SACE Stage 2 Activating Identities and Futures flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Subject assessment type

This Stage 2 subject is school-assessed rather than examined externally, so the school designs and grades tasks against the SACE performance standards.

Identity and futures focus

The subject pairs exploration of personal identity, values, and strengths with planning for post-school futures such as work, study, training, or community roles.

Performance standards A to E

Five grade bands describe increasing quality of student evidence; each band names what a response typically demonstrates, allowing comparable judgements across classes.

Capability evidence

Development of a capability such as planning or decision making is shown through comparable before-and-after artefacts rather than through unsupported student claims.

Folio evidence

A dated collection of artefacts, drafts, and reflections that documents the student's process and allows a grader to trace how thinking developed over time.

Reflective cycle

A repeated sequence of planning, acting, and reviewing in which each cycle produces a dated artefact recording what changed and why.

Authenticity requirement

Submitted work must be the student's own; sources and any permitted tool use must be acknowledged, and unacknowledged borrowing can breach assessment integrity rules.

Referencing convention

The school's specified citation style, applied consistently to all borrowed ideas, data, images, and quoted material used in assessment tasks.

Goal setting criteria

Effective personal goals are specific, measurable, achievable, relevant, and time-bound, which makes later evidence of progress checkable against a stated baseline.

Baseline evidence

An early artefact capturing a student's starting skill or understanding, used as the comparison point when claiming growth at the end of the program.

Pathway research

Investigation of a chosen post-school option covering entry requirements, costs, duration, location, and typical tasks, so plans rest on verified information.

Primary source

Evidence gathered directly by the student, such as an interview, survey, site visit, or personal observation, rather than read from someone else's report.

Secondary source

Published or reported information produced by someone other than the student, such as websites, articles, course handbooks, or industry reports.

Stakeholder feedback

Input from a mentor, teacher, employer, or community contact that is recorded and used to revise a plan or product during the project.

Project scope

The agreed boundary of a student project, defining what will be produced, for whom, by when, and which activities fall outside the plan.

Milestone planning

Breaking a longer project into dated checkpoints, each with a deliverable, so progress can be monitored and slippage detected early.

Risk and contingency

Identification of what could prevent completion, paired with a stated alternative action, such as a backup venue, contact, or data source.

Evaluation versus description

Description states what happened; evaluation judges how well it worked against criteria and explains why, which is what higher grade bands typically require.

Criteria-referenced judgement

A grading decision made by matching evidence to stated performance standards, rather than by ranking students against one another.

Moderation

A process in which teachers and external officers compare judgements on sample student work so that grades are consistent across classes and schools.

Assessment weighting

The percentage contribution of each task or component to the final subject grade; the exact split for this subject must be confirmed in the current outline.

Task design alignment

Each assessment task is written so that its requirements elicit evidence of the specific performance standards it is intended to judge.

Formative evidence

Work completed during learning that informs teaching and student adjustment; it is not normally counted toward the final grade.

Summative evidence

Work completed for judgement against the performance standards, counting toward the reported subject grade and subject to moderation.

Personal learning plan

A documented set of goals, actions, timelines, and review points that guides a student's pathway decisions and is revised as circumstances change.

Transferable skills

Capabilities such as communication, collaboration, and problem solving that apply across work, study, and community settings rather than one occupation.

Career investigation method

Triangulating pathway information from at least two independent sources, such as a course handbook and a practitioner interview, before drawing conclusions.

Ethical use of AI tools

Any permitted use of generative tools must follow school policy and be disclosed, because undisclosed use can breach authenticity requirements.

Unknown domain caution

The source does not enumerate content domains for this subject, so specific topic lists, task counts, and weightings must be verified rather than assumed.

Evidence-based grading

Every grade awarded must be traceable to recorded student evidence matched against a performance standard, not to impression or effort alone.

Unverified claim handling

Where a fact cannot be confirmed from the source, it is recorded as unknown or flagged for review instead of being stated as certain.

Artefact dating

Each folio item carries a date, which establishes sequence and supports claims that later work reflects earlier learning or feedback.