There are 7 capabilities in SACE:
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Literacy:
· communicating with different people in different situations · asking questions, expressing opinions, and thinking about different views · using better language (understanding, being clear, being correct, knowing how to write for different situations, people and reasons) · accessing, analysing, and choosing appropriate primary and secondary sources · thinking about and engaging with the ways texts are created for specific purposes and audiences · making different texts — written, oral, visual, and multimodal · reading, viewing, writing, listening, and speaking, using a range of technologies · understanding that different text types have different styles (structure, language features - for example: website, speech, newspaper article, film, painting, data set, report, instructions, or interview) · understanding the relationships between literacy, language, and culture. Critical and creative thinking: · thinking critically, logically, ethically, and reflectively · learning and applying new knowledge and skills · accessing, organising, using, and evaluating information · asking questions, and identifying and clarifying (making clear) information and ideas · developing knowledge and understanding of different research processes · understanding innovation: new ideas · knowing how knowledge changes over time and is influenced by people · exploring and experiencing creative processes and practices (being creative) · designing features that are fit for function (making things that work). These might be physical, virtual, or textual. · looking at how creativity can be used in learning, the workplace, and community life · examining the how creating and starting a business or project works · reflecting on, changing and explaining their thinking, and identifying the reasons for choices, strategies, and actions taken. Personal and social capability: · developing a sense of personal identity · reviewing and planning personal goals · developing an understanding of, and exercising, individual and shared obligations (things you have to do) and rights · participating actively and responsibly in learning, work, and community life · creating and managing relationships in personal and community life, work, and learning · developing empathy for and understanding of others (thinking about how others feel) · making responsible decisions based on evidence · working effectively in teams, and handling difficult situations in a constructive (positive, successful) way · making links with others, locally, nationally, and/or globally. Intercultural understanding: · identifying, observing, analysing, and describing their own cultural identities and those of others (e.g. group memberships, traditions, values, religious beliefs, and ways of thinking) · recognising that culture is complex and ever changing, and that there is difference within all culture, language, and religious groups · learning about and engaging with different cultures in ways that understand things that are the same or different, create connections with others, and grow respect for each other · developing skills to understand and move between cultures · acknowledging the social, cultural, linguistic (language) and religious diversity of a country, including that of Aboriginal and Torres Strait Islander societies in Australia · recognising the challenges of living in a culturally diverse society and of negotiating, interpreting, and mediating difference. |
Numeracy:
· using correct words, symbols, tables, and graphs to communicate ideas to a range of audiences · analysing information shown in different ways and being able to show information in different ways (e.g. turning a percentage to a fraction, using this in a pie chart) · giving your reasoning about whether your findings are valid and accurate, using everyday language, when appropriate · estimating and calculating, using thinking, written, and online strategies to solve and model everyday problems · understanding and interpreting information given in numbers, diagrams, maps, graphs, and tables · visualising, identifying, and sorting shapes and objects · understanding and interpreting patterns and relationships when solving problems · recognising spatial (space) and geographical features and relationships · interpreting and including statistical (statistics) information and understanding the different ways we can get, record and present data. Information and communication technology: · understanding how current information and communication technologies change the way we communicate · critically analysing: What are the limits and impacts of current technologies? · considering the implications of potential technologies: If we have this, what does that mean for the world? · communicating and sharing ideas and information, to work together to create knowledge and digital solutions · defining and planning information searches of a range of primary and secondary sources when investigating research questions · developing an understanding of hardware and software parts, and how systems work, including their functions, processes, operations and devices · applying knowledge and skills of information and communication technology to a range of methods, to collect and process data, and transmit and produce information · learning to manage and manipulate electronic sources of data, databases, and software apps · applying technologies to design and manage projects. Ethical understanding: · identifying and discussing ethical ideas and issues · considering ethical and safe research processes, including respecting the rights and work of others, acknowledging sources, and observing protocols (following the rules) when approaching people and organisations · understanding how ethics and the law can affect research and information · reflecting on ethics and honesty in personal experiences and decision-making · exploring ideas, rights, obligations (things you have to do), and ethical principles (values) · considering workplace safety principles (values/rules), practices, and procedures · developing ethical sustainable practices in the workplace and the community · inquiring into ethical issues, selecting and justifying (giving your reasons for) an ethical position, and understanding the experiences, motivations, and viewpoints of others - why do they feel this way? Why are they doing this? What do they want? · debating ethical dilemmas (talking about ethical problems) and applying ethical principles (working out how to do things the right way) in a range of situations. |