Recognition of Community Learning

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					          Recognition of Community
           Learning
2 0 0 9   G U I D E L I N E S
ISBN 978 1 74102 447 0 (printed version)
ISBN 978 1 74102 448 7 (online Acrobat PDF version)
ISBN 978 1 74102 449 4 (online Microsoft Word version)

Published 2009 by the SACE Board of South Australia,
60 Greenhill Road, Wayville, South Australia 5034

Printed by Abbott Printers and Stationers,
374 Port Road, Hindmarsh, South Australia 5007
                                                             CONTENTS

Introduction ............................................................................................................................................ 1
    Community Learning......................................................................................................................... 1
    General Information .......................................................................................................................... 2
    The Eight Areas of Community Learning ......................................................................................... 3
    Community Learning Activities ........................................................................................................ 4
Community-developed Programs ........................................................................................................... 5
    Guidelines for Recognition of Community-developed Programs ..................................................... 5
    Applying for Recognition of Community-developed Programs........................................................ 6
    Recognised Community-developed Programs .................................................................................. 7
    Status Application: Recognition of Community-developed Programs.............................................. 9
Self-directed Community Learning ...................................................................................................... 11
    Guidelines for Recognition of Self-directed Community Learning ................................................ 11
    Framework for Self-directed Community Learning ........................................................................ 12
           Examples of Self-directed Community Learning ..................................................................... 13
    Applying for Recognition of Self-directed Community Learning................................................... 13
           Key Dates for Stage 2, or Combinations of Stage 1 and Stage 2.............................................. 13
           Stage 1....................................................................................................................................... 14
           Stage 2, or Combinations of Stage 1 and Stage 2 ..................................................................... 15
    Status Application: Recognition of Self-directed Community Learning......................................... 17
    Record of Evidence ......................................................................................................................... 19
    Performance Requirements.............................................................................................................. 21
           Summary of Performance Requirements in Self-directed Community Learning ..................... 21
           Stage 1 Self-directed Community Learning — Performance Checklist ................................... 23
           Stage 2 Self-directed Community Learning — Performance Checklist ................................... 25
Appendix 1: SACE Board’s Recognition of Community Learning Policy .......................................... 27




                                                                  Contact
                                                Adele Broster, Project Officer, VET in SACE,
                                                telephone 8372 7461, facsimile 8372 7592
                                                Email stepup@saceboard.sa.gov.au
                                                                  Recognition of Community Learning: Guidelines 2009




                                     INTRODUCTION


The purpose of Recognition of Community Learning: Guidelines 2009 is to provide students, schools,
and community organisations with information about what ‘community learning’ means, and how it
can contribute towards the award of the South Australian Certificate of Education (SACE).


COMMUNITY LEARNING
Learning that is the result of following a structured, accredited community-developed program and/or
the result of undertaking self-directed community learning is considered to be ‘community learning’.
Community learning is learning that is not formally accredited through the SACE Board, but is
considered to be at a level and a standard that are equivalent to the learning that is expressed in
Board-accredited subjects.
The SACE Board’s Recognition of Community Learning Policy enables students to demonstrate how
learning through community activities enhances their understanding of vocational pathways, and to
reflect on their personal attributes in relation to vocational pathways and contributions to the wider
community.
The policy enables the recognition of learning that is the result of following a structured, accredited,
community-developed (non-formal) program and/or the result of undertaking self-directed (informal)
community learning.
The SACE Board recognises two kinds of community learning:
• Community-developed Programs
  Many community organisations develop and accredit their own programs. These programs are
  referred to in this document as ‘community-developed programs’.
  Examples of community organisations that develop such programs are the Australian Music
  Examinations Board, the Duke of Edinburgh’s Award, the Royal Life Saving Society (SA Branch),
  Scouts Australia, and the SA Country Fire Service.
• Self-directed Community Learning
  There are many programs that are not formally accredited. These are programs or sets of activities
  that are developed by the individual student or developed specifically for individual students by
  others. Examples of these programs include undertaking an independent life skills program or a
  personal enrichment program, caregiving, taking leadership in the workplace, and mentoring.
The eight areas of community activity that provide the framework for community learning in the
SACE are:
• Community Development
• Independent Living



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Recognition of Community Learning: Guidelines 2009



•   Performance
•   Recreation Skills and Management
•   Self-development
•   Sports Skills and Management
•   Volunteering
•   Work Skills and Career Development.
These areas reflect the wide range of community learning activities that students undertake. Examples
of typical activities in the eight areas of community learning are described on page 4.
The eight areas of community learning (pages 3 and 4) apply to recognition at Stage 1 and Stage 2 of
the SACE. For the purpose of fulfilling the SACE completion requirements, community learning units
are classified as either Group 1 or Group 2.
Students can count up to 8 SACE units of community learning towards the completion requirements of
the SACE at Stage 1 and/or Stage 2 level. However, students cannot count the same community
learning more than once towards SACE completion. For example, a student who has used part of the
Queen’s Guide Award in a SACE subject, such as Community Studies or Physical Education, cannot
then count the same award as community learning.
If the student’s application for recognition is approved, the results are reported on the SACE Record of
Achievement as status ‘granted’. No grade or score is attached to the results for community learning.
Students will be notified of the results in the same way and at the same time as they are notified of
their results for all other subjects.


GENERAL INFORMATION

Electronic Versions of Forms
Forms for community learning can be downloaded and viewed in either Microsoft Word format or
Adobe Acrobat format on the Step Up Community Learning website
(www.stepup.saceboard.sa.edu.au).

More Advice
Contact Adele Broster, telephone (08) 8372 7461, or visit the Step Up Community Learning website
(www.stepup.saceboard.sa.edu.au), which provides more information about community learning.




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                                                                 Recognition of Community Learning: Guidelines 2009



THE EIGHT AREAS OF COMMUNITY LEARNING
Community Development
This area of community learning is a result of activities or services in which a student’s participation
and collaboration with others benefits the local or broader community. This learning may be the result
of one-off or ongoing projects or activities undertaken individually or with government or non-
government agencies. Examples of learning in this category are contributing to community projects or
community arts programs, deepening one’s learning about one’s culture, and participating in
government initiatives such as Youth Parliament or organisations such as Trees for Life.

Independent Living
This area of community learning is a result of activities or programs in which students learn about
community resources, for example, in federal, state, local government, and non-government agencies,
and how to access them to support independent living. Examples of learning in this category are
participating in self-management skills programs and undertaking a program on the development of
living skills.

Performance
This area of community learning is a result of activities that develop a student’s skills in presentation
and performance. Typically, activities include the performance of music, art, dance, or drama for an
audience. Examples of learning in this category are public speaking; performing musical, dance, or
theatre events in public; and undertaking community-developed programs associated with
organisations such as the Australian Music Examinations Board.

Recreation Skills and Management
This area of community learning is a result of activities that enable students to develop knowledge and
skills acquired through pursuing hobbies or interests, or working with others in shared, recreational
(non-sporting) interests. Examples of learning in this category are managing public events, following
recreational pursuits, and undertaking personal enrichment programs.

Self-development
This area of community learning is a result of activities or programs in which students develop
knowledge and skills to function in society. The practical skills that are developed may include, for
example, planning, organising, communicating, managing time, and taking responsibility. Examples of
learning in this category are undertaking a personal development program, and participating in the
community work of the Duke of Edinburgh’s Award or Australian Air Force Cadets.

Sports Skills and Management
This area of community learning is a result of activities that enable students to develop knowledge and
skills acquired through playing sport at the highest level or coaching sport or officiating at a sporting
event.

Volunteering
This area of community learning is a result of activities or services in which students assist or support
others in the community, and thereby contribute to the local or wider community. These activities or
services are unpaid. Typically, the learning is associated with students assuming roles and
responsibilities in the local or wider community. Examples of activities are caregiving, mentoring,
supporting peers, and assisting community organisations such as Meals on Wheels Inc. and the SA
Country Fire Service.

Work Skills and Career Development
This area of community learning is a result of activities that enable students to develop vocational
competencies (including those that enable transition between learning, training, work, and other life
roles) and the ability to reflect on them. Examples of learning in this category are taking leadership
responsibilities in the workplace, developing employability skills, and career planning.


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Recognition of Community Learning: Guidelines 2009



COMMUNITY LEARNING ACTIVITIES
The table below lists some typical community learning activities that are the basis of either
community-developed programs or self-directed community learning and the corresponding titles used
for reporting achievement in them.


              Community Learning Activities                      Reporting Categories



                    Community Projects
                    Support — refugees
                                                                Community Development
               Environmental — Trees for Life
                     Youth Parliament



            Community resource knowledge and
                                                                   Independent Living
                      access skills



                     Dance performance
                     Drama performance
                     Music performance                                Performance
                       Public speaking
            Australian Music Examinations Board



                Community club administration                     Recreation Skills and
                   Event management                                  Management



                       Personal Skills
                      Scouts Australia
                      Guides Australia                              Self-development
                 Duke of Edinburgh’s Awards
                 Australian Air Force Cadets



                       Sports coaching
                        Sports umpiring                             Sports Skills and
                      Sports management                              Management
                      Sports performance



                       Caregiving
                       Mentoring
                      Peer support                                    Volunteering
                  SA Country Fire Service
            St John Ambulance Australia Cadets



                  Learning in part-time work
                    Workplace leadership
                                                                 Work Skills and Career
                       Workplace skills
                                                                     Development
                   Career skill development
                       Career planning




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                                                                 Recognition of Community Learning: Guidelines 2009




             COMMUNITY-DEVELOPED PROGRAMS


GUIDELINES FOR RECOGNITION OF COMMUNITY-DEVELOPED PROGRAMS
Community organisations are invited to have their community-developed programs considered for
recognition towards the SACE.
The appraisal of such community-developed programs involves:
• consultation with the community organisation;
• the collection of relevant documentation to support the recognition process;
• the establishment of a Recognition Panel (made up of community members and SACE Board
  officers);
• consideration of the documentation by the Recognition Panel and the preparation of a recognition
  report and recommendations;
• consideration of the recognition report and recommendations of the Recognition Panel by the SACE
  Board.
The SACE Board will appraise the nature and scope, and the level of complexity of community
learning that is a result of a program of instruction that follows a formal, accredited curriculum of a
community organisation or youth development program.
The SACE Board will base its appraisal on the evaluation of a range of information provided by the
community organisation or youth development program (e.g. curriculum documents, assessment
prescriptions or guidelines, evidence of performance at various documented levels, quality assurance
mechanisms, discussions, scripts). The level and standard of the learning gained through a community-
developed program will be compared to the learning gained through Board-accredited subjects, to
determine the extent to which they are equivalent.
The SACE Board will make decisions about the value of the learning that has taken place in terms of
the:
• number of SACE units that will be awarded;
• SACE level (Stage 1 or Stage 2) that was achieved;
• group requirements (Group 1 or Group 2) of the SACE that have been met;
• SACE standard achieved (‘satisfactory achievement’).

Community organisations seeking more information about the recognition process should contact
Adele Broster, telephone (08) 8372 7461.




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Recognition of Community Learning: Guidelines 2009



APPLYING FOR RECOGNITION OF COMMUNITY-DEVELOPED PROGRAMS
Students who wish to count learning that is the result of undertaking a community-developed program
can apply for recognition by:
• Checking the SACE Board list of community-developed programs (pages 7 to 8) to see if the
  program is already recognised for the SACE. When new programs are recognised they will be listed
  on the Step Up Community Learning website (www.stepup.saceboard.sa.edu.au).
• Completing an application form, Status Application: Recognition of Community-developed
  Programs (see page 9 or download from the Step Up Community Learning website
  (http://www.stepup.saceboard.sa.edu.au/forms.php).
  Schools send the completed application form and a copy of the original community certificate/award
  attached to the form to the SACE Board, addressed to Alvan Roman, Coordinator, Operations and
  Logistics.
Teachers are advised that application forms for recognition of community-developed programs can be
sent at any time throughout the school year.




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                                                                          Recognition of Community Learning: Guidelines 2009



RECOGNISED COMMUNITY-DEVELOPED PROGRAMS

       Organisation              Start date              Award/Program                  Number and level      Group     Reporting
                                                                                         of SACE units                  Category
Australian Air Force Cadets    1 January 2004   Home Training – Proficiency course      2 Stage 1 units         1         Self-
                                                                                                                       development
                                                Home Training – Advanced course         2 Stage 1 units         1

                                                Home Training – Qualified course        2 Stage 2 units         1

Australian and New Zealand     1 January 2003   Music Practical Grade 5                 1 Stage 1 unit          1      Performance
Cultural Arts Limited
                                                Music Practical Grade 6                 1 Stage 2 unit          1

                                                Music Practical Grade 7                 1 Stage 2 unit          1

                                                Music Practical Grade 8                 1 Stage 2 unit          1

Australian Army Cadets         1 January 2004   Cadet Training Unit Course + Radio      2 Stage 1 units         1         Self-
                                                Communication Training Course                                          development
                                                Junior Leaders Course (Corporal)        1 Stage 1 unit          1

Australian Guild of Music      1 January 2001   Practical Music Grade 5                 1 Stage 1 unit          1      Performance
and Speech
                                                Practical Music Grade 6                 1 Stage 2 unit          1

                                                Practical Music Grade 7                 1 Stage 2 unit          1

                                                Practical Music Grade 8                 1 Stage 2 unit          1

Australian Music               1 January 2003   Practical Music Grade 5                 1 Stage 1 unit          1      Performance
Examinations Board
                                                Practical Music Grade 6                 1 Stage 2 unit          1

                                                Practical Music Grade 7                 1 Stage 2 unit          1

                                                Practical Music Grade 8                 1 Stage 2 unit          1

                                                Piano for Leisure Grade 5               1 Stage 1 unit          1

                                                Piano for Leisure Grade 6               1 Stage 2 unit          1

                                                Piano for Leisure Grade 7               1 Stage 2 unit          1

                                                Piano for Leisure Grade 8               1 Stage 2 unit          1

                               1 January 2008   Drama and Performance Grade 6           1 Stage 2 unit          1

                                                Drama and Performance Grade 7           1 Stage 2 unit          1

                                                Voice and Communication Grade 8         1 Stage 2 unit          1

Catholic Education SA          1 January 2001   Choices for Indigenous Secondary        1 Stage 1 unit          1         Self-
                                                Students (CISS)                                                        development
Duke of Edinburgh’s Award*     1 January 2004   Bronze Award                            1 Stage 1 unit          1         Self-
                                                                                                                       development
*An attachment will indicate                    Silver Award                            2 Stage 1 units (if     1
the award is appropriate for                                                            Bronze not done)
SACE recognition
                                                Silver Award                            1 Stage 1 unit (if      1
                                                                                        Bronze completed)
Guides Australia               1 January 2001   Queen’s Guide Award                     3 Stage 1 units +       1         Self-
                                                                                        2 Stage 2 units                development
Operation Flinders             1 January 2004   Certificate of Achievement              2 Stage 1 units         1         Self-
Foundation                                                                                                             development




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Recognition of Community Learning: Guidelines 2008




         Organisation                Start date                    Award/Program            Number and level Group    Reporting
                                                                                             of SACE units            Category
 Royal Life Saving Society        1 January 2001     Bronze Medallion + Senior First Aid    1 Stage 1 unit      2    Volunteering
 (SA Branch)                                         Certificate
                                                     Bronze Cross                           1 Stage 1 unit      2

                                                     Award of Merit                         1 Stage 2 unit      2

                                                     Distinction                            1 Stage 2 unit      2

                                                     Pool Lifeguard                         1 Stage 1 unit +    2
                                                                                            1 Stage 2 unit
                                                     Austswim Teacher                       1 Stage 2 unit      2

 SA Country Fire Service          1 January 2004     Basic Firefighting 1                   2 Stage 1 units     1    Volunteering
                                                                                            (+ 3 VET units
 *Statement of Attainment is                                                                of competency*)
 required.
 SA State Emergency Service       1 January 2004     Induction and Basic Skills Course      2 Stage 1 units     1    Volunteering

 SA Tall Ships Inc.               1 January 2004     Adventure Sail Training                1 Stage 1 unit +    1       Self-
                                                     Voyage                                 1 Stage 1 unit      2    development
                                                     Leader                                 2 Stage 2 units     2

 Scouts Australia                 1 January 2004     Queen’s Scout Award                    3 Stage 1 units +   1       Self-
                                                                                            2 Stage 2 units          development
 St Cecilia School of Music       1 January 2003     Practical Music Grade 5                1 Stage 1 unit      1    Performance
 (does not include drum kit)
                                                     Practical Music Grade 6                1 Stage 2 unit      1

                                                     Practical Music Grade 7                1 Stage 2 unit      1

                                                     Practical Music Grade 8                1 Stage 2 unit      1

 St John Ambulance Australia      1 January 2004     Senior First Aid + Family Care         1 Stage 1 unit      2    Volunteering
 Cadets*
                                                     Hygienic Food Handling                 1 Stage 1 unit      2
 *An attachment will indicate
 the award is appropriate for
 SACE recognition                                    Communication                          1 Stage 1 unit      2

                                                     Casualty Simulation + Defibrillation   1 Stage 1 unit      2

 Trinity College London           1 January 2003     Music Performance Grade 5              1 Stage 1 unit      1    Performance

                                                     Music Performance Grade 6              1 Stage 2 unit      1

                                                     Music Performance Grade 7              1 Stage 2 unit      1

                                                     Music Performance Grade 8              1 Stage 2 unit      1

 Young Achievement                1 January 2007     Young Achievement Australia            1 Stage 1 unit      1     Work Skills
 Australia                                           Business Skills Program™                                         and Career
                                                     Participation Certificate                                       Development
                                                     Young Achievement Australia            1 Stage 1 unit +    1     Work Skills
                                                     Business Skills Program™               1 Stage 1 unit      2     and Career
                                                     Participation Certificate                                       Development
                                                     (High Achievement)




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                                      STATUS APPLICATION
                    RECOGNITION OF COMMUNITY-DEVELOPED PROGRAMS

This form is to be completed by students who are seeking recognition of community-developed
programs. If approved, the status will be recorded on the Record of Achievement as a unit value. The
application must be referred to the SACE Board by the principal or nominee.

STUDENT DETAILS

 Name of student _______________________________________________________________________________________
  (BLOCK LETTERS)                     FAMILY NAME                                GIVEN NAMES



 Date of birth ____________________________           SACE registration number


 Contact school ________________________________________________ SACE Board school number



COMMUNITY-DEVELOPED PROGRAM(S)

 Please supply information on the community-developed program or programs (awards/certificates) for which you
 are seeking recognition.

    Name of Community Program                       Award Obtained                    SACE Board Use Only
    (e.g. Royal Life Saving Society             (e.g. Bronze Cross)
             (SA Branch))




                                                                             Approved
                                                                             ASS _______ Date ______________
                                                                             Keyed
                                                                             ASS _______ Date ______________


 Student Declaration: The attached documents, which are provided to support this application for status, are a
 true and accurate record.

 Signature of student __________________________________________________________ Date ____________________




REFERRAL TO THE SACE BOARD BY THE PRINCIPAL OR NOMINEE

 The application is recommended and the documents are attached (copies only)


 Signature of principal or nominee ____________________________ Date referred to the SACE Board _____________




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                                                                Recognition of Community Learning: Guidelines 2009




          SELF-DIRECTED COMMUNITY LEARNING


GUIDELINES FOR RECOGNITION OF SELF-DIRECTED COMMUNITY LEARNING
Individual students are invited to have their self-directed community learning considered for
recognition as part of their SACE. To gain recognition towards their SACE, students must apply for
status on the appropriate form (on pages 17 and 18).
The SACE Board will evaluate the evidence provided by the student in a meeting arranged specifically
for this purpose. The student can provide evidence of community learning gained through self-directed
community learning in a variety of ways, for example, interviews, portfolios, witness statements. It is
the student’s responsibility to provide the evidence of his or her learning. The student may obtain
assistance in this task from a mentor, teacher, or school-based assessor(s).
The evidence of the self-directed community learning provided by the student should reflect learning
that is appropriate for senior secondary level.
The learning must be gained from a significant community learning experience(s) in the current or
previous year.
Students can apply for recognition of self-directed community learning in a maximum of two areas of
learning per interview.
Students who are applying for recognition of self-directed community learning must be enrolled in the
SACE.
The school is required to keep records of the evidence provided at the interview. This includes an
audio- or video-recording of the whole interview and a copy of the appropriate completed performance
checklist (see pages 23 and 25).
The appraisal of self-directed community learning involves the:
• application, by the student, for recognition of learning that is the result of self-directed community
  learning;
• collection, by the student, of relevant documentation to support the application;
• presentation, by the student, of the evidence of his or her learning at a meeting with the SACE Board
  assessors and/or the Board-trained school-based assessors;
• consideration, by the SACE Board assessors and/or the Board-trained school-based assessors, of the
  evidence against the specified criteria for judging performance (see pages 12–13);
• reporting of the outcomes of the application to the student.

The SACE Board will appraise the nature and scope, and the level of complexity of community
learning that is gained through learning experiences or a learning program that does not follow a
formal, accredited curriculum.


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Recognition of Community Learning: Guidelines 2009



SACE Board assessors and/or Board-trained school-based assessors will evaluate the community
learning on the evidence presented by the student. The assessors will make their decisions about the
value of the learning that has taken place in terms of the:
•   number of SACE units that will be awarded;
•   SACE level (Stage 1 or Stage 2) that was achieved;
•   group requirements (Group 1 or Group 2) of the SACE that have been met;
•   SACE standard achieved (‘satisfactory achievement’).


FRAMEWORK FOR SELF-DIRECTED COMMUNITY LEARNING
The following framework for self-directed community learning applies to the eight areas of
community learning (see pages 3 and 4).

Learning
Through a community activity or service, the student learns to:
1. assist people and organisations in the local or wider community;
2. contribute individually and/or with other people towards common purposes;
3. communicate effectively in community settings;
4. evaluate personal effectiveness in working in community settings;
5. use critical thinking skills to understand systems and networks and to participate in them
   effectively.

Assessment
The student is required to attend a meeting with the SACE Board assessors and/or Board-trained
school-based assessors and provide evidence of his or her learning. The student is to be assessed
against the two criteria for judging performance: knowledge and application, and reflection and critical
thinking. Satisfactory achievement is deemed to have been reached if the student has provided
evidence that addresses the nature and scope, and the level of complexity of community learning
required. If insufficient evidence is provided, the student should be given the opportunity to provide
more evidence at a later date.
The assessment judgments about the evidence are made using the following criteria for judging
performance and the performance checklists (see pages 23 and 25).

Criteria for Judging Performance
Knowledge and Application
The student is able to convey a sense of the nature and purpose of the activities in a particular
community activity, and to show how his or her understanding enabled him or her to participate.
•   How well does the student demonstrate an understanding of the purpose of the community activity
    and how the community activity works?
•   How well does the student demonstrate an understanding of the roles and responsibilities of people
    involved in the community activity?
•   How well does the student apply understanding of codes of behaviour, dress, and/or safety in order
    to participate?




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                                                               Recognition of Community Learning: Guidelines 2009



Reflection and Critical Thinking
The student provides evidence of learning how to be an effective participant, and demonstrates
understanding of connections between the community activity and support for people and projects in
the wider community.
• How well does the student provide evidence of learning how to be an effective participant?
• How well does the student articulate why participating is important for himself/herself and the
  community?

Examples of Self-directed Community Learning
Examples of self-directed community learning that have been recognised by the SACE Board as
contributing to the SACE are listed below. They illustrate the breadth of self-directed community
learning.
• Acting as the prime carer for an elderly or invalid person
• Creating media productions (e.g. films, websites) outside school
• Officiating at a series of sporting events
• Performing in sport at an élite level
• Planning and coordinating community or recreational events
• Taking a leadership role in community land-care or conservation groups
• Taking a leadership role in community theatrical productions
• Taking a leadership role in volunteer organisations
• Developing a career path by undertaking a variety of work skills
• Teaching specialised skills (e.g. dance) to others.



APPLYING FOR RECOGNITION OF SELF-DIRECTED COMMUNITY LEARNING

Key Dates for Stage 2, or Combinations of Stage 1 and Stage 2
Round 1
Term 2
Week 2            Applications for recognition from students/schools due at the SACE Board
Week 7            Student interviews for self-directed community learning completed
Week 9            Central moderation
Round 2
Term 3
Week 5            Applications for recognition from students/schools due at the SACE Board
Term 4
Week 3            Student interviews for self-directed community learning completed
Week 5            Central moderation


Students can have their self-directed community learning considered for recognition as part of their
SACE. This process involves the student filling in an application form and attending an interview. At
this meeting the student provides evidence of his or her learning. Students who are applying for
Stage 1 units may be interviewed by a school-based assessor; however, schools may request a SACE
Board assessor to undertake the interview. Students who are applying for Stage 2 units, or
combinations of Stage 1 and Stage 2 units, will be interviewed by both a Board-trained school-based
assessor and a SACE Board assessor.


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Recognition of Community Learning: Guidelines 2009



Stage 1
The key steps in the process for Stage 1 are:
1. Student and teacher discuss applying for recognition
   The student and teacher should have a preliminary discussion to see if an application for
   recognition of the student’s self-directed community learning is the optimal way of gaining credit
   for the learning, or whether the needs of the student might be more appropriately met by using
   another option in the SACE curriculum, such as Community Studies or Work Education.
2. Student completes the application form
   If the student decides this is the most suitable option, he or she completes the form Status
   Application: Recognition of Self-directed Community Learning. See pages 17 to 18 or download
   from the Step Up Community Learning website (http://www.stepup.saceboard.sa.edu.au/forms.php).
   Please note that it is the student’s responsibility to complete the form, in particular the ‘Statement
   of Learning’.
3. School approves the application
   The school is responsible for the approval of applications. Satisfactorily completed application
   forms are the basis of the approval. The closing date for applications will be managed by the
   school.
4. The school notifies the student of approval for an interview
   The school processes the application and determines whether an interview is warranted.
5. The school initiates arrangements for the interview with the student
   The teacher coordinates a meeting time and place at the school or another educational setting with a
   school-based assessor and/or a SACE Board assessor and the student.
6. Teacher assists student to prepare for the interview
   Teacher(s) meet with the student to prepare him/her for the interview. This meeting may consider:
   • learning and assessment guidelines, criteria for judging performance, and performance
     requirements for the nominated area of learning (see pages 23 and 25);
   • the type of evidence appropriate for the interview. Students should think carefully about
     organising their evidence in a particular way to make a point to the assessor(s), or to draw the
     attention of the assessor(s) to a particular aspect of their learning;
   • the preparation of planning notes and a portfolio to take to the interview. Students can provide
     evidence in a variety of ways, for example, written work, referee statements, PowerPoint
     presentations, video clips, and community awards and certificates.
7. Student is interviewed
   The assessor will inform the student at the beginning of the interview that the student is in control
   of how the evidence is provided, and when the interview will end.
   All information that is presented at the interview is treated confidentially. The assessor will make
   notes, record the interview electronically, and make a written record of evidence (see pages 19
   to 20). The assessor will consider the nature and scope, and level of complexity of the learning
   indicated by the evidence.
8. The school records the result
   The assessor will provide the result for the school to enter on DATEX Online.
9. Retention of evidence
   The school is required to retain the records of the application and interview (interpretive
   summaries, electronic records, and completed performance checklist). The SACE Board will carry
   out a sampling moderation process.




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                                                                Recognition of Community Learning: Guidelines 2009



Stage 2, or Combinations of Stage 1 and Stage 2
The key steps in this process are:
1. Student and teacher discuss applying for recognition
   The student and teacher should have a preliminary discussion to see if an application for
   recognition of the student’s self-directed community learning is the optimal way of gaining credit
   for the learning, or whether the student might be better served by using another option in the SACE
   curriculum, such as Community Studies or Vocational Studies.
2. Student completes the application form
   If the student decides this is the most suitable option, he or she completes the form Status
   Application: Recognition of Self-directed Community Learning. See pages 17 to 18 or download
   from the Step Up Community Learning website (http://www.stepup.saceboard.sa.edu.au/forms.php).
   Please note that it is the student’s responsibility to complete the form, in particular the ‘Statement
   of Learning’.
3. School sends the application form to the SACE Board
   • Round 1 applications are due at the SACE Board by the end of Week 2, Term 2.
   • Round 2 applications are due at the SACE Board by the end of Week 5, Term 3.

4. The SACE Board notifies the student of approval for an interview
   The SACE Board processes the application and determines whether an interview is warranted.
5. The SACE Board initiates arrangements for the interview with the school
   The SACE Board contacts the teacher to coordinate a meeting time and place at the school or
   another educational setting with the SACE Board assessor(s) and the student.
6. Teacher assists student to prepare for the interview
   Teacher(s) meet with the student to prepare him/her for the interview. This meeting may consider:
   • learning and assessment guidelines, criteria for judging performance, and performance
     requirements for the nominated areas of learning (see pages 23 and 25);
   • the type of evidence appropriate for the interview. Students should think carefully about
     organising their evidence in a particular way to make a point to the assessor(s), or to draw the
     attention of the assessor(s) to a particular aspect of their learning;
   • the preparation of planning notes and a portfolio to take to the interview. Students can provide
     evidence in a variety of ways, for example, written work, referee statements, PowerPoint
     presentations, video clips, and community awards and certificates.
7. Student is interviewed
   The assessor(s) will inform the student at the beginning of the interview that the student is in
   control of how the evidence is provided, and when the interview will end.
   All information that is presented at the interview is treated confidentially. The assessor(s) will
   make notes, record the interview electronically, and make a written record of evidence (see pages
   19 to 20). The assessor(s) will consider the nature and scope, and level of complexity of the
   learning indicated by the evidence.
8. Assessor(s) report the recommendation to the SACE Board
   The assessor(s) will provide the interpretive summaries, electronic records, and completed
   performance checklists (see pages 23 and 25) for the SACE Board’s moderation process as
   required.




                                                  15
                                    STATUS APPLICATION
                    RECOGNITION OF SELF-DIRECTED COMMUNITY LEARNING

This form is to be completed by students who are seeking recognition of self-directed community
learning. If approved, the status will be recorded on the Record of Achievement as a unit value.
Applications for status in Stage 1 subjects are to be retained by the school. Applications for status
in Stage 2 subjects, or combinations of Stage 1 and Stage 2 subjects, must be authorised by the
principal or nominee and sent to the SACE Board.

STUDENT DETAILS

 Name of student ____________________________________________________________________________________
  (BLOCK LETTERS)                      FAMILY NAME                            GIVEN NAMES


 SACE registration number



INFORMATION REQUIRED FOR STAGE 2 APPLICATIONS

 Contact school __________________________________________ SACE Board school number

 School telephone ___________________________________ School facsimile _______________________________

 Contact person ____________________________________ Contact person telephone (if different) ____________

 Contact person email _______________________________________________________________________________

 Authorised by principal or nominee: Name _____________________________________________________________

 Signature of principal or nominee _____________________________________ Date __________________________



STATEMENT OF LEARNING

Areas of Learning
You may apply for recognition in a maximum of two areas of learning per interview.
Indicate in the boxes below the number of SACE units (maximum of 2 units per box) that you are requesting.
                                             Stage 1    Stage 2   Stage 2
                                                        Group 1   Group 2

  Community development

  Independent living

  Performance

  Recreation skills and management

  Self-development

  Sports skills and management

  Volunteering

  Work skills and career development


                                                       17
Description of Self-directed Community Learning

Describe the activities in which you participated.
______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Describe the roles you had in the activities.
______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Describe how you and other people benefited from the activities.
______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Describe what you have learnt to do and understand by participating in these activities.
______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________



Signature of student ________________________________________________________ Date ______________________




                                                        18
                                   RECORD OF EVIDENCE
Name of student _______________________________ SACE registration number


______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________




                                                     19
______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________




I confirm that the evidence described above is an accurate record of the evidence provided.

Signature of student ____________________________________________________ Date _________________________

Signature of assessor ___________________________________________________ Date _________________________




                                                       20
                                                                     Recognition of Community Learning: Guidelines 2009



PERFORMANCE REQUIREMENTS
1. In the interview with the student, the assessor(s) may use the performance checklist(s) (on pages 23
   and 25) as a reference point when constructing questions to elicit the evidence of learning from the
   student.
2. After the interview, the assessor(s) use the form(s) to assess the level (Stage 1 and/or 2) at which the
   evidence is provided, and the number of SACE units to be awarded.
3. Students are able to gain credit for a maximum of 4 SACE units in any of the eight areas of
   learning; 2 at Stage 1 and 2 at Stage 2.
4. Students may gain credit for a Stage 2 unit without gaining credit for a Stage 1 unit in the same area
   of learning.
5. Students can use community learning to meet group requirements for SACE completion.

Summary of Performance Requirements in Self-directed Community Learning

      1 Stage 1 unit             2 Stage 1 units                1 Stage 2 unit                2 Stage 2 units
 For 1 SACE unit the         For 2 SACE units the           For 1 SACE unit the          For 2 SACE units the
 student must provide        student must provide           student must provide         student must provide
 evidence addressing         evidence addressing            evidence addressing the      evidence addressing
 the two essential           the two essential              two essential                the two essential
 requirements in the         requirements in the            requirements in the          requirements in the
 Knowledge and               Knowledge and                  Knowledge and                Knowledge and
 Application section,        Application section,           Application section,         Application section,
 plus at least four of the   plus at least seven of         plus at least four of the    plus at least seven of
 indicators listed.          the eight indicators           indicators listed.           the nine indicators
                             listed.                                                     listed.
 The student must also                                      The student must also
 provide evidence of         The student must also          provide evidence of          The student must also
 learning addressing at      provide evidence of            learning addressing at       provide evidence of
 least one of the            learning addressing at         least one indicator in       learning addressing at
 indicators in the           least two of the               the Reflection and           least two indicators in
 Reflection and Critical     indicators in the              Critical Thinking            the Reflection and
 Thinking section.           Reflection and Critical        section.                     Critical Thinking
                             Thinking section.                                           section.

    Knowledge and               Knowledge and                 Knowledge and                 Knowledge and
     Application                 Application                   Application                   Application
       2 essential                2 essential                    2 essential                    2 essential
      requirements               requirements                   requirements                   requirements

            +                          +                              +                              +
    at least 4 other           at least 7 other                at least 4 other              at least 7 other
       indicators                 indicators                      indicators                    indicators
            +                          +                              +                              +
    Reflection and             Reflection and                  Reflection and                Reflection and
   Critical Thinking          Critical Thinking               Critical Thinking             Critical Thinking
       1 indicator                2 indicators                    1 indicator                    2 indicators




                                                       21
                                                                                                                                                Area of   Stage    Subject Code   No. of units
                                                                                                                                               Learning                            (1 or 2)

                                                                                                                                                  1        1
                               STAGE 1 SELF-DIRECTED COMMUNITY LEARNING
                                                       PERFORMANCE CHECKLIST                                                                      2        1

     Name of student    _________________________________________________________________________________________________         SACE Registration Number           ____________________

     Area of Learning 1                                                                       Area of Learning 2
     Number of units achieved (please tick)                     1                2            Number of units achieved (please tick)                           1                  2
        Criteria       Achieved
       Knowledge Area of Learning Essential Requirements
     and Application 1     2
                                  Demonstrates evidence of satisfactory knowledge and skills in a self-directed community activity
                                  Provides evidence of active participation in a self-directed community activity
                                        Indicators
                                        Demonstrates understanding of how the relevant organisation(s) and/or individuals operate in the appropriate context
                                        Recognises conflict situations and responds appropriately




23
                                        Recognises and addresses problems
                                        Sets and prioritises appropriate personal goals
                                        Engages with tasks to achieve personal goals
                                        Communicates effectively with others in the community
                                        Collaborates with others or works in teams to achieve a common goal
                                        Applies knowledge of relevant issues of occupational health, safety, and welfare
        Reflection                      Indicators
       and Critical                     Reflects on the learning gained in relation to personal goals
        Thinking
                                        Evaluates aspects of own progress towards achievement of personal goals
                                        Reflects on the value of taking responsibility in a relevant context
                                        Demonstrates an understanding of the personal benefits of self-directed community learning
                                        Demonstrates an understanding of how the community benefits from his or her self-directed community learning

      Assessor Name ____________________________________________ Signature ___________________ SACE Board ID No._______________Date________________
                                                                                                                                            Area of   Stage   Subject Code   No. of units
                                                                                                                                           Learning                           (1 or 2)

                                                                                                                                              1        2
                                  STAGE 2 SELF-DIRECTED COMMUNITY LEARNING
                                                     PERFORMANCE CHECKLIST                                                                    2        2

     Name of student___________________________________________________________________________________________________ SACE Registration Number                ______________________

     Area of Learning 1                                                                      Area of Learning 2
     Number of units achieved (please tick)                    1               2             Number of units achieved (please tick)                     1                2
                                                         Group 1         Group 2                                                                  Group 1          Group 2
       Criteria           Achieved
      Knowledge        Area of Learning Essential Requirements
         and               1     2
      Application                       Demonstrates evidence of comprehensive knowledge and skills in a self-directed community activity
                                        Provides evidence of significant contribution in a self-directed community activity
                                        Indicators
                                        Provides evidence of constructive regular interactions and measurable outcomes with relevant organisations and/or individuals
                                        Identifies different points of view and contributes towards the resolution of conflict situations
                                        Solves a range of problems




25
                                        Plans, organises, and manages own learning to achieve a broad range of goals
                                        Applies leadership and/or management skills
                                        Communicates effectively in a leadership, mentoring, or negotiating role
                                        Collaborates productively with others or works in a team to achieve a substantial common goal
                                        Applies detailed knowledge of relevant occupational health, safety, and welfare issues and risk management strategies
                                        Applies community learning in teaching and/or mentoring others
        Reflection                      Indicators
       and Critical                     Reflects on the nature, scope, and complexity of learning gained in relation to personal goals
        Thinking
                                        Evaluates own progress towards achievement of personal goals using a range of evidence
                                        Evaluates own ability to manage responsibility appropriately
                                        Reflects on how the self-directed learning activity has enabled him or her to interact constructively in the community
                                        Demonstrates clear understanding of how the local and/or wider community benefits from his or her self-directed community learning
                                        Evaluates the effectiveness of own planning, problem-solving, and organisational skills

     Assessor 1       Name _______________________________________ Signature ______________________________ SACE Board ID No. _______________ Date _________________
     Assessor 2       Name _______________________________________ Signature ______________________________ SACE Board ID No. _______________ Date _________________
APPENDIX 1: SACE BOARD’S RECOGNITION OF
     COMMUNITY LEARNING POLICY
Recognition of Community Learning: Guidelines 2009



1. Introduction
    Recognition practices are well established in a number of education and training contexts. Mostly,
    recognition is achieved through the completion of an accredited, organised program of instruction
    that is supported by a curriculum with goals, learning objectives/outcomes, and a description of
    scope or content, and assessment. This policy aims to recognise learning towards the award of the
    South Australian Certificate of Education (SACE) that is the result of programs that have been
    devised and accredited by community organisations, and also to recognise that learning that does
    not follow an organised program of instruction may also be worthy of recognition.
    Therefore, this Recognition of Community Learning Policy is designed to encourage and value a
    wider range of learning than is accredited at present towards the SACE, and thus promote and
    support students’ ongoing engagement and re-engagement with formal education and training.
2. Policy Principles
    This policy is underpinned by the following principles:
    1. That the recognition of community learning will be consistent with the principles, requirements,
       and standards of the SACE (consistency with SACE principles);
    2. That the request for recognition of community learning will be initiated by the student (student-
       initiated);
    3. That the recognition process will focus on the learning achieved, and not on the experiences
       themselves (learning-focused);
    4. That the recognition process will take into account the nature and scope of the learning and the
       complexity of the learning that is taking place (nature and scope of learning; complexity of
       learning);
    5. That the recognition process will require the careful and accurate documentation of evidence of
       the nature and scope of learning, and that judgments about the complexity of learning will be
       made against this evidence (documentation of evidence; judgments against evidence);
    6. That the reporting of community learning will be consistent with the valuing of other, accredited
       learning towards the SACE (consistency in reporting learning);
    7. That the recognition process will be clear, fair, ethical, accessible, and equitable (ethical and
       equitable process);
    8. That the recognition process will be quality assured (quality assurance);
    9. That the recognition of community learning will enhance the integrity and international standing
       of the SACE (integrity and international standing).

3. Relevant Legislation
    The Board operates under the authority of the SACE Board of South Australia Act 1983.
    Section 15 (1) of the act sets out the functions of the Board. The functions that relate to this policy
    are:
    (g) to recognise, in such manner and to such extent as the Board thinks fit—
         (i) assessments of students made by schools, institutions or other authorities or organisations;
         (ii) the achievements of a student in or towards completion of any activities or requirements recognised
              by the Board for the purposes of the SACE.

4. Policy Statement
    The SACE Board of South Australia recognises towards the award of the SACE community
    learning that is gained through either:
    • a learning program that follows a formal, accredited curriculum;
    • experience(s) or a learning program that does not follow a formal, accredited curriculum.



                                                         28
                                                               Recognition of Community Learning: Guidelines 2009



  For the purposes of this policy, community learning is learning that is not accredited as part of the
  Australian Qualifications Framework but, when compared to the learning expressed in
  Board-accredited subjects, is deemed by the SACE Board to be at a:
  • level that is equivalent to SACE Stage 1 or Stage 2 in nature and scope;
  • standard of complexity that is equivalent to ‘satisfactory achievement’ at Stage 1 or Stage 2.


5. Policy Procedures
  5. 1 Community learning gained through a learning program that follows the formal, accredited
       curriculum of a community organisation
       1. The SACE Board appraises the nature and scope, and the level of complexity of
          community learning that is a result of a program of instruction that follows a formal,
          accredited curriculum of a community organisation or youth development program.
       2. The SACE Board bases its appraisal on the evaluation of various pieces of information
          provided by the community organisation or youth development program (e.g. curriculum
          documents, assessment prescriptions or guidelines, evidence of performance at various
          documented levels, quality assurance mechanisms, discussions, scripts) against the
          learning to be gained through Board-accredited subjects.
       3. The SACE Board makes decisions about the value of the learning that has taken place in
          terms of the:
          • number of SACE units;
          • SACE level (Stage 1 or Stage 2);
          • group requirements (Group 1 or Group 2);
          • standard achieved (‘satisfactory achievement’).

       4. Documentation of the evidence of the satisfactory completion of community learning that
          is the result of a program of instruction that follows a formal, accredited curriculum will be
          provided by the student and the school, in collaboration with the relevant learning provider
          (e.g. community organisation). Evidence of community learning presented for recognition
          (i.e. the award, certificate, or other evidence of learning) must be verified by the relevant
          provider as current.
  5. 2 Community learning gained through experience(s) or a learning program that does not
       follow a formal, accredited curriculum
       1. The SACE Board is responsible for appraising the nature and scope, and the level of
          complexity of community learning that is gained through learning experiences or a
          learning program that does not follow a formal, accredited curriculum.
       2. The SACE Board bases its appraisal on the evaluation of the evidence provided by the
          student. The SACE Board delegates this responsibility to school-based assessors who have
          been trained for this purpose. The student can provide evidence of community learning
          gained through learning experiences or a learning program that does not follow a formal,
          accredited curriculum in a variety of ways, e.g. interviews, portfolios, witness statements.
          The responsibility for documenting the evidence of a student’s learning rests with the
          student. The student may be helped in this task by a mentor, teacher, or school-based
          assessor(s). The SACE Board may also assist in this process.
       3. The assessor(s) evaluate the community learning on the evidence presented by the student.
          Using SACE Board guidelines and forms, the assessor(s) make decisions about the value
          of the learning that has taken place in terms of the:
          • number of SACE units;
          • SACE level (Stage 1 or Stage 2);
          • group requirements (Group 1 or Group 2);
          • standard achieved (‘satisfactory achievement’).




                                                  29
Recognition of Community Learning: Guidelines 2009



           4. The SACE Board ensures that decisions made by school-based assessors follow
              established processes and applies a range of moderation processes to ensure valid, reliable,
              and fair judgments.

6. Reporting

    1. When reporting, the evidence of community learning is mapped against the following eight
       categories:
           i. Community Development
          ii. Independent Living
        iii. Performance
         iv. Recreation Skills and Management
          v. Self-development
         vi. Sports Skills and Management
        vii. Volunteering
       viii. Work Skills and Career Development.
    2. Evidence of community learning can be retrospective. The SACE Board makes judgments on
       the currency of evidence that is retrospective.
    3. For each of the eight categories, a template of learning is used as the point of comparison with
       the learning outlined in Board-accredited subjects.
    4. Up to 8 community learning units at Stage 1 and/or Stage 2 can contribute towards the award of
       the SACE.
    5. Community learning units are classified as either Group 1 or Group 2.
    6. Community learning units that have been successfully completed are granted a level equivalent
       to ‘satisfactory achievement’ and are reported on the SACE Record of Achievement as status
       ‘Granted’.




                                                     30

				
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