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Recognition of Aboriginal Cultural Knowledge and Learning

The Recognition of Aboriginal Cultural Knowledge and Learning program offers Aboriginal students the opportunity to have their cultural knowledge and learning formally recognised towards the completion requirements of the SACE. 

Students can count up to 90 credits of Recognition of Aboriginal Cultural Knowledge and Learning at Stage1 and/or Stage 2. 

Recognition is not granted against the compulsory requirements of the SACE: Exploring Identities and Futures (at Stage 1), Activating Identities and Futures or Research Project (at Stage 2), literacy and numeracy requirements, or the requirement for 60 credits at C– or better at Stage 2. 

As part of the program, students can engage in a range of cultural learning that is co-developed, self-directed, or community-led.  

Pathway Stage Credits
Community-led learning  2 20
Student-led learning  1 and/or 2  10 or 20
Co-delivered learning  1 10

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Community-led learning

The community-led recognition pathway recognises deep and significant Aboriginal cultural knowledge and/or learning taught to Aboriginal students by members of their community. 

Students undertake learning under one of three learning criteria: ongoing leadership, ongoing authority, and ongoing responsibility. 

Ongoing Leadership 

  • Holding a significant leadership role within the community 
  • Ability to influence or guide people within or outside community 
  • Some examples include but not limited to: activities related to sorry business/funerals or initiation, guiding mining companies on use of the land 

Ongoing Authority 

  • Becoming an authority on cultural knowledge, practices or protocols 
  • Understanding of cultural protocols and decision-making 
  • Some examples include but not limited to: holding and passing on language, songlines, stories, practices etc. 

Ongoing Responsibility 

  • Holding a significant responsibility within the community 
  • Duty to deal with cultural requirements 
  • Some examples include but not limited to: management of waterholes or endangered species 

Assessment and verification of learning can only be made by a person holding the cultural authority to do so. This person will be nominated by the student and/or a member of their family. 

For students to have community-led learning recognised, schools submit: 

  • Nominated cultural authority or community member and school partnership agreement  
  • School sign-off form 
  • Recognition application — Aboriginal Cultural Knowledge and Learning (Form 14) 

Recognition credits will not be granted should the appropriate forms not be signed by the relevant people. 

The following documents are used to support school, cultural authorities and students through the process. 

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Knowing, Doing, Being framework

The Student-led learning and Co-delivered learning pathways use a framework for cultural learning across three domains of cultural capabilities. 

Knowing 
eg. building an understanding of cultural knowledge/skills/practice, the diversity of perspectives within and between Aboriginal and non-Aboriginal communities, the impact of historical events on Aboriginal people and communities, current affairs and emerging themes about Aboriginal people and communities 

Doing 
eg. meaningful interactions with Aboriginal communities, learning/skills/practices to contribute to community or cultural events/activities, learning Aboriginal language, sharing cultural learning with others 

Being 
eg. exploring the impact/benefits of cultural knowledge and learning activity to self 

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Student-led learning

The student-led pathway recognises cultural learning in an area of personal interest that is driven by the student rather than community or the school. 

This pathway supports Aboriginal students to explore and develop understanding of their Aboriginality in ways that are meaningful to them. Student-led recognition uses the Knowing, Doing and Being framework (above). 

For students to have student-led learning recognised at Stage 1, schools submit: 

  • Criteria and indicator checklist Stage 1 
  • Recognition application — Aboriginal Cultural Knowledge and Learning (Form 14) 

For students to have student-led learning recognised at Stage 2, schools submit: 

  • Criteria and indicator checklist Stage 2 
  • Recognition application — Aboriginal Cultural Knowledge and Learning (Form 14) 

Recognition credits will not be granted should the appropriate forms not be signed by the relevant people. 

The following documents are used to support schools and students through the process. 

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Co-delivered learning

The co-delivered program provides recognition of Aboriginal students’ cultural learning that results from Aboriginal communities and schools working together to connect students to culture and deepen students’ sense of belonging, identity and connection. 

Assessment and recognition of co-delivered learning uses the Knowing, Doing and Being framework (above). 

For students to have co-delivered learning recognised, schools submit a Recognition application — Aboriginal Cultural Knowledge and Learning (Form 14). Schools must also retain the Learning Plan co-developed with Aboriginal cultural authorities and/or Aboriginal communities describing the activities, tasks, and learning that students will participate in. 

The following documents are used to support schools, cultural authorities, communities and students through the process. 

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Expression of interest

The SACE Board is committed to supporting all Aboriginal students to Thrive. This includes supporting the cultural safety of Aboriginal students, their families, communities and Aboriginal staff in schools. The SACE Board are seeking to work in partnership with schools whose values align with the driving principles for Recognition of Aboriginal Cultural Knowledge and Learning, and where work is being undertaken to support and value cultural learning at their school. 

The SACE Board will work with interested schools to confirm their support for and value in cultural learning. To ensure these schools are adequately prepared and supported, an expression of interest should first be submitted to the SACE Board.   

After submitting an EOI, the SACE Board will: 

  • phone your school within 7 days to further discuss your EOI 
  • organise a visit to your school site 
  • notify applicants of the outcome of the EOI 
  • organise training in term 3 for approved schools 
  • upon completion of training, endorse the provision of Recognition of Aboriginal Cultural Knowledge and Learning pathways at your school 

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FAQs

Can you connect an Aboriginal student to a cultural authority?  

No, the SACE Board is not able to connect students with Aboriginal cultural authorities. The expectation is that students and their families will identify and nominate their own cultural authority.   

What kind of support systems are in place to support schools and cultural authorities? 

The SACE Board will support schools and cultural authorities by providing resources and training to ensure they are committed to building their own ability to securely and safely support students to participate in the program. 

Can any school deliver the program? 

Schools are required to submit an expression of interest if they want to deliver the program, following which the SACE Board will work with the school and staff to help ensure that the appropriate conditions are in place for implementation. 

How was this recognition program developed? 

From 2022 - 2024, the Recognition of Aboriginal Cultural Knowledge and Learning program underwent a pilot phase in collaboration with South Australian and Northern Territory schools, students and Aboriginal communities. During this time 712 students earned credits in recognition of their cultural learning achievements. Many of these students highlighted how meaningful it has been to explore their culture more deeply, and to share their knowledge with both Aboriginal and non-Aboriginal peers, teachers, and learning leaders. These valuable interactions have encouraged two-way learning, fostered mutual respect, and greater appreciation for cultural diversity in many of the pilot school communities. 

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Impact Yarns

Throughout the pilot period, we captured stories from some participating teachers, students and school leaders. 

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