’ views? what kinds of parenting skills they want to develop or strengthen. How will the views obtained be communicated?

How will the people involved choose and Document the goals for the group by drawing up communicate their goals for the program? a mind map of these goals. How will all those involved be encouraged to express their feelings, ideas, and opinions?

How do people access information and what Evaluate the ‘positives’ and ‘negatives’ of kinds of literacy skills are needed for effective parenting for young people. Evaluate the costs access to information? Who can help the involved. Find out what support systems young development of these skills? How can various parents need and how they can access these sources be accessed and used to support and support systems. Compare lifestyles of young promote appropriate learning? parents with the lifestyles of other young people. How will appropriate ethical and cultural protocols be communicated?

How has knowledge and the communication of Interview people from an older generation to find knowledge changed in recent years? What has out what they valued as parents, or in their own caused such change? What impact has the parents. Evaluate how and why the values and development of technology had? experience of parents have changed (consider, for example, political, economic, technological, How are learning and knowledge evaluated? and social factors).

How can people develop or improve their Critically evaluate what the group needs to know knowledge and communication skills? What and invite guest speakers to talk about the kinds of knowledge and skills are most relevant required skills and knowledge. to this particular program? How can people best sustain and communicate their skills and knowledge?

Stage 2 Integrated Learning 2011 37 Key Area 2: Developing the Capability for Citizenship Citizenship includes:  understanding diverse cultures and values  contributing to social and environmental sustainability  participating in political, economic, and legal aspects of community life  understanding Indigenous histories and cultures. In choosing this key area, teachers decide that their program focus is relevant to citizenship and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program focus — moving between cultures. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

Guiding Questions Program Focus: Moving between Cultures

What is cultural sustainability and how are Identify and document aspects of the cultures of aspects of cultures, for example, understood, local community groups and begin to revitalised, and sustained through change? understand how they change. Explain these changes.

How are cultures and personal identity related? Interview people from the selected community groups. Investigate and document how people In what ways does being a migrant or refugee from each group participate as citizens. have an impact on a person’s culture and identity?

How are the various dimensions of culture Evaluate various ways in which aspects of promoted and sustained? How are citizenship cultures and community groups are dynamic, and culture linked? understood, promoted, and/or sustained.

How do a person’s cultural perspectives Explain how understanding of dimensions of influence the way he or she sees others? culture can be different for people with more than one language or culture to draw from. What is interculturality? How is interculturality promoted? Explain what it means to be the ‘other’.

How do people move between the cultures that Communicate in a creative way some of the they identify with? What does ‘moving between highlights and/or complexities of each of the cultures’ mean for recently arrived migrants or cultures of personal interest and relevance. refugees? Where appropriate, show the links between these cultures. How are various cultures symbolised or identified?

What does sustainability mean in different Identify, document, and analyse codes, beliefs, cultures and how is it expressed? and behaviours that sustain cultures; and the movement between cultures or community How are Australian Indigenous cultures groups. sustained and enlivened? In what ways do Indigenous people move between Indigenous and Western cultures?

What are some ways of promoting vitality of Apply skills to design a display or celebration of culture? aspects of cultures of personal interest and relevance.

Stage 2 Integrated Learning 2011 39 Key Area 3: Developing the Capability for Personal Development Personal development includes:  developing purpose, direction, and decision-making for the present and the future  understanding physical and mental health  reviewing and planning personal goals  developing a sense of personal identity. In choosing this key area, teachers decide that their program focus is relevant to personal development and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program focus — community service. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

Guiding Questions Program Focus: Community Service

What is well-being? How important is it? How is Identify and document personal skills and well-being linked to physical and mental health? attributes that can contribute to a person’s success as a volunteer in community service.

How does well-being affect mental, emotional, Brainstorm a variety of community service and physical health? How does community activities. service give people a sense of purpose and direction? Examine and evaluate how involvement in community service relates to well-being and a sense of success among the students involved.

To what extent are well-being and physical and Design, create, and participate in a community mental health connected with interpersonal service activity or program for the benefit of relationships? To what extent is a sense of well- other people. being connected to being involved in service to others?

To what extent does well-being affect a sense of Create and discuss a concept map of the ways belonging? How does a sense of belonging in which people develop a sense of belonging contribute to a sense of identity? through involvement with the wider community.

To what extent does well-being affect personal Apply skills to create an advertisement, collage, success and a sense of purpose? To what or piece of writing showing how community extent is well-being connected with service service benefits individuals, teams, the school, activities in the community? and the wider community.

How can people develop a sense of purpose Discuss the extent to which working through and direction in the face of difficulties and difficulties encountered in a community service problems? program can bring a sense of purpose and achievement.

Stage 2 Integrated Learning 2011 41 Key Area 4: Developing the Capability for Work Work includes:  developing and applying employability skills  learning, living, and working in local, national, and global environments  participating actively and responsibly in learning, work, and community life  understanding and exercising individual and shared obligations and rights. In choosing this key area, teachers decide that their program focus is relevant to work and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program focus — playground construction. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

Guiding Questions Program Focus: Playground Construction

How important is planning in a work Plan how to construct an ‘original’ playground. environment? Brainstorm ideas. What are the characteristics of a successful plan?

What further information is needed to analyse, Document the ways in which children learn at plan, and solve problems? play and evaluate the effectiveness of the ways in which they learn. Analyse what this reveals, How is information accessed to draw up an for example, about playground design needs. effective design brief? Identify each piece of equipment in relation to the development of specific learning skills in children.

What are some of the different ways of Decide on the kind of preliminary research gathering information and checking the validity required and how this will be undertaken. Check of sources? the validity of the selected sources. What kinds of local council and state Interview an experienced designer, construction government guidelines are in place for worker, or site manager to find out how research playground design? and plans are put into action.

How are decisions made in the workplace? Decide on a plan of action for constructing the playground, including a work plan to consider What are some characteristics of good decision- risks and benefits and best use resources. making? Evaluate the usefulness of plans. How can risks and benefits be best analysed?

How is a logical argument developed? Develop and communicate an argument for funding and council approval. Present it to a On what grounds are council approvals local council for comment. granted?

How do people apply various kinds of Draw up a construction plan, analysing knowledge? information gathered. Identify the kinds of knowledge needed to implement the plan How important are the occupational health and (e.g. occupational health and safety regulations, safety regulations? or council planning regulations). Interview someone from the local council about safety regulations and safe workplace practices.

What is the purpose of critical reflection and Ask for feedback from a local expert to check evaluation? How important is this process in that each step is achievable and is based on various workplaces? reliable, current information. Evaluate this feedback. What are the different benefits of self-reflection and team reflection? What are the possible Apply practical skills that could be used to disadvantages? construct the proposed playground. Complete a model of the playground.

Stage 2 Integrated Learning 2011 43 Key Area 5: Developing the Capability for Learning Learning includes:  accessing, organising, and using information  thinking and inquiring critically, ethically, and reflectively  learning and applying knowledge and skills  recognising how knowledge changes over time and is influenced by people. In choosing this key area, teachers decide that their program focus is relevant to learning and can be best developed through guiding questions that explore one or more of the dot points above. The following example includes guiding questions and outlines their application to a particular program focus — an ecological study of a local area. Teachers should adapt the guiding questions to suit the particular program focus or student group. They are not prescriptive. They provide a broad framework around which the learning activities in this key area can be structured.

Guiding Questions Program Focus: An Ecological Study of a Local Area

What are some of the different forms of Critically evaluate different kinds of knowledge knowledge and different kinds of knowing? How about local flora and fauna and ecological are the various forms of knowledge systems. Find out where this knowledge comes communicated? How is information from and how it is communicated to others. communicated and evaluated?

How can an understanding of different forms of Gather, document, and analyse relevant knowledge provide new insights or enrich information from various sources. learning? Use literacy skills to access and research How important is critical inquiry to an relevant information using a variety of sources. investigation? What are the differences between inquiry and critical inquiry?

What is the difference between data, Use communication skills to interview information, knowledge, and wisdom? How is practitioners to discover the range of each communicated? How is each influenced by approaches to land care and environmental people? conservation. Draw a chart or diagram that communicates ways in which scientific knowledge links to local wisdom. Explore how local wisdom is communicated or retained. Complete a transect of a small area and record observations.

In what ways do people make learning Identify and record instances where new meaningful and purposeful? How do different insights were gained and reflect on how these people apply learning? were communicated. Keep a reflective journal that shows the progress of the learning.

How are various forms of data, information, Create, for example, a story, painting, or knowledge, and wisdom used and benefited dramatic piece to convey some of the ecological from? insights gained. Present this to a class in the school or a community group. What kinds of literacy skills do people need to access various forms of data?

How do people make experiences meaningful? Map and analyse the influences that have had What kinds of communication skills are an impact on personal ecological understanding involved? and behaviours.

How do people create meaning in different Record the different ways in which people use ways? what they know about the environment to create and communicate new knowledge and meaning.

Stage 2 Integrated Learning 2011 45 Guiding Questions Program Focus: An Ecological Study of a Local Area

How are knowledge and meaning shaped by Investigate or participate in an ecological different people, groups, or value systems? project: for example, Trees for Life, an Italian market garden, an Indigenous Landcare program, a Waterwatch program. Create an original ecological or environmental education program.

46 Stage 2 Integrated Learning 2011 ASSESSMENT SCOPE AND REQUIREMENTS

All Stage 2 subjects have a school-based assessment component and an external assessment component. Teachers design a set of school-based assessments that enable students to demonstrate the knowledge, skills, and understanding they have developed to meet the learning requirements of the subject. These assessments provide students’ evidence of learning in the school-based assessment component.

EVIDENCE OF LEARNING The following assessment types enable students to demonstrate their learning in Stage 2 Integrated Learning: School-based Assessment (70%)  Assessment Type 1: Practical (30%)  Assessment Type 2: Group Activity (20%)  Assessment Type 3: Folio and Discussion (20%) External Assessment (30%)  Assessment Type 4: Project (30%). For a 10-credit subject, students should provide evidence of their learning through four assessments, including the external assessment component. Students undertake:  one practical  one group activity  one assessment for the folio and discussion  one project. For a 20-credit subject, students should provide evidence of their learning through six to eight assessments, including the external assessment component. Students undertake:  at least one practical  at least one group activity  at least one assessment for the folio and discussion  one project.

Stage 2 Integrated Learning 2011 47 ASSESSMENT DESIGN CRITERIA The assessment design criteria are based on the learning requirements and are used by:  teachers to clarify for the student what he or she needs to learn  teachers and assessors to design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement. The assessment design criteria consist of specific features that:  students should demonstrate in their learning  teachers and assessors look for as evidence that students have met the learning requirements. For this subject the assessment design criteria are:  application  investigation  communication and collaboration  evaluation and reflection  understanding. The specific features of these criteria are listed below. The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Application The specific features are as follows: A1 Development of knowledge, concepts, and skills. A2 Application of a range of knowledge, concepts, and skills for a purpose.

Investigation and Analysis The specific features are as follows: IA1 Investigation into relevant information, concepts, and ideas using a variety of sources. IA2 Analysis of concepts, ideas, and skill development from different perspectives.

Communication and Collaboration The specific features are as follows: CC1 Collaboration with others. CC2 Communication of ideas and informed opinions. CC3 Discussion and justification of ideas and opinions.

48 Stage 2 Integrated Learning 2011 Evaluation and Reflection The specific features are as follows: ER1 Evaluation of the student’s own learning and progress in learning. ER2 Reflection on learning from peer assessment and participation in self-assessment.

Understanding The specific features are as follows: U1 Understanding and explanation of the connections between the program focus and the capability in each chosen key area. U2 Development and demonstration of the capability in each chosen key area.

SCHOOL-BASED ASSESSMENT

Assessment Type 1: Practical (30%) Students undertake one practical for a 10-credit subject and at least one practical for a 20-credit subject. Students develop and apply their learning by undertaking and addressing real problems or challenges. The practical may include interaction and collaboration with others in the class, the school community, or the wider community. Students apply their learning to create a product or service, or demonstrate a skill in a particular context related to an aspect of the program focus and/or the capability in a key area. Students should be able to demonstrate how the practical connects the program focus and the capability in the key area. It does not necessarily need to relate to the entire program focus. A practical may consist of a single activity or a combination of smaller activities that allow students to demonstrate application of their knowledge, concepts, skills, and understanding for a specific purpose. Students should have opportunities to participate in peer assessment and self- assessment. Students’ contribution to peer assessment and participation in self- assessment are included in the assessment design criterion of evaluation and reflection. Individual students’ contributions to peer assessment contribute to their own assessment, but do not directly contribute to the final assessment of other students’ performances. For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:  application  investigation and analysis  evaluation and reflection  understanding.

Assessment Type 2: Group Activity (20%) Students undertake one group activity for a 10-credit subject and at least one group activity for a 20-credit subject. Students work collaboratively in a group to plan, organise, and implement a practical and/or theoretical task or project. There must be opportunities for all students to

Stage 2 Integrated Learning 2011 49 collaborate in decision-making and to share responsibilities in responding constructively to the activity. Students reflect on their contribution and on the collaborative processes and outcomes. The teacher assesses each student’s performance individually. Where a student is involved in a community group, the teacher is responsible for the assessment. Teachers are encouraged to provide opportunities for peer assessment and self-assessment in the group activity. Students’ contribution to peer assessment and participation in self-assessment are included in the assessment design criterion of evaluation and reflection. Individual students’ contributions to peer assessment contribute to their own assessment, but do not directly contribute to the final assessment of other students’ performances. For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:  application  investigation and analysis  communication and collaboration  evaluation and reflection.

Assessment Type 3: Folio and Discussion (20%) Students undertake one assessment for the folio and discussion for a 10-credit subject and at least one assessment for the folio and discussion for a 20-credit subject. Consideration needs to be given to the documentation and/or recording of the evidence of learning. The folio is likely to be presented in multimodal form (see examples below) and the evidence of the discussion may be in the form of a digital recording and/or student and teacher notes.

Folio Students develop a folio to support their round-table discussion on the depth, extent, and focus of the learning that has taken place. In developing the folio, students should reflect on the program focus, or an aspect of the program focus, and include materials that demonstrate significant personal learning. The folio does not necessarily need to relate directly to the other assessments. In consultation with the teacher, students identify a focus for the folio to demonstrate connections with other parts of the program and their lives. A folio may consist of material such as notes, work in progress, diagrams, letters, models, interview notes, observations, reflections, experiments, fieldwork, photographs, visual texts, audio texts, graphics, formulas, survey data, mathematical calculations, raw data, feedback from various sources, translations, interpretations, or an e-folio.

Discussion Students participate in a round-table discussion with their teacher and class group (or other designated group) about the learning program. Students are required to articulate the depth, extent, and focus of the learning that has taken place. Students support their views with the evidence in their folio. Each student responds to questions asked by the teacher that allow his or her learning to be assessed (the learning is demonstrated by the evidence in the folio). Discussions should be a maximum of 10 minutes for both a 10-credit subject and a 20-credit subject.

50 Stage 2 Integrated Learning 2011 For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:  application  communication and collaboration  evaluation and reflection  understanding.

EXTERNAL ASSESSMENT

Assessment Type 4: Project (30%) Students undertake one project for both a 10-credit subject and a 20-credit subject. Students select an aspect of personal interest from the Stage 2 Integrated Learning program for individual focused development. Each student’s project must be assessed individually. The project is an opportunity for students to explore an aspect of the program focus and/or a capability in a chosen key area and to understand the connections between the program focus and the capability. The project is likely to be a research-based or practical project-based task, or a combination of these. In planning and developing a project, teachers and students should ensure that the evidence of learning can meet the relevant assessment design criteria. It is recommended that students present the project in two parts:  an outcome (research/project-based)  an explanation of the connections between the program focus and the capability in a chosen key area. Students may choose any of the following forms of presentation for the project:  showcase or exhibition  video of a dramatic presentation  model  written document such as a report  website  film  script  multimodal presentation  photographic essay  review. For a 10-credit subject, the project should be a maximum of 1000 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form. For a 20-credit subject, the project should be a maximum of 2000 words if written or a maximum of 12 minutes for an oral presentation, or the equivalent in multimodal form. For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:  application  investigation and analysis  communication and collaboration

Stage 2 Integrated Learning 2011 51  understanding.

PERFORMANCE STANDARDS The performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated his or her learning. During the teaching and learning program the teacher gives students feedback on, and makes decisions about, the quality of their learning, with reference to the performance standards. Students can also refer to the performance standards to identify the knowledge, skills, and understanding that they have demonstrated and those specific features that they still need to demonstrate to reach their highest possible level of achievement. At the student’s completion of study of each school-based assessment type, the teacher makes a decision about the quality of the student’s learning by:  referring to the performance standards  assigning a grade between A and Efor the assessment type. At the student’s completion of study of the subject, the teacher uses a SACE Board school assessment grade calculator to combine the grades for the school-based assessment types and determine the student’s school-based assessment grade in the range A to E. The calculator is available on the SACE website (www.sace.sa.edu.au). In the external assessment, assessors use the performance standards to make a decision about the quality of students’ learning, based on the evidence provided. The student’s school-based assessment and external assessment are combined for a final result, which is reported as a grade between A and E.

52 Stage 2 Integrated Learning 2011 Stage Performance Standards for Stage 2 Integrated Learning 2 Integr ated Application Investigation and Communication and Evaluation and Understanding Learn Analysis Collaboration Reflection ing 2011 A Comprehensive development of Focused and in-depth Sustained and productive Perceptive and critical In-depth and clear 53 knowledge, concepts, and skills. investigation into relevant collaboration with others. evaluation of the student’s own understanding and explanation information, concepts, and learning and progress in of the connections between the Insightful and comprehensive ideas using a variety of sources. Clear and comprehensive learning. program focus and the application of a range of communication of ideas and capability in each chosen key knowledge, concepts, and skills Focused and in-depth analysis informed opinions. Perceptive and constructive area. for a purpose. of concepts, ideas, and skill reflection on learning from peer development from a variety of Coherent, insightful, and well- assessment and self- Sophisticated development and perspectives. informed discussion and assessment. demonstration of the capability justification of ideas and in each chosen key area. opinions.

B Focused development of Some depth in investigation into Purposeful collaboration with Thoughtful and critical Some depth and clarity in an knowledge, concepts, and skills. relevant information, concepts, others. evaluation of the student’s own understanding and explanation and ideas using a variety of learning and progress in of the connections between the Well-considered application of a sources. Clear and detailed learning. program focus and the range of knowledge, concepts, communication of ideas and capability in each chosen key and skills for a purpose. Thorough analysis of concepts, informed opinions. Considered and constructive area. ideas, and skill development reflection on learning from peer from different perspectives. Clear and informed discussion assessment and self- Well-considered development and justification of ideas and assessment. and demonstration of the opinions. capability in each chosen key area.

C Competent development of Competent investigation into Appropriate collaboration with Considered evaluation of the Understanding and some knowledge, concepts, and skills. relevant information, concepts, others. student’s own learning and explanation of the connections and ideas using a variety of progress in learning. between the program focus and Appropriate application of sources. Appropriate and generally clear the capability in each chosen knowledge, concepts, and skills communication of ideas and Considered reflection on key area. for a purpose. Competent analysis of informed opinions. learning from peer assessment concepts, ideas, and skill and self-assessment. Competent development and development from different Competent discussion and demonstration of the capability perspectives. justification of ideas and in each chosen key area. opinions. Application Investigation and Communication and Evaluation and Understanding 54 Stage Analysis Collaboration Reflection 2 Integr D Partial development of Incomplete investigation into Some occasional collaboration Some understanding and Basic understanding and ated knowledge and skills. information, concepts, or ideas, with others. description of aspects of the awareness of some of the with more emphasis on student’s own learning and connections between the Learn Basic application of some Partial and unfocused ing information than ideas and progress in learning. program focus and the knowledge and skills with some concepts. communication of ideas or capability in a chosen key area. 2011 relationship to a purpose. opinions. Some description of learning Incomplete recount of concepts, from peer assessment and/or Some development and ideas, or skills, with Some description, with self-assessment. demonstration of aspects of the identification of more than one elements of justification, of capability in each chosen key perspective. ideas or opinions. area.

E Attempted development of Attempted identification of a Limited collaboration with Some awareness and Limited understanding of knowledge and skills. concept, idea, or skill. others. recognition of the student’s own isolated connections between learning or progress in learning. the program focus and the Limited application of some Attempted investigation of Some attempted communication capability in a chosen key area. knowledge or skills, with some information or ideas, in one or of ideas or opinions. Limited recount of learning from attempted link to a purpose. more sources, which may have peer assessment and self- Emerging understanding, some relevance. Brief description of an idea or assessment. development, or demonstration opinion. of the capability in each chosen key area. ASSESSMENT INTEGRITY The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework. The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement, in both the school-based assessment and the external assessment, are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools. Information and guidelines on quality assurance in assessment at Stage 2 are available on the SACE website (www.sace.sa.edu.au).

Stage 2 Integrated Learning 2011 55 SUPPORT MATERIALS

SUBJECT-SPECIFIC ADVICE Online support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.

ADVICE ON ETHICAL STUDY AND RESEARCH Advice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website (www.sace.sa.edu.au).

Stage 2 Integrated Learning 2011 56