2000–01 ANNUAL REPORT
Victorian Curriculum and Assessment Authority 7 September 2001 2000–01 Annual Report The Hon. Mary Delahunty, MP Minister for Education Victorian Curriculum 1st floor and Assessment Authority 2 Treasury Place East Melbourne Victoria 3002 CONTENTS Report of the Chair 1 Dear Minister Report of the Chief Executive Officer 2 I have pleasure in submitting the first annual report of the At a glance 4 Victorian Curriculum and Assessment Authority (VCAA) for the Financial position 6 period 1 March to 30 June 2001 in accordance with the 7 requirements of the Financial Management Act 1994. Overview of the Victorian Curriculum and Assessment Authority Governance 8 Yours sincerely Authority membership 11 Committees 14 Senior officers 15 Organisation chart 16 Professor Kwong Lee Dow 17 Chair Review of operations Strategic Plan 18 Victorian Certificate of Education 19 VET in the VCE 23 Contribution to national and international forums 24 Curriculum and Standards Framework 25 Achievement Improvement Monitor 26 Focus on people 27 Curriculum Branch 28 Assessment Branch 28 Information Technology Branch 31 Finance and Administrative Services Branch 31 Information Services 33 Executive Services 33 Wider policy frameworks 35 Multicultural policy 36 Managing Diversity policy 36 Freedom of Information 36 Competitive neutrality 37 Building Act 1993 37 Consultancies and major contracts 37 Occupational health and safety reporting 37 Industrial disputes and time lost due to injury 38 Additional information 38 Victorian Curriculum and Assessment Authority Financial report 39 41 St Andrews Place East Melbourne Victoria 3002 Appendices 55 Telephone (03) 9651 4300 1 Index of Compliance 56 Facsimile (03) 9651 4324 2 VCE convenors 58 Email [email protected] 3 VCE Review committees 58 Website www.vcaa.vic.edu.au 4 Student participation in the VCE Season of Excellence 59 Information services 5 Publications 63 Melbourne callers (03) 9651 4328 Acknowledgements 64 (03) 9651 4544 Country callers Freecall 1800 134 197 Acronyms and abbreviations Inside back cover Report of the Chair Ministerial Review of The Victorian Curriculum and Assessment Authority (VCAA) was Post Compulsory Education established by the Victorian Curriculum and Assessment Authority Act 2000 and came into operation on 1 March 2001. The and Training Pathways Authority is responsible for the development of high-quality The separation of VCE accreditation and certification functions courses, curriculum, assessment products and services for all from curriculum development and assessment functions is a Victorian school students and oversees the delivery and significant structural change, recommended by the review. assessment of the Victorian Certificate of Education (VCE). The It is envisaged that this will allow the Authority, as the body outstanding curriculum and assessment expertise developed responsible for curriculum and assessment, to better contribute by the former Board of Studies through the wide network of to the creation of innovative curriculum and flexible pathways. practising teachers, academics, training, business, employer and The Authority is currently engaged in a major review of the community representatives who contributed to the Board’s work policies, criteria and standards to be applied to the development will be maintained. The Authority will continue to provide the of senior secondary studies. Principles and procedures being Minister for Education with expert advice on policy and guidelines developed will ensure that the curriculum provides a dynamic for education in the three school sectors. foundation for the achievement of the Government’s goals and Due to the restructure of the Department of Education, targets. Development of additional pathways will ensure that Employment and Training in response to the DEET Enhancement new programs result in genuinely recognised and credible project, the establishment of other statutory authorities and the credentials that provide meaningful outcomes in work or changes in its legislative functions, the Authority will be operating further education settings. in a new context. The Authority is also engaged in dialogue Professor Kwong Lee Dow across the education sector to establish how high-quality, integrated research can inform the review and improvement of VCE studies. Membership Ms Susan Pascoe commenced in the position of Chief Executive Officer of the Authority on 7 May. Ms Pascoe has a prominent history in education and curriculum initiatives. Her most recent position was that of Coordinating Chairperson, Curriculum and Support Services, at the Catholic Education Office. Before that date, Ms Chris Kotur was the Acting Chief Executive Officer. The Minister for Education nominated Professor Kwong Lee Dow as Chair of the Authority in March 2001, and members have been appointed as follows: Professor Merran Evans, Director, Planning and Academic Affairs, Monash University; Mr Stuart Hamilton, Secretary, Department of Education, Employment and Training; Mr Leon Kildea, Principal, Wangaratta High School; Mr John Maddock, Chief Executive Officer, Box Hill Institute of TAFE; Ms Jane O’Shannessy, Teacher, Santa Maria College; Professor Robert Pargetter, Principal, Haileybury College; Professor Helen Praetz, Chair of the Victorian Qualifications Authority (VQA) and Pro Vice-Chancellor RMIT; Mr Andrew Skourdoumbis, Teacher, Braybrook Secondary College; Mr John Sweetman, Industry Manager, Victorian Employers’ Chamber of Commerce and Industry; Ms Bronwyn Valente, Principal, University High School; and Ms Lynette Watts, Principal, Springvale South Primary School.
ANNUAL REPORT 2000–01 1 Report of the Chief Curriculum and Standards Executive Officer Framework The transition to the Authority has required the ongoing Major projects of the Authority in P–10 curriculum continue to commitment of staff to curriculum development and assessment enhance the efficacy of the Curriculum and Standards Framework practice that not only meets individual needs but also prepares (CSF II), which outlines what students should know and be able to students for future learning and employment in a society do in the eight Key Learning Areas. An exciting development has characterised by rapid change in technology and work patterns. been the work on units that will provide integrated approaches to In developing policies, criteria and standards for curriculum and the delivery of vocational learning programs in Years 9 and 10, assessment for the P–12 years, the Authority will further broaden with complementary resources focusing on key competencies. and strengthen the ability of Victorian education to provide Similarly, materials in information and communication technology flexible programs while maintaining a commitment to (ICT) are being developed that aim to define standards related to international standards. learning outcomes in the Technology CSF II Information strand and focus on the effective use of technology in each Key Victorian Certificate of Education Learning Area. Important programs for wider student welfare have commenced. Significant work has been undertaken by the Authority to support They include planning exemplary programs for Years 8, 9 and 10 the successful implementation of new and revised VCE studies. students at risk of not continuing in school, preparing students Authority statewide workshops to assist in the implementation of for post-compulsory studies, and improving student prospects VCE studies in 2000 and 2001 were attended by over 1000 teachers for successful post-school transition. and Implementation Resource kits were distributed to all schools. An enhancement to the efficiency of VCE delivery saw the Achievement Improvement implementation of a new information technology system, the VCE Administrative Software System (VASS21), in 603 VCE provider Monitor schools including one school in Indonesia. School users can now The Authority manages the statewide testing component of the securely and directly access the Authority’s assessment Achievement Improvement Monitor (AIM) program and provides database via computers located anywhere in the world. advice and support to schools on assessment, reporting and the use of assessment data to improve learning outcomes in Victorian Vocational learning schools. The AIM is delivered to the full cohort of students in Years 3 and 5. A Year 7 AIM testing program for English and A Vocational Education Reference Group has been established by Mathematics will be delivered for the first time to a sample the Authority for the development of policy and standards for VET of Victorian schools in August 2001. Two versions of the in the VCE and to address issues of participation and improving assessment will be trialed, a paper and pencil version and outcomes for students in the post-compulsory years. The number online delivery. The testing program is voluntary and will provide of students participating in VCE VET studies continues to grow, information to improve student learning and contribute to national with programs being progressively updated or replaced as benchmarking. national training packages are endorsed or reviewed. There are currently VCE VET programs in twenty-seven industry areas and part-time apprenticeships in eleven industry areas with a Authority events projected enrolment of 25,000 students for 2001, continuing an The VCE Season of Excellence 2001 was launched by the annual 20 per cent growth rate. Minister for Education, the Hon. Mary Delahunty, at the Top Designs Exhibition. Nine concerts, two major exhibitions and screenings of short films were held over four months and incorporated student workshops and education programs at the Melbourne Concert Hall, Melbourne Museum and National Gallery of Victoria on Russell. A representative sample of the highly innovative and technically expert work of VCE students was seen by thousands of visitors to the Season events.
2 Victorian Curriculum and Assessment Authority International perspectives The Authority takes a proactive approach to promoting national and international recognition of Victorian school education, and is represented on the Australian Curriculum, Assessment and Certification Authorities’ International Education Working Party that acts to promote the interests of the Australian school sector. The Saudi Arabian International School in Riyadh currently uses the CSF II as the basis of their P–10 curriculum with sixty-eight of their students in Years 3 and 5 participating in the AIM in August. The school is now seeking to offer the VCE in 2002. An Indonesian school was recognised as a VCE provider commencing in the 2001 academic year and another Indonesian school is currently negotiating to become a VCE provider from 2002. The Authority provides international examination benchmarking for two different groups of schools in South Africa. This involves provision of expert advice for the setting of Year 12 examination papers, focusing on equivalence with VCE examinations. In June 2001, the General Achievement Test (GAT) was undertaken by five hundred South African students for the second year. Future Significant challenges face the educational community as Victoria positions itself as a key player in the knowledge era. The Authority will ensure that its curriculum encompasses the knowledge and skills needed in the bio-technology, multimedia and design industries, along with the traditional service, professional, agricultural and manufacturing sectors. The Authority is committed to consultation, research, review, professional development and operational support across the education sector to actively support the achievement of Government targets for young people in education. Susan Pascoe
ANNUAL REPORT 2000–01 3 At a glance The Authority’s achievements against defined objectives are summarised below for the period March to June 2001.
Conduct in an efficient and effective manner the annual VCE and P–10 assessment programs Six written examinations and the GAT were completed by 76,549 students in June.
Examinations were conducted in 576 examination venues throughout Victoria, twenty-two interstate venues and sixty overseas venues.
Enhance the utility and status of the CSF II Work on annotated work samples proceeded with a view to publishing the first round in the second half of 2001.
The development of units to provide integrated approaches to the delivery of vocational learning programs in Years 9 and 10 was initiated.
The development of ICT materials to define standards in the Technology CSF II Information strand continued.
Enhance the utility and status of the VCE The Implementation Resource kit was distributed to all schools in April to support implementation of revised VCE studies in 2001.
Forty-five statewide workshops for the implementation of new VCE studies in 2001 were attended by over 1000 teachers.
A vocational education reference group was established for the development of policy and to address issues of participation and improved outcomes for students in the post-compulsory years.
Extensive training sessions were provided to registered training organisation assessors to support the expanded provision of scored assessment in eight VCE VET studies.
VCE VET programs exist in twenty-seven industry areas, and part-time apprenticeships in eleven industry areas.
23,469 students participated in VCE VET programs in 2001.
The development of two new part-time apprenticeship programs were completed.
4 Victorian Curriculum and Assessment Authority Enhance the contribution of assessment and reporting to improve teaching and student learning Preparation was made for the delivery of a voluntary Year 7 testing program in English and Mathematics to Victorian schools in August 2001.
Examinations for eight VCE VET programs commenced development, with considerable involvement of industry training bodies and expert practitioners.
Build school and community commitment to high-quality curriculum and assessment The VCE Season of Excellence 2001 was launched at Melbourne Museum by the Minister for Education, The Hon. Mary Delahunty, on 7 March. During the four-month season, nine concerts, two major exhibitions, and screenings of short films were held.
Briefings on VCE VET programs and changes to be implemented in 2001 were delivered to VCE coordinators, VET coordinators and teachers in all regions.
Promote national and international recognition of the VCAA’s capabilities 568 local and international students sat the June VCE exams overseas.
The Authority participated in forums on the development and implementation of national training packages.
AIM tests at Years 3 and 5, involving sixty-eight students, were completed at the Saudi Arabian International School in April 2001.
500 South African students completed the GAT in June.
Authority examination moderators provided expert assistance in the setting of Year 12 examination papers for two groups of South African schools.
Enhance organisational management and promote improvement 2098 telephone calls and 150 email queries were responded to between March and June by Authority Information Services staff.
Website content was developed to reflect the identity and role of the new Authority.
A corporate identity was designed and implemented across a range of new Authority products and publications.
VASS21 system was implemented in 603 VCE provider schools, including a school in Indonesia, providing secure and direct access to the Authority’s database.
ANNUAL REPORT 2000–01 5 Financial position Summary of financial position The primary source of funding for the Authority’s operations is the Department of Education, Employment Surplus Revenue Expenses Assets Liabilities and Training. The balance of funding is derived from a (Deficit) number of external sources including overseas student 30 June (418,337) 8,684,145 9,102,482 9,448,370 5,168,215 fees, publication sales and student services. 2001 Expenditures exceeded revenues by $418,337 for the reporting period under review. The accumulated surplus Performance against budgetary objectives as at 30 June 2001 at balance date was $4,280,155. The Authority’s normal operations and funding Budget $ Actual $ Variance $ arrangements are geared to a twelve-month cycle. The Revenue 9,750,813 8,684,145 (1,066,668) reporting period is a shorter timeframe, consequently it Expenditure is unwise to draw conclusions from the operating result. Assessment 5,512,123 4,632,914 879,209 Net assets of $4,698,492 were transferred to the Authority Curriculum 2,164,967 1,980,999 183,968 from the former Board of Studies on 1 March 2001. Other 2,073,723 2,488,569 (414,846) The Authority finished the year in a strong financial Total 9,750,813 9,102,482 648,331 position with an accumulated surplus of $4.3 million. Operating result (418,337) (418,337) However, it is important to note that the surplus is comprised of specific-purpose funding of $2.9 million, received from the Department by the Authority and the former Board of Studies in the 2000–01 financial year for projects due to be completed in 2001–02. A net capitalisation of $1.4 million, and the furnishing and fitout of 41 St Andrews Place were also significant factors that contributed to the accumulated surplus at balance date. There are presently no known events that could adversely affect the operations of the Authority during the next reporting year.
6 Victorian Curriculum and Assessment Authority Overview of the Victorian Curriculum and Assessment Authority
The Authority is committed to providing leadership and expert assistance to schools to ensure a dynamic curriculum and assessment program offering quality choices for all Victorian students. Overview of the Victorian Curriculum and Assessment Authority
The Victorian Curriculum and Assessment Authority Act Governance 2000 was assented to on 5 December 2000, but it did The Board of Studies (the Board) ceased to exist on not come into operation until 1 March 2001. 28 February 2001. The Authority is the successor to the Board pursuant to the Victorian Curriculum and Governance of the Victorian Assessment Authority Act 2000. Under the Act all assets and liabilities vested in the former Board of Studies are Curriculum and Assessment now vested in the Authority. Authority Transition to the Victorian Curriculum and Assessment Establishment On 1 March 2001, the Authority was established to Authority replace the Board of Studies as a single, cross-sectoral curriculum and assessment provider. The Authority is The report of the Ministerial Review of Post Compulsory directly responsible to the Minister for Education. Education and Training Pathways in Victoria was released by the Minister for Post Compulsory Education, Training and Employment in August 2000. Objectives The review had been commissioned by the Minister to: The objectives of the Authority, set out in section 5 of examine the needs of young people who were the Act, are to: entering into, involved in, or exiting from post- develop high-quality courses and curriculum, and compulsory education and training in Victoria assessment products and services consider the provision of educational programs and develop courses normally undertaken in, or designed services for young people at the post-compulsory level to be undertaken in the school Years 11 and 12, make recommendations to the Government. including courses leading to the issue of the VCE The review arose from the Government’s specific policy that will prepare students for successful transition commitment to increase retention rates, broaden to employment, tertiary education, vocational pathways, improve employment outcomes and enhance education and training and further education seamlessness in the post-compulsory years across sectors provide linkages that will facilitate movement of school education, vocational education and training. between those courses and other courses. The report recommended that there should be a separation of the accreditation and certification functions for the VCE from the curriculum development and assessment functions. It was envisaged that this major change to the existing structure would allow the body responsible for curriculum and assessment to better contribute to dynamic educational pathways. The accreditation and certification functions of the Board of Studies are to be vested in a separate body. The report recommended that the Board of Studies be restructured to form a cross-sectoral curriculum and assessment authority. Its role would include the maintenance of the CSF II, the administering of the VCE assessments, and the conduct of statewide testing, as directed by Government. It would also support and facilitate cross-sectoral curriculum and resource development collaboration with other national and State authorities where appropriate, and curriculum development work commissioned by education and training authorities.
8 Victorian Curriculum and Assessment Authority Functions give advice or make recommendations to the Minister about any educational policy or strategy The functions of the Authority, set out in section 6 of relating to its objectives or functions the Act, are to: prepare and maintain records of student assessment develop policies, criteria and standards for and, on request, provide a copy of a student’s record curriculum, assessments and courses for school to the student or a person authorised by the student students, including courses leading to recognised to receive it qualifications make available to the general public information develop, evaluate and approve: collected by the Authority on results of schooling as – curriculum for courses normally undertaken in, or measured by assessments of student performance; and designed to be undertaken in the school Years 11 other statistical information relating to its functions and 12, which are accredited under the Victorian commission or conduct research on matters related to Qualifications Authority Act 2000 or which could its functions be accredited under that Act and assessment procedures for those courses provide professional development activities related to its functions – courses for students at other school years provide information services about its practices and oversee the delivery of, and conduct assessments functions for, the VCE and any other qualification available to a student in a school except a qualification in report on student performance to the Minister, vocational education and training or further the Secretary to the Department of Education, education that is a recognised qualification Employment and Training and other relevant bodies any other function conferred on or delegated to the develop and maintain the CSF II and other standards for measuring and reporting on student performance Authority under this or any other Act. The Authority may issue a qualification relating to any conduct assessments against the CSF II and other standards for measuring and reporting on student course undertaken by a school student in any year up to performance and including Year 10.
do any of the following by arrangement with other persons, bodies or agencies: – design, develop and evaluate a curriculum or course (whether leading to a recognised qualification or not) and an assessment or assessment method for the course or any other course (whether leading to a recognised qualification or not)
oversee the delivery of the course and conduct assessments of students undertaking the course
design, develop and evaluate curriculum and assessment products and services
monitor: – patterns of participation by school students in courses including VET in Schools courses – the quality of outcomes of courses including VET in Schools courses for school students
advise the VQA about patterns of participation and quality of outcomes relating to courses in schools normally undertaken in Years 11–12 including VET in Schools courses and the qualifications relating to those courses
ANNUAL REPORT 2000–01 9 Overview of the Victorian Curriculum and Assessment Authority
Powers Guiding principles Section 7 of the Act sets out the powers of the Authority. In carrying out its functions as set out in clause 6 of the For the purpose of performing its functions, the Act, the Authority is guided by the following principles:
Authority may: students should have access to a curriculum that enter into contracts, agreements or arrangements meets their individual needs and which challenges
charge fees (not exceeding any amount fixed for them to realise their full potential the purpose by an Order made by the Governor-in- students need to acquire a breadth and depth of skill Council and published in the Government Gazette) and knowledge that will prepare them for future for services provided by it learning, higher education and training, and future
publish and sell any information acquired by it work in a society characterised by rapid technological change and a highly competitive work environment apply for, obtain and hold, whether on its own behalf or jointly with another person, any the curriculum offered by schools should meet intellectual property rights community expectations, should be of the highest quality by Australian and international education enter into agreements or arrangements for the standards and should address the needs of the commercial exploitation of the rights referred to in student population the preceding paragraph, whether by assignment, licensing or otherwise students and their parents should be provided with detailed, valid and reliable information concerning do any other thing that is necessary or convenient individual achievement and progress. to be done for or in connection with or as incidental to the performance of its functions including any function delegated to it. Curriculum The Authority will work to assist Victorian schools to Mission statement improve the quality of curriculum programs so that the Government’s targets of successful completion of The mission of the Authority is to provide leadership schooling are able to be achieved. It will: and expert assistance to schools for the development of a curriculum that will meet the ongoing needs of develop policies, criteria and standards for students P–12. curriculum for students P–12 In order to fulfil its mission the Authority will: develop, evaluate and review curriculum for courses undertaken by students P–12 strengthen curriculum provision in Victorian schools by ensuring continuity and consistency of standards, review and revise individual VCE studies to ensure subject coverage and skill development P–12 that they remain at the highest internationally benchmarked standard enable all students to study a balanced, comprehensive and challenging curriculum that ensure that the structure, content and assessment takes account of the diversity of students’ needs, of the VCE meet the needs of Victorian students and encourages students to develop an appreciation of provide pathways into further education, training our society’s cultural heritage, and prepares them and employment for the future conduct professional development activities for
provide schools with a framework to ensure teachers to assist them in implementing the comprehensive and reliable assessment and reporting Authority’s curriculum programs at all levels of of student achievement. schooling assist the teaching profession to understand the standards embedded in curriculum programs and to develop the new effective teaching and learning strategies so that students are able to reach and exceed those standards
ensure that students, parents, the community and key stakeholders are kept fully informed on student achievement
10 Victorian Curriculum and Assessment Authority establish expert committees and working parties to ensure that the profession is fully participatory in the curriculum and assessment work of the Authority and that the Authority is appropriately informed by the expertise of teachers, academics, business, industry, trainers and other key community members in the development of policies, criteria and standards.
Authority membership
Professor Kwong Lee Dow
AM, Chair Professor Kwong Lee Dow is Deputy Vice-Chancellor at the University of Melbourne. In 1997 he was appointed Chair of the Board of Studies and the Committee to review the VCE. He is Chair of the Asia Education Foundation, a member of the Hong Kong Council for Academic Accreditation, and a member of the Australian Multicultural Foundation. He has been a member of the national Committee for Review of Higher Education, Finance and Planning. In 1984 he became a member of the Order of Australia for services to education, and in 1994 received the Sir James Darling Medal from the Australian College of Education.
Ms Susan Pascoe
BA, MEd, FACE, FACEA Ms Susan Pascoe is the Chief Executive Officer of the Authority. Prior to this appointment Ms Pascoe was the Coordinating Chairperson in the Catholic school system in Victoria with operational responsibility for services to schools. Ms Pascoe is a member of the Australian National Commission for UNESCO and led the Australian delegation to the World Education Forum in Senegal in May 2000. She has worked at Harvard University as a researcher and as a Visiting Scholar and has undertaken research on educational standards, implementing educational change and systemic reform for bodies such as the World Bank and the Australian Federal Government. Her key educational interests are in the areas of educational standards, school improvement, systemic reform and equitable outcomes of schooling.
ANNUAL REPORT 2000–01 11 Overview of the Victorian Curriculum and Assessment Authority
Professor Merran Evans Mr Leon Kildea
BA, MSc, PhD BEc, DipEd, Grad DipEd Professor Merran Evans is Mr Leon Kildea was a teacher currently Director of Planning for twenty-three years and and Academic Affairs at Monash is currently the principal of University. She has been a Wangaratta High School. His member of many university involvement in curriculum committees involved in development has included academic policy and curriculum development. Her membership of the Principals Group for the Revised VCE strategic planning experience includes overseeing Implementation, the CSF II Steering Committee, and a Monash University’s Learning and Teaching Operational Regional VET/VCE Consultative Committee. He has headed Plan and the development of the University’s Corporate the Curriculum Committee of the Victorian Association of Plan, Leading the Way: Monash 2020, and its Global State Secondary Principals as well as being secretary for Development Framework. Professor Evans is a member that association in his region. In this role he has been of the National Fulbright and the Australian Federation of responsible for writing policy statements and submissions University Women Scholarships selection committees, related to the Ministerial Review of Post Compulsory the Victorian Tertiary Admissions Centre Management Education and Training Pathways in Victoria, the revised Committee and the Council of Knowledge, Innovation, VCE and the development of the CSF II. Mr Kildea was Science and Engineering. responsible for the development of four units of the VCE Study in Outdoor Education and related support material.
Mr Stuart Hamilton Mr John Maddock AO, BA(Hons), BEc Mr Stuart Hamilton started Grad DipBus, Grad DipEd, as Secretary, Department of FAICD, FAITD, MASTD Education, Employment and Mr John Maddock is the Training on 26 February 2001. Chief Executive Officer of He was Executive Director of Box Hill Institute of TAFE. the Australian Vice-Chancellors’ His involvement in vocational Committee, the national representative organisation for education and training has Australia’s universities, from 1996 to 2001. Mr Hamilton included membership and chairing of committees at both joined the Australian Public Service in 1975 and worked state and national levels. Mr Maddock is a trustee on the in several departments including the Prime Minister Committee of Economic Development of Australia and a and Cabinet; Health, Housing and Community Services member of the Institute of Public Administration Australia, (Secretary 1988–93); and Environment, Sport and Victoria, the Australian Institute of Company Directors, the Territories (Secretary 1993–96). Mr Hamilton has held American Society of Training and Development, and the several board appointments including the International Australian Institute of Training and Development. He is also Association of Universities and the Australian a member of the Government’s ICT Task Force, and is an Qualifications Framework Advisory Board. A Rhodes executive member of the Post Compulsory International scholar, he studied at Oxford University from 1971 to 1974. Network for presidents and chief executive officers.
12 Victorian Curriculum and Assessment Authority Ms Jane O’Shannessy Mr Andrew Skourdoumbis
BEd (TEFL), Post Grad DipEd BAppSc, DipEd, BEdSt, MEd Ms Jane O’Shannessy is a Mr Andrew Skourdoumbis has teacher of English, Literature and had twelve years’ experience Drama at Santa Maria College, working as a Science and Northcote. She holds the position Mathematics teacher in the of English Coordinator and is western region of Melbourne. also currently acting Curriculum Mr Skourdoumbis has also Coordinator. Ms O’Shannessy’s extensive teaching lectured at the Victoria University of Technology in the area experience has spanned more than twenty years in of science and numeracy education. He is a member of the Catholic secondary education with wide leadership Ministerial Advisory Committee for the Victorian Institute experience in the areas of pastoral care, and subject of Teaching. and curriculum coordination.
Professor Robert Pargetter Mr John Sweetman
BSc, MA, PhD, DipEd AM, JP, FICD Professor Robert Pargetter is Mr John Sweetman is Industry Professor of Philosophy at Manager – Member Relations Monash University and Principal at the Victorian Employers’ of Haileybury College. He was Chamber of Commerce and formerly Deputy Vice-Chancellor Industry. He has been Chair of at Monash University and Dean the Tourism and Hospitality of Arts. He was Chair of the Management Committee of Industry Training Board of Victoria for twelve years, VTAC for four years. Vice-Chair of Tourism Training Australia (the industry’s National Industry Training Board) for eleven years, and was a member of the 1997 VCE Review Committee. In 1996 Mr Sweetman became a member of the Order of Australia for services to the tourism and hospitality industry, particularly for services to education and training. Professor Helen Praetz
BA, DipEd, MEd, PhD Professor Helen Praetz is Pro Vice-Chancellor (Access and Equity), Director of TAFE at RMIT, and Chair of the Victorian Qualifications Authority. Professor Praetz has more than twenty years’ experience in education. She was a senior manager in the Department of Education, Employment and Training; Dean, Faculty of Education and Training and Pro Vice-Chancellor (Higher Education) at RMIT. A professor of education, she has served on numerous boards and reviews dealing with post-compulsory education and training.
ANNUAL REPORT 2000–01 13 Overview of the Victorian Curriculum and Assessment Authority
Committees Ms Bronwyn Valente As required by the Act, an Executive Committee has BSc, DipEd, BEd been established consisting of the Chair, the Chief Ms Bronwyn Valente has been Executive Officer and three other members – Michael Principal of University High White, Director of Schools; Professor Robert Pargetter, School since 1997 and was Authority Member and one position to be filled. previously Principal of Debney The establishment and membership of an Assessment Park Secondary College from Committee, a Curriculum Committee and other 1990 to 1996. She has been a committees have been approved. Other committees may teacher of Mathematics and held various leadership roles be established subsequently with the approval of the in schools for the past twenty-five years. Recent interests Minister. All Authority members are members of both have included work for Girls in Education, Employment the Curriculum and Assessment committees. Equity for Women and the review of teacher training courses. Ms Valente is a current member of the Merit Protection Board. Assessment Committee In addition to Authority members, two coopted members – Professor Tim Brown and Mr Tony Mackay – have been approved by the Authority. The Assessment Committee provides advice to the Ms Lynette Watts Authority on the design and implementation of the Authority’s assessment programs for P–10 and the VCE. MEd, DipEd, FAPC This includes all aspects of assessment associated with Ms Lynette Watts is the Principal the VCE and the AIM. It meets monthly and reports to of Springvale South Primary the Authority after each meeting. School. She is the Director of the Southern Professional Development Centre and the Curriculum Committee Director of Springvale/ In addition to Authority members, an additional Dandenong ‘Designer’ Professional Development program. coopted member, Mr Tony Mackay has been approved She has been nominated for the Telstra Business Woman by the Minister on the Authority’s recommendation. It of the Year Award, is an Executive Member of the is anticipated that a small number of additional coopted Springvale Primary Principals’ Association and has been members will be appointed in the coming year. a mentor of the Eleanor Davis School Leadership program. Ms Watts has a background in school support services The Curriculum Committee makes recommendations and an intense interest in teacher professional to the Authority on matters relating to: development in the areas of educational leadership and developing policies, standards and criteria for curriculum development. She is currently involved in the curriculum for students P–12 exploration of alternative school structures designed to developing, evaluating and approving curriculum for meet the needs of students in the middle years. courses for students in these years. It receives reports from various Authority working parties, reference groups and projects, and it provides direction for the work of these groups. It meets monthly and reports to the Authority after each meeting. A Vocational Education Reference Group, chaired by Mr Tony Mackay, provides advice to the Authority through the Curriculum Committee on a broad range of issues related to vocational education including, but not linked to, VCE VET programs.
14 Victorian Curriculum and Assessment Authority VCE Review committees Senior officers The Authority commissions expert VCE Review committees to review and evaluate VCE studies and to General Manager, VCE prepare proposals for new and revised studies for the Mr Brian Foster is responsible for the management, approval of the Authority. These committees include implementation and delivery of the VCE and associated practising VCE teachers from each sector, academic and programs. curriculum experts, and business and training sector representatives. In accordance with the accreditation Assistant General Manager, Assessment periods of VCE studies, the Authority established Review Ms Elaine Wenn is responsible for the operations committees for four VCE studies in 2001 – Accounting, of the Assessment Branch and the development, Health and Human Development, Information implementation and monitoring of the Authority’s Technology, and Visual Communication and Design. The assessment policies and procedures. Ms Wenn manages list of review committee members appears in Appendix 3. the assessment and reporting arrangements for the VCE and the AIM, coordinates research projects and leads a Audit Committee number of project teams. The Authority’s Audit Committee comprises Ms Susan Assistant General Manager, Curriculum Pascoe, Chief Executive Officer of the Authority; Mr John Firth is responsible for the operations of the Professor Robert Pargetter, Authority member and Chair; Curriculum Branch, leadership of project teams and Mr Stuart Alford, Partner, Ernst & Young; a Department coordination of Key Learning Area committees and VCE of Education, Employment and Training representative; Review committees. These committees provide advice and and Ms Jennifer Jones, Acting Manager, Resources and recommendations to the Authority on the development Administration of the Authority. and implementation of the VCE, and development, The Audit Committee is an integral part of the implementation and monitoring of the CSF II. Authority’s corporate governance. The prime functions Mr Firth manages the development of policies and of the Committee are to ensure that internal control procedures for Vocational Education and Training (VET) structures and processes are appropriate for the in the VCE. He is a member of the National Working Authority’s activities and that risk management Group on VET Recognition established by the Australian strategies are adequate and appropriate. The Committee National Training Authority and a member of the is currently in the process of developing a charter for Australian Quality Training Framework Reference Group. adoption by the Authority. The Risk Register was reviewed and updated during the VCAA staff establishment course of the reporting period. Since established, the Authority has operated with Internal audit is also an important corporate governance an establishment of 121.7 equivalent full-time (EFT) function. These services were previously provided to the positions. For filled positions, the gender distribution Board of Studies by the Audit and Review Division of the was 63 per cent female and 37 per cent male. This Department of Education, Employment and Training compared with an establishment of 116.9 EFT under the and the Authority has continued these arrangements. Board, and a gender distribution of 62 per cent female and 38 per cent male.
Senior Authority officers (from left): John Firth, Brian Foster and Elaine Wenn
ANNUAL REPORT 2000–01 15 AnnualOverview Report of the Victorian Curriculum and Assessment Authority
Organisation chart
Minister for Education The Hon. Mary Delahunty, MP
Chair Department of Education, Professor Kwong Lee Dow Employment and Training and the Authority
Chief Executive Officer Ms Susan Pasoe
General Manager VCE Mr Brian Foster
Manager Information Technology Mr David Fenton
Assistant General Manager Assistant General Manager Manager Manager Curriculum Assessment Resources and Administration Corporate Governance Mr John Firth Ms Elaine Wenn Mr Kevin Irons Ms Terri Hopkins
16 Victorian Curriculum and Assessment Authority Review of operations
Individual VCE studies continue to be reviewed and revised to ensure that they remain at the highest internationally benchmarked standard and that the content and assessment of the VCE meet the needs of Victorian students. Review of operations
Strategic Plan Key strategic objective 2 Enhance the utility and status of the CSF II by: The Authority adopted the Board of Studies’ Strategic Plan for the period 1 March – 30 June 2001. The developing curriculum and effective support materials Authority’s Strategic Plan will commence with the to assist schools to implement the CSF II. beginning of the financial year on 1 July 2001. In consultation with the Minister for Education, tasks Key strategic objective 3 and priorities are determined for each triennium. Enhance the utility and status of the VCE by: Progress and amendments to priorities are reported implementing the VCE Review annually to the Minister. The review of operations and outlook sets out the achievements and activities promoting and preparing for the implementation of 2000–01 in accordance with the objectives of the of the revised VCE. Act and the mission of the Authority. Key strategic and priority objectives were determined Key strategic objective 4 for 2000–01 as follows. Enhance the contribution of assessment and reporting Key strategic objectives to improve teaching and student learning by: developing and implementing improved P–12 data The Authority will: analysis and reporting systems
conduct in an efficient and effective manner the providing to parents, schools and school education annual VCE and P–10 assessment programs sectors information and data analysis on student
enhance the utility and status of the CSF II outcomes as measured by the AIM and the VCE.
enhance the utility and status of the VCE enhance the contribution of assessment and Key strategic objective 5 reporting to improve teaching and student learning Build school and community commitment to high- build school and community commitment to quality curriculum and assessment by:
high-quality curriculum and assessment communicating effectively to schools, parents and promote national and international recognition of the community on student achievement and the Authority’s capabilities Authority initiatives.
enhance organisational management and promote improvement. Key strategic objective 6 Promote national and international recognition of the Priority objectives Authority’s capabilities by:
The following priority objectives arise from the key providing leadership in national and international strategic objectives. debate on curriculum and assessment
increasing the use by international agencies of Key strategic objective 1 Authority curriculum and assessment programs, expertise and services. Conduct in an efficient and effective manner the annual VCE and P–10 assessment programs by: delivering the VCE on time, accurately and within Key strategic objective 7 budget Enhance organisational management and promote delivering the AIM on time, accurately and within improvement by: budget. providing efficient and effective management of the Authority’s resources
striving for continuous improvement across all functions.
18 Victorian Curriculum and Assessment Authority An Implementation Resource kit was developed and Victorian Certificate of distributed to all schools in April to further support the Education VCE studies being implemented for the first time in 2001. The VCE covers a broad range of subjects across the curriculum with over 120 options available at Year 12 Outlook level including more than forty languages other than The Authority is now engaged in a major review of the English (LOTE) and twenty-five VCE VET subjects. policies, criteria and standards to be applied to the Implementation of revised VCE studies continues over development, review and approval of senior secondary 2001. VET programs are fully integrated and provide studies. The powers of the Authority outlined in the Act, students with credit both within the VCE and nationally together with the establishment of the other statutory through training credentials issued within the authorities and the restructure of the Department of Australian Qualifications Framework. Education, Employment and Training (under the DEET From 1 March to 30 June 2001, the Authority undertook Enhancement project), mean that the VCE will be substantial work to support the successful operative in a substantially new policy environment. implementation of VCE studies in three main areas: The Authority is actively engaged in discussion across the portfolio on monitoring of student outcomes in supporting schools to implement two rounds of determining how high-quality, integrated research will revised VCE studies, especially those implemented inform the review and improvement of VCE studies. in 2001 The Authority is developing its principles and procedures conducting a number of focused projects with to ensure that all senior secondary curriculum provides particular reference to the actual and potential use the basis for the achievement of the Government’s goals of ICT across the curriculum and targets. It is also actively reviewing the ways in expanding the provision of scored assessment in VCE which it can support schools to improve curriculum VET studies. and program provision in the crucial Years 8–10 so that Details of VET in the VCE area are described in the students are better prepared to undertake programs of following section. senior secondary education and training. In accordance with the accreditation periods agreed The Authority remains committed to active support of to, reviews of the following VCE studies commenced – teachers as they implement revised VCE studies, and to Accounting, Health and Human Development, monitoring implementation in a comprehensive manner. Information Technology, and Visual Communication Ongoing professional development is being provided. and Design. The Authority is working with school and sector representatives to broaden its professional development program to foster wide discussion on the nature and Key achievements purpose of senior secondary curriculum and assessment. Six new studies – Philosophy, English Language, Foundation English, Environmental Science, Food Technology, and Contemporary Australian Society – VCE participation 2001 were implemented for Victorian students in 2001. There were 137,431 students enrolled in the VCE in Studies in the Performing Arts, Technology, Religion March 2001. These included students in Year 10 and Texts, Outdoor and Environmental Education (or earlier) undertaking an initial VCE study. About and fifteen LOTEs were substantially revised and 52 per cent of all students are females. A total of 512 implemented in 2001. secondary schools offer the VCE (88 Catholic, 313 In March 2001, the Authority conducted forty-five government, and 111 independent) along with thirty statewide workshops to support the implementation of adult providers (TAFE institutes and community learning new VCE studies. These workshops were attended by centres) and sixty-nine single-language providers. over 1000 teachers. In addition, a comprehensive round of workshops for LOTEs was conducted. Extensive training sessions were provided to registered training organisation assessors to support the expanded provision of scored assessment in eight VCE VET studies.
ANNUAL REPORT 2000–01 19 Review of operations
English (including ESL) enrolments, 1992–2001
Level 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 Unit 1 61,530 57,657 56,401 54,971 54,813 55,579 56,888 56,391 57,032 58,654 Unit 3 55,114 51,582 48,614 47,459 47,347 47,266 47,450 48,170 48,133 49,548
Enrolments 2001 VCE authentication 2000–01 Since English is a compulsory subject, the number of This is reported on in the Board of Studies annual students studying English is used as an estimate of report, 2000–01. participation in the VCE. The number of students of English (Units 1 and 3, including ESL) fluctuated in the VCE examinations period 1992–2001, with a steady increase in Unit 1 since 1996 and Unit 3 since 1997. snapshot 2001 In 2001, there were six written examinations and the VCE school assessment General Achievement Test (GAT) completed by 76,549 students in the June period. The examinations were 2000–01 conducted in 576 examination venues throughout This was carried out during 2000 and is reported on in Victoria, twenty-two interstate venues and sixty the Board of Studies annual report, 2000–01. overseas venues. These examinations were marked by 515 assessors.
VCE examinations data
Number of examination centres, June 2001 576 Number of students who sat for their examinations interstate, June 2001 22 Number of students who sat for their examinations overseas, June 2001 568 (including 506 in South Africa and ten in Indonesia) End-of-year examinations starting date Tuesday 23 October (LOTE) Friday 2 November (English) 23 October (NAFLaSSL) End-of year examinations finishing date Friday 23 November Number of special arrangements for examinations, June 2001 918
20 Victorian Curriculum and Assessment Authority VCE Season of Excellence 2001 The VCE Season of Excellence 2001, managed by the Authority, presented a representative sample of exemplary work by VCE students undertaking Art, Dance, Dance Styles, Drama, Materials and Technology, Media, Music: Group and Solo Performance, Systems and Technology, Technological Design and Development, Theatre Studies, and Visual Communication and Design. The Season was launched at the opening of Top Designs at the Melbourne Museum by the Minister for Education, The Hon. Mary Delahunty, on 7 March. The Season comprised nine concerts, two major exhibitions and screenings of short films held over a four-month Season of Excellence team (from left): Suyin Lam, Carole Lander period, finishing on 15 July with the closure of Top Arts and Merren Ricketson with artwork on loan to the VCAA at the National Gallery of Victoria on Russell.
Key achievements In 2001, an increased emphasis on using Season events The VCE Season of Excellence provides a dynamic as professional development opportunities for teachers opportunity for the Authority to communicate and students led to the initiation of a number of exemplary student achievement through a world-class associated education programs. Several performing visual and performing arts curriculum to schools, arts workshops were presented with Top Acts at the parents and the community. The increasing Melbourne Concert Hall. During the first five weeks of involvement of the Authority’s Chief Assessors, State Top Designs, an extensive education program offered Reviewers and senior staff on the selection panels students introductory talks and focus sessions in each guarantees the high standard of performances and visual study represented in the exhibition. State and Assistant material exhibited. Reviewers, who provided a valuable framework for Promotion of events to schools and the general public viewing the exhibition and insights into the assessment was extensive. Branding identification of the Season was criteria, presented the program. achieved through the use of strong design elements, School and community commitment to high-quality linking all Season events. curriculum and assessment was enhanced through the The Season list of events was outlined on the Authority’s VCE Season of Excellence 2001 events. The students website and the website address appeared on Season participating in the Season formed a cross-section of the promotional material. Season updates appeared most innovative, creative and technically proficient regularly in the VCE Bulletin and the Education Times. students in Victoria, with thousands of current VCE and Liaison with the Department of Education, Employment younger students, teachers, parents, school communities and Training’s Media Unit provided extensive and and the general public attending the events. ongoing media coverage of Season events and launches in the daily, metropolitan and regional press as well as in the electronic media. For the first time an online component was incorporated into Top Designs. Design plans were scanned and loaded on to the Swinburne Secondary College website. This provided access to the plans for regional and distant students unable to visit the exhibition. Visitors to the exhibition could access the plans within the gallery space through two PCs.
ANNUAL REPORT 2000–01 21 Review of operations
Top Designs Top Acts The exhibition officially launched the Season at the This event was held on 29 April at the Melbourne newly opened Melbourne Museum on 7 March. The Concert Hall. Mary Gillette, MP, launched the event. Minister for Education, the Hon. Mary Delahunty, Top Acts showcased twenty-one performances by officiated, welcoming over 500 guests. Sandringham Dance, Dance Styles, Drama, Theatre Studies, and Music Secondary College’s Hospitality students catered for students selected from the Top Class events. An eight- the event. Works exhibited included furniture, page, full-colour program with images of each performer textiles, metalwork, electronic projects, hampers, was produced. A total of 1580 guests attended this visual and communication products and CD-ROMs, all event, a 5 per cent increase on last year. The workshops accompanied by folios, short films, photography and held during the day in conjunction with Top Acts were print layouts. A twenty-four-page full-colour catalogue attended by 133 students. was produced, illustrating forty of the ninety-six works. Of the 4605 students booked in to visit the exhibition (an increase of 15 per cent on last year), 810 participated Top Arts in introductory talks and 799 participated in focus This exhibition is managed by the Education and Public sessions. A total of 103,397 people visited the Museum Programs Department at the National Gallery of Victoria between 8 March and 29 April. Most of these visitors as part of the Season. The Authority is a partner to the would have viewed Top Designs. exhibition, providing financial and in-kind sponsorship and administrative assistance. Top Arts was opened by Professor Kwong Lee Dow on 22 May. Over 400 guests Top Class were in attendance. The exhibition showed work by Two performance events incorporating eight concerts VCE Art and Studio Arts students, including painting, were held at the ABC Iwaki Auditorium, Southbank, on photography, textiles, ceramics, printmaking, and video. the 17 and 24 March. Studies represented were Dance, An extensive program of associated education and Dance Styles, Drama, Theatre Studies, and Music: Solo public events was presented in conjunction with the and Group Performance. An eight-page colour program exhibition. A thirty-two-page, full-colour catalogue was was produced. The attendance figures were 2120. This produced illustrating each of the forty-eight works. Over attendance was 5 per cent higher than last year, with 50,000 people visited the National Gallery during the the attendance at the Dance concert indicating a exhibition period, the majority of whom would have significant increase. Holding the concerts in March viewed the exhibition. proved to be a more suitable time for students and A selection of works will be sent to the Geelong Art teachers. Gallery where they will be exhibited from 3 August to 16 September. Top Screen Greater synergies were created between Season events with a number of performers from Top Acts This event presented four screenings of short films on participating in events run in conjunction with Top the 27 and 29 March at Cinemedia at Treasury Theatre. Arts, including the Gala Dinner, a sponsorship evening Short fiction, animation, music clips and documentaries and the Family Day. by seventeen students were shown. Susan Pascoe and ATOM Education Officer, John Long, jointly launched the screenings. An A3 double-sided program was Evaluation distributed. Both evening sessions included a panel The success of the Season was reflected in the very discussion following the screenings. Chaired by John positive feedback received from participants, schools, Long, the panel comprised the State Reviewer and students, stakeholders, sponsors, Authority management Assistant State Reviewer for media and a number of and staff. The education programs run in conjunction Top Screen exhibitors. The attendance for the four with Top Acts and Top Designs were valued, particularly screenings numbered 980, almost a 100 per cent by regional students and staff where access to these increase on the previous year. programs is rare. Feedback meetings with Chief Assessors, State and Assistant Reviewers and Season contract staff provided valuable input for future developments.
22 Victorian Curriculum and Assessment Authority Outlook New initiatives in programming and promotion will be undertaken in 2002. This will include scheduling morning sessions for Top Screen in response to teacher requirements and an overlapping of the dates for Top Arts and Top Designs to better suit schools’ limited excursion allotments. A larger space to accommodate the Top Designs exhibition at the Melbourne Museum is being sought and the exhibition will be extended from five to eight weeks. The associated education programs will be further developed as will the online initiative to include folios and developmental work from other Study Designs. Moving Top Acts to a weekday is being investigated as it is envisaged that this would increase audience numbers, particularly from the schools sector. The high quality of design and printing of promotional material, programs and catalogues will be maintained for the 2002 Season.
VET in the VCE A feature of transition from the Board of Studies to the new Authority has been the establishment of a Vocational Education Reference Group. New terms of reference and membership are intended to ensure that new agencies and authorities are consulted. The Group is an important forum for the development of policy and standards thinking for VET in the VCE, and issues of improving participation and outcomes for students in the post-compulsory years.
Key achievements Program review As part of the ongoing work in the area of VCE VET, programs continue to be updated or replaced as national training packages are endorsed or reviewed for currency. The following programs were modified or redeveloped:
Certificates II and III in Automotive, part-time apprenticeships
Certificate IV in Food Technology
Certificate II in Business (Office Administration), part-time apprenticeships
Certificate II in Hospitality (Operations), part-time apprenticeships
Certificate I in Retail Operations, access to recognition of one VCE unit at 1–2 level.
ANNUAL REPORT 2000–01 23 Review of operations
Program development Regular participation of Authority staff in Workplace Learning Coordinator forums, subject association Development of two new part-time apprenticeship events, career education forums and industry-sponsored programs was completed in: professional development events took place. Food Processing (Retail Baking) Authority staff have developed and maintained a close Food Processing (four sectors). collaboration with the Office of Employment, Training and Tertiary Education, the Office of School Education Scored assessment and Catholic and independent sector authorities, as well Study scores for eight VCE VET programs were as industry training bodies. implemented: Arts (Interactive Multimedia), Business (Office Administration), Community Services, Dance, Electronics, Furnishing, Hospitality (Operations), and Contribution to national and Information Technology. international forums Eight detailed Assessment Guides were developed, The Authority contributed to national forums on providing information for assessors in schools and vocational education through engagement with the registered training organisations on the implementation Australian National Training Authority. Authority of scored assessment, including tools and detailed staff participated in forums on the development and procedures. Development commenced for examinations implementation of national training packages, and for eight programs, supported by considerable contributed to the development of a new assessment involvement of both industry training bodies and expert model. The Authority was also proactive in the practitioners. Exemplary materials showing possible provision of information to international visitors. coursework task designs were developed for Hospitality and Business. Arrangements for recognition and use of study scores continued to be developed in collaboration Outlook with VTAC. Future challenges include:
reviewing current achievements and identification of Professional development and possible new directions educational leadership building on the successes of current VCE VET programs and increasing the number of students Authority staff were involved in information undertaking them dissemination and professional development activities for VCE VET programs and wider vocational education stimulating the growth in part-time apprenticeships issues. Briefings on VCE VET programs and changes further enhancing the status of VCE VET programs to be implemented in 2001 were delivered to VCE and removing barriers to engagement by students coordinators, VET coordinators and teachers in all further developing connections between the VCE and regions. Workshops on scored assessment for assessors other pathways in registered training organisations were delivered in further developing arrangements for scored each region and continue to be available on request. assessment and extending this option to a wider These workshops were well received and attracted range of VCE VET studies in 2002 substantial participation from private providers, TAFE institute staff and schools. greater recognition of vocational learning through programs developed for the pre-VCE or preparatory Authority staff participated in professional development years and through assessment of achievements sessions for teachers. High-quality support materials against key competencies were developed for supporting the implementation of training packages. continuing involvement in national forums on assessment and program development
developing proposals for VCE VET programs in areas of skills shortage.
24 Victorian Curriculum and Assessment Authority Work on the second phase of the annotated work Curriculum and Standards samples project continued. This project will culminate in the publication of comprehensive tasks that aim to Framework support teachers in assessing student performance. The CSF II describes what students should know and Associated annotated student work samples that be able to do in the eight Key Learning Areas at regular exemplify the standards in The Arts (Music), Health and intervals from P–10. It provides sufficient detail for Physical Education, Studies of Society and Environment schools and the community to be clear about the major and Technology will also be published. Tasks designed elements of the curriculum and the standards expected to assess learning outcomes and indicators in selected of successful learners. CSF II strands and levels were written. Following The CSF II project team develops curriculum and consultation with teachers, these were trialed in primary effective assessment resources to enhance the utility and secondary schools throughout Term 2 and student and status of the CSF II and assists schools with work samples collected. implementation. Development and editing of sample units that are consistent with the CSF II to support schools in developing integrated approaches to the delivery Key achievements of vocational learning programs in Years 9 and 10 During the period March–June 2001, the CSF II project continued. This was informed by consultation with team continued the major projects initiated by the teachers. Design concepts for the electronic publication Board of Studies in developing P–10 curriculum and were finalised. This resource will include a focus on key assessment support materials. competencies and provide schools with strategies for Supplementary materials for Greek, Vietnamese and reporting on generic competencies. Italian were published. They provide language-specific Development of materials in ICT aiming to define the outcomes and indicator examples to supplement the standards associated with the learning outcomes in the generic framework for the LOTE CSF II. These augment Technology Information strand continued. The project the LOTE materials in Chinese, Indonesian, German has two components: the development of a set of data and Japanese previously published by the Board of tables that identify appropriate software functions for Studies. A draft CSF II LOTE Compendium publication each CSF II level for the major software tools used in containing selected CSF II levels for Korean, Chinese schools; and sample units that focus on the effective (first language), Auslan, Latin and Arabic was edited use of ICT in each of the Key Learning Areas. and taken to the design stage. Editing and design work for sample programs for Quality assurance, editing and design work continued Mathematics at Years 3 and 4 was undertaken. These for annotated student work samples that exemplify the translate the CSF II into a suggested teaching program standards in selected CSF II strands and levels in English, across the two year levels, with a range of assessment Mathematics and LOTE (French, Indonesian and formats built into the programs. The print publication Chinese). Production of the final print and electronic will complement sample programs for Mathematics publications for English and Mathematics commenced. published previously by the Board. Additional collection of work samples in Science from A draft teacher resource for the Reasoning and Strategies primary and secondary school students was undertaken strand of Mathematics, which was introduced in the and student responses that best encapsulate the intent CSF II, was developed. The resource will include an of the CSF II were selected and annotated. overview of the strand, implementation advice for teachers, sample student activities at each CSF II level, and links between content and learning outcomes from the Reasoning and Strategies strand to the other strands in Mathematics.
ANNUAL REPORT 2000–01 25 Review of operations
Planning commenced for the development of exemplary programs for students in Years 8, 9 and 10 at risk of not Classroom assessment continuing in schooling. Draft program frameworks The classroom assessment component of the AIM is focusing on literacy and numeracy were written. The designed to complement existing classroom assessment project aims to produce material that will enable schools practices of teachers in order to improve the reliability to better prepare these students for post-compulsory of student assessment. studies and to improve their prospects for successful The AIM seeks to improve the diagnostic skills of post-school transition. teachers and the accuracy of classroom assessment through more professional development training and the development of better assessment materials such as Outlook annotated student work samples. Resources developed in the first part of 2001 will be published progressively. These include print publications of the LOTE Compendium, Mathematics sample Statewide testing programs for Years 3 and 4 and a Mathematics resource Statewide testing provides an indicator of student ability focusing on the Reasoning and Strategies strand. Sample in numeracy and literacy, and measures achievement units in Vocational Learning and ICT will be produced against the CSF II and national benchmarks. electronically. The English, Mathematics, Science and LOTE annotated work samples resources are currently in production Key achievements and will be published in print and electronic form Internationally, AIM tests for Years 3 and 5 involving progressively during 2001. Student work samples in sixty-eight students were completed by the Saudi The Arts (Music), Health and Physical Education, Studies Arabian International School (SAIS) in April 2001. of Society and Environment, and Technology will be selected and annotated in the second part of 2001 and published in print and electronically early in 2002. The Outlook dissemination of these resources will be supported by a The Authority will deliver AIM tests at Years 3 and 5 on professional development strategy. August 7 and 8, 2001. In 2001 for the first time, a Year 7 testing program in English and Mathematics will be delivered to Victorian schools in August 2001. The Year 7 testing program is a Achievement Improvement voluntary program and will provide information for Monitor national benchmarking purposes. In 2001, a pen-and-paper test will be conducted at 306 In the period March to June 2001 the work of the Victorian schools or sites on August 21 and 22. A Authority included the continued development of the computer-adaptive test will be conducted at eighty AIM program, in line with the Government’s policy on Victorian schools during August. A comparative study assessment and reporting for Victorian schools. of results using both methods will also be conducted. The AIM is an integrated set of assessment and Results will inform future developments in statewide monitoring programs. The central focus in planning tests at Year 7 level. and development of these programs is the student. All aspects of the system contribute to the effective monitoring and support of each student’s progress at all stages of schooling. The information AIM produces will be useful to the people most concerned with the student’s achievements. This information can also be an important source of feedback and guidance for students themselves.
26 Victorian Curriculum and Assessment Authority Focus on people
The Authority is actively committed to ensuring all Victorian students are supported by providing quality programs and assisting teachers to implement high-quality assessment and reporting procedures. The Authority provides ongoing feedback to students, parents, the community and key stakeholders on student achievement. Focus on people
Curriculum Branch Assessment Branch From 1 March to 30 June 2001, the Curriculum Branch The Assessment Branch is responsible for the undertook the following substantial work in three assessment, certification and reporting of students’ new areas to support the successful implementation educational achievements. The Branch comprises six of VCE studies: units: School Assessment Unit, Examinations Unit,
developing and delivering comprehensive Student Records and Results Unit, Research and professional development activities and Evaluation Unit, P–10 Unit and Production Unit. curriculum and assessment support material
monitoring the experience of schools as they School Assessment Unit implement VCE studies The School Assessment Unit provides support for teachers expanding the provision of scored assessment in VCE in all aspects of assessment undertaken by schools and VET studies. monitors the quality of these assessments. The staff Key Learning Area managers convened VCE Review provide advice on the assessment of student work and committees for the following studies: Accounting, the maintenance of partnerships, manage the review of Health and Human Development, Information assessments of CATs and School-assessed Tasks, manage Technology, and Visual Communication and Design. the audit of School-assessed Coursework, administer the The reviews are comprehensive exercises involving formation of school partnerships, and provide feedback national and international benchmarking, analysis of to schools on the outcome of reviews and audits. data on enrolments, participation and outcomes, and extensive consultation with all key stakeholders. Examinations Unit Curriculum Branch staff are involved every year in the The Examinations Unit coordinates the development extensive quality-control procedures required for VCE and assessment of all VCE examinations over two sites assessment. Every external examination is vetted to at East Melbourne and Camberwell. The Unit prepares ensure that the questions are consistent with the course and assesses a variety of examinations for VCE studies requirements. These processes apply to all studies at including a growing number of VCE VET studies. In Units 3 and 4 level, including forty-seven LOTE studies addition to written examinations the Unit prepares and eight VCE VET studies. performance examinations in the Arts and in LOTE Key Learning Area managers work across P–12. Small studies. These examinations are held each year in June, teams focusing respectively on the CSF II (P–10), VCE October and November. and VCE VET complement their work. The Examinations Unit aims to effectively and efficiently deliver the VCE examination program and P–10 Unit provide schools and students with accurate assessments. The current major work is in the development of VCE VET team members (from left): Margaret Mackenzie, annotated work samples in each Key Learning Area. Alma Ryrie Jones and Cheryl Wilkinson This material is designed to support teachers in understanding the learning outcomes of the CSF II The ongoing development of VCE VET programs provides pathways into further education training and employment and improve consistency in assessment and reporting. Projects in vocational learning in Years 9 and 10, application of ICT across the curriculum, and development of approaches to assessing and reporting of key competencies are in progress.
28 Victorian Curriculum and Assessment Authority Some of the VCE team (from left): Emma White, Julie Coleman, Robyn Timmins and Merry Young reviewing current VCE projects
Student Records and Results Unit Following the establishment of the Authority, the Certification Unit was renamed the Student Records and Results Unit. Its current functions and responsibilities remain unchanged until March 2002 under delegation from the Victorian Qualifications Authority. 1,203,200 enrolment records for 137,431 students were sent to the Authority in February by 512 schools. This was the last time that schools sent electronic files. From 13 March schools had access to VASS21 which is a web- based system connecting directly to the central VCE database. From this date until the second enrolment date on 30 April, schools amended 82,977 enrolments. The initial school assessments for Studio Arts were entered via VASS21 by 19 June. Indicative grades for the June examinations of Accounting, Biology, Chemistry, Environmental Science, Physics and Psychology were also entered via VASS21. 2150 students holding student visas are enrolled in the VCE and have been invoiced for $649,510 as full fee- paying overseas students. Payments of $528,679 have been received as at 27 June. 684 past VCE students have requested replacement statements and/or certificates that may now be ordered and paid for online. As new VCE VET programs are recognised by the Authority, the new qualifications are made available on VASS21 so that schools may enrol students. 23,469 VCE students are participating in VCE VET programs in 2001.
Ann Semple, Wendy James and Lynn Redley from the CSF II team The development of annotated work samples was the focus of the team at the commencement of 2001
ANNUAL REPORT 2000–01 29 Focus on people
Members of the VCE Project Team (from left): Claire Robinson-Pope, P–10 Unit staff members (from left): Tamara De Silva, George Davidson, Elaine Wenn, Judith Firkin, Frank Lepore and Michael Karaskewycz, Karyn Docking, Judy Dohrmann, David Fenton engage in weekly meetings to maintain continuous Bill Norris and Sonia Soltys dialogue on current VCE projects
Research and Evaluation Unit P–10 Unit The Research and Evaluation Unit contributes to The P–10 Unit manages the statewide testing the delivery of the VCE by providing research and component of the AIM program. This involves information services to internal units of the Authority, assessment and reporting for Victorian primary schools including data extraction from administrative systems; and for the compulsory years of secondary school. research into best practice in administration of The Unit provides advice and support to schools on assessment programs; and giving advice and assistance assessment, reporting and the use of assessment data to in evaluation and monitoring of implementation improve the learning outcomes of Victorian schools. strategies. It also implements statistical procedures essential to the VCE assessment process (for example identification of School-assessed Task grades for review Production Unit using the GAT), and conducts statistical moderation of The Production Unit provides publishing and School-assessed Coursework and analysis of multiple- production services across program areas within the choice examination items. Authority. This includes editorial and design functions, desktop publishing and art preparation, printing and distribution and corporate website services. It provides Outcomes an advisory service on publishing and oversees the The Unit provides advice and information to the coordination and quality control of services provided by Authority to assist with policy development on the external suppliers to ensure the thorough dissemination delivery of compulsory years assessment. of Authority publications both online and in print. It contributes to improved teaching and learning in the compulsory and post-compulsory years by the provision of information to parents, teachers, schools and school Key achievements education sectors about student and VCE outcomes as Key projects have been: well as that used to prepare VCE achievement indices, the publishing and distribution of the Revised VCE and about school curriculum provision in the VCE. Studies 2001 Implementation Resource kit Information is also provided to academic institutions, the design and implementation of a corporate staff and students about student participation and identity program for the Authority and application outcomes in the VCE for educational research, and to across a range of new Authority products and government organisations about curriculum and publications outcomes for accountability and reporting. Commercial development of the design for the AIM online businesses involved in selling products and services to website interface and guidelines schools are able to obtain specified information on a cost-recovery basis.
30 Victorian Curriculum and Assessment Authority Key achievements The Authority is required to conduct, in an efficient and effective manner, the annual VCE assessment programs, and to deliver the VCE on time, accurately and within budget. The following projects were major contributors to these objectives:
implementation of the VASS21 system in 603 VCE provider schools, including one school in Indonesia, so that multiple school users can now securely and directly access the Authority assessment database via PCs located anywhere in the world
Members of the IT team (from left): the elimination or significant reduction of file server David Fenton, George Davidson and Frank Lepore and application support costs in schools
delivery of the VASS21 Administrators Professional Development program to 1099 users in 603 schools in metropolitan and country locations. The Branch also contributed to the efficiency of the the inception of the new online facility for Authority’s organisational and resource management by Replacement of Results, incorporating the processing upgrading the radio network link capacity between the of requests and the payment for services conducted Camberwell site and 2 Treasury Place to enable fast via a form application on the website access to the Authority computer systems by staff a broad review of the corporate website content to located at the Camberwell Assessment Centre. reflect the identity and role of the new Authority. Future key directions of the Unit will be to continue to improve the delivery of information via the Internet Outlook and develop initiatives in new technology services. In continuing to underpin the efficient delivery of the One of these intended initiatives will be processing VCE and improvement in the Authority’s administrative applications, registering and payment of assessors structure, the Branch will provide for higher office online for the VCE examinations program. applications data security and data storage capacity by upgrading the PC file server to Windows 2000. It will also provide the APS/VASS21 applications with greater data storage capacity and the ability to service more Information Technology concurrent school users by replacing the database servers at the end of the lease agreement with more Branch powerful computers. The Information Technology Branch provides:
computer systems development central computer facilities management Finance and Administrative central technical infrastructure support
end-user applications support Services Branch
professional development. The Finance and Administrative Services Branch provides a range of financial, administrative and human These services were used for the VCE Assessment resources support services that contribute to the Processing System (APS) and various office applications efficient and effective delivery of services provided used within the Authority, and the VCE Administrative to students and the general community. Software System (VASS21) used in schools.
ANNUAL REPORT 2000–01 31 Focus on people
Authority publications sold and despatched by Public accountability and Information Victoria had same-day turnaround on compliance the day of order. Under the accrual output-based appropriation, budgeting, performance monitoring and reporting model Human resources management introduced by the Government through the 1998–99 Budget, the accountability loop for departments and government agencies commences with the publication VPS staffing guidelines of budget portfolio financial statements in the annual The guidelines were issued by the Department of Budget Paper No. 3 and ends with the publication of Education, Employment and Training in March 2001. actual results in the respective annual reports. They are used by managers and staff to support effective The Authority, in conjunction with the Department human resource practices. of Education, Employment and Training, reports its Policies set out in the guidelines provide for: performance against outputs on a quarterly basis and establishment and maintenance of a workforce plan its financial aggregates on a monthly basis to the that provides sufficient flexibility to meet changing Department of Treasury and Finance. work demands
alignment of the staffing profile to the work priorities Best practice of the work unit Managers and officers in the branch are very much application of the principles of merit, fairness and customer-service and best-practice focused. The diversity in all human resource practices following are indicative of the service standards. recruitment of the best possible available staff, from
Management budget reports were produced and inside or outside the organisation distributed to managers within five days of the end merit-based selection processes for all advertised of the month. positions
Monthly input to the Department of Treasury staff development that enhances career potential and and Finance via the Department of Education, supports continuous skill development of the workforce. Employment and Training in relation to financial The Authority and its managers are committed to these performance and position was done within twelve principles. working hours of the end of the month.
Payment of suppliers was made within thirty days of receipt of invoice. VPS Performance Management
The annual financial report was ready for audit within program twelve working days of the end of the financial year. A six-month performance management arrangement The financial audit was completed by 31 July. was put in place for the period 1 January 2001 – 30 June 2001 in order to align the Victorian Public Service The financial report was signed-off by the Auditor Performance Management program to a financial year, General in September. in line with other government departments. Process and Approximately 4000 payment summaries/group eligibility factors remained unchanged. certificates were issued to sessional and casual staff within ten working days of the end of the financial year. Relocation PAYG payments to the Australian Taxation Office The Authority is located in a government building at were made within one week of deduction. 41 St Andrews Place, East Melbourne. The former The Business Activity Statement was submitted to the Board of Studies was relocated from leased buildings in Australian Taxation Office within ten working days Carlton, to the East Melbourne building in mid-January of the end of the month. 2001. The relocation was achieved with minimum inconvenience to the education community, service Superannuation Guarantee Contributions were paid providers and staff. The Authority acknowledges and within one week of the end of the month. appreciates the efforts of all staff in facilitating a smooth transition to the new location.
32 Victorian Curriculum and Assessment Authority Information Services VCAA telephone enquirers, March 2001 – June 2001 1 Teacher (27%) 7 8 Information Services delivers customer service to the 2 Student previous (11%) 1 education sector and wider community on behalf of 6 3 Student current (15%) the Authority. The Unit provides an accurate and prompt information and referral service using telephone, 4 Principal/VCE coordinator (4%) 5 Parent/relative (23%) facsimile, electronic and postal mail. Information Services 5 staff work closely with Executive Services in promoting 6 Other educational body (5%) 2 the VCE Season of Excellence as a showcase of exemplary 7 Other (14%) 4 student work in the visual and performing arts. 8 Face-to-face (1%) 3 Key achievements have been in the provision of relevant information to the community through Authority publications, the Internet and the media, and to enquirers by telephone and email. Executive Services Executive Services protects the legal and corporate interests of the Authority and works to ensure Outcomes compliance with legislation and guidelines including: News releases have been distributed on a daily basis. Freedom of Information (FOI) The Unit responded to 2098 telephone calls between Equal Employment Opportunity and anti- March and June 2001 and 150 email enquiries during discrimination legislation the four-month period. the Authority’s regulations for the administration of the VCE Outlook contractual matters Information Services will refine its methods of providing intellectual property legislation. accurate and prompt information to an ever-increasing Executive Services provides administrative and policy range of enquirers from the education sector and the support to the Authority, to its committees and to the wider community, and will continue to support Authority’s senior managers, and is responsible for activities that assist the Authority’s work. ensuring that policy development keeps abreast of current legislative frameworks and trends.
VCAA telephone enquiries, March 2001 – June 2001 Administrative dates Adult VCE Student records and results Correspondence VCE Coursework assessment Curriculum GAT/Examinations General VCE information Internal transfer Interstate/OS equivalence Other P–10 assessment Production Publication sales Referral to other education bodies Replacement results Satisfactory completion School information Special provision Statistical information VASS VCE Season of Excellence VET
0 50 100 150 200 250 300 350 No. of enquirers
ANNUAL REPORT 2000–01 33 Focus on people
the expertise of Authority staff and its well-established International education assessment systems. A key strategic objective of the Authority is to promote The project includes the following activities: national and international recognition of its capabilities. In June 2001, 500 students completed the GAT in six The Authority is represented on the Australian of the Crawford Schools. These students will receive a Curriculum, Assessment and Certification Authorities’ certificate of completion at the end of the year. International Education Working Party that acts to Some of the Authority’s examination moderators have promote the interests of the Australian school sector. been appointed to provide expert assistance in the The Authority works closely with the three school setting of the Crawford Schools’ examination papers sectors – government, Catholic and independent – in fifteen subjects. They have evaluated the papers on international education issues. and provided advice on the equivalence of the South African examinations with VCE examinations in similar subjects. This part of the project was formerly Saudi Arabia provided to Crawford Schools by the Scottish The Authority, in partnership with the Department of Qualification Authority, which is now working with Education, Employment and Training’s International the general South African education system. Education Unit, has a licensing agreement with the As in 2000, the examination moderators will also mark a Saudi Arabian International School (SAIS) in Riyadh to sample of end-of-year examination papers to determine use the CSF II as the basis of their P–10 curriculum. Staff that the standards are equivalent to those of VCE from the Authority and the Department have in the past examinations. provided professional development and curriculum advice to SAIS staff. Since 1999, Year 10 students exiting The Authority also moderated examinations in two the SAIS receive certificates for the completion of a subject areas, English and Geography, for a group of course based on the CSF II. Students at the SAIS also ten government schools in Durban, South Africa. undertook the AIM, with a total of sixty-eight students The Authority’s role was to provide assistance with in Years 3 and 5 participating in early May 2001. examination paper development. The SAIS has notified the Authority that it would like to introduce the VCE at the school from 2002. Discipline and appeals The Authority, in conjunction with the Department, The Manager, Corporate Governance administers VCE is currently considering this request. discipline processes, handles appeals and convenes formal hearings of the Discipline Committee. Indonesia For non-revised VCE studies, the Authority requires that schools testify to the authenticity of each student’s In 2000, Sekolah Global Jaya (SGJ), an independent work submitted for school-assessed VCE CATs. Penalties school in Tangerang, Indonesia, was recognised as a available to schools if a student breaches the rules for provider of the VCE from the commencement of the the CATs or School-assessed Coursework range from 2001 academic year. reprimand or demand for resubmission of work to Teachers from SGJ undertook a training program in refusal to accept all or part of the work in question. Melbourne during 2000 that included spending some In such cases the student has the right to appeal to time at local Victorian schools. the Authority on two grounds: that the breach did not Sekolah Ciputra in Surabaya, Indonesia, is the sister occur and/or that the penalty imposed was too severe. school of SGJ. The Authority is currently in the process From March to June 2001 there were no appeals by of negotiating a VCE licence agreement to allow the students against disciplinary actions taken by schools school to become a VCE provider from 2002. on School-assessed Coursework. Late in the reporting period, the Manager, Corporate South Africa Governance received eight reports from schools and examination supervisors of alleged breaches A project was commenced in 2000 with the Crawford of examination rules. Seven students were formally Schools, a group of independent schools in South Africa, reprimanded and one report was found not to constitute to provide an international benchmarking service using a breach of rules.
34 Victorian Curriculum and Assessment Authority Wider policy frameworks
The Authority’s commitment to cultural diversity is reflected in school programs that encompass in-depth knowledge and understanding of Australia’s past and present history and provide an understanding of the interdependence of cultures in the development of the nation. Wider policy frameworks
German, Japanese, Greek, Italian and Vietnamese Multicultural policy materials were published in the first half of 2001 by the The Authority continues to ensure that the aims of Board of Studies. the Government’s Multicultural policy for Victorian A compendium to support further language programs, schools are reflected in the curriculum and assessment including those classified for first language users, will documents and procedures it provides for schools, as be published in Term 3. well as within its own administrative structures and procedures. The Multicultural policy seeks to ensure that all school programs help students to develop: Managing Diversity policy proficiency in English The Authority’s Managing Diversity policy is a strategic
competency in a language or languages other than approach to implementing merit and equity principles English and to complying with anti-discrimination and anti- harassment legislation. in-depth knowledge and awareness of their own and other cultures Merit and equity principles are included in performance management plans, personnel practices and professional an understanding of the multicultural nature of development. A grievance process exists to cover Australia’s past and present history, and of the formal and informal complaints of breaches of merit interdependence of cultures in the development and equity. The Equal Employment Opportunity of the nation coordinator’s role is to liaise with the Department skills and understandings to interact comfortably and of Education, Employment and Training to ensure competently in intercultural settings that Authority staff have access to the Department’s an awareness of the reality of the global village and professional development programs, and with external national interdependence in the areas of trade, agencies to ensure access to relevant information and finance, politics and communication, and that the training. development of international understanding and cooperation is essential. The revision of both the CSF and the VCE included a focus on defining knowledge and skills, that is what Freedom of Information students should know and be able to do as a result of This section is published to conform with the their learning. requirements of section 7 of the Freedom of Information As a result of extensive consultation and advice Act 1982 (the FOI Act). from those with specific expertise in the field of For the year ending 30 June 2001, no applications were multiculturalism, every attempt has been made to received under the FOI Act. ensure that the knowledge and skills identified in the The information provided by the Authority about its policy were included across all areas of the curriculum operations covers VCE areas of study, school assessment, and were accessible to all students. examinations, curriculum and standards for P–10, the The focus this year has been on the provision of AIM, GAT and other more general information. A list curriculum and assessment support materials, of the Authority’s publications appears in Appendix 5. professional development and monitoring of the The Authority sends the VCE Bulletin to schools implementation of the CSF II and the VCE. This has regularly and copies are available from the Authority’s included close liaison with the newly appointed Information Services on request. VCE liaison leaders, the Ministerial Advisory Council The Authority runs a telephone information service, on Languages other than English, English as a Second produces CD-ROMs and videos, and responds to letters, Language and Multicultural Education, and other peak emails and telephone calls from students, parents and bodies, community representatives and those members teachers. Authority staff also provide information of the Authority working groups and committees who about Authority activities and programs to education have specific multicultural expertise. communities in briefings throughout the State.
36 Victorian Curriculum and Assessment Authority Categories of documents maintained internally include financial reports, students’ records, records associated Consultancies and major with curriculum and examinations, personnel records and correspondence. Some will be protected on the contracts grounds of personal privacy, others by the restrictions There were no consultancies, either with an individual placed on examination materials. value greater or less than $100,000, commissioned by Those wishing to obtain access to information of the the Authority during the reporting period. kind provided for by the FOI Act should write to the The Authority did not enter into contracts greater than following address: $10 million in value during 2000–01. Ms Terri Hopkins Manager Corporate Governance Victorian Curriculum and Assessment Authority 41 St Andrews Place Occupational health and East Melbourne Victoria 3002 Telephone (03) 9651 4311 safety reporting There was only one standard claim during the reporting period resulting in sixty-one lost staff hours. There were no improvement and prohibition notices Competitive neutrality received. In a report to the Department of Education, Employment and Training on the National Competition Major improvements and Policy, the Authority is identified as not subject to the Competition Code. The report found that the initiatives Authority had little, if any, potential to be involved in Health and safety representatives were appointed to the anti-competitive practices. Although the Authority’s Department of Education, Employment and Training’s activities are mainly regulatory in nature, the Authority Occupational Health and Safety (OHS) committee. is empowered to charge fees for the services it provides. Training was offered to OHS representatives in April 2001.
Two additional staff were provided with training and Building Act 1993 inducted as first aid officers. The building occupied by the Authority at A WorkCover management kit was offered by the 41 St Andrews Place is a government-owned building. Department of Education, Employment and Training A formal occupancy arrangement with the Department in May 2001. The kit was introduced to enhance of Education, Employment and Training is currently existing procedures by ensuring that workplace in the process of being developed. The building was managers have ready access to the documents and completely refurbished in 2000 and is still under a background information that they require to manage contract warranty period. WorkCover claims submitted by any of their staff. The kit also clarifies the respective roles of workplace The Authority is committed to providing a safe and managers and Corporate Personnel Services in the secure building for staff and visitors, and full compliance management of WorkCover claims. with the provisions of the Building Act 1993 has been maintained. The building is also covered by a contract- Free influenza immunisation shots were offered defects warranty, due to expire in December 2001, which to staff. provides a further means of ensuring compliance.
ANNUAL REPORT 2000–01 37 Wider policy frameworks
Industrial disputes and time lost due to injury
Industrial disputes There were no staff hours lost due to industrial disputes during the financial year.
Industrial accidents There were no staff hours lost due to industrial accidents.
Additional information Consistent with the requirements of the Financial Management Act 1994, the Authority has prepared material on the following topics, details of which, if not published in this annual report, are available to the public on request. Information retained by the Authority includes details, where applicable, of:
changes in prices, fees, charges, rates and levies
major research and development activities
major promotional, public relations and marketing activities
shares held by senior officers as nominees or held beneficially in a statutory authority or subsidiary
declaration of pecuniary interests
industrial relations issues
intellectual property
major committees sponsored by the Authority
major external reviews carried out on the Authority
details of overseas visits undertaken including a summary of the objectives and outcomes of each visit. Enquiries regarding details of this information should be addressed to the following officer: Ms Terri Hopkins Manager Corporate Governance Victorian Curriculum and Assessment Authority 41 St Andrews Place East Melbourne Victoria 3002 Telephone (03) 9651 4311
38 Victorian Curriculum and Assessment Authority Financial report
The Authority regularly reviews budgetary requirements to underpin its commitment to current and projected programs. Statement of financial performance for the period 1 March 2001 to 30 June 2001
Financial report
Period ended 30 June 2001 Note $ Revenues from ordinary activities Operating appropriation 6,233,698 Resources received free of charge 2 590,604 Capital appropriation 1,011,363 Interest 79,817 User charges 3 766,890 Proceeds from disposal of fixed assets 4 1,773 8,684,145
Expenses from ordinary activities Employee costs 5 3,281,950 Depreciation and amortisation provided 7 165,239 Supplies and services 8 5,650,043 Written-down value of assets disposed 4 5,250 9,102,482 Net results for the reporting period (418,337)
The above statement of financial performance should be read in conjunction with the accompanying notes.
40 Victorian Curriculum and Assessment Authority Statement of Balancefinancial sheet position for theas year at 30ended June 30 2001 June 2000
Period ended 30 June 2001 Note $ Current assets Cash 4,943,080 Receivables 9 2,842,916 Inventories 93,646 Other 106,872 7,986,514
Non-current assets Equipment 10 474,699 Leasehold improvements 11 987,157 1,461,856
Total assets 9,448,370
Current liabilities Accounts payable 3,155,236 Provision for employee entitlements 12 565,558 3,720,794
Non-current liabilities Provision for employee entitlements 12 1,447,421
Total liabilities 5,168,215
Net assets 4,280,155
Net equity Contributed capital 4,698,492 Net result 13 (418,337) Total equity 4,280,155
The above statement of financial position should be read in conjunction with the accompanying notes.
ANNUAL REPORT 2000–01 41 Statement of cash flows for the period 1 March 2001 to 30 June 2001
Financial report
Period ended 30 June 2001 Note $ Cash flows from operating activities
Receipts Government contributions 4,754,011 Interest 79,817 User charges 714,107
Payments Employee costs (2,989,631) Supplies and services (3,334,797) Net cash outflow from operating activities A (776,493)
Cash flows from investing activities
Payments for equipment (21,777) Proceeds from sale of equipment 1,773 Net cash used in investing activities (20,004)
Net decrease in cash held (796,497)
Cash at beginning of the financial period 5,739,577
Cash at end of the financial period B 4,943,080
The above statement of cash flows should be read in conjunction with the accompanying notes.
42 Victorian Curriculum and Assessment Authority Balance sheet for the year ended 30 June 2000
A Reconciliation of net cash used in operating activities to operating result
Period ended 30 June 2001 $ Operating result (418,337) Add back
Non-cash flows in operating results Depreciation of equipment 91,807 Amortisation of leasehold improvements 73,432 Fixed assets received free of charge (10,923) Leasehold improvements received free of charge (39,214) Write-down of obsolete stock 1,928 Inventory revaluation (9,744) Loss on sale of assets 3,477 Provision for doubtful debts 26,018 Bad debts 545
Decrease/(increase) in assets Receivables (2,461,567) Inventories 11,293 Other current assets (22,824)
Increase/(decrease) in liabilities Accounts payable 1,904,147 Recreation leave provision 106,004 Long-service leave provision (32,535) (358,156)
Net cash used in operating activities (776,493)
B Reconciliation of cash
For the purposes of the statement of cash flows the Authority considers cash to include amounts on hand and amounts held in the bank and investment accounts. Cash at the end of the reporting period as shown in the statement of cash flows is reconciled to the related items in the statement of financial position as follows: As at 30 June 2001 $ Cash on hand 500 Cash at bank 4,942,580 Total cash at end of period 4,943,080
ANNUAL REPORT 2000–01 43 Notes to and forming part of the financial statements for the period 1 March 2001 to 30 June 2001
Financial report
1 Reporting period
The Victorian Curriculum and Assessment Authority (VCAA) was established on 1 March 2001 by the VCAA Act 2000. The VCAA is the successor Authority to the Board of Studies. Pursuant to the legislation VCAA took over the assets and assumed the liabilities of the Board as at 1 March 2001. The total of the net assets transferred as at 1 March 2001 was $4,698,492 and this is shown as contributed capital in the financial report pursuant to the VCAA Act 2000. This financial report is therefore for the period 1 March 2001 to 30 June 2001 and there are no comparative balances.
1.1 Statement of significant accounting policies
The general-purpose financial report has been prepared in accordance with the Financial Management Act 1994, Australian Accounting Standards, Statements of Accounting Concepts and other authoritative pronouncements of the Australian Accounting Standards Board, and Urgent Issues Group Consensus Views. It is prepared in accordance with the historical cost convention. The accounting policies adopted, and the classification and presentation of items, are those previously applied by the Board of Studies.
1.2 Investments
All investments are brought to account at cost. Interest revenue from investments is brought to account when it is earned. Funds in the Authority’s bank account at balance date were covered by a corporate facility with the National Australia Bank which achieved competitive investment returns.
1.3 Inventories
Inventories which comprise finished items of publications for sale have been valued at the lower of cost (FIFO method) and net realisable value.
1.4 Equipment
The Authority’s policy is to record in the asset register items with a value in excess of $1,000. Material and attractive items with an individual value less than $1,000 are recorded in the register as having no value. Items are depreciated on a straight-line basis over their useful life to the Authority, having regard to their residual value. Rates are as follows: • computer equipment three years • general equipment five years • leasehold improvements five years.
44 Victorian Curriculum and Assessment Authority Balance sheet for the year ended 30 June 2000
1.5 Revenue recognition
Revenue is recognised on the following basis: • appropriations receivable basis • interest when earned • fee-paying overseas students when invoiced • publication sales upon delivery of goods to customers • other fees and charges upon receipt • miscellaneous income upon receipt.
1.6 Employee entitlements
Provision is made for the Authority’s liability for employee entitlements arising from services rendered by employees to balance date. Employee entitlements expected to be settled within one year have been measured at their nominal amount. Other employee entitlements payable later than one year have been measured at the present value of the estimated future cash outflows to be made for those entitlements. Consideration is given to expected future wage and salary levels, experience of employee departures and periods of service.
1.7 Leases
Lease payments for operating leases, where substantially all the risks and benefits remain with the lessor, are charged as expenses in the periods in which they are incurred.
1.8 Superannuation
The unfunded superannuation liability in respect to members of the State Superannuation Fund and the Victorian Superannuation Fund is shown as a liability by the Department of Treasury and Finance. Payments to the State Superannuation Fund and the Victorian Superannuation Fund in respect to ongoing staff employed by the Authority were made by the Department of Education, Employment and Training. The Department was reimbursed an amount of $164,146 and $53,000 was payable at balance date for these contributions, which have been calculated at an average rate of 10.13 per cent of actual salaries. In addition to the above, the Authority paid contributions of $39,205 direct to VicSuper and $1,608 direct to the Tertiary Education Superannuation Scheme on behalf of eligible casual and sessional employees at a rate of 8 per cent pursuant to the provisions of the Superannuation Guarantee Act 1992. The Authority has no loans from the employee superannuation funds.
1.9 Goods and Services Tax system changes
Costs incurred to update existing systems or to design, develop, and implement new systems to deal with the Goods and Services Tax are charged as expenses as incurred, except where they result in an enhancement of future economic benefits and are recognised as an asset.
1.10 Resources provided and received free of charge
Contributions of resources and resources provided free of charge are recognised at their fair value. Contributions in the form of services are only recognised when a fair value can be reliably determined and the services would have been purchased if not donated.
ANNUAL REPORT 2000–01 45 Notes to and forming part of the financial statements for the period 1 March 2001 to 30 June 2001
Financial report
2 Resources received free of charge
30 June 2001 Note $ Property holdings (a) 459,081 Leasehold improvements (b) 39,214 Fixed assets 10,923 Relocation expenses 81,386 590,604
(a) These amounts relate to two separate building occupancy arrangements: • a lease on the Authority’s Assessment Centre at Camberwell. • occupancy of 41 St Andrews Place, East Melbourne. Rentals and outgoings were paid on the Authority’s behalf by the Department of Education, Employment and Training. These amounts have been recognised in the accounts as expenditure offset by an increase to revenue as resources received free of charge. (b) In addition to the rental and outgoings, a further sum of $131,523 has been recognised in the accounts as resources received free of charge which relates to payments by the Department for the building fitout, furniture and fittings, and relocation expenses to 41 St Andrews Place.
3 User charges
30 June 2001 $ Fee-paying overseas students 633,436 Publication sales 40,622 Student services 58,466 Miscellaneous income 34,366 766,890
4 Disposal of fixed assets
30 June 2001 $ Equipment Proceeds from sale of fixed assets 1,773 Less written-down value of fixed assets disposed 5,250 Net profit/(loss) on disposal of assets (3,477)
5 Employee costs
30 June 2001 $ Salaries and allowances 2,309,663 Fees for setting, vetting and assessing examinations 942,981 Other 29,306 3,281,950
46 Victorian Curriculum and Assessment Authority Balance sheet for the year ended 30 June 2000
6 Disclosures relating to Ministers and Responsible Persons
In accordance with the Directions of the Minister for Finance under the Financial Management Act 1994, the following disclosures are made for the Responsible Ministers and the Responsible Persons.
(a) Responsible Persons
The names of persons who were appointed on 1 March 2001 as Responsible Persons for the financial period were: Responsible Minister The Hon. Mary Delahunty, MP
Authority members Professor Kwong Lee Dow, Chair Ms Susan Pascoe, Chief Executive Officer from 7 May 2001 Ms Chris Kotur, Acting Chief Executive Officer to 4 May 2001 Professor Merran Evans Mr Stuart Hamilton Mr Leon Kildea Mr John Maddock Ms Jane O’Shannessy Professor Robert Pargetter Professor Helen Praetz Mr Andrew Skourdoumbis Mr John Sweetman Ms Bronwyn Valente Ms Lynette Watts Ms Susan Pascoe was a member of the Authority prior to her taking up the position of Chief Executive Officer.
(b) Remuneration of Responsible Persons
The numbers of Responsible Persons are shown below in their relevant income bands.
Income 30 June 2001 $0–$9,999 11 $10,000–$19,999 1 $20,000–$29,999 2 Total remuneration received, or due and receivable by Responsible Persons amounted to: $74,666
The remuneration of the Responsible Minister is reported separately in the financial statements of the Department of Premier and Cabinet.
ANNUAL REPORT 2000–01 47 Notes to and forming part of the financial statements for the period 1 March 2001 to 30 June 2001
Financial report
(c) Retirement benefits of Responsible Persons
Superannuation contributions of $5,061 were made on behalf of Responsible Persons.
(d) Other transactions
Other related-party transactions requiring disclosure under the Directions of the Minister for Finance have been considered and there are no matters to report.
(e) Executive Officer remuneration
The number of Executive Officers, other than Ministers and Responsible Persons, whose total remuneration exceeded $33,000 (the pro rata equivalent of $100,000 for the four-month period) during the reporting period is shown in the first column in the table below in their relevant income bands. The base remuneration of Executive Officers receiving more than $33,000 in total remuneration is shown in the second column. Base remuneration is exclusive of bonus payments, long-service leave payments, redundancy payments and retirement benefits. Several factors have affected the total remuneration payable to executives over the year. All executives received an annual performance bonus, while one executive received an additional performance bonus that had been held in trust until the expiry of the current contract.
Income band Total remuneration Base remuneration 30 June 2001 30 June 2001 No. No. $30,000–$39,999 2 3 $40,000–$49,999 1 – Total numbers 3 3 Total amount ($) 125,872 93,411
7 Depreciation and amortisation provided
30 June 2001 $ Amortisation of leasehold improvements 73,432 Depreciation of equipment 91,807 165,239
48 Victorian Curriculum and Assessment Authority Balance sheet for the year ended 30 June 2000
8 Supplies and services
Major items of expenditure included the following: 30 June 2001 Note $ Audit fees – Auditor-General 15,000 Audit fees – Internal auditor (DEET) 12,000 Consultants and contractors 1,181,205 Grants to schools – examination supervision 305,575 Grants to schools – teacher release 54,535 Long-service leave expenses (32,535) Recreation leave expenses 106,004 Other associated salary costs 516,831 Software purchases, maintenance and development 102,353 Printing and production 572,366 Utilities 94,049 AIM development 1,409,249 Property holdings 2(a) 459,081 Relocation expenses 81,386 Doubtful debts 26,018 Bad debts 545 Operating leases – motor vehicles 12,417 Other expenses 733,964 5,650,043
9 Receivables
30 June 2001 $ Fee-paying overseas students 90,634 Other 2,778,300 2,868,934 Less provision for doubtful debts 26,018 2,842,916
10 Equipment
30 June 2001 $ At cost 1,942,080 Less accumulated depreciation 1,467,381 474,699
ANNUAL REPORT 2000–01 49 Notes to and forming part of the financial statements for the period 1 March 2001 to 30 June 2001
Financial report
11 Leasehold improvements
30 June 2001 $ At cost 1,086,778 Less accumulated amortisation 99,621 987,157
12 Provision for employee entitlements
30 June 2001 $ Current liability – long-service leave 125,863 Current liability – recreation leave 439,695 565,558
Non-current liability – long-service leave 1,447,421
13 Movements in equity
30 June 2001 $ Contributions of equity from the Board of Studies (note 1) 4,698,492 Total changes in equity recognised in the statement of financial performance (418,337) Accumulated surplus at the end of the financial period 4,280,155
14 Leasing commitments
As at 30 June 2001, the Authority had no financial lease liabilities, while operating lease arrangements existed. Lease details of computer equipment and North Melbourne warehouse premises, payable under non-cancellable leases, are as follows: • computer – on quarterly basis, in arrears • premises – on monthly basis. 30 June 2001 $ Not later than one year 50,095 Later than one year and not later than five years 0 50,095
Lease details of Camberwell premises paid by the Department of Education, Employment and Training are as follows: 30 June 2001 $ Not later than one year 632,430 Later than one year and not later than five years 158,108 790,538
50 Victorian Curriculum and Assessment Authority Balance sheet for the year ended 30 June 2000
15 Financial instruments
(a) Terms, conditions and accounting policies
The Authority’s accounting policies, including the terms and conditions of each class of financial asset and financial liability, both recognised and unrecognised at balance date, are as follows:
Recognised financial Statement of financial Accounting policies Terms and conditions instruments position notes (i) Financial assets Cash Cash is stated at cost. An effective interest rate of 4.5% Cash at bank was at all times covered was achieved. by a corporate banking facility with the National Australia Bank which achieved competitive investment returns. Receivables 9 Receivables are carried at nominal Settlement terms are 30 days. amounts due less any provision for doubtful debts. A provision in respect to full fee-paying overseas student receivables is recognised when collection of the full nominal amount is no longer probable and is currently fixed at 4%. (ii) Financial liabilities Accounts payable Liabilities are recognised for amounts Trade liabilities are normally settled to be paid in the future for goods and on 30-day terms. services received, whether or not billed to the Authority.
(b) Interest rate risk
The Authority’s exposure to interest rate risks and the effective interest rates of financial assets and financial liabilities, both recognised and unrecognised at balance date, are as follows:
Financial instruments Floating interest rate Non-interest bearing Total carrying amount as per statement of financial position 30 June 2001 30 June 2001 30 June 2001 $$ $ (i) Financial assets Cash 4,942,580 500 4,943,080 Receivables – 2,842,916 2,842,916 Total financial assets 4,942,580 2,843,416 7,785,996 (ii) Financial liabilities Accounts payable – 3,155,236 3,155,236 Total financial liabilities – 3,155,236 3,155,236
ANNUAL REPORT 2000–01 51 Notes to and forming part of the financial statements for the period 1 March 2001 to 30 June 2001
Financial report
(c) Net fair values
The aggregate net fair value of financial assets and financial liabilities, both recognised and unrecognised at balance date, are as follows: Total carrying amount and aggregate net fair value as per statement of financial position 30 June 2001 $ (i) Financial assets Cash 4,943,080 Receivables 2,842,916 Total financial assets 7,785,996 (ii) Financial liabilities Accounts payable 3,155,236 Total financial liabilities 3,155,236
The following methods and assumptions are used to determine the net fair values of financial assets and financial liabilities. Recognised financial instruments Cash and investments: The carrying amount approximates fair value because of their short-term maturity. Receivables and payables: The carrying amount approximates fair value.
(d) Credit risk exposures
The Authority’s maximum exposure to credit risk at balance date in relation to each class of recognised financial asset is the carrying amount of those assets as indicated in the statement of financial position. Credit risk in trade receivables is managed in the following ways: • payment terms are thirty days • debt collection policies and procedures are employed.
52 Victorian Curriculum and Assessment Authority Balance sheet for the year ended 30 June 2000
ANNUAL REPORT 2000–01 53 Financial report
54 Victorian Curriculum and Assessment Authority Appendices
The Authority’s commitment to excellence is supported by the outstanding contribution of a large network of teachers, key education community stakeholders and the input of high-quality student endeavour. Appendices
Appendix 1: Index of Compliance The annual report of the Victorian Curriculum and Assessment Authority is prepared in accordance with the Financial Management Act 1994 and the Directions of the Minister for Finance. This index has been prepared to facilitate identification of compliance with statutory disclosure requirements.
Report of operations Clause Disclosure Page Charter and purpose 9.1.3 (i) (a) Manner of establishment and relevant Minister 1, 8 9.1.3 (i) (b) Objectives, functions, powers and duties 8–11 9.1.3 (i) (c) Services provided and persons or sections of community served 10–11 Management and structure 9.1.3 (i) (d) (i) Names of governing board members, audit committee and chief executive officer 11–15 9.1.3 (i) (d) (ii) Names of senior office holders and a brief description of each office 15 9.1.3 (i) (d) (iii) Chart setting out organisation structure 16 9.1.3 (i) (e) Workforce data and application of merit and equity principles 15, 32, 36 9.1.3 (i) (f) Application and operation of the Freedom of Information Act 1982 36–7 Financial and other information 9.1.3 (ii) (a) Summary of financial results 6 9.1.3 (ii) (b) Summary of significant changes in financial position 6 9.1.3 (ii) (c) Operational and budgetary objectives for the year and performance against those objectives 17–26 9.1.3 (ii) (d) Major changes or factors affecting achievement of objectives 17–26 9.1.3 (ii) (e) Events subsequent to balance date 6 9.1.3 (ii) (f) Full details of each consultancy costing more than $100,000 37 9.1.3 (ii) (g) Number and total cost of each consulting engagement costing less than $100,000 37 9.1.3 (ii) (h) Extent of compliance with the Building Act 1993 37 9.1.3 (ii) (i) Statement that information listed in Part 9.1.3 (iv) is available on request 38 9.1.3 (ii) (k) Statement on implementation of and compliance with the National Competition policy 37 9.8.2 (i) A statement of occupational health and safety (OHS) matters 37 9.8.2 (ii) OHS performance measures 37 Financial report Preparation 9.2.2 (ii) (a) Statement of preparation on an accrual basis 44 9.2.2 (ii) (b) Statement of compliance with Australian Accounting Standards and associated pronouncements 44 9.2.2 (ii) (c) Statement of compliance with accounting policies issues by the Minister for Finance 44
56 Victorian Curriculum and Assessment Authority Statement of financial performance 9.2.2 (i) (a) Statement of financial performance for the year 40 9.2.3 (ii) (a) Operating revenue by class 40, 42, 46 9.2.3 (ii) (b) Investment income by class 40, 42 9.2.3 (ii) (c) Other material revenue by class including sale of non-goods assets and contributions of assets 40, 42, 46 9.2.3 (ii) (d) Material revenues arising from exchanges of goods and services 40, 42, 46 9.2.3 (ii) (e) Depreciation, amortisation or diminution in value 40, 43, 48 9.2.3 (ii) (f) Bad and doubtful debts 43, 49 9.2.3 (ii) (g) Financing costs n/a 9.2.3 (ii) (h) Net increment or decrement on the revaluation of each category of assets n/a 9.2.3 (ii) (i) Auditor-General’s fees 49 Statement of financial position 9.2.2 (i) (b) Statement of financial position for the year 41 Assets 9.2.3 (iii) (a) (i) Cash at bank or in hand 41, 42, 43, 51–2 9.2.3 (iii) (a) (ii) Inventories by class 41, 44 9.2.3 (iii) (a) (iii) Receivables, including trade debtors, loans, and other debtors 41, 43, 49, 51–2 9.2.3 (iii) (a) (iv) Other assets, including prepayments 41, 43 9.2.3 (iii) (a) (v) Investments by class 44 9.2.3 (iii) (a) (vi) Property, plant and equipment 41, 44, 49–50 9.2.3 (iii) (a) (vii) Intangible assets n/a Liabilities 9.2.3 (iii) (b) (i) Overdrafts n/a 9.2.3 (iii) (b) (ii) Bank loans, bills payable, promissory notes, debentures and other loans n/a 9.2.3 (iii) (b) (iii) Trade and other creditors 41, 43, 51–2 9.2.3 (iii) (b) (iv) Finance lease liabilities n/a 9.2.3 (iii) (b) (v) Provisions, including employee entitlements 41, 43, 45, 50 Equity 9.2.3 (iii) (c) (i) Authorised capital n/a 9.2.3 (iii) (c) (ii) Issued capital n/a 9.2.3 (iii) (d) Reserves and transfers to and from reserves n/a Statement of cash flows 9.2.2 (i) (c) Statement of cash flows during the year 42–3 Notes to the financial statements 9.2.2 (i) (d) Ex gratia payments n/a 9.2.2 (i) (d) Amounts written off 43, 49 9.2.3 (iv) (a) Charges against assets n/a 9.2.3 (iv) (b) Contingent liabilities n/a 9.2.3 (iv) (c) Commitments for expenditure 50 9.2.3 (iv) (d) Government grants received or receivable and source 40, 42 9.2.3 (iv) (e) Employee superannuation funds 45 9.2.3 (iv) (f) Assets received without adequate consideration n/a 9.4.2 Transactions with responsible persons and their related parties 47–8 9.7.2 Motor vehicle lease commitments 50
ANNUAL REPORT 2000–01 57 Appendices
Appendix 2: Appendix 3: VCE convenors VCE Review committees Performing Arts Accounting Ms Sue Tweg Monash University Ms Vicki Baron Korowa Anglican Girls School Ms Kerry Canty Scoresby Secondary College Visual Arts Ms Patricia Daniels Killester College Dr Christopher University of Melbourne Ms Mary Faraone Business Skills Victoria Marshall Mr David Fraser Holmesglen Institute of TAFE Health and Physical Education Mr Timothy Habben Melbourne Grammar School Ms Sara Glover Centre for Adolescent Health Mr Phil Hutton Camberwell Boys Grammar School LOTE Mr Keith King Diamond Valley Secondary College Professor Monash University Philip Thomson Mr Mike Rowland Victorian Commercial Teachers Association Mathematics Mr Trevor Wise University of Melbourne Dr Michael Evans Scotch College
Science Health and Human Development Dr John Loughran Monash University Ms Meredith Fettling Bendigo Senior Secondary College SOSE: Business Ms Sonia Goodacre Catholic Regional College Mr Mike Rowland Victorian Commercial Sydenham and Swinburne Teachers Association TAFE Mr Bernie Marshall Deakin University SOSE: Humanities Ms Jenny Proimos Centre for Adolescent Health Dr Adrian Jones La Trobe University Ms Margaret Sheehan Vic Health Ms Kate Webb Montmorency Technology Secondary College Mr Robert Brighton Secondary College Ms Kim Weston Methodist Ladies College Timmer-Arends Mr Alex Wilson The Knox School VET in the VCE Ms Pamela St Leger University of Melbourne Information Processing and Management Ms Lisa Bolton Swinburne University, TAFE Division Mr Peter Dalman* Department of Education, Employment and Training Mr David Dimsey* Ivanhoe Grammar School Associate Professor Australian Catholic University Carolyn Dowling* Mr Ern Reichelt Mill Park Secondary College Mr Mark Stanton* Marcellin College Ms Charmaine Taylor* Australian Children’s Television Foundation Mr Robert Brighton Secondary College Timmer-Arends*
58 Victorian Curriculum and Assessment Authority Information Systems Appendix 4: Mr Allan Barnes Kew High School Ms Claudia Graham* Overnewton Anglican Student participation in the Community College Ms Maggie Iaquinto Mazenod College VCE Season of Excellence Mr John Italiano Box Hill Institute of TAFE Mr Kevork Krozian Forest Hill College Top Designs Mr Sean McCormick* Effective Training Strategies Ms Judy McIllree Inner Eastern Melbourne Visual Communication and Design, Technology Division, General Practitioners and Media at Melbourne Museum, Ms Kris Thatcher Swinburne University 8 March – 29 April 2001 Mr Robert Brighton Secondary College Timmer-Arends* Nicole Anderson Eltham College Mr John Warner* University of Melbourne Matthew Angel Hawkesdale College William Ashton North Geelong Secondary College Information Technology (Expert Studies Panel) Phoebe Barton Mowbray College Mr Peter Dalman Department of Education, Reid Bates Eltham College Employment and Training Guy Batters Scotch College Mr David Dimsey Ivanhoe Grammar School Yu-Xin Bei Our Lady of the Sacred Associate Professor Australian Catholic University Heart College Carolyn Dowling Stephanie Bell Wesley College Ms Claudia Graham Overnewton Anglican Jed Boyd School of Mines Campus, Community College University of Ballarat Mr Sean McCormick Effective Training Strategies Elizabeth Bretag Penola Catholic College Mr Mark Stanton Marcellin College Tim Buckley Billanook College Ms Charmaine Taylor Australian Children’s Simon Burggraaf Maranatha Christian School Television Foundation Andrew Burns Eltham High School Mr Robert Brighton Secondary College Adam Carter Mill Park Secondary College Timmer-Arends Gideon Cheok Wesley College Mr John Warner University of Melbourne Antonio Citera Salesian College Josh Clarke Mt Beauty Secondary College Visual Communication and Design Sophie Clarke MacRobertson Girls High School Mr Greg Branson Mackay Branson Design Thomas Crowe Girton Grammar School Ms Kristen Guthrie Woodleigh School Briony Curwood Siena College Ms Dorothy Henwood Parkwood Secondary College Joel Delle-Vergin Footscray City College Ms Christine Lloyd MacRobertson Girls Will Deragon Eltham College High School Stefanie Dujela Our Lady of Sion College Ms Jeanette RMIT University TAFE McWhinney Design Group Scott Eastwood Leongatha Christian School Mr David Murray RMIT University Michelle Fisher Mowbray College Ms Patricia Portbury Mount Lilydale Mercy College Peter Fleming Ballarat High School Chantal Forge Swinburne Senior Secondary College James Foster-Green Emmaus College Daniel Fotheringham Wesley College Danielle Francis Ballarat High School Cara Gabriel Luther College *Indicates member of Expert Committee
ANNUAL REPORT 2000–01 59 Appendices
Chrissy Gant Bairnsdale Secondary College Jason Pobjoy Eltham College Liz Gant Kardinia International College Jessica Poynter Canterbury Girls Natalie Giza Chisholm Institute of TAFE Secondary College John Goding Ivanhoe Grammar Rhys Price-Robertson Swinburne Senior Georgia Green Melbourne Girls College Secondary College William Harkness Scotch College Hugh Rolland Box Hill Senior Secondary College Tim Harper Melbourne High School Liz Romanin Swinburne Senior Mason Henderson Swinburne University of Secondary College Technology TAFE Benjamin Rosenberg Lilydale Adventist Academy Fiona Hogarth Bendigo Senior Secondary College Andrew Scheermeijer Lilydale Adventist Academy Christopher Hohmann De La Salle College Zoe Scoglio Princes Hill Secondary College Katherine Horseman St Paul’s Anglican Grammar Francesca Sferlazza Star of the Sea College David Houston Lilydale Adventist Academy Liam Shiels Melbourne High School Lyra Hui Glen Waverley Jeremy Smith Billanook College Secondary College Paul Tagell Camberwell Grammar School Sotirios Ioannidis Mill Park Secondary College Claire Tice MacRobertson Girls Gareth James Lynall Hall Community School High School Rebekah Jay Swinburne Senior Sarah Tonkin Eltham College Secondary College Max Tran Kew High School Laura Kenny Mowbray College Dayne Trower Billanook College Michael Kenny Wesley College Travas Tutty Western Heights Darren Kirwan Emmaus College Secondary College Saya Knox Sacred Heart College Jin Wang Hawthorn Secondary College Warrick Lancaster Bendigo Senior Angela Watters Heathmont College Secondary College Jasmine Weber Mt Lilydale Mercy College Jason Lauria Gladstone Park Scott Wellington Eltham College Secondary College Lauren Weymouth The Peninsula School Matesse Liston Brighton Secondary College Mark Wheal Geelong Grammar School Marc Ljubanovic St Joseph’s College Jessica Lowe Swinburne University of Technology TAFE Top Class Performances of Dance, Thomas MacDonald St Kevin’s College Dance Styles, Drama, Theatre Studies, Corinne Mannix Billanook College Music Performance: Solo and Group at Sahra Milk Mt Lilydale Mercy College Iwaki Auditorium, 17 and 24 March 2001 Clare Miller Sacred Heart College David Aldunate St Francis Xavier College Lili Moir Wesley College Olivia Angelatos Fintona Girls School Todd Moody St Peter’s College Micah Ashley Sandringham College Melanie Moon Ballarat High School Liam Ayres Koonung Secondary College Dayna Morrissey Heathmont College Dale Baum Maroondah Secondary College Lisa Muzanovic Penola Catholic College Katherine Belcher MacRobertson Girls John Nguyen Box Hill Institute of TAFE High School Miles O’Neil Oberon High School Nathan Bell St Leonard’s College John Oswald Bendigo Senior Ellen Bicknell Ivanhoe Girls Secondary College Grammar School Adriano Persichetti La Trobe Secondary College Jesse Bilewicz Preshil, The Margaret Lyttle Fiona Petkaris Mt Waverley Memorial School Secondary College Gemma Bishop Strathmore Secondary College
60 Victorian Curriculum and Assessment Authority Huw Blethyn Maroondah Secondary College Jeremy Meaden Geelong Grammar School Tristan Bowman Haileybury College Lana Meltzer Bialik College Catherine Brooks MacRobertson Girls Louisa Mitchell Mentone Girls High School Secondary College Fiona Brown Melbourne Girls Grammar Chantal Mitvalsky Ruyton Girls School Rohana Brown Blackburn High School Andrew Murphy Victorian College of the Arts Georga Byrne St Columba’s College Secondary School Giselle Campanaro The Geelong College Jennen Ngiau Camberwell Grammar School Megan Cherrell Wesley College Miriam Oldfield Presbyterian Ladies College Adele Collins Boronia Heights Soolin Ong Tan Tintern Anglican Girls Secondary College Grammar School Kieran Conrau Blackburn High School Nicole Oppenheimer Caulfield Grammar Neil Cornell St Francis Xavier College Boyd Owen Heathdale Christian College Naomi Davies Camberwell High School Ruby Paskas Victorian College of the Arts Joshua De Graaf Yarra Valley Grammar School Secondary School Kim Factor Mount Scopus Katya Pellicano St Leonard’s College Memorial College Eva Popov University High School Gabrielle Feingold Mount Scopus Jacqueline Porter Firbank Grammar School Memorial College Renee Prue Victorian College of the Arts Thomas Flatman Xavier College Secondary School Emily Graham Balwyn High School Kimberley Pruzanski Mount Scopus Georgina Grelis Strathcona Baptist Memorial College Girls Grammar Erin Richardson Eltham High School Tim Heath Castlemaine Secondary College Nicole Rowe Maroondah Secondary College Freya Hildebrand St Joseph’s College, Echuca Stephen Salathiel Wangaratta High School Meghan Hill Strathcona Baptist Girls Nicholas Salter Victorian College of the Arts Grammar School Secondary School Cameron Hill Balwyn High School Paula Selway Maroondah Secondary College Andrew Horne Wangaratta High School Harry Shaw-Reynolds Victorian College of the Arts Katherine Horseman St Paul’s Anglican Secondary School Grammar School Eve Silver Victorian College of the Arts Yiyin Hsu Victorian College of the Arts Secondary School Secondary School Alexandra Sinickas Methodist Ladies College Jade Humphrey Patterson River Deena Slomovic Mount Scopus Secondary College Memorial College Gemma Hunter Beechworth Secondary College Tiffany Street Genazzano FCJ College Laurie Jaques-Anderson Warragul Regional College Georgia Taylor Siena College Alexander Kaiser Damascus College Natalie Thorne Sacred Heart Girls College Ebony King Emerald Secondary College Manon Van Pagee Glen Waverley Yilei Kwok Presbyterian Ladies College Secondary College Andrew Lawrence University High School Richard Vaudrey The Peninsula School Micayley Lipson Presbyterian Ladies College Kalman Warhaft Trinity Grammar School Grace Luk MacRobertson Girls David Watson Victorian College of the Arts High School Secondary School Patrick Marks St Francis Xavier College Stephanie Westbrook St Margaret’s School Laura McKay Victorian College of the Arts Amanda Xie Caulfield Grammar School Secondary School Daniel Zisin Sandringham College Nicole McRae Heathdale Christian College
ANNUAL REPORT 2000–01 61 Appendices
Top Screen Screenings of film, Yiyin Hsu Victorian College of the Arts Secondary School video and animation at Cinemedia, Ann Jones Damascus College 27 and 29 March 2001 Alexander Kaiser Damascus College William Ashton North Geelong Ebony King Emerald Secondary College Secondary College Jill Lister St Joseph’s College Andrew Burns Eltham High School Patrick Marks St Francis Xavier College Joelle Delle-Vergin Footscray City College Laura McKay Victorian College of the Arts Stefanie Dujela Our Lady of Sion College Secondary School Daniel Fotheringham Wesley College Andrew Murphy Victorian College of the Arts Georgia Green Melbourne Girls College Secondary School Mason Henderson Swinburne Senior Jennen Ngiau Camberwell Grammar School Secondary College Jacqueline Porter Firbank Grammar School Rebekah Jay Swinburne Senior Stephen Salathiel Wangaratta High School Secondary College Nicholas Salter Victorian College of the Arts Michael Kenny Wesley College Secondary School Lili Moir Wesley College Eve Silver Victorian College of the Arts John Nguyen Box Hill Institute of TAFE Secondary School Miles O’Neil Oberon High School Emily Stothers Fintona Girls School Jason Pobjoy Eltham College David Watson Victorian College of the Arts Rhys Price-Robertson Swinburne Senior Secondary School Secondary College Andrew Wright Victorian College of the Arts Zoe Scoglio Princes Hill Secondary School Secondary School Liam Shiels Melbourne High School Sarah Tonkin Eltham College Jin Wang Hawthorn Secondary College Top Arts Exhibition of Visual Arts at the National Gallery of Victoria on Russell, 23 May – 15 July 2001 Top Acts Music Performance, Dance, Dance Devon Ackermann Berwick Secondary College Styles, Drama and Theatre Studies at the Elana Aguero Berwick Secondary College Melbourne Concert Hall, 29 April 2001 Naomi Barrett Firbank Grammar School David Aldunate St Francis Xavier College Timothy Bathurst Camberwell Grammar School Vanya Ames Victorian College of the Arts William Blandford Scotch College Secondary School Jessica Booth St Michael’s Grammar School Katherine Belcher Beechworth Secondary College Cathy Collins Wesley College Camilla Blomberry Mentone Girls Lucy Courtney Genazzano FCJ College Secondary College Thomas Crowe Girton Grammar Philippa Chalke Toorak College Vanessa David Box Hill Senior Neil Cornell St Francis Xavier College Secondary College Sarah Ewing Strathcona Baptist Girls Catherine Ellis Mansfield Secondary College Grammar Alice Glenn Methodist Ladies College Eleanor Hartman Lauriston Girls School Evie Gough Warrandyte High School Tim Heath Castlemaine Secondary College Antonia Green Melbourne Girls Thomas Henning Princes Hill Secondary College Grammar School Brett Hibberd Loyola College Nick Green Caulfield Grammar Cameron Hill Balwyn High School Tommi Hacker Ballarat and Clarendon College Andrew Horne Wangaratta High School Sally Hare Strathcona Baptist Girls Grammar School
62 Victorian Curriculum and Assessment Authority Renae Holdsworth Hoppers Crossing Secondary College Appendix 5: Publications Elsa Holmes Swinburne Secondary College Amanda Hurst Mallacoota P–12 College VCE Michael Kilner Ashwood College VCE Bulletin and Supplements for March, April, May and Louisa King Star of the Sea College June 2001 Evan Lancaster Goulburn Valley Revised VCE Studies 2001 Implementation Resource kit Grammar School Matt Lawson Haileybury College VCE Examination Papers and GAT 2001 CD-ROM Lindsay Lee Ballarat Secondary College Report for Teachers 2001: Examinations and School Greg Litchfield Council of Adult Education Assessment Jessica Lowe Ivanhoe Girls GAT 2001 brochure Grammar School VCE Assessment Support Material (on disk): The Arts, Conor Lyon Lauriston Girls School English, Health and Physical Education, Mathematics, Cindy Marek Ballarat High School Science, Studies of Society and Environment, Renee McDonald Korowa Anglican Girls School Technology Vanessa Moran Sacre Coeur VCE Technology video Charlotte Osborn Vermont Secondary College VCE Season of Excellence 2001 program guide Jarod Pak Yarra Valley Grammar School 2001 VCE Examinations and General Achievement Test Gary Poon St Bede’s College (GAT) Student Information Booklet and Timetable Romy Sedman Methodist Ladies College Aaron Shiel Whitefriars College VCE study designs Matthew Short Box Hill Senior LOTE: Albanian, Czech, Latvian, Lithuanian, and Secondary College Slovenian Elena Simak Hoppers Crossing Secondary College Jack Slattery Melbourne Grammar School CSF II Deane Sobey Westbourne Grammar School CSF II LOTE: Indonesian Supplement, Italian Rebecca Sternschus Mount Scopus College Supplement, Greek Supplement and Vietnamese Matthew Storey Whitefriars College Supplement Andrea Tham Eltham High School Kathryn Van Dyk Mill Park College VET in Schools Jeffrey Walker Sandringham Secondary College VET Assessment Guides 2001: Arts (Interactive Multimedia), Business (Office Administration), Vanessa Von der Muhll Loreto Mandeville Hall Community Services, Dance, Electronics, Furnishing, Katie Ward Strathcona Baptist Girls Hospitality (Operations), and Information Technology Grammar School CISCO Networking Academy Program Brendan Welch St Bernard’s College VET Task Samples: Hospitality (Operations) Part-time Apprenticeships: Automotive
ANNUAL REPORT 2000–01 63 Appendices
Acknowledgements The VCAA would like to thank the following schools and their students for appearing in photographs in this annual report: Caulfield Grammar School; Ivanhoe Girls Grammar School; St Columba’s Primary School; St Joseph’s College, Loyola College, Damascus College Ballarat.
64 Victorian Curriculum and Assessment Authority Acronyms and abbreviations
AIM Achievement Improvement Monitor APS Assessment Processing System CSF Curriculum and Standards Framework EFT Equivalent full-time ESL English as a second language FOI Freedom of Information GAT General Achievement Test ICT Information and communication technology LOTE Languages other than English MCEETYA Ministerial Council on Education, Employment, Training and Youth Affairs NAFLaSSL National Assessment Framework for Languages at Senior Secondary Level OHS Occupational health and safety PAYG Pay as you go SAC School-assessed Coursework SAIS Saudi Arabian International School SAT School-assessed Tasks SGJ Sekolah Global Jaya SOSE Studies of Society and Environment TAFE Training and further education UNESCO United Nations Educational, Scientific and Cultural Organisation VASS VCE Administrative Software System VCAA Victorian Curriculum and Assessment Authority VQA Victorian Qualifications Authority VCE Victorian Certificate of Education VET Vocational education and training VTAC Victorian Tertiary Admissions Centre Victorian Curriculum and Assessment Authority 41 St Andrews Place East Melbourne Victoria 3002 Telephone (03) 9651 4300 Facsimile (03) 9651 4324 Email [email protected] Website www.vcaa.vic.edu.au Information services Melbourne callers (03) 9651 4328 (03) 9651 4544 Country callers Freecall 1800 134 197