2022 ASRT

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SACE Pilot Project

ACTIVATING IF

(Identities and Futures)

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TRACEY DORIAN

CABRA DOMINICAN COLLEGE

tdorian@cabra.catholic.edu.au

https://www.sace.sa.edu.au/thrive/downloads/SACE_Board_Strategic_Plan_2020-2023.pdf

SACE Embrace thrive

The six elements:

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Stage 2 Activating Identities and Futures…

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“…an exciting and valued learning experience…greater student agency and recognition of authentic evidence of learning.”

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“…learning how to learn and knowing what to do when you don’t know what to do…”

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“…can stem from interests, passion, skills or capabilities …extend to vocational aspirations or entrepreneurial ideas…”

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“…value and purpose: to self and/or others and/or the community…”

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2022 Pilot: Stage 2 Activating Identities and Futures Subject Outline

Students need to demonstrate the capacity to:

• set a goal, reflect and act responsibly to effect change
• be self-directed learners who can manage their time; self-regulate
• transfer knowledge and skills between different learning experiences
• document their journey in their way
• look for and take on board feedback
• develop metacognitive strategies = how to teach themselves
• make evaluative and reflective judgements

Evidence of learning

Stage 2 subjects have a school and an external assessment component.

The following assessment types enable students to demonstrate their learning in Stage 2 Activating Identities and Futures:

School assessment

• Assessment Type 1: Portfolio (35%)

• Assessment Type 2: Progress Checks (35%)

External assessment

• Assessment Type 3: Appraisal (30%)

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AIF Subject outline:

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Capabilities…showcased in the

Stage 2 Activating Identities and Futures.

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Considerations of the local and national developments in the future capabilities and their dimensions have been incorporated into the construction of the performance standards.

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So where to next???

School Assessment

Assessment Type 1: 35%

Portfolio

AT1: PORTFOLIO: 35%

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Students:

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• Explore a focus area that is of interest to them

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• Consider value and purpose: self / others / community

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• Explore strategies and select those of most relevance to progress their learning

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• Actively seek perspectives from sources including more knowledgeable others

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• Demonstrate agency: managing time / resources / completion of learning output

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AT1: PORTFOLIO: 35%

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Evidence:

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• A collection of natural artefacts of learning

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Assessment criteria:

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Exploring

• E1 Exploring ideas related to an area of interest

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• E2 Selecting and applying strategies to progress the learning

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• E3 Selecting and using perspectives to progress the learning

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Planning and Acting

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• PA1 Managing time and resources to progress the learning

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Appraising:

• A1 Appraising the value and purpose of the learning output for self and/or others and/or community

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There are no assessment conditions prescribed, evidence should be commensurate with a 10 credit,

Stage 2 subject.

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BRAINSTORMING / PLANNING

= GETTING STARTED

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Aim for students is to:

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• Explore a focus area that is of interest to them.

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• Sharpen the focus of their learning intention by considering the value and purpose of their topic to themselves and/or others and/or the community.

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• Students can do this anyway they want to, however, they must ensure they document every form of continual planning in their portfolio - to reflect the natural evidence of their learning.

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EVIDENCE OF PLANNING…

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Students could consider the following as evidence of planning for (at a minimum):

Question/subtopics/aspects of each topic/alterations and refinement

Reflection considering the part of the PLP that might want to be continued in Activating IF?

• The strategies being considered to plan and progress the learning
• Timeline/timeframe/working towards due dates
• Who could stand to gain some value from the investigation - including themselves
• Who is being considered to help progress the learning: feedback and perspectives

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• Students need to show that they have agency with their learning - that they are making purposeful/ strategic/informed decisions. This begins with their planning.

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• Students need to develop and follow a plan to manage their time and resources to ensure that they can complete their learning output by the deadlines.

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LOTUS DIAGRAM�free lotus diagram templates

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https://online.visualparadigm.com/drive/#diagramlist:proj=0&new=LotusDiagram

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BRAINSTORMING / MIND MAPS�google: free brainstorming / mind map templates

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https://app.lucidchart.com/users/registerLevel?referer=https%3A%2F%2Fwww.lucidchart.com%2Fpages%2Flanding%2Fmind_mapping_software

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TIMELINES�

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OR OTHER…

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EVIDENCE OF PLANNING…

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• Not one of these examples of planning is better than another…they are all reflective of the student’s learning style; basically, it is whatever suits the student best!
• What they do have in common, is that they are all dynamic documents; students keep going back to their planning and adding to it.

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A handy hint: at the end of every week or two…just spend 5 minutes adding to the planning page…natural evidence.

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LEARNING INTENTION  

Learning Intention

• What is the idea or concept I am planning on learning about for my Activating IF?
• Where did this come from (PLP?)/ other SACE subject/passion/general interest/will have future value?
• Why have I chosen to learn about this? What value does it have for me and the wider community?

Perspectives and Feedback

• Who do I plan on talking to/visiting/using to gain perspectives on my Activating IF?
• What do I think I will learn from them/how can they help?
• Who will I gain feedback from to progress my learning?

Strategies

• Explain the strategies you think you will use to explore your learning intention and progress your learning.
• How do you think each strategy will help/have value? 

Learning Output

• What do you hope to achieve by the end of the Portfolio stage of your Activating IF (approx. 10 weeks)?

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Rachel Aldrich, Sacred Heart College

ACTIVATING: DEVELOPING A PLAN FOR MY LEARNING INTENTION

Taking my initial brainstorm and creating a plan

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Planning slides: Rachel Aldrich, Sacred Heart College

POSSIBLE STRATEGIES TO PROGRESS MY LEARNING

• Another aspect students need to show evidence of in their Portfolio is the strategies they will use to progress their learning in their Activating IF.
• Students need to show that they have considered the different strategies that could help them in their Activating IF and what they hope to gain from them (the value of them). Students could use a table to show planning of strategies - they can add to and modify this as they go.

E.G: Learning Intention - Autism Spectrum Disorder (ASD)- how it is diagnosed & impacts on a person's life

ACTIVATING IF PLAN: Yoga benefiting a Year 12 student

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�������������AUTHENTIC EVIDENCE!���

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• Directly across from “search results”, is the word “Share”.
• Click on this and then click on Create an alert
• Fill out your school email address
• Frequency - use drop down list to choose frequency - (suggest once a week)
• Results format - select Detailed from drop down list
• Articles published within the last: Use the drop down list to choose how long you would like to receive the emails from…
• Email format - Choose plain text
• Click on SAVE ALERT
• = the information comes to you via email!!

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EBSCO:

• Provides access to key Australian and New Zealand Newspapers, magazines, reference books and company information

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CREDIBLE, VALID, RELIABLE RESOURCES = STRATEGIC

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Big concept

Bring the attention of your audience over a key concept using icons or illustrations

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������������DOCUMENTING AUTHENTIC EVIDENCE!���

Examples of evidence for documenting the learning journey includes but is not limited to:

• plans

• designs

• concept maps

• prototypes

• video recordings

• audio recordings

• journal reflections

• charts

• murals

• articles or excerpts

• annotated photos

• sketches

• notes

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DOCUMENTING

and

PRESENTING

Keynote app

Time tracking apps

https://www.pearltrees.com/

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https://flora.appfinca.com/en/

CAREER COLUMN: 22^nd November 2019

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The ant-bite video that changed my approach to science communication

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By making videos about the first

steps of his research, Adrian Smith

has realized the production value of

his science.

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At its core, my job as a research scientist is to try

to see and interpret the world in a way that has not been attempted before….

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…turning those observations into interesting stories that can drive public interest in science, and that have value beyond the rather narrow world of academic behavioural ecology.

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I spent a week perfecting camera techniques to gather slow-motion video of these microscopic bits of ant anatomy in action.. From this footage, I could assess what was and wasn’t measurable, and what expertise I’d need from a collaborator to move this project forwards….

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https://www.nature.com/articles/d41586-019-03555-8

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What if Edison’s documentation & natural evidence was the following:

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• Experiment #1: ☹
• Experiment #2: ☹
• Experiment #3: ☹

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= True research needs to be: reusable / advanced / replicable effective / clear / …

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Dec 1^st 1880

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The lamps made for laboratory from this date will be Bamboo – 8 x 17 thousandths – 5 hours carbonization – and will be numbered consecutively at 1. All will be under 400 ohms resistance when cold – Platinum clamps -

http://edison.rutgers.edu/yearofinno/EL/Doc2027_Bamboo_12-1-80.pdf?DocId=N106115

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REFLECTIVE PRACTICE:

100% of the course…

students need to constantly question… �What are you doing and why???

What we are trying to do is authentically capture evidence of meaningful reflection.

Where am I going? How am I going? What next?

Feedback AND Perspectives

in the performance standards…

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Exploring:

E3: Selecting and using perspectives to progress the learning

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Planning and Acting

PA2: Seeking and responding to feedback to progress the learning

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Appraising

A2: Evaluating the impact of strategies, perspectives and feedback upon the learning process and output

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FEEDBACK AND PERSPECTIVES:

SO SIGNIFICANT!!!

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• Interviews: phone / personal / zoom / teams
• Experimentation
• Emails
• Field trip with discussion
• Online forums
• Survey that includes extended responses
• Facebook / Instagram / TikTok
• First hand observations
• ‘chats’ within Focus Groups

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• Perspectives can also come from secondary information: podcasts / interview transcripts / articles…

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Ask students to consider:

Mentor / go to…feedback person…

This will need to be evaluated = appraised.

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A Grade:

WHY!!= metacognition

PORTFOLIO V

LEARNING OUTPUT

• The learning output and what students are trying to achieve should be at the forefront of their thinking throughout the portfolio.

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Portfolio = data collected

V

Learning output = what did you discover??

& how do you know that you got it right??

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Students don’t need to have fully answered their question or achieved everything that they set out to, but at the end of their portfolio they do have to pull together the threads of their learning (synthesis) …especially in order to gain feedback.

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INCREASING VERTICAL JUMP FOR BASKETBALL

RPB: AT2: 40% Research Outcome

= 2000 word report (fully synthesised and substantiated)

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AIF: Learning Output…0%

• Programme of exercises

(key exercises annotated)

• Testing: rationale and methodology
• Results from testing (control v sample)

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tdorian@cabra.catholic.edu.au�

Tracey Dorian: tdorian@cabra.catholic.edu.au

School Assessment

Assessment Type 2: 35%

Progress Checks

AT2: PROGRESS CHECKS: 35%

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Students:

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• discuss the progress of their learning in relation to their intended output

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• evaluate the relative impact of different strategies and perspectives utilised to this point

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• consider what strategies and perspectives will be selected to continue progress towards their intended output.

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• consider the influence of specific feedback indicating what actions have been taken in response to significant feedback.

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• reflect on how feedback has assisted in refining their learning intention.

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• plan who they will seek feedback from next and justify how this feedback might be used to progress their learning.

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AT2: PROGRESS CHECKS: 35%

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Evidence:

Students complete one or more tasks, with a combined maximum of 1500 words if written, 10 minutes if oral, or the equivalent in multimodal form.

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Assessment criteria:

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Planning and Acting

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• PA2: Seeking and responding to feedback to progress the learning

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• PA3: Making judgements and decisions to progress the learning

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Appraising

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• A2: Evaluating the impact of strategies, perspectives and feedback upon the learning process and output

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Evidence for this assessment type may be captured in a single, or selection, of multiple progress checks.

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External Assessment

Assessment Type 3: 30%

Appraisal

AT3: APPRAISAL: 30%

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Students:

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• share their output of learning, appraising the value and purpose of the learning for themselves and/or others and/or the community

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• evaluate the impact of strategies, perspectives, and feedback, identifying the most significant contributing factor/s that supported the learning process and the completion of their learning output

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• anticipate future benefits related to transfer of skills and knowledge, development of connections and capabilities.

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AT3: APPRAISAL: 30%

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Evidence:

An appraisal should be a maximum of 1000 words if written, a maximum of 6 minutes if oral, or the equivalent in multimodal form

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Assessment criteria:

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Appraising

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• A1 Appraising the value and purpose of the learning output for self and/or others and/or community

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• A2: Evaluating the impact of strategies, perspectives and feedback upon the learning process and output

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REFERENCE LIST

• https://www.ilovephd.com/10-useful-apps-for-phd-scholars/
• https://www.testingtime.com/en/blog/documenting-research/
• https://gcwritingcenter.commons.gc.cuny.edu/digital-tools-for-research-and-writing/
• https://www.octoparse.com/blog/30-tools-resources-for-research#
• https://blog.bit.ai/tools-for-researchers/
• https://library.mcla.edu/apps
• http://kimhodge.weebly.com/reflections/im-thinking-about-my-thinking
• https://quotesgram.com/metacognition-thinking-about-thinking-quotes/

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