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All schools planning to offer the SACE must demonstrate their eligibility to do so as part of the accreditation process.
The accreditation process allows the SACE Board to learn more about your school's values and approach to education and to establish which of the SACE Board's quality standards you meet and where you need support to meet those you do not.
Before expressing interest in becoming a SACE International school, it is a good idea to have some internal discussions to:
- consider your goals in implementing the SACE curriculum
- assess your resources and facilities against our requirements
- identify the impact on your teachers in delivering the SACE.
Discover SACE International | Accreditation process | The SACE Accreditation checklist
We know that SACE schools come in many forms. What our schools all share is a commitment to delivering the best possible education for their learners. In becoming an accredited SACE school, we look to see if you meet our quality standards in five key areas. The process allows us to build a picture of your school, including your goals, educational ethos and curriculum, and to ensure that you understand our policies and procedures. You will have the opportunity to provide evidence against each of these areas in the SACE application and during the approval visit.
Discover SACE international | Accreditation process | Table
- The school has a clear mission statement that makes reference to its educational values.
- The culture of the school is learner-centred and supports students and teachers to become confident, responsible, reflective, innovative and engaged.
- International awareness and global perspectives are promoted through the curriculum and other activities.
- The school principal is suitably qualified and experienced in educational leadership.
- The senior management team demonstrate clear goals for the successful introduction of the SACE and can evidence planning to support effective implementation.
- Senior staff are committed to setting targets for school improvement and staff development, supported by well-designed performance reviews and self-evaluation.
- There is effective and transparent management of school budgets.
- A complaints procedure is in place that effectively manages complaints for parents and other stakeholders.
- The school is appropriately resourced with sufficient staff employed in management, teaching and support roles.
- The school curriculum is clearly expressed and accessible to teachers, students and their parents.
- Assessment outcomes are monitored and evaluated with clear feedback on teaching and learning strategies.
- Teachers have appropriate qualifications to deliver the SACE successfully.
- Teaching takes account of students' diverse learning styles and individual needs.
- The school has a well-designed approach to the professional development of teachers and other staff.
- The school has a clear policy to address the language needs of learners.
- The school premises create a positive learning environment for students.
- Library or learning resources adequately support delivery of the curriculum.
- Specialist facilities are provided (e.g. for SACE syllabuses in art and design, music, ICT, physical education and the sciences).
- Secure storage arrangements for question papers and other examination materials.
- Appropriate facilities for accommodating examinations have been identified.
- Be technically ready to deliver SACE e-exams.
- Fire certificate.
- Government approval to operate, including any approvals needed to provide the SACE curricula you wish to offer.
- Health and safety policies in line with government requirements.
- First aid provision in line with government requirements.
- Child protection policies in line with government requirements.
Discover SACE International | Accreditation process | Teacher qualifications and experience
All teachers in the SACE International program should hold a Bachelor Degree, Postgraduate Diploma or higher qualification in their teaching subject and teaching qualification at a Bachelor degree or Postgraduate Diploma level or higher. These qualifications should be from an English-speaking university program; otherwise, the teacher should hold an English language teaching qualification such as TESOL.
Teachers should also have at least three years' experience teaching at either high school, senior secondary, or university. Graduate teachers who have undertaken teaching in Australia may also have suitable experience.