What is Activating Identities and Futures
Following feedback received from schools and the community in the 2018 SACE Stage 2 Review the SACE Board began to redesign Stage 2 Research Project (RP), to be replaced with Activating Identities and Futures (AIF).
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 pilot tested the first version of the new AIF subject outline and the shift in teacher practice in a live environment with 27 participating government, independent and catholic schools across South Australia.
Some key learnings from the initial pilot include:
- understanding what professional learning is needed to support co-agency, metacognition, natural evidence of learning and feedback
- involving school teaching and learning leaders in the implementation of professional learning for their school’s teachers
- ensuring teacher practices support success for all students, including students who experience disadvantage
- pedagogical change required to successfully deliver the new subjects across a diversity of teachers
- role of school leadership in sponsoring and resourcing the new subjects.
The second pilot for AIF finished at the end of semester 1 2023, with the evaluation phase now in progress.
Pilot 2 focused on:
- Learning about the inclusivity of the subject for a range of students across a range of contexts
- Exploring the pedagogical approaches that underpin the new subjects, with a focus on:
- Agency: teachers and students designing learning together, with students having ownership over the learning experience
- Natural evidence of learning: students evidence their learning through authentic artefacts with an emphasis on the learning process rather than the final product.
- Providing opportunities for pilot teachers to come together as peers to discuss, review and provide each other with feedback.
What did Braw do?
SACE had a number of schools completing Pilot programs and wanted to capture the students’ experiences.
Braw filmed in-person at a number of Schools including Glenunga International High School (above) as well as working with Berri Regional Secondary College online to create the below video.