1. Module 4: SACSA Framework
Module 4: Slide 4:1
The Three Es
Module 4: SACSA Framework
The Three Es
Presenter’s notes
Introduction
Use Equity Futures Professional Development ‘Introducing a series of 6
Professional Learning Modules’.
Module Resources
Resource 4.1 Essential Learnings.
Resource 4.2 Equity Cross-curriculum Perspectives.
Resource 4.3 Enterprise and Vocational Education.
Resource 4.4 Futures Branching Timeline.
Preparation for this module
Photocopy Resources 4.1 – 4.4.
Ensure that a data show projector is available.
Duration: One (1) hour

2. Module 4: Slide 4:2
The Three Es
Purpose of this Module
To develop an understanding of the interconnectedness of the three Es in the SACSA Framework.
Presenter’s notes
Introduction
This Module focuses on the interwoven nature of the Essential Learnings, Enterprise and Vocational Education and Equity Cross-curriculum Perspectives (The Three Es).

3. The Three Es The Essential Learnings
Module 4: Slide 4:3
The Three Es
The Three Es
The Essential Learnings
Enterprise and Vocational Education
Equity Cross-curriculum Perspectives, inclusive of all learners, that places at the heart of the curriculum the knowledge and cultures of those groups which have traditionally been marginalised.
Presenter’s notes:
Introduce this Module by drawing on the information in the General
Introduction, SACSA Framework, p 10.
SACSA is based on the commitment that all learners should have access to a common curriculum entitlement.
The challenge is to ensure that care and education programs do not privilege or exclude particular groups.
Equity Cross-curriculum Perspectives, Essential Learnings and Enterprise and Vocational Education provide key and common aspects which integrate the SACSA Framework and provide holism and coherence.

4. ESSENTIAL LEARNINGS BIRTH TO YEAR 12
Module 4: Slide 4:4
The Three Es
ESSENTIAL LEARNINGS BIRTH TO YEAR 12
Connect the curriculum from Birth to Year 12.
Futures—develop the flexibility to respond to change, recognise connections with the past and conceive solutions for preferred futures
Identity—develop a positive sense of self and group, accept individual and group responsibilities and respect individual and group differences
Interdependence—work in harmony with others and for common purposes, within and across cultures
Thinking—be independent and critical thinkers, with the ability to appraise information, make decisions, be innovative and devise creative solutions
Communication—communicate powerfully using literacy, numeracy and information and communication technologies.
(General Introduction, SACSA Framework p 13)
Presenter’s notes
In small groups ask participants to discuss the inter-connectedness of the each of the Essential Learnings in small groups.
For example, Identity and Interdependence: to develop a sense of personal
and group identity learners need to develop a sense of being connected with their worlds.
Groups report briefly on their discussion about the interconnectedness of the Essential Learnings.
In small groups, provide participants with Resource 4.1: (Essential Learnings), Resource 4.2 (Equity Cross-curriculum Perspectives) and Resource 4.3 (Enterprise and Vocational Education)
Using the Futures Essential Learning, on Resource 4.1, as an example, point out how the ECCPs and EVE are integrated with the Essential Learnings
In pairs, using Resources 4.1, 4.2 & 4.3, participants identify the Equity Cross-curriculum Perspectives and EVE in another of the Essential Learnings (as in the Futures example). Briefly discuss as a whole group.

5. Fair and just futures for each and all.
Module 4: Slide 4:5
The Three Es
Presenter’s notes
Briefly introduce the Futures Branching Timeline activity discussing each of the following aspects.
The line branches from NOW into the divergent axes of Probable Futures and Preferred Futures for each and every member of society (i.e. the common good).
Probable Futures indicates a general acceptance of not being able to change things.
Preferred Futures can be developed through learners coming to ‘recognise the nature and causes of inequality and understand that these are socially constructed and therefore can be changed through people’s actions’ (General Introduction, SACSA Framework, p 7).
Discuss the statement ‘Fair and just futures for each and all’. The branching futures
timeline refers to a fair and just society for each and all – not just individual futures.
Provide participants with Resource 4.4 (Futures Branching Timeline)
In pairs ask participants to select one of the issues on Resource 4.4 and use the questions provided to discuss how to work towards a Preferred Future.
Participants should also consider:
The difficulties that might be faced in moving towards preferred futures (i.e. for the good of each and all in society.)
Understandings about diversity which are needed.
The Futures Branching Timeline is based on material from Francis P Hutchinson,
Educating Beyond Violent Futures, Routledge, 1996.
Fair and just futures for each and all.

6. Module 4: Slide 4:6 The Three Es Presenter’s notes
In concluding this Module the presenter may use this cartoon to emphasise the focus on the Module.
Judy Horacek’s cartoon points to the necessity of seeing the need for a socially just world for each and all.
The SACSA Framework describes a single, cohesive Birth to Year 12 curriculum entitlement for all learners. It focuses on coherence through ECCPs, ELs and EVE.
Resources and References:
Funny and wise cartoons by Judy Horacek are published in the following:
Life on the Edge, Spinifex, 1992
Unrequited Love Nos 1-100, McPhee Gribble, 1994
Lost in Space, Allen and Unwin, 1998
Women with Altitude, Hodder, 1998
If the Fruit Fits… Hodder, 1999
“Copyright Judy Horacek, reprinted with permission,