Approximate time commitment for SRG teachers in 2025: 

Group 1: 7-9 days equivalent
4 days during school hours for SACE-convened in-person meetings. PLUS 1 day equivalent, outside school hours for SACE-convened online meetings (typically commencing 3:30pm ACST). PLUS 2-4 days equivalent for follow up work in between meetings. 

Group 2: 4-6 days equivalent
2 days during school hours for SACE-convened in-person meetings. PLUS 1 day equivalent, outside school hours for SACE-convened online meetings (typically commencing 3:30pm ACST). PLUS 1-2 days equivalent for follow up work in between meetings. 

Group 3: 2.5 days equivalent
1 day during school hours for a SACE-convened in-person meeting. PLUS 0.5 day equivalent, outside school hours for a SACE-convened online meeting (typically commencing 3:30pm ACST). PLUS 1 day equivalent for follow up work in between meetings. 

Our aim is for the first group of subjects to be ready for implementation in 2027. This timeframe is projected but will depend on the complexity of change and community readiness. We will remain flexible and responsive to the needs of specific subjects, to ensure that the Subject Renewal key drivers [PPTX 2MB] are realised. 

NOTE: These are projected timeframes. We will remain flexible and responsive to the needs of specific subjects, to ensure that the Subject Renewal key drivers are realised. 

Engage & discover 
Bring together diverse subject teachers from all schools to form Subject Renewal Groups (SRGs) with up to 12 teachers per SACE subject. 

SRGs develop the subject vision statement that matches the SACE Board’s drivers for thriving learners (Passport to Thrive). 

Gather student feedback and review global trends to improve the subject’s vision statement and form learning requirements that conceptually map to the SACE Board’s drivers.

Develop 
Develop the subject vision statement and learning requirements into prototype Stage 1 assessment types and learning design. Consider assumptions about students and the teaching community, preparing to test these assumptions in a real Stage 1 classroom. 

Test, learn & adapt 
Pilot assessment types and learning design with students in the classroom. 

SACE evaluation approaches are used to support SRGs to check and learn with students on whether new assessment types and learning design are developing capabilities, creating conditions for student agency, supporting natural evidence of learning, encouraging deep authentic learning and student metacognition. 

Using the pilot evaluation, new assessment types and learning design are incorporated into Stage 1 subject outlines. 

Transfer & adapt 
The learnings from Stage 1 are transferred and adapted to a Stage 2 context. 

Stage 2 subject outlines are drafted from Stage 1 subject outlines. 

Implement & support 
The SACE will provide updates throughout the renewal process.  

The SACE Board will continuously evaluate for impact to provide confidence that the renewed subject outlines will help students thrive and are ready for broader use.  

Starting with Stage 1 the SACE Board will offer professional learning, including: 

• Subject outlines and resources on our website 
• Online and face-to-face workshops for teachers to discuss and learn from SRG teachers about new assessment types and learning design. 
• Access to PLATO Connect subject communities of practice. 

Reinforce, monitor & improve 
Following the first year of implementation, professional learning continues through: 

• PLATO Connect subject communities of practice 
• new materials for new assessment types on PLATO Calibrate 
• Face-to-face workshops. 
• Engaging teachers in quality assurance activities. 

The SACE continues to monitor the impact of subjects and makes yearly refinements to support teachers. 

Support 
If you have any questions or inquiries about our Subject Renewal program, our askSACE team can assist.
Please phone 1300 322 920 or email askSACE@sa.gov.au.