1. Supporting Students in the SACE

2. SACE requirements General SACE requirements Subject requirements:
compulsory subjects
number of credits etc
Subject requirements:
standards
skills
knowledge
Students should enrol in a subject with a reasonable expectation of being able to achieve the requirements by undertaking the assessments described in the subject outline.
For example – a student with a physical disability should avoid PE or Dance

3. Supporting students in SACE
Disability
Impairment
Illness
Personal circumstance
Misadventure
Short or long term difficulty, NEP, illness, kicked out of home, grandma died, missed the bus on the way to an exam.

4. Supporting student in the SACE
What is the impact of the situation, condition, disability, illness etc on the student’s ability to: participate in the assessment and/or access the requirements of the assessment?
For example:
blind student
Wheelchair bound
Hearing impairment
Injury eg broken leg or arm
What is the impact on assessment as observed by the school in assessment conditions
Illegible handwriting
Panic attacks
Unable to cope with the volume of work
Unable to see
Unable to finish tests
Late to an exam

5. Options for supporting students:
SACE flexibilities
Special Provisions
Modified subjects
Or a combination of two or more of these

6. Modified Subjects
Subjects at Stage 1 and 2 designed for students with intellectual disability
Unable to meet the performance standards for a Stage 1 or 2 subject
Must meet eligibility criteria to enrol
Awarded completed/not completed against personal goals

7. SACE flexibilities Subject selections VET Community learning
Different assessment options
eg oral instead of written
VET
Community learning
Local programs
Different assessment options eg oral instead of written.
If it needs to be written – use scribes, dragon software etc

8. Special Provisions
Special arrangements or varied assessment conditions
For students with a demonstrated significant difficulty accessing or participating in the conditions of the assessment.
Eg more time, rest breaks, less tasks, alternative task, Braille, scribe

9. Grounds for special provisions
physical disability
vision impairment
hearing impairment
medical condition
psychological illness
learning disability
misadventure
personal circumstances

10. Types of provisions available
Just a few examples:
Extension to deadlines
Reduced number of assessment tasks
Rest breaks and/or extra time for timed tasks
Use of a word processor for handwritten tasks
Use of a scribe/reader
Braille tasks

11. Principles of special provisions
Fairness
Same standards
Same skills and knowledge
Decisions based on a range of evidence
Most appropriate provision

12. Who makes the decisions?
Flexibilities – teacher (within the requirements of the subject outline)
Modified subjects – school, together with the student, parent, carer
Special provisions
School assessment (Stage 1 and 2) – the School
External assessment (Stage 2) – SACE Board

13. Special Provisions – how are decisions made?
Consideration of
A range of evidence – particularly functional and teacher evidence
Time and duration when the issue occurs
Nature of the assessment task/s affected
The most appropriate provision is granted
Decisions made fairly and consistently across students and subjects
EG use form 29/13

14. More information SACE Website – policy, forms, information sheets
Modified subjects – Jamie Dunnill
VET – Adele Broster or Melissa Sherman
Community Learning – Louise Johnson
Special Provisions – Lisa Wills