WHAT IS AIF?
"The purpose of the Activating Identities and Futures is for students to 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, conceptualise, create and/or plan to progress an area of personal interest towards a learning output " (SACE 2021).
Ultimately:
This subject is designed as an opportunity to build on and/or develop new skills, aspirations and capabilities that will support your pathways beyond school.
In this subject, students:
• develop agency by setting a Learning Goal, exploring a topic of their choice and showcasing their Output of Learning
• demonstrate self-regulation in time management, decision-making, and the consideration of strategies, perspectives, and feedback to achieve their Learning Goal
• develop and apply metacognitive skills by showing awareness of their own thinking in relation to the learning process and engaging in continuous reflection about their learning
• develop their reflective practices and evaluative judgement through relevant feedback about the learning process in relation to their progression to the Learning Goal.
This subject is designed as an opportunity to build on and/or develop new skills, aspirations and capabilities that will support your pathways beyond school.
In this subject, students:
• develop agency by setting a Learning Goal, exploring a topic of their choice and showcasing their Output of Learning
• demonstrate self-regulation in time management, decision-making, and the consideration of strategies, perspectives, and feedback to achieve their Learning Goal
• develop and apply metacognitive skills by showing awareness of their own thinking in relation to the learning process and engaging in continuous reflection about their learning
• develop their reflective practices and evaluative judgement through relevant feedback about the learning process in relation to their progression to the Learning Goal.
There are three key assessments to this Stage 2 subject:
School Based Assessment
Assessment Type 1: Portfolio (35%)
In the Portfolio, students explore ideas related to a Learning Goal of personal interest. The Portfolio contains a collection of natural evidence of learning, which demonstrates the student’s journey towards their Learning Goal. This evidence should be an authentic collection of relevant material, for example: photos, annotated articles, recorded observations, voice notes, transcripts, scrap books, sticky notes and diagrams. Many other forms of evidence are appropriate if relevant to the learning,. The content of each student’s Portfolio will be as diverse as the student’s choice of Learning Goal.
In the Portfolio, students explore ideas related to a Learning Goal of personal interest. The Portfolio contains a collection of natural evidence of learning, which demonstrates the student’s journey towards their Learning Goal. This evidence should be an authentic collection of relevant material, for example: photos, annotated articles, recorded observations, voice notes, transcripts, scrap books, sticky notes and diagrams. Many other forms of evidence are appropriate if relevant to the learning,. The content of each student’s Portfolio will be as diverse as the student’s choice of Learning Goal.
Assessment Type 2: Progress Checks (35%)
In this assessment type, students discuss the progress of their learning in relation to their intended Learning Goal. Students use examples from their Portfolio as evidence of their progress and as reference points to evaluate the relative impact of strategies, perspectives and/or feedback they have used at each point. Students will explain and appraise their judgements and decisions at the time of each Progress Check, indicating actions that have been taken in response to feedback connected to their learning. Progress checks should, therefore, occur strategically throughout the development of the portfolio at times chosen collaboratively by student and teacher.
Student evidence for this assessment type may be written, oral or multi-modal. Examples from the Portfolio must be used to illustrate the student’s discussion. While progress checks should occur over the course, evidence for this assessment type is captured in two or more Progress Checks. The evidence provided for moderation should be authentic. Students submit a combined maximum of 1500 words if written, 10 minutes if oral, or the equivalent in multimodal form.
In this assessment type, students discuss the progress of their learning in relation to their intended Learning Goal. Students use examples from their Portfolio as evidence of their progress and as reference points to evaluate the relative impact of strategies, perspectives and/or feedback they have used at each point. Students will explain and appraise their judgements and decisions at the time of each Progress Check, indicating actions that have been taken in response to feedback connected to their learning. Progress checks should, therefore, occur strategically throughout the development of the portfolio at times chosen collaboratively by student and teacher.
Student evidence for this assessment type may be written, oral or multi-modal. Examples from the Portfolio must be used to illustrate the student’s discussion. While progress checks should occur over the course, evidence for this assessment type is captured in two or more Progress Checks. The evidence provided for moderation should be authentic. Students submit a combined maximum of 1500 words if written, 10 minutes if oral, or the equivalent in multimodal form.
External Assessment
Assessment Type 3: Appraisal (30%)
In this assessment, students evidence their Output of Learning that showcases the progress to or attainment of their Learning Goal, appraising the value and purpose of the learning for themselves. They evaluate the impact of strategies, perspectives, and feedback, identifying the most significant contributing factor/s that supported the learning process towards their Learning Goal and Output of Learning. They also showcase their Output of Learning and appraise it based on their own criteria and goals chosen and shaped throughout the portfolio. Their Appraisal may also include anticipation of future benefits related to transfer of skills and knowledge, development of connections and capabilities. An Appraisal should be a maximum of 1000 words if written, a maximum of 6 minutes if oral, or the equivalent in multimodal form.
Examples of an Appraisal with an Output of Learning showcasing the Learning Goal include, but are not limited to:
In this assessment, students evidence their Output of Learning that showcases the progress to or attainment of their Learning Goal, appraising the value and purpose of the learning for themselves. They evaluate the impact of strategies, perspectives, and feedback, identifying the most significant contributing factor/s that supported the learning process towards their Learning Goal and Output of Learning. They also showcase their Output of Learning and appraise it based on their own criteria and goals chosen and shaped throughout the portfolio. Their Appraisal may also include anticipation of future benefits related to transfer of skills and knowledge, development of connections and capabilities. An Appraisal should be a maximum of 1000 words if written, a maximum of 6 minutes if oral, or the equivalent in multimodal form.
Examples of an Appraisal with an Output of Learning showcasing the Learning Goal include, but are not limited to: