SACE Stage 2 Integrated Learning key terms

The school-assessed component in which students learn by doing: they plan and carry out hands-on activities, build capability through repeated practice, and present evidence of what they made, performed or produced.

One of the broad, transferable abilities identified by SACE - such as critical and creative thinking, numeracy or personal and social capability - that a student deliberately develops and demonstrates during the program.

A task in which a student actively does something - builds, cooks, performs, designs, tests or demonstrates - instead of only reading or writing about the topic.

The tangible or observable outcome created during practical work, such as an artefact, meal, digital item, event or recording, which is then evaluated and used as assessment evidence.

A practical outcome presented live to others, such as a dance, drama piece, demonstration or music set, where skill is shown through the act itself rather than through an object.

Repeating a cycle of trying, reviewing what happened, adjusting and trying again, so that each version of the work is more refined than the one before.

An early, rough version of a product made to test ideas and expose problems cheaply, before time and materials are committed to the final version.

An ongoing record, kept during the project rather than written up afterwards, of decisions, problems, feedback and changes, showing the thinking behind the finished work.

Information from a teacher, peer, mentor or audience about how well something is working, used to guide the next round of improvements rather than treated as a final grade.

Deliberate practice that improves a specific technique over time, usually shown by comparing early attempts with later, more competent performance of the same task.

Any artefact, record, photograph, sample, recording or observation submitted to prove that learning happened, because teachers and moderators can only judge what is documented.

Limits on what can be done, such as time, budget, materials, equipment, safety rules or available space, which shape decisions and must be identified and worked around.

The school-assessed component in which students link their practical learning to other subjects, to community knowledge or to the wider world, showing that learning is not isolated.

The idea that knowledge from different subjects and settings overlaps, so a student draws on several areas at once instead of treating each subject as a separate box.

Using a skill or idea learned in one situation in a different situation, such as applying measurement learned in class to cut materials for a community project.

An organisation, group or individual outside the school that works with the student on the project, offering knowledge, access, materials or an audience.

An experienced person who guides a project by giving advice and feedback, without doing the work for the student or making assessment judgements.

Material created at the time or by someone with direct experience of the topic, such as an interview, survey result, original document or the student's own test.

Material that interprets or summarises other people's experience, such as a textbook, news article, documentary or reference website, produced after the event by someone not involved.

Showing, in a consistent format, where information and ideas came from, so that readers can locate each source and the student's own contribution stays clear.

A particular way of seeing an issue, shaped by a person's background, role or values; comparing perspectives shows how one topic can look different from different positions.

The genuine situation, need or audience a project responds to outside the classroom, which makes the learning purposeful and supplies realistic criteria for judging success.

A structured process of asking questions, gathering information, analysing what is found and drawing conclusions, rather than accepting the first answer available.

The people a final product or performance is intended for; knowing who they are shapes the style, format and level of detail selected.

Working with others towards a shared outcome, which requires agreeing on roles, sharing information and resolving disagreements so the group's work keeps moving.

The externally assessed component in which a student designs, carries out and reports on a substantial self-chosen project, showing capability development alongside a finished product.

A short document written before work begins that states the goal, planned activities, resources needed, timeline, and how success will be judged.

A clear statement of what the student intends to know or be able to do by the end of the project, written so achievement can be recognised and judged.

A dated, step-by-step schedule showing what will happen, when, and who is responsible, used to keep a long project moving and to notice delays early.

A significant checkpoint in a project where a defined piece of work should be finished, allowing progress to be reviewed before the next stage begins.

The student's own control over topic, methods and pace, including taking responsibility for setbacks, rather than relying on the teacher to direct every step.

A judgement, supported by evidence, about how well the finished project met its stated goals, including what did not work and why.

Careful thinking about what happened during a project and what it reveals about the student's own learning, habits and next steps, recorded in writing or spoken form.

The connection between a project and the student's own interests, background or future plans, which helps sustain motivation through a long independent task.

The A to E descriptions in the subject outline explaining the quality of work expected at each grade, used by teachers and moderators to make consistent judgements.

The requirement that submitted work is the student's own, confirmed by drafts, progress records and signed declarations, and broken by copying or having others complete the work.

How large and demanding a project is in time, difficulty and breadth; scope must be big enough to be substantial and small enough to be finished.