Client Case Study: SACE

A photo of a high school classroom that has been tinted green

Since partnering with SACE, Braw has produced micro-documentaries about their various pilots. This includes: Activating Identities and Futures, Exploring Identifies and Futures, Recognition of Aboriginal Culture and Knowledge Learning, and Student Advocate Programs.

What does SACE do?

The South Australian Certificate of Education (SACE) is a modern, internationally-recognised secondary school qualification designed to equip students with the skills, knowledge, and personal capabilities to successfully participate in our fast-paced global society.

Why did SACE partner with Braw?

The problem

SACE first came to Braw wanting a new way to communicate their new programs to the schools considering piloting them.

During this onboarding process, decision makers wanted to hear from those who had completed the pilots. They needed to hear testimonials from Teachers, Students and Education Leaders.

The solution

Together we worked on a format to best communicate the who, what, when, where and how of each program. We decided micro-documentaries focusing on specific schools would provide the clearest picture of the programs.

As these are still pilots, each school approached the course content differently. This meant to give the best perspective of what is possible, we would create multiple documentaries about each pilot program.

Where did we start?

To begin with, we focused on the two most widely rolled out pilot programs: Exploring Identities and Futures and Activating Identities and Futures. We set out to make a multiple videos on each project. Each school would have a hero video and multiple trailers cut for social media.

What is Exploring Identities and Futures?

Exploring Identities and Futures (EIF) is an exciting flagship subject that responds to the rapidly changing local and global context that students are living and learning in. EIF is a Stage 1 subject that supports students to learn more about themselves and explore their aspirations and future.

EIF prepares students for a different way of thinking and learning in senior school. As students begin their SACE journey, they build the knowledge, skills, and capabilities required to be thriving learners and are empowered to take ownership of where their pathway leads, exploring interests, work, travel and/or further learning.

What is Activating Identities and Futures?

The intention behind Activating Identities and Futures (AIF) is for students to explore ideas related to an area of personal interest through a process of self-directed inquiry. They draw on relevant knowledge, skills and capabilities applying these in new contexts and selecting relevant strategies to progress the learning to a resolution. 

In AIF students take greater ownership and agency over their learning ‘learning how to learn’ as they select relevant strategies ‘knowing what to do when you don’t know what to do’ to explore, create and/or plan to progress an area of personal interest.

The results part 1

Over the course of 2022 Braw created 3 case study videos about the programs planned to replace the Research Project and Personal Learning Plan subjects. We filmed across: Glenunga International High School, Berri Regional Secondary School and St Mary’s College Adelaide.

Both Glenunga and Berri’s case studies focused on Activating Identities and Futures (AIF), while St Mary’s spoke to Exploring Identities and Futures (EIF).

Exploring Identities and Futures

St Mary’s College Adelaide

Activating Identities and Futures

Glenunga International High School

Berri Regional Secondary School

What next?

After success with the first pilot videos helping SACE sign up new schools to these programs, we moved onto the next project: Recognition of Aboriginal Culture and Learning.

What is the Recognition of Aboriginal Culture and Learning project?

In 2022, the SACE Board worked closely with SACE Change Network schools to run a small-scale pilot to recognise Aboriginal students’ cultural knowledge and learning, including:

  • Community led learning – students have their cultural knowledge and learning verified by a local Aboriginal authority and recognised by the SACE in partnership with the school
  • Self-directed cultural learning - students explore and develop their Aboriginal culture and identity and have this learning recognised as part of their SACE

Braw worked with SACE to document 2 students experiences with the first pilot program year at SEDA College.

The results part 2

Recognition of Aboriginal Culture and Learning

SEDA College