Board of Studies Annual Report 1998–99Board of Studies Annual Report
Board of Studies St Nicholas Place Board of Studies 15 Pelham Street Carlton Victoria 3053 Annual Report 1998–99 Telephone (03) 9651 4300 Facsimile (03) 9651 4324 Email [email protected] Website www.bos.vic.edu.au
Information Services Melbourne callers (03) 9651 4328 (03) 9651 4544 Country callers freecall 1800 134 197 Board of Studies Board of Studies Annual Report Annual Report 1998–99 1998–99
The Hon. Mary Delahunty, MP Contents Minister for Education Acronyms 2 Treasury Place Page East Melbourne Victoria 3002 ACACA Australian Curriculum, Assessment 1 Chair’s report and Certification Authorities
1 Chief Executive Officer’s report Dear Minister APS Assessment Processing System 2 At a glance I have pleasure in submitting the annual report CAT Common Assessment Task 4 Role of the Board of Studies of the Board of Studies for the 1998–99 CSF Curriculum and Standards Framework 5 Governance financial year in accordance with section 21 of DoE Department of Education the Board of Studies Act 1993. 6 Charter EEO Equal Employment Opportunity Yours sincerely 8 Membership ESL English as a Second Language 11 Organisation chart ENTER Equivalent National Tertiary Entrance Rank 12 Review of operations and outlook (formerly Tertiary Entrance Rank – TER) 13 Strategic plan FOI Freedom of Information 14 Curriculum Professor Kwong Lee Dow GAT General Achievement Test 18 Assessment Chair LAP Learning Assessment Project 23 Publishing LOTE Languages Other Than English 24 Information Technology MCEETYA Ministerial Council on Education, Employment, 25 Finance and Administrative Services Training and Youth Affairs 27 Executive Services SOSE Studies of Society and Environment 30 Wider policy frameworks TAFE Training and Further Education TPTC Trained Primary Teachers Certificate 31 Multicultural policy VASS VCE Administrative Software System 31 Managing Diversity VCAB Victorian Curriculum and Assessment Board 31 Freedom of Information VCE Victorian Certificate of Education 32 Summary of financial position VET Vocational Education and Training 33 Competitive neutrality VSAM Victorian Student Acheivement Monitor 33 Building Act 1993 VTAC Victorian Tertiary Admissions Centre 33 Consultancies 33 Industrial disputes and time lost due to injury 33 Additional information 34 Financial Statements 48 Appendices 49 Appendix 1: Index of compliance 51 Appendix 2: Year 2000 compliance Board of Studies 51 Appendix 3: CSF Advisory Committee St Nicholas Place Acknowledgements 15 Pelham Street 52 Appendix 4: CSF Committee members Carlton Victoria 3053 The Board of Studies would like to thank the following schools and their students for 53 Appendix 5: VCE Accreditation Panel members Telephone (03) 9651 4300 appearing in photographs in this annual report: Bialik College; Carlton Primary 57 Appendix 6: Student participants in the VCE Season of Excellence Facsimile (03) 9651 4324 School; Glen Waverley Secondary College; The Knox School; Oakleigh High School; Overnewton Anglican Community College; Prahran Windsor Primary School; Preston 60 Appendix 7: Publications Email [email protected] Website www.bos.vic.edu.au Girls Secondary College; Richmond Primary School; Roberts McCubbin Primary Acronyms School; Star of the Sea College.
Information Services Melbourne callers (03) 9651 4328 (03) 9651 4544 Country callers freecall 1800 134 197 Chair’s report
Now in its sixth year of operation, the Board of Studies is fully established as the principal source of advice on school curriculum and assessment matters in Victoria.
The Board is increasing its emphasis on supporting teachers in setting and monitoring standards for student achievements. The revised Curriculum and Standards Frameworks (CSF) will give teachers greater opportunity through curriculum and assessment to pursue high standards – especially for younger students – in literacy and numeracy.
The Board is supplying more comprehensive information on statewide Professor Kwong Lee Dow standards through the Learning Assessment Project (LAP) reporting Chair, Board of Studies package provided to each school. This provides teachers and parents with substantive information on student outcomes. The introduction of the Victorian Student Achievement Monitor (VSAM) will enable comprehensive monitoring through innovative computer-based assessment which, when combined with the LAP data, will track standards in English and Mathematics in Years 3, 5, 7 and 9.
VCE Review
In December 1998 the Board of Studies approved its policy and Professor Sam Ball procedures for implementation of the VCE Review. Implementation of Chief Executive Officer the outcomes of the Review will begin in 2000. Twenty-four revised VCE studies will commence in 2000.
Throughout 1999 the Board of Studies is conducting a range of activities and discussions with all sectors to ensure that schools, VCE coordinators and teachers are well supported to implement the revised VCE in 2000 and 2001. VET in Schools expanded in 1999 to provide students with greater Chief access to a range of diverse subjects. Executive Curriculum Officer’s In 1998 the Minister for Education requested the Board of Studies review the CSF. report
The revised CSF will further strengthen the present Framework by As the Chair’s report indicates, the Board has reaffirmed its ensuring comprehensive, standards-based curriculum planning, commitment to setting and monitoring standards for student assessment and reporting. achievement across the years P–12.
The revised CSF will reduce ‘curriculum crowding’ through fewer, more In the 1998–99 year it has: focused outcomes, a clearer, simpler framework design and the use of • accredited twenty-four studies for the revised VCE with another information technology. eighteen set for next year The CSF outlines a comprehensive curriculum which concentrates on • determined revised assessment processes and procedures for the eight Key Learning Areas and gives emphasis to mastery of the basic skills VCE which will operate from 2000 and knowledge in the early years of schooling. It focuses on literacy, • secured wide school community support for the consultation draft numeracy and benchmarking against the highest international standards. revised CSF in all eight Key Learning Areas for years P–10 Membership • developed further the literacy and numeracy testing and reporting for schools for Years 3 and 5 Board membership has had little change over the past twelve months. John Pascoe replaced Peter Allen as both Director of Schools and a • advanced the focus on student outcomes and pursuit of high member of the Board. Rosalie Jones, Principal of Star of the Sea College, standards through the CSF Review and statewide assessment. resigned from the Accreditation Committee after many years’ involvement Such strategic developments allow accessibility of learning and in the Board’s work and an extensive contribution to education in Victoria. achievement for all students, while addressing the legitimate She was replaced by Filomena Salvatore, Principal of Avila College. expectations of the wider community.
The coming year presents further challenges as the Board of Studies These achievements and future directions are outlined more continues to develop and implement educational practices that facilitate comprehensively in the relevant sections of the Report and in the high achievement by Victorian students. Board’s Corporate Plan.
Professor Kwong Lee Dow Professor Sam Ball
Chair, Board of Studies Chief Executive Officer
1 Board of Studies
Conduct in an efficient Enhance the utility and Enhance the utility and Enhance the contribution and effective manner the status of the CSF status of the VCE of assessment and annual VCE and P–10 reporting to improve assessment programs teaching and student learning
• The 1998 VCE was completed • The review of the CSF • Twenty-four VCE studies were • The LAP is now conducted each on time and without error. incorporated findings from the reaccredited. and will be taught in August to align with nationwide latest Victorian and international 2000; a further eighteen will be testing. All primary schools are • A VCE results service was research and data on educational accredited by December 1999 for supported in long-term monitoring introduced on the Internet, achievement. The revised CSF implementation in 2001. of student achievements in complementing the telephone builds on the standards set by English and Mathematics results service. • Special arrangements were put in the first Framework released in through the LAP data and its place for 4000 VCE examinations • Research study demonstrated the 1995. It emphasises literacy and comprehensive reporting and involving 800 students. VCE represents a highly reliable numeracy and reflects the monitoring results package. assessment process. growing impact of information • The VET (Vocational Education • The VSAM will provide schools technology in learning. and Training) in Schools program • 1523 teachers were trained to and the community with the was expanded with enrolments review 53,540 VCE School • Issues of a crowded curriculum opportunity to obtain standards- increasing from 9068 in May Assessments. were addressed. based results in English and 1997 and 11,668 in May 1998 Mathematics for Years 7 and 9 • Exemplary Common Assessment • Over 15,000 educators to 14,608 in May 1999. students. Findings from trials and Tasks in the Visual Arts were sent contributed to the revision of • Ten industry areas of the VET demonstration tests run by over to all schools on CD-ROM. the CSF. in Schools program were 100 schools and 2500 students • Eighty-four examination panels recognised within the VCE are currently being incorporated involving approximately 500 1–4 structure. into the package. The VSAM members were appointed to • New Apprenticeships in eight represents a major innovation, develop the 1998 VCE industry areas were approved in integrating the latest information examinations. 1998 for recognition within the technology infrastructure with the • 125 written VCE examinations, VCE: Agriculture, Automotive, best features of assessment and thirty-seven oral examinations Business (Office Administration), curriculum. and seven performance Community Services (Personal • The VCE Data Reporting Program examinations were conducted Care), Engineering, Hospitality was piloted in fifty schools. in 1998. (Operations), Information • Written VCE examinations were Technology, Retail Operations. held in 550 schools and sixty-five A further three industry areas regional centres were used for were approved in 1999: performance and oral Horticulture, Sport and Recreation examinations in 1998. and Food Processing (Wine).
• Approximately 2700 assessors • Study score assessments were were appointed and trained to piloted in VCE VET programs in mark the 1998 VCE examinations. Hospitality (Operations) and Business (Office Administration).
2 Board of Studies Annual Report 1998–99 At a glance
Build school Promote national Enhance organisational and community and international management and promote commitment to high- recognition of the Board’s improvement quality curriculum and capabilities assessment
• A series of seminars with leading • A Memorandum of • The Board’s business systems Australian and international Understanding to deliver the VCE were made Year 2000 compliant. academic experts in standards was signed with an Indonesian • A revised performance setting was conducted by the school, Sekolah Global Jaya. management system was Board for business and education • The Saudi Arabian International implemented. leaders. School in Riyadh was licensed • Plans to move to St Andrews Providing • Extensive print, video, online and to teach the CSF to students Place were developed. workshop-based professional from P–10. world-class development programs about the • Arrangements were made with revised VCE and the CSF review the Saudi Arabian International curriculum and were provided for teachers. School in Riyadh to implement • More than 200 items on the the LAP in Years 3 and 5 in assessment for Board’s website, as well as all 2000. editions of the VCE Bulletin and all Victorian P–10 Progress were updated students and maintained.
At a glance 3 Board of Studies
Role of the Board of Studies
Increased emphasis on literacy and numeracy, especially in the early years, is a key feature of the revised Curriculum and Standards Framework.
4 Board of Studies Annual Report 1998–99 • certify satisfactory completion of Years 11 and 12 by awarding a Governance certificate • prepare and maintain records of student assessment and, on Creation request, provide a copy of a student’s record to the student or a person authorised by the student to receive it The Board of Studies was created on 30 June 1993 by the Board of Studies Act 1993 (the Act). The Board replaced the Victorian • establish (as the Board sees fit) arrangements to ensure that Curriculum and Assessment Board (VCAB) and was given responsibility assessment of student performance in courses accredited by the Board, and education completed outside Victoria and accredited by for primary and secondary education in Victoria. The Board is directly the Board, can be used in selection of students for employment, responsible to the Minister for Education. The Act requires that the training or higher education Board operates within a Charter, prepared by the Minister, which sets • report (as the Board sees fit) on student performance to the Minister, out a policy framework for the Board’s operations. the Secretary of the Department of Education and relevant bodies Objectives • make available to the general public information collected by the Board on results of schooling as measured by assessments of The objectives of the Board, set out in section 5 of the Act, are to student performance develop guidelines and procedures for: • establish (as the Board sees fit) arrangements to ensure • development, accreditation and evaluation of courses compatibility of, and awarding of credit for, courses in the schools, • assessment and certification of student performance VET and higher education sectors • development and promotion of subject choices which lead to • promote opportunities for students in the post-compulsory years of broad options for further education or work education to participate in appropriate combinations of schooling, training, higher education and work • provision of information services on these matters to ensure that all students in Victoria have access to a comprehensive general • commission or conduct research on matters related to its functions education of the highest quality P–12. • provide professional development activities related to its functions • provide information services on the policy it administers and on its Functions practices and functions.
The functions of the Board, set out in section 6 of the Act, are to: Powers • give advice or make recommendations to the Minister for Education on education policy or strategies related to its objectives Section 7 of the Act sets out the powers of the Board. In order to • establish (as the Board sees fit) guidelines for development of achieve its objectives and perform its functions, the Board may: courses for P–12 • enter into contracts, agreements or arrangements • establish (as the Board sees fit) guidelines for accreditation of • borrow money or obtain financial accommodation from any courses for P–12 that have been developed by the Board or by person, not exceeding any amount fixed for the purpose by an any school or other body Order made by the Governor-in-Council and published in the • accredit courses for P–12 Government Gazette • establish (as the Board sees fit) a standards framework for • charge fees for services provided, not exceeding any amount fixed measurement of student performance in courses for P–12 for the purpose by an Order made by the Governor-in-Council and published in the Government Gazette • establish (as the Board sees fit) guidelines for assessment of students taking courses in P–10 • publish and sell any information acquired by it • establish (as the Board sees fit) assessment procedures for • issue, with the approval of the Minister for Education, policy guidelines students taking courses in Years 11 and 12 for the benefit of all members of the education communities • collect and record (as the Board sees fit) schools’ records of • apply for, obtain and hold, whether on its own behalf or jointly with student performance and establish (as the Board sees fit) another person, any intellectual property rights arrangements for external assessment of student performance • enter into agreements or arrangements for the commercial • conduct, at the request of the Minister, assessment of student exploitation of the rights referred to in the preceding paragraph, performance whether by assignment, licensing or otherwise • establish (as the Board sees fit) arrangements for accreditation of • do any other thing that is necessary or convenient to be done education completed outside Victoria for or in connection with or as incidental to the performance of its functions. • certify satisfactory completion of Year 10 by awarding a certificate
Role of the Board of Studies 5 Board of Studies
Charter Guiding principles The Charter establishes that in carrying out its functions as set out in The Board works within a Charter provided by the Minister for clause 6 of the Act, the Board will be guided by the following principles: Education, who may also give directions with which the Board must • Students should have access to a curriculum which meets their comply. In May 1996 the Minister requested the Board to provide him individual needs and which challenges them to realise their full with advice and recommendations on appropriate assessment potential. programs for secondary schools to evaluate levels of student • Students need to acquire a breadth and depth of skill and achievement in designated Key Learning Areas and other key areas of knowledge that will prepare them for future learning, higher student achievement. education and training and future work in a society In June 1996 the Minister for Education requested that the Board characterised by rapid, technological change and a highly review the CSF to ensure that content, skills and learning outcomes competitive work environment. related to the use of information technology are appropriately • The curriculum offered by schools should meet community addressed in all Key Learning Areas. expectations, should be of the highest quality by Australian and international education standards and should address the needs of In May 1998 the Minister for Education requested that the Board the student population. review the CSF for the year 2000 and specifically sought advice on • Students and their parents should be provided with detailed, issues on the ‘crowded curriculum’. valid and reliable information concerning individual achievement and progress. Mission statement
The Charter outlines the following mission of the Board. Curriculum
The mission of the Board of Studies is to provide Under its Charter, the Board of Studies will work to assist Victorian leadership and expert assistance to schools for the schools to improve the quality of curriculum programs to enhance development of a curriculum that will meet the ongoing learning outcomes. It will: needs of students P–12. • provide a standards framework for the development of a high- quality curriculum which emphasises student achievement and In order to fulfil its mission the Board will: appropriate assessment and reporting procedures • strengthen curriculum provision in Victorian schools by ensuring • provide a curriculum framework to assist schools to strengthen continuity and consistency of standards, subject coverage and the primary school curriculum, especially in English, skill development through P–12 Mathematics and Science • enable all students to study a balanced, comprehensive and • ensure that the structure, content and assessment procedures of challenging curriculum that takes account of the diversity of the VCE meet the needs of students and society students’ needs, encourages students to develop an appreciation of our society’s cultural heritage and prepares • develop exemplar courses them for the future • establish guidelines and procedures for evaluation and review of • provide schools with a framework to ensure comprehensive and courses of study throughout the years of schooling reliable assessment and reporting of student achievement. • establish expert committees in each of the eight nationally agreed Key Learning Areas and other committees as appropriate • cooperate with Victorian, Commonwealth and interstate education authorities.
6 Board of Studies Annual Report 1998–99 The Board’s guidelines for development and accreditation of courses for Assessment and reporting P–10 will: The Charter provides that the Board of Studies will draw on best • emphasise development of sound literacy and numeracy skills and national and international assessment and reporting practice to scientific understanding, particularly in the primary years provide guidelines for assessment of the progress of the education • ensure there is sufficient flexibility within each course of study for of students, especially in English, Mathematics and Science. schools to develop their own curriculum programs and practices that take account of the particular aspirations of their communities, The development by the Board of a framework for assessment and the interests of their students and the talents of their teachers reporting of student achievement and performance will: • ensure that there is adequate preparation for the post-compulsory • assist teachers to apply rigorous assessment techniques that are years and for further study and work suitable for the concept or skill being assessed • ensure that the courses of study in each of the eight Key Learning • assist in improving levels of teaching and learning in all Victorian Areas provide a clear developmental sequence from P–10 of the schools by enabling schools to design curriculum programs that essential concepts, skills and knowledge of each area of learning build on the strengths of each student. • consider ways of strengthening the provision of health and physical The Board’s framework for assessment and reporting for P–10 will: education and sport at all levels • provide schools with guidelines for assessment of student performance • consider ways of strengthening the provision of Languages Other • enable the consideration of the need for a testing program to Than English (LOTE) at all levels complement schools’ ongoing assessment and reporting programs. • consider national curriculum developments. The Board’s assessment and reporting framework for Years 11 and 12 will: The Board will strengthen the VCE to ensure that courses of study for • strengthen the VCE Years 11 and 12 will: • ensure an appropriate balance between school-based and external • meet the needs of an increasingly large post-compulsory student assessment procedures population • allow the evaluation and refinement of the assessment • provide students with appropriate preparation for further study, procedures to ensure validity, reliability and consistency across training and employment all Victorian schools. • be consistent with and extend the present credit transfer and VET in Schools arrangements between the school and TAFE sectors.
Role of the Board of Studies 7 Board of Studies
Professor Kwong Lee Dow, AM, Chair Professor Sam Ball, Professor Lee Dow is Deputy Vice- Chief Executive Officer Chancellor at the University of BA (Hons), MEd (Hons) (Sydney), Melbourne. In 1997 he was appointed PhD (Iowa), Fellow of the American Chair of the Board of Studies and the Psychological Association, Fellow of the Membership Committee to review the VCE. He is Chair Institute of Public Administration Australia of the Asia Education Foundation, a Professor Ball was formerly Pro-Vice- member of the Hong Kong Council for Chancellor and Professor of Education Academic Accreditation, and a member at the University of Sydney. He began of the Australian Multicultural Foundation. his career as a primary school teacher Providing leadership He has been a member of the national and later lectured at a teachers’ college Committee for review of Higher in New South Wales. Professor Ball has Education Financing and Planning. In also been Professor of Psychology and 1984 Professor Lee Dow became a Education at Teachers’ College, to schools and the member of the Order of Australia for Columbia University; Senior Research services to education and in 1994 Psychologist, Educational Testing received the Sir James Darling Medal Service at Princeton; and Director of community from the Australian College of Education. Research for ‘Sesame Street’.
Mr John Pascoe Ms Rosemary Allica Ms Elida Brereton BA (Hons) (Monash), TPTC Dip Primary Teaching, GradDipSpEd BA, DipEd (Melbourne), FACE Mr Pascoe is Director of Schools in (Hearing Impairment) Ms Brereton is Principal of Camberwell the Department of Education. He Ms Allica is the Principal of Warragul High School, and has taught in Victorian commenced his career as a primary Primary School. She has worked schools for over thirty years. She was the school teacher and has taught in both extensively with students who have foundation Chair of the Earth Studies country and metropolitan schools. His multiple disabilities and has made a Field of Study Committee and the Chair experience includes positions as Head substantial contribution in the of the Studies of Society and the Teacher, District Inspector of Schools, development of literacy and numeracy Environment Key Learning Area Assistant Regional Director of Education, programs throughout the Gippsland Committee. Ms Brereton is the author of Assistant General Manager (Education region. Ms Allica is also the author of a many geography textbooks. She was Programs) and General Manager dictionary for primary students and other made a Fellow of the Australian College (Schools), Gippsland Region and, from publications on writing and curriculum of Education in 1997. In recent years 1993–98, General Manager (People strategies. Ms Brereton has represented the Services). He has been involved in the Department of Education in China, Korea development of the Schools of the Future and the United Arab Emirates. program and Self Governing Schools. He is well known through his expertise in principal and teacher development and literacy and numeracy programs.
8 Board of Studies Annual Report 1998–99 Ms Susan Pascoe BA, MEd (Hons) (Melbourne), FACE, FACEA Ms Cliodhna Rae Ms Pascoe is the Coordinating Chair, Curriculum and Support Services, at the BA (Melbourne), DipEdAdmin Catholic Education Office in Melbourne. Ms Rae has been self-employed for Professor Robert Pargetter Her teaching experience spanned fifteen eighteen years and runs a tourism years, predominantly in Catholic personnel and training company with a BSc, MA (Melbourne), PhD (La Trobe), secondary schools. Ms Pascoe staff of fifty. She has been involved in DipEd (Monash) participated in several major curriculum industry accreditation and training for Professor Pargetter is Professor of initiatives, including the National more than thirty years. Her involvement Philosophy at Monash University and Committee for the Education of Girls, the in vocational education over fifteen years Principal of Haileybury College. He was Mayer Committee, the Civics Education has been on a voluntary basis. She is formerly Deputy Vice-Chancellor at Group and the MCEETYA Benchmarking currently President of both the William Monash University and Dean of Arts. He Taskforce. Ms Pascoe is President of the Angliss Institute Council and the was Chair of the Management Australian College of Education and a Association of TAFE Institutes, as well as a Committee of the Victorian Tertiary member of the Australian National member of the Tourism and Hospitality Admissions Centre (VTAC) for four years. Commission for UNESCO. Industry Training Board.
Ms Francisca Ho Mr Paul Sheahan Mr John Sweetman Ms Ho is President of the Council of BSc (Melbourne), DipEd (Melbourne), KSJ, AM, FICD, JP Noble Park Secondary College and a FAIM, MACE Mr Sweetman is Industry Manager, member of the Springvale Educational Mr Sheahan has been Headmaster, Victorian Employers’ Chamber of District School Council Presidents’ Melbourne Grammar School since 1995. Commerce and Industry. An accountant Network. She is an Executive Member He was Principal of The Geelong College by profession, he has been in and Convenor of Multicultural Affairs of from 1986 to 1995, and played test management in the tourism and the Association of School Councils in cricket for Australia from 1967 to 1974. hospitality industry for the past twenty- Victoria. Ms Ho is a member of the Mr Sheahan is a committee member of seven years. Mr Sweetman has been Victorian Immigrant and Refugee the Melbourne Cricket Club, Councillor of Chair of the Tourism and Hospitality Women’s Coalition. She owns an the Incorporated Association of Industry Training Board of Victoria for antique, art deco and collectables shop, Registered Teachers of Victoria, Board eleven years and Vice Chair of Tourism and has recently been named a living Member, Melbourne Symphony Training Australia for ten years, a Fellow treasure in the City of Greater Orchestra, Board Member, Ruyton Girls’ of the Catering Institute of Australia, Dandenong. School and Trustee of the Sir Robert National Chair of the Australian Menzies Foundation. Hospitality Review Board and a member of the Department of Education Business Advisory Committee. In 1996 he became a Member of the Order of Australia.
Role of the Board of Studies 9 Board of Studies
Committees Under the Charter an Executive Committee has been established consisting of the Chair, the Chief Executive Officer and three other members of the Board – Ms Susan Pascoe, Mr Paul Sheahan and Mr John Board of Studies senior officers (from left) Ms Elaine Wenn, Pascoe – appointed by the Minister. The Executive Committee has the Ms Chris Kotur, Mr Brian Foster, Mr John Firth. power to make decisions in the absence of the Board on urgent and specialist matters. It considers new policy matters which arise independently of the Accreditation and Assessment Committees. Audit Committee The Minister has approved the establishment and membership of an The Board’s Audit Committee comprises Professor Sam Ball, the Board’s Assessment Committee, an Accreditation Committee and curriculum Chief Executive Officer; Professor Robert Pargetter, Board Member; Mr Bill committees. Other committees may be established subsequently with Griffiths, General Manager, Office of Review, Department of Education; the approval of the Minister. All Board members are members of both Mr Stuart Alford, Partner, Ernst & Young; Mr Colin Twisse, Assistant General the Accreditation and Assessment Committees. Manager, Office of Review, Department of Education; and Mr Kevin Irons, Assessment Committee Manager, Resources and Administration, Board of Studies. The Committee meets four times a year. In addition to Board members, three coopted members – Professor Tim Brown, Mr Ross Kimber and Mr Tony Mackay – have been approved by Senior officers the Board. The Assessment Committee provides advice to the Board on the design General Manager, VCE and implementation of the Board’s assessment programs for P–10 and Mr Brian Foster is responsible for management, implementation and for the VCE. This includes all aspects of assessment associated with the delivery of the VCE and associated programs. Mr Foster manages VCE, LAP and VSAM. It meets monthly and reports to the Board. accreditation and reaccreditation, certification, school assessment and the conduct of examinations and teams undertaking special purpose Accreditation Committee projects related to the VCE and associated initiatives. In addition to Board members, three coopted members – Ms Filomena Salvatore, Mr Ross Kimber and Mr Tony Mackay – have been approved General Manager, Curriculum and Standards P–10 by the Board. Ms Rosalie Jones, whom Ms Salvatore replaced, resigned Ms Chris Kotur is responsible for design, management and delivery of at the beginning of 1999. major P–10 curriculum and assessment programs. This includes the CSF, The Accreditation Committee makes recommendations to the Board statewide assessment programs and developing the role of technology in on accreditation principles and guidelines for the VCE. It makes P–10 curriculum and assessment initiatives. recommendations to the Board on the accreditation of courses of study submitted for accreditation within the VCE, including VET in Schools. Assistant General Manager, Assessment It meets monthly and reports to the Board after each meeting. Ms Elaine Wenn is responsible for the operations of the Assessment A Vocational Education Reference Group, chaired by Tony Mackay, Branch and the development, implementation and monitoring of the provides advice to the Board through the Accreditation Committee. Board’s assessment policies and procedures. Ms Wenn manages the assessment and reporting arrangements for the LAP, VSAM and VCE, Curriculum committees coordinates research projects and leads a number of project teams. The Board commissions Expert VCE Accreditation Panels to prepare Assistant General Manager, Curriculum proposals for accreditation of VCE studies in accordance with the Board’s accreditation principles and guidelines. These panels include practising VCE Mr John Firth is responsible for the operations of the Curriculum teachers from each sector, academic and curriculum experts, and business Branch, leadership of project teams and coordination of Key Learning and training sector representatives. They have the task of preparing studies Area committees and VCE Accreditation Panels. Mr Firth also manages for accreditation. Following the completion of reaccreditation of VCE studies the development of policies and procedures for VET in the VCE and in 1999, the Board will establish ongoing VCE curriculum committees to represents Australian Curriculum, Assessment and Certification Authorities monitor and review the implementation of revised VCE studies. The list of (ACACA) on the Ministerial Council on Education, Employment, Training VCE Accreditation Panel members appears in Appendix 5. and Youth Affairs (MCEETYA) Taskforce on VET in Schools. The Board has established new CSF committees to provide expert advice on the review and revision of the CSF for each Key Learning Area: the Arts, Board staff establishment English, Health and Physical Education, LOTE, Mathematics, Science, For 1998–99 the Board operated with an establishment of 107.1 effective Studies of Society and Environment (SOSE) and Technology. These full-time positions. For filled positions, the gender distribution was 40 per committees commenced work in August 1998 and will serve until cent male and 60 per cent female. This compared with an establishment December 1999. The list of CSF committees appears in Appendix 4. of 113.9 EFT positions in 1997–98, and a gender distribution of 41 per cent male and 59 per cent female.
10 Board of Studies Annual Report 1998–99 Organisation chart
Minister for Education
The Hon. Phillip Gude, MP
Chair Department of Education Professor Kwong Lee Dow and the Board
Chief Executive Officer
Professor Sam Ball
General Manager, Curriculum and Standards General Manager, VCE P–10
Ms Chris Kotur Mr Brian Foster
Manager, Information Technology
Mr David Fenton
Assistant General Manager, Assistant General Manager, Manager, Resources Board Secretary Curriculum Assessment and Administration
Mr John Firth Ms Elaine Wenn Mr Kevin Irons Ms Rhonda Day
Role of the Board of Studies 11 Board of Studies
Review of operations and outlook
All Key Learning Areas have undergone extensive review, with revised VCE studies to be implemented in 2000.
12 Board of Studies Annual Report 1998–99 Strategic plan Key strategic objective 3 Enhance the utility and status of the VCE by: The Charter requires that the Board will, in consultation with the • implementing the recommendations of the VCE Review Minister, determine its tasks and priorities for each triennium and report • promoting, and preparing for the implementation of, the annually to the Minister on progress and any amendments to priorities. revised VCE. The review of operations and outlook sets out the achievements and activities of 1998–99 in accordance with the objectives of the Act and Key strategic objective 4 the mission of the Board. Enhance the contribution of assessment and reporting to improve Key strategic objectives and priority objectives have been determined teaching and student learning by: for 1999–2001 and are as follows. • developing and implementing improved P–12 data analysis and reporting systems Key strategic objectives • providing to parents, schools and school education sectors The Board will: information and data analysis on student outcomes as measured by the LAP, VSAM and the VCE. • conduct in an efficient and effective manner the annual VCE and P–10 assessment programs Key strategic objective 5 • enhance the utility and status of the CSF Build school and community commitment to high-quality curriculum • enhance the utility and status of the VCE and assessment by: • enhance the contribution of assessment and reporting to improve • communicating effectively to schools, parents and the community teaching and student learning on student achievement and Board initiatives. • build school and community commitment to high-quality curriculum and assessment Key strategic objective 6 • promote national and international recognition of the Board’s capabilities Promote national and international recognition of the Board’s capabilities by: • enhance organisational management and promote improvement. • providing leadership in national and international debate on Priority objectives curriculum and assessment • increasing the use of Board curriculum and assessment programs, The following priority objectives arise from the key strategic objectives. expertise and services by international agencies.
Key strategic objective 1 Key strategic objective 7
Conduct in an efficient and effective manner the annual VCE and P–10 Enhance organisational management and promote improvement by: assessment programs by: • providing efficient and effective management of the Board’s resources • delivering the VCE on time, accurately and within budget • striving for continuous improvement across all functions. • delivering the LAP results on time, accurately and within budget • finalising the development of the VSAM.
Key strategic objective 2
Enhance the utility and status of the CSF by: • developing the revised CSF as an internationally benchmarked framework • promoting, and preparing for the implementation of, the revised CSF.
Review of operations and outlook 13 Board of Studies
Curriculum
Victorian Certificate of Education
During 1998–99 the Curriculum Branch continued to help implement current VCE studies through quality assurance of assessment, provision of written and oral advice for teachers and liaison with professional associations in their professional development of VCE teachers.
In the second half of 1998, the Board completed the first round of reaccreditation of twenty-four revised VCE studies. These VCE studies were revised and reaccredited by the Board in accordance with the (from left) Elaine Wenn, Brian Foster, Teresa Zuccolo, Judith Firkin, Robyn recommendations of the VCE Review outlined in the Enhancing Their McIntyre and Ross Turner at the weekly VCE Project Team meeting. Futures report. The revised study designs, including substantial advice for teachers, were distributed to schools in Term 1, 1999 for In June 1999 the Board organised, in conjunction with the Department of implementation in 2000. Education, professional development programs during August and To prepare for successful implementation, the Branch produced September 1999 for all VCE teachers of revised studies for 2000. substantial print, video and online support material and liaised with By December 1999 the Board will have accredited a further eighteen professional associations to provide professional development activities. VCE studies for implementation in 2001. This total counts LOTE as a Taking into account multiple courses in Mathematics, History and single study. However, the Board will be offering forty-five languages at Information Technology, there will be twenty-nine Unit 3–4 sequences the VCE level. This will complete the process of revision and of revised studies available in 2000. reaccreditation following the VCE Review. In the first half of 1999, the Branch established additional Accreditation Panels to prepare revised VCE studies for the second phase of implementation in 2001. These panels are revising existing VCE studies in a number of areas and developing new studies in Philosophy, English Language, Environmental Science and Food and Technology.
Victorian Certificate of Education 1998–99
Strategy Achievements
Revise twenty-four VCE studies in accordance with the VCE Accreditation Twenty-four revised VCE study designs were accredited by the Board and principles and guidelines. distributed to all schools.
Plan comprehensive program of support for implementation of revised Print, video, online and direct support were provided for teachers of revised studies in 2000. VCE studies. Liaison with, and support for, subject associations when providing professional development activities was given. An extensive round of workshops for VCE teachers was developed.
Ensure continuing curriculum validity of the VCE assessment program by All VCE exams conformed with VCE study designs. rigorous vetting of examinations.
Assist VCE teachers in understanding requirements of current VCE studies Advice for teaching VCE studies was published in all Key Learning Areas. through provision of appropriate written, verbal and technology-based support. Support was provided to professional associations and to individual teachers in response to requests.
Establish Accreditation Panels to redevelop eighteen VCE studies for 2001. Panels were established for eighteen studies. Development work is proceeding according to the established timeline.
14 Board of Studies Annual Report 1998–99 VET in Schools The VCE Review made a number of key recommendations, endorsed by the Minister, designed to substantially increase the status and value of VET programs within the VCE. In 1998–99 the first of these decisions was implemented and planning was undertaken to fully implement the VCE Review in 2000. A major initiative is the development of scored assessments for VET in the VCE. A pilot program in two industry areas, Hospitality (Operations) and Business (Office Administration), is being (from left) Robyn Timmins demonstrating the revised VCE briefing for principals and VCE coordinators to other members of the VCE Review conducted in 1999. Team: Emma White, Geoff Emmett, Christal Theophanous and At its meeting of April 1999 MCEETYA endorsed a continuing Katherine Papastathopoulos. commitment to the further growth and development of VET in Schools throughout Australia. Parallel with these developments, the Government issued an updated Joint Ministerial Statement on VET in Schools – implementing the VCE Review by providing VET programs within the Achievement and Future Directions – in May 1999. VCE Unit 1–4 study structure. Beginning in 1999, students who Within this active policy environment, VET in the VCE continues to complete a nationally recognised training credential will receive a flourish. Programs in twenty-five industry areas are now provided. certificate issued under the Australian Recognition Framework by a In ten industry areas, the Board has begun the process of Registered Training Organisation.
VET in Schools 1998–99
Strategy Achievements
Begin implementation of VCE Review decisions to enhance the status of VET Ten VET in Schools programs were recognised within the Unit 1–4 structure: by increasing its contribution to VCE completion requirements. Agriculture, Automotive, Business (Office Administration), Engineering, Food Technology, Horticulture, Hospitality, Polymer Processing, Printing, Sport and Recreation. Review work was undertaken in all other industry areas to prepare for Units 1–4 status in 2000.
Begin implementation of VCE Review decision to provide scored assessment A pilot program was conducted in two industry areas (Hospitality and of VET in the VCE Units 3–4. Business) with eleven schools in 1999.
Enhance VET in Schools to provide students with the most up-to-date VET in Schools was revised and a transfer made to Training Packages for training qualifications as the National Training Packages are introduced in Agriculture, Horticulture, Hospitality and Business. the VET sector.
Put quality assurance measures in place to improve program delivery. An audit of school provision was conducted with Industry Training Boards involving 16 per cent of schools in September and October 1998. All necessary feedback from schools was received.
Include New Apprenticeships for secondary students in the VCE. New Apprenticeships in eight industry areas were approved in 1998. A further three programs – Horticulture, Sport and Recreation and Food Processing (Wine) – were approved in 1999.
Develop new programs to meet identified needs. New programs were developed in Forest Industries and Polymer Processing. Development work is being undertaken in Furnishing (Cabinet Making).
Enhance student pathways by increased participation in VET in Schools. Enrolments continue to increase from 9068 confirmed in May 1997 to 11,668 confirmed in May 1998 to 14,608 confirmed in May 1999.
Develop documentation on assessment, recording and reporting for VET in Material was published and disseminated to all VCE providers. Schools.
Provide professional development and advice for schools and training partners Numerous presentations were given at regional and cluster or network levels for improved implementation. across the State.
Review of operations and outlook 15 Board of Studies
VET in Schools offers students the opportunity to: • combine general and vocational studies • undertake learning in the workplace
• gain a nationally recognised vocational education qualification, or (from left) Margaret Mackenzie and Ayda Sabri of the VET Unit credit towards one, as part of the VCE discussing the VET program Certificate III in Information Technology • take new pathways into further full-time vocational training, or with Mike Hoye who manages the Technology Key Learning Area. combined work and vocational training, that supplement existing pathways into tertiary study. Implementation of VCE Review decisions to enhance the role of VET Curriculum and Standards Framework programs within the VCE will include: During 1998–99, the Branch managed the first phase of the review of • development of VET in Schools to contribute within the Unit 1–4 the CSF. The Board established a CSF Advisory Committee to provide structure in their own right for completion of the VCE, including advice to the Accreditation Committee of the Board. A discussion paper provision for adults returning to study – The Curriculum and Standards Framework Towards 2000 and • development of assessment procedures at Unit 3–4 level to provide Beyond – was distributed widely (22,000 copies) in Term 3, 1998. VCE study scores and to contribute directly to the calculation of the Extensive discussion with principals and school curriculum leaders Equivalent National Tertiary Entrance Rank (ENTER) (twenty-one meetings with over 1200 representatives throughout the • provision of briefing sessions and information in all regions to assist State) and a large number of key stakeholder groups took place during schools with implementation of the revised program. second phase consultations in Terms 3 and 4, 1998.
As a result of this process and advice from the Board’s P–10 CSF committees, a consultation draft of the revised CSF was produced and widely distributed early in Term 2, 1999. Thirty thousand printed copies, together with access via the Board’s website, ensured that all interested parties could make comment and participate in this third phase of the consultation process. The Board commissioned Deakin University to assist with the conduct and analysis of the consultation. A further extensive round of meetings with key stakeholders was also held. Curriculum and assessment experts were commissioned to provide a national and international benchmarking perspective to ensure that the revised CSF is of the highest standard.
16 Board of Studies Annual Report 1998–99 The consultation responses were analysed in July and August 1999. The final version of the revised CSF, drawing on the analysis of consultation and the advice of the Board’s Advisory Committee and CSF committees, will be approved by the Board in November 1999. It will include some annotated students’ work in the English, Mathematics and Science Key Learning Areas. Wide distribution of both the print and CD-ROM formats of the CSF (from left) Jennie Wong, Imre Hollosy, Meredith Nolte, Barbara Tattam will follow in early 2000. and Imelda Cadiente of the Curriculum Branch discussing the consultation draft of the revised CSF.
Curriculum and Standards Framework 1998–99
Strategy Achievements
Develop a broad discussion paper on the revision of the CSF as a basis for A directions paper was developed and widely distributed. Twenty-one consultation with key stakeholders. consultation sessions with 1200 school curriculum leaders were conducted and a series of meetings held with key stakeholder representatives. Broad directions of the paper were widely endorsed as the basis for revising the CSF.
Develop a comprehensively revised draft of the CSF for wide consultation with A consultation draft was developed and approved by the Board and 30,000 copies schools, key stakeholders and the broader community. were distributed in early Term 2 and also made available via the Board’s website. A consultation draft survey was made available for disk- or Internet-based response. Focus groups were conducted and consultations held with key stakeholder groups.
Conduct expert analysis and evaluation of the current CSF and early drafts of Expert benchmarking of the CSF against US, UK, Singapore, Japan, and other the revised CSF to ensure international standing. Australian States’ curriculum and standards documents was undertaken. Expert analysis in Key Learning Areas was commissioned. These reports were made available for the final revision phase.
Promote the value of international quality curriculum and standards within the A series of seminars was conducted by the Board. These included an invitation education and wider communities. seminar for business leaders on standards and an invitation seminar for education leaders featuring leading Australian and international academic experts in standards setting and assessment. Conference papers presented at the seminars were published by the Board.
Review of operations and outlook 17 Board of Studies
Assessment
The Assessment Branch is responsible for the assessment, certification and reporting of students’ educational achievements. The Branch conducts the Board’s major assessment programs: the LAP for Years 3 and 5 and the VCE for Years 11 and 12. The VSAM is being developed for Years 7 and 9 in 1999. Karen Tan (left) reporting to Maria Fragale, Peter Adams and Terri Di It also provides advice to the Board on the development and monitoring of Battista of the Examinations Unit on the progress of vetting for CAT 2 VCE assessment policy and procedures and the assessment and reporting and 3 LOTE examinations. of student performance in the Key Learning Areas for P–10. The Assessment Branch comprises five units: the School Assessment Unit, the Examinations Unit, the Research and Evaluation Unit, the Certification and Enrolments Certification and Enrolments Unit and the P–10 Unit. The Certification and Enrolments Unit manages the administration School Assessment of VCE enrolments and results for students undertaking the VCE, VET in Schools and Extension Studies. Functions of the Unit include The function of this Unit is to monitor the quality of assessments given the collection and confirmation of student enrolments and results, for school-based CATs. To achieve this purpose the Unit provides advice the calculation of study scores and satisfactory completion of the to management on possible improvement to processes, provides VCE, and the issuing of results to schools, students and the VTAC support for teachers in the assessment and authentication processes, for tertiary selection. coordinates the review of the assessments of designated school- assessed CATs, audits the authentication procedures of schools and The Unit also provides the following services to students, schools and provides feedback to schools on the outcomes of reviews and audits. other organisations: • replacement certificates and Statements of Results Examinations • assessment of overseas and interstate qualifications
The Examinations Unit coordinates the development and assessment of • telephone and Internet results services all VCE examinations. Examinations are in the form of performance • Statements of Marks examinations, LOTE oral examinations and written examinations. In any • microfiche of student results one year some 500,000 examination papers are processed and • preparation of data for the Premier’s Awards, Australian Student’s assessed. The Examinations Unit has twenty-one permanent staff and Prize and other awards employs more than 3700 sessional or casual staff. • preparation of data for the armed services. Research and Evaluation
The primary tasks of the Research and Evaluation Unit are to provide Requests serviced by the Research and Evaluation Unit information to a range of clients, to monitor programs and to provide 1997–98 policy advice. Source/Type 1997 1998 The Unit provides data, information and advice to the Board, for example of request on VCE enrolments and results, and data and analysis to external customers (government departments, academic researchers, research institutions, community and commercial organisations, schools and Internal to the Board 75 134 members of the general public). The Unit is also responsible for providing External to the Board 217 257 data and support for research into, and reporting of, the Board’s assessment and certification programs. The table summarises the number Address lists/mailing 40 75 of specific requests to which the Unit has responded in the last two labels calender years. It divides requests into three categories: requests from other Units or officers of the Board (internal to the Board), requests from Total 332 466 elsewhere (external to the Board), and requests for lists of school addresses or school-addressed mailing labels.
The Unit develops and implements a range of statistical processes that are an integral part of the VCE assessment program, for example using the General Achievement Test (GAT) to monitor the comparability of school assessments for student work.
18 Board of Studies Annual Report 1998–99 P–10
The P–10 Unit manages the statewide assessment and reporting for Victorian primary schools and the development and implementation of statewide assessment reporting in the compulsory years of secondary school. (from left) Nancy Pukeroa, Maryse Felicite, Margaret Howlett, Kapila Jayasuriya and Rebecca Dharmaratne of the School Assessment Unit The Unit provides advice and support to schools on assessment, collating training materials for the upcoming Review Cycle 1. reporting and the use of assessment data to improve the learning outcomes of Victorian students. The LAP will be an important element in establishing national Learning Assessment Project benchmarks in literacy and numeracy in Australia and the provision of The LAP has been developed and implemented in schools to provide data about the performance of Victorian students against the information to parents, schools and sector authorities about the learning benchmarks. In 1999 the LAP will be conducted in August. This will achievements of Victorian primary students. Each year the LAP assesses bring the timing of the LAP into line with other Australian States. Year 3 and Year 5 students in English and Mathematics and, in alternate As schools increasingly use the data generated by the LAP to analyse years, Science and SOSE. In 1999 the LAP provided assessments in performance, the Board has responded by developing a data analysis English, Mathematics and SOSE. service. This service will provide schools with cumulative and Now in its fifth year the project continues to attract considerable interest comparative data using the 1996, 1997, 1998 and 1999 LAP data. It both from interstate and overseas. will enable schools to track the progress of groups and individuals and target their resources to improve the learning opportunities for students. The service will be accompanied by a professional development package which will assist schools to use data more effectively within the school environment.
Learning Assessment Project 1998–99
Strategy Achievements
Increase student and school participation in the LAP. More than 107,000 students participated in the 1998 LAP. Participation has grown in each year of its implementation:
1995 93,000
1996 97,000
1997 103,000
1998 107,000
The number of schools participating in the LAP has also increased. In 1998 all government and Catholic schools with eligible students participated.
Improve reporting of the LAP results to schools. The reporting system to schools has been simplified and made more user- friendly. The reports include written comments and information packaged in more accessible formats.
Review of operations and outlook 19 Board of Studies
Victorian Student Achievement Monitor
The VSAM is an assessment system designed to provide information about the learning achievements of Year 7 and 9 students in Victorian schools. The system is being developed to administer individual computer adaptive assessments to students using the Internet. Initially the VSAM will deliver assessments for Years 7 and 9
in English and Mathematics. Neal Varghese demonstrating the VSAM test for students in Years 7 It is the first time in the world a system like the VSAM has been and 9 to Melinda Nulty and Judy Dohrmann. developed for use in statewide testing and the project has attracted considerable interest from education systems interstate and overseas.
VCE School Assessment program
In 1997 the Minister for Education, the Hon. Phillip Gude, initiated a review of the VCE. As a result of the review most existing VCE studies will continue in a revised form and a number of new studies will be introduced. All revised and new studies have changed assessment and completion requirements.
Victorian Student Achievement Monitor 1998–99
Strategy Achievements
Develop the VSAM for training and trialing. Extended trials in 1998 involved fifty schools and more than 2000 students from all sectors in both primary and secondary areas.
The VSAM has been developed to a stage where interactive tests can be conducted in schools and preparation of extended trials is well advanced.
Develop item banks of questions linked to CSF outcomes for levels 3 to 7. A bank of 4500 questions has been developed for the first phase of the VSAM. The questions include both English and Mathematics questions and have a variety of response formats including multiple choice answers and construction responses.
Provide information about the VSAM to schools. Information about the development of the VSAM continues to be regularly provided to schools. This has provided comprehensive information about the nature and purpose of the VSAM and has been well received by all audiences.
Schools have received information kits on the VSAM and regular information in the P–10 Progress keeps schools up to date on the developments of the VSAM.
20 Board of Studies Annual Report 1998–99 VCE School Assessment program 1998–99
Strategy Achievements
Continue implementation of professional development for teachers In 1998 and 1999, meetings for teachers of small studies with the State in assessment. Reviewer were arranged.
In 1999, a CD-ROM of exemplary CAT material in the Visual Arts was sent to all schools.
Reports for teachers from the Chief Assessors and State Reviewers on the conduct of the assessment tasks arrived in school earlier than in previous years. 36,870 copies of the reports were printed and distributed to schools.
Increase the opportunity for teachers to participate in the review process 1523 reviewers were trained and tested before they reviewed 53,540 school each year. assessments.
New school assessment procedures for all studies are designed to reduce student and teacher workload. For most studies school-assessed CATs have been replaced by coursework assessment. A small number of studies will have school-assessed tasks. New assessment proceduces will commence in twenty four studies in 2000 and for the remaining studies in 2001.
Authentication procedures for 1998–99
Strategy Achievements
Conduct an audit and review of authentication processes and provide support An administrative audit of 131 schools was completed by November. A school for schools by: group authentication review of 3721 CATs was completed by Board Reviewers. Schools were requested to check 634 individual CAT grades that showed a • randomly sampling student work and checking for authentication breaches significant difference to the GAT score expectation. All schools involved notified • notifying schools of student work that is identified by the GAT as being the Board of the outcomes from these checks. Two grades were changed as a aberrant consequence. • checking with schools to ensure that they have clearly defined and understood procedures for the authentication of student work.
The second year of individual authentication checks on student CATs will take place later in 1999. The processes are to be further enhanced to incorporate the monitoring of schools’ coursework assessments.
Support for using information technology in school curriculum in 1998–99
Strategy Achievements
Develop a process for the review of school-assessed CATs submitted in digital In 1998 twenty-one schools participated in the electronic submission of sixty- form. seven CATs. The studies included Media, Information Technology, Systems and Technology, English and Mathematics.
Review of operations and outlook 21 Board of Studies
VCE Examination program VCE Results and Certification program
All VCE studies include at least one examination, with two examinations The Unit is responsible for collecting enrolments and results for in a small number of studies. The Board prepares, conducts and approximately 130,000 students studying the VCE including assesses all performance, oral and written examinations for the VCE. approximately 13,000 of those students also undertaking a VET in Examinations are held in May, June, October and November each year. Schools program. The Board will provide a joint telephone/Internet The receipt, processing, marking and confirmation of student marks results service with the VTAC for 1999. occurs annually against a very demanding timeline.
Further refinement in the setting and vetting process for examinations with special emphasis on quality assurance and the performance of assessors and examination papers will be a major focus in 1999.
VCE Examination program 1998–99
Strategy Achievements
Set 1998 VCE examinations. Eighty-four examination panels were appointed to develop the 1998 examinations. In total, some 500 examination-setting panel members participated in the setting and vetting processes.
Conduct 1998 VCE examinations. Collectively 125 written examinations, thirty-seven oral examinations and seven performance examinations were conducted in 1998. Special examination arrangements were put in place for 4000 examinations involving 800 students.
Written examinations were conducted in 550 schools, and sixty-five regional centres were used for performance and oral examinations.
Mark 1998 VCE examinations. Approximately 2700 assessors were appointed and trained to mark the 1998 examinations.
VCE Results and Certification program 1998–99
Strategy Achievements
Collect/report all data transfers of student enrolments and results between the 133,610 students were enrolled in 1998. All enrolments were processed and Board and schools within appropriate timelines. confirmed within the reported timelines.
Issue VCE certificates and Statements of Results. Results for 128,473 students were processed and sent to students and schools. 43,642 certificates were issued to students who satisfied the requirements of the VCE.
Implement changes to VET in Schools programs and enhance current systems Changes to both schools’ and the Board’s software systems to accommodate to assist schools in enrolment and reporting of these programs. part-time New Apprenticeships programs for secondary school students were designed and implemented. Enrolments and results were collected and reported for eleven programs for approximately 900 students.
Provide enrolment and reporting procedures to support the VET in Schools Currently the Board has approximately 140 students from eleven schools Graded Assessment pilot program. enrolled in the Graded Assessment pilot program. Two VET in Schools programs have been chosen: Certificate II in Business (Office Administration) and Certificate II in Hospitality (Operations).
Improve technology-based information services to key stakeholders. Students were provided with immediate access to VCE results via the telephone service and, for the first time, the Internet.
22 Board of Studies Annual Report 1998–99 Publishing
The Publishing Unit was restructured in late 1998, with those staff concerned only with preparing examination papers moving to the Examinations Unit. In 1999, the Unit comprises the Manager, a part- time editor, a desktop publishing officer, a designer and an administrative officer.
Most Board publications, including VCE examination papers, continued Val Bowers and Geoff Coleman from the Publishing Unit considering to be edited, designed and typeset using in-house editing, design and updated VCE study design covers. desktop publishing facilities. When necessary, external providers were The Unit will continue to investigate the latest technological advances so contracted to provide services. The Board’s website was maintained by that all publications continue to meet the highest possible standards of the Publishing Unit. presentation. When possible, publications will be sent straight to print The print room was closed in July 1998 and two panels of external without film. The Unit will increase the effectiveness of the Board’s website printers were appointed: one panel for security printing and one for by reviewing its structure to ensure ease of navigation for users and general printing. The photocopying services for the Board were also installing better search facilities. outsourced. The Unit monitors the performance of these providers and liaises with them to ensure that quality and timeline demands are met.
Publications
Revised CSF draft for consultation
VCE examinations for November and June
Administrative Handbook 1999, including two electronic versions
Design, and quality and production control of the revised VCE study designs
Information materials related to the revised studies
Effective Assessment Materials: Art and English developed to printing stage prior to publishing
Guide to the VCE 1999 and Guide to the VCE 2000
Reports for Teachers series
Assessment Advice series
Advice for Teaching VCE series
VCE examinations on CD-ROM
Twelve issues of the VCE Bulletin
Three issues of the P–10 Progress
VCE Statement of Results brochure
The GAT brochure
VCE wall calendar
During 1998–99 the Board’s website was updated and maintained. Currently there are more than 200 items on the site, as well as all editions of the VCE Bulletin and the P–10 Progress.
Review of operations and outlook 23 Board of Studies
Information Technology
The Information Technology Branch provides computer systems development, computer facilities management, technical infrastructure support, end-user applications support and professional development for the Assessment Processing System (APS) used within the Board, (from left) Anne Choi, Marcus Thorpe and Malcolm Downes from the Information Technology Branch testing the computer network for the VCE Administrative Software System (VASS) used in schools, and Year 2000 compliance. various office applications.
The Branch will complete the following stages of the major VASS21 development project. This involves producing a detailed requirements and specifications document, tendering for the development of a state Board staff will be provided with the facility to email materials to all schools. of the art software system, entering into a contract with the successful The Board’s technical infrastructure will be relocated at 41 St Andrews tenderer and coordination of the project to completion stage. Place, East Melbourne in May 2000. Significant enhancements will be made to the existing APS and VASS systems to accommodate the revised VCE structure.
The development of the Data Warehouse will continue.
Strategy Achievements
Comply with the whole-of-government Year 2000 direction. Internal systems were made Year 2000 compliant.
Develop an Information Technology plan that is aligned with the priorities The three-year Information Systems and Communications Strategy plan was of the Board’s Business plan. developed.
Complete projects identified within the Information Systems and Two new sub-systems of the APS were developed and implemented. Communications Strategy plan. The first records work incurred by VCE assessment staff, calculates payments, and interfaces with the Board’s financial systems. This has resulted in substantial productivity improvements. The second is used to select schools and students for authentication audit in one or more study areas.
The VASS21 Terms of Reference document was completed and funds to start development of the new system in the 1999–2000 financial year were approved and obtained.
Significant upgrades to the VASS system for Year 2000 compliance and New Apprenticeships were developed and implemented.
A Data Warehouse database model, infrastructure software and repository for the LAP results were developed as the first stage of the Data Warehouse project.
The Board’s Host Unix Computers and software tuning were upgraded. This has resulted in improved productivity and more time access to data by staff. For example, a process which previously took fourteen hours, now takes less than one hour.
24 Board of Studies Annual Report 1998–99 Finance and Administrative Services (from left) Vanh Sourintha, Valentina Paoli and David O’Neill from The Finance and Administrative Services Branch provides financial, Finance and Administrative Services at 15 Pelham Street, Carlton. administrative and personnel support services which contribute to the In May 2000 the Board will move to 41 St Andrews Place. development of a competitive, dynamic and service-oriented organisation.
Finance and Administrative Services 1998–99
Strategy Achievements
Ensure the Board achieves public accountability by meeting all statutory The annual report was produced within the statutory period and with the reporting obligations and professional accounting standards. Auditor-General signing off the accounts without qualification.
All statutory requirements were met.
Implement the Government’s management reform program. Implementation of the program has impacted on three organisational levels within the Board:
• strategy/corporate planning – expressed in terms of outcomes and outputs • output management – plans converted into services to be delivered • internal and external service providers – managing the process to convert inputs into outputs.
The Board has a regime of quarterly reporting to the Department of Education and six-monthly reporting to Board members where outputs are reported against strategy plans.
Implement competitive business practices. The Board awarded a number of major contracts during the reporting period:
• LAP
• GAT • security and non-security printing • photocopying • security courier.
The contracts are the result of separate public tender processes and are of two- or three-year terms with an aggregate annual value of approximately $3.6 million.
Relocate to Treasury Reserve. Planning is well advanced in relation to the Board’s relocation from leased premises in Carlton to the old Government Printers Office at 41 St Andrews Place as part of the Government’s asset management strategies.
Refurbishment of the St Andrews Place building is due to be completed in May 2000, ready for immediate occupation by the Board.
Develop best practice human resources management policies and practices. Victorian Public Service officers of the Board continue to have access to Australian Workplace Agreements.
The Performance Management System underwent further refinements during the reporting period, resulting in a more streamlined and easily understood system.
Professional development opportunities were provided to staff via in-house training courses and external courses and seminars.
Review of operations and outlook 25 Board of Studies
People Management Framework
The Department of Education’s People Management Framework was released in May as part of the Department’s commitment to support high-quality people management practices. The Board is looking forward to the adoption of the Framework following the consultative process. The components of the Framework are set out in the following diagram.
People Management Framework »»
Workforce planning Performance excellence Training and development Work environment
• workforce plans • managing and valuing • induction • communication • selecting on merit diversity • staff development • employment • succession planning • performance • leadership development arrangements improvement • flexible work options • standards of conduct • health and well-being • managing unsatisfactory • grievance review performance
Accountability
26 Board of Studies Annual Report 1998–99 Of the other reports, one student had the marks for one question Executive Services cancelled, one case did not proceed because of insufficient evidence,
Executive Services protects the legal and corporate interests of the and two cases were deemed not to constitute a breach. Board and works to ensure compliance with legislation and Of the seven cases that went before the Discipline Committee three guidelines including: students were penalised by cancellation of the CAT in the subject in • Freedom of Information (FOI) which the breach of examination rules was substantiated, two students • Equal Employment Opportunity (EEO) and anti-discrimination had their results in the CAT in the relevant study downgraded by two legislation grades, and two students received a reprimand. • the Board’s regulations for the administration of the VCE The Discipline Committee is composed of three members: the Chair is • contractual matters a Board member and the two other members may be senior Board • intellectual property legislation. staff. The proceedings are formal and are attended by the Board’s solicitor. Executive Services provides administrative and policy support to the Board, Board committees and to the Board’s senior managers. In 1998 the Board introduced a range of procedures designed to strengthen its existing authentication policy requirements.
Discipline and appeals As of 30 June 1999 a total of 497 breaches of rules were reported: The Board Secretary administers VCE discipline, handles appeals and 349 reports relating to Unit 3 CATs and 103 reports to Unit 3 Work convenes formal hearings of the Discipline Committee. Requirements.
The Board requires that the school testify to the authenticity of each International education student’s work submitted for school-assessed VCE CATs. Penalties available to schools if a student breaches the rules of authentication The Board Secretary liaises with the Department of Education’s range from reprimand or a demand for resubmission of work to refusal Overseas Unit on overseas projects. An International Education working to accept all or part of the CAT. In such cases the student has the right party has met to share information between the three sectors and to appeal to the Board on two grounds: that the breach did not occur assist in support of full fee-paying overseas student programs in and/or that the penalty imposed is too severe. schools. The Board, in addition to its own international visitors, participates in the Department of Education’s Overseas Delegations From July 1998 to June 1999 there were twenty-six appeals by program hosting visiting groups who wish to examine developments in students against disciplinary actions taken by schools on school- curriculum and assessment. Through its membership of ACACA, the assessed CATs. Of these, three appeals received late in the reporting Board has contributed to the establishment of a working party on period were not resolved at the time of publishing; six appeals were International Education which is considering issues with national found to be without proper grounds for appeal because it was relevance to school education. established that drafts had not been sighted by the teacher or had been submitted late; two appeals were made on matters not subject to There has been some interest by schools with strong international links appeal; thirteen appeals were resolved by administrative review by the in providing the VCE overseas. The Board provides support in Board Secretary. This involved consideration of information provided by developing proposals to facilitate this. the school and the student, discussions with the student and school, In May 1999 the Board and the Department of Education signed a and, in five cases, interview of the student. Two students took their Memorandum of Understanding with Sekolah Global Jaya in Indonesia cases to a formal hearing of the Discipline Committee. to deliver VCE studies. It is proposed that a limited number of VCE From July 1998 to June 1999 the Board Secretary received twenty- studies will be taught together with the Indonesian National Curriculum eight reports from examination supervisors of alleged breaches of in 2000. examination rules. Where the breach was relatively minor and the The Board has licensed the Saudi Arabian International School in Riyadh student’s results were not affected, the Board Secretary reprimanded to use the CSF and, in 2000, the LAP will be implemented for students the student and the allegation was not taken to the Discipline in Years 3 and 5. Board staff, together with staff from the Department Committee. Minor breaches included students mistakenly bringing into of Education, have provided professional development and curriculum the examination material which was quickly removed by the supervisor advice to teachers at the schools. or talking prior to the commencement of, or during, the examination. Sixteen such cases were recorded.
Review of operations and outlook 27 Board of Studies
Information Services
Information Services is responsible for the Board’s communication with the education and wider community. It responds to external enquiries, manages the Post Results Enquiry Service and the VCE Telephone Results Service as well as participating in expos and exhibitions relevant to the (from left) Sharon Trainor suggesting a presentation style for Board work of the Board. It also produces and distributes an internal newsletter brochures to Suyin Lam and Shell Staszynski from Information Services. and coordinates special events and functions for the Board staff and members.
Information Services 1998–99
Strategy Achievements
Provide relevant information to the community through Board publications, News releases were regularly distributed. Interviews were arranged for the the Internet and the media. Chair in the electronic and print media.
Provide responses to enquiries. More than 13,000 telephone enquiries were responded to.
Manage the Post Results Enquiry Service. 3261 telephone enquiries about tertiary score/selections and statements of marks/study scores were responded to in a seven-day period.
Manage the VCE Telephone Results Service. Students received prompt and accurate responses to requests for results. 31,834 students used the telephone and Internet results services.
Coordinate and participate in exhibitions and expos about the work of A Board of Studies stand was organised and presentations provided at the the Board. VCE Expo.
Assist with interstate and overseas delegations. Information packages were provided to all visiting delegates.
28 Board of Studies Annual Report 1998–99 Season of Excellence In 1999 the CATs Show was opened by Professor Kwong Lee Dow, closed by Mr Stephen Elder, Parliamentary Secretary, and featured guest The VCE Excellence program, which commenced in 1995, is a series of speaker Nadine Garner, a well-known Australian actor. A list of the exhibitions of a selection of the best CATs in Dance, Dance Styles, Drama, students who participated in the Season of Excellence is provided in Theatre Studies, Music, Graphic Communication, Media and Technology. Appendix 6. In 1999 all events were brought under the umbrella of a Season of The Board will continue to enhance the accessibility and quality of the Excellence. Season of Excellence program. The Board is currently reviewing the The Season of Excellence program includes performing arts at the Iwaki possibility of touring the exhibitions in rural Victoria. Auditorium; the CATs Show at the Melbourne Concert Hall; TopCATs at the National Gallery of Victoria; Technology, Graphic Communication and Media at Scienceworks Museum; Media Big Screen at Cinemedia 5 and the VCE Premier’s Awards.
VCE Excellence 1998–99
Strategy Achievements
Expand the program by staging exhibitions over a longer period of time and at High attendance at all venues was maintained. a wider range of venues.
Introduce innovation to the staging of the CATs Show through improved An improved quality of production was achieved. production techniques, rear screen projection and radio advertising.
Develop a permanent collection of art works by VCE students. The Board purchased its fourth piece of student art ‘Untitled 1’ by Lauren Goodman, a VCE student at Bialik College.
Review of operations and outlook 29 Board of Studies
Wider policy frameworks
Multicultural perspectives in VCE provision for 1998–99 include the availability of ESL and forty-five languages other than English.
30 Board of Studies Annual Report 1998–99 Multicultural policy Managing Diversity
In response to Premier Kennett’s commitment as part of the Victorian In 1996 the Board published and adopted a Managing Diversity policy multicultural policy that all agencies will provide an overview of their as a strategic approach to implementing merit and equity principles and programs, services and strategies with regard to their impact and to comply with anti-discrimination legislation. applicability to a culturally and linguistically diverse society, the Board Merit and equity principles are included in performance provides the following information. management plans, personnel practice and professional development. A grievance process has been developed to cover Curriculum and formal and informal complaints of breaches of merit and equity. The Standards Framework EEO Coordinator liaises with the Department of Education to ensure that Board staff has access to the Department’s professional Incorporation of multicultural perspectives is integral to the development programs, and with external agencies to ensure access achievement of learning outcomes across the CSF. In particular, the to relevant information and training. Board staff have participated in SOSE framework includes a multicultural perspective. Students learn the Springboard Career Development program designed to assist about the achievement of individuals and groups of various ethnic women explore career options and develop further skills. and social backgrounds and their contribution to Australia’s social, cultural and economic development. The current revision of the CSF maintains this approach. Freedom of Information
Particular achievements in 1998–99 include: This section is published to conform with the requirements of section 7 • extensive professional development conducted in implementation of the Freedom of Information Act 1982 (FOI Act). of the SOSE and LOTE curriculum For the year ending 30 June 1999 six applications were received under • representation of the Board by the Chief Executive Officer on the the FOI Act. Ministerial Advisory Council on LOTE and English as a Second Language (ESL). The information provided by the Board about its operations covers VCE areas of study, school assessment, examinations, curriculums and Victorian Certificate of Education standards for P–10, the LAP, GAT and VSAM and other more general information. A list of the Board’s publications appears in Appendix 7. Multicultural perspectives in provision of the VCE include: The Board sends the VCE Bulletin to schools regularly and copies are • the availability of forty-five languages other than English in 1998–99 available from the Board’s Information Service on request. The Board • special provisions made for students with language backgrounds also runs a telephone information service, produces videos, and other than English in the availability of ESL responds to letters and telephone calls from parents, students and teachers. Senior management has also provided information about • continuation of a pilot program in Australian indigenous languages in the VCE Board activities to education communities in a series of briefings throughout the State. • registration of ethnic schools as single study providers of community languages Categories of documents maintained internally include financial reports, • representation by ethnic groups on the Board working groups student records, records associated with curriculum and examinations, and committees personnel records and correspondence. Some will be protected on • provision of Asian History as a VCE study grounds of personal privacy, others by the restrictions placed on examination materials. • liaison with professional associations such as the Asian Education Foundation. Those wishing to obtain access to information of the kind provided for by the FOI Act should write to the following officer:
Ms Rhonda Day Board Secretary Board of Studies 15 Pelham Street Carlton Victoria 3053 Telephone (03) 9651 4311
Wider policy frameworks 31 Board of Studies
Number of FOI applications Action Charges/fees received
3 Access given. Documents released to applicant. $60.00
1 Partial access – sections 30, 34. $20.00
1 Applicant did not take up offer to consult. $20.00 No further action.
1 Application under process. $20.00
Summary of financial position
The following tables provide a comparison between 1998–99 and the preceding three financial years and performance against budgetary objectives 1998–99.
There are presently no known events that could adversely affect the operations of the Board during the next reporting year.
Comparison of financial position
Surplus (Deficit) $ Revenue $ Expenses $ Assets $ Liabilities $
1998–99 (121,635) 24,536,593 24,658,228 4,410,399 3,828,478
1997–98 (885,464) 23,131,311 24,016,775 4,011,767 3,308,211
1996–97 1,840,884 27,430,758 25,589,874 5,524,381 3,935,361
1995–96 (157,996) 24,466,639 24,624,635 2,788,317 3,040,181
Performance against budgetary objectives 1998–99
*Budget $ Actual $ Variance $
Revenue 25,338,447 24,536,593 (801,854)
Expenditure
Assessment 14,520,085 13,204,802 1,315,283
Curriculum 3,484,537 3,398,821 85,716
Other 7,333,825 8,054,605 (720,780)
Total 25,338,447 24,658,228 680,219
Operating result (121,635) (121,635)
* Adjusted for resources received free of charge and externally funded projects
32 Board of Studies Annual Report 1998–99 Competitive neutrality Industrial disputes and The National Competition Policy (NCP) was agreed to by the time lost due to injury Council of Australian Governments in April 1995 and represents a commitment to improving the economic efficiency and overall Industrial disputes competitiveness of the Australian economy. The NCP comprises One thousand and forty-five staff hours were lost due to four separate three major Commonwealth and State/Territory agreements: the industrial disputes during the financial year. Conduct Code Agreement, the Competitive Principles Agreement and the Implementation Agreement. The Premier has overall Industrial accidents responsibility for implementation of the NCP in Victoria. Three minor claims were received in respect of injuries, none of which The Board of Studies Act 1993 has been reviewed. In a report to the involved lost time. Department of Education on the NCP, the Board of Studies is identified as not subject to the Competition Code. The report found that the Board had little, if any, potential to be involved in anti-competitive Additional information practices. Although the Board’s activities are mainly regulatory in nature, the Board is empowered to charge fees for the services it provides. Consistent with the requirements of the Financial Management Act 1994, the Board has prepared material on the following topics, details of which, if not published in this annual report, are available to the Building Act 1993 public on request.
The Board does not occupy any publicly owned buildings; however, in Information retained by the Board includes details, where applicable, of: May 2000 the Board plans to relocate to 41 St Andrews Place, East • changes in prices, fees, charges, rates and levies Melbourne in line with government policy to utilise public buildings. • major research and development activities • major promotional, public relations and marketing activities Consultancies • shares held by senior officers as nominees or held beneficially in a statutory authority or subsidiary There were no consultancies with an individual value greater than • declaration of pecuniary interests $100,000 commissioned by the Board during 1998–99. • occupational health and safety assessments and measures There were six consultancies each costing less than $100,000 at a total • industrial relations issues cost of $118,930. • major committees sponsored by the Department of Education.
Enquiries regarding details of this information should be addressed to the following officer.
Ms Rhonda Day Board Secretary Board of Studies 15 Pelham Street Carlton Victoria 3053 Telephone (03) 9651 4311
Wider policy frameworks 33 Board of Studies
Financial Statements
Every year the Board purchases a piece of artwork from a student exhibitor at the VCE TopCATs Exhibition of Visual Arts at the National Gallery of Victoria. This year’s student artist was Lauren Goodman of Bialik College.
34 Board of Studies Annual Report 1998–99 Auditor-General’s report
Financial Statements 35 Board of Studies
Statement by the Chair, Chief Executive Officer and Principal Accounting Officer
STATEMENT BY THE CHAIR, CHIEF EXECUTIVE OFFICER AND PRINCIPAL ACCOUNTING OFFICER
In the opinion of the Board: (a) the Financial Statements of the Board of Studies present fairly the financial transactions during the financial year ended 30 June 1999 and the financial position as at that date (b) the Financial Statements have been drawn up in accordance with applicable Australian Accounting Standards, the Financial Management Act 1994 and all other mandatory reporting requirements.
At the date of signing, we are not aware of any circumstances which would render any particulars in the Financial Statements to be misleading or inaccurate.
For and on behalf of the Board of Studies:
Professor Kwong Lee Dow Chair
Professor Sam Ball Chief Executive Officer
Kevin Irons Principal Accounting Officer Date: 4 August 1999
36 Board of Studies Annual Report 1998–99 Revenue and Expenses Statement for the year ended 30 June 1999
Notes 1998–99 1997–98 $$
Revenues Recurrent appropriations 20,901,901 19,114,150 Resources received free of charge 2 2,004,227 1,834,670 Works and services appropriations 150,294 434,621 Special project grants 407,465 333,246 Interest 78,149 76,236 User charges 3 988,427 1,110,669 Proceeds from disposal of fixed assets 4 6,130 227,719 24,536,593 23,131,311
Expenses Employee costs 5 11,512,104 11,676,585 Depreciation and amortisation provided 7 571,177 557,482 Special projects 8 500,120 823,414 Supplies and services 9 12,018,245 10,735,298 Written-down value of assets disposed 4 56,582 223,996 24,658,228 24,016,775
Operating result (121,635) (885,464)
Accumulated surplus at the beginning of the year 703,556 1,589,020
Accumulated surplus at the end of the year 581,921 703,556
The above statement should be read in conjunction with the accompanying notes.
Financial Statements 37 Board of Studies
Balance Sheet as at 30 June 1999
Notes 1998–99 1997–98 $$
Current assets Cash 3,420,788 510,521 Receivables 10 67,779 77,803 Investments 11 0 2,000,000 Inventories 92,994 94,821 Other 160,735 174,661 3,742,296 2,857,806
Non-current assets Equipment 12 527,965 873,686 Leasehold improvements 13 140,138 280,275 668,103 1,153,961
Total assets 4,410,399 4,011,767
Current liabilities Accounts payable 1,958,585 1,608,531 Provision for employee entitlements 14 475,944 366,179 2,434,529 1,974,710
Non-current liabilities Provision for employee entitlements 14 1,393,949 1,333,501
Total liabilities 3,828,478 3,308,211
Net assets 581,921 703,556
Net surplus Accumulated surplus 581,921 703,556 Total net surplus 581,921 703,556
The above statement should be read in conjunction with the accompanying notes.
38 Board of Studies Annual Report 1998–99 Statement of Cash Flows for the year ended 30 June 1999
Notes 1998–99 1997–98 $$
Cash flows from operating activities
Receipts Government contributions 21,459,660 19,917,494 Interest 86,102 72,523 User charges 990,498 1,081,659
Payments Employee costs (11,662,237) (11,286,758) Supplies and services (9,827,985) (10,576,233) Net cash (used in)/from operating activities (a) 1,046,038 (791,315)
Cash flows from investing activities Equipment (141,901) (414,231) Proceeds from disposal of fixed assets 6,130 4,322 Net cash used in investing activities (135,771) (409,909)
Net (decrease)/increase in cash held 910,267 (1,201,224)
Cash at beginning of the year 2,510,521 3,711,745
Cash at end of the year (b) 3,420,788 2,510,521
The above statement should be read in conjunction with the following notes.
Financial Statements 39 Board of Studies
(a) Reconciliation of net cash used in operating activities to operating result
1998–99 1997–98 $$
Operating result (121,635) (885,464)
Add back
Non-cash flows in operating results Depreciation of equipment 431,040 417,345 Amortisation of leasehold improvements 140,137 140,137 Write down of obsolete stock 8,016 33,726 Provision for obsolete stock 39,900 20,100 Loss on sale of assets 50,452 219,674 Addition to assets 0 (4,790) Provision for doubtful debts 20,000 18,500 Bad debts 3,260 0
Decrease/(increase) in assets Receivables (13,236) (15,746) Inventories (46,089) (31,237) Other current assets 13,926 (76,410)
Increase/(decrease) in liabilities Accounts payable 350,054 (684,401) Recreation leave provision 77,641 14,447 Long service leave provision 92,572 42,804 1,167,673 94,149
Net cash (used in)/from operating activities 1,046,038 (791,315)
(b) Reconciliation of cash For the purposes of the Statement of Cash Flows the Board considers cash to include cash 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 Balance Sheet as follows:
As at 30 June As at 30 June 1999 1998 $$ Cash on hand 400 400 Cash at bank 3,420,388 510,121 Short-term investments 0 2,000,000
Total cash at end of period 3,420,788 2,510,521
40 Board of Studies Annual Report 1998–99 Notes to and forming part of the Financial Statements for the year ended 30 June 1999
1 Statement of significant accounting policies The Financial Statements of the Board are general-purpose financial statements prepared in accordance with the provisions of the Financial Management Act 1994 and are consistent with those of previous years. The statements have also been prepared on a historical-cost basis and in accordance with Accounting Standards issued jointly by the Institute of Chartered Accountants in Australia and the Australian Society of Certified Practising Accountants. The accrual basis of accounting has been used.
1.1 Investments All investments are brought to account at cost. Interest revenue from investments is brought to account when it is earned. Funds in the Board’s bank account at balance date were covered by a corporate facility with the National Australia Bank which achieved competitive investment returns.
1.2 Inventories Inventories which comprise finished items of publications for sale have been valued at the lower of cost (FIFO method) and net realisable value.
1.3 Equipment The Board’s policy is to record in the asset register items with a value in excess of $1000. Material and attractive items with an individual value less than $1000 are recorded in the register with no value. Items are depreciated on a straight-line basis over their useful life to the Board, having regard to their residual value. Rates are as follows: Computer equipment Three years General equipment Five years Leasehold improvements Life of the lease
1.4 Revenue recognition Revenue is recognised when it is earned in accordance with AAS15.
1.5 Employee entitlements Provision is made for the Board’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.
1.6 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.
1.7 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. Total contributions of $607,573 were paid by the Department of Education into the State Superannuation Fund and the Victorian Superannuation Fund in respect to ongoing staff employed by the Board. The Department was then reimbursed by the Board for these contributions. In addition to the above, the Board paid contributions of $244,771 direct to VicSuper on behalf of eligible casual and sessional employees pursuant to the provisions of the Superannuation Guarantee Act 1992. The Board has no loans from the employee superannuation funds.
2 Resources received free of charge
1998–99 1997–98 $$ Property leases (see note 9a) 2,004,227 1,834,670
Financial Statements 41 Board of Studies
3 User charges
1998–99 1997–98 $$ Fee-paying overseas students 517,017 492,436 Publication sales 137,891 203,893 Other fees and charges 131,338 132,503 VCE results hotline 67,656 123,031 Miscellaneous income 134,525 158,806 988,427 1,110,669
4 Disposal of fixed assets
1998–99 1997–98 $$
Equipment Proceeds from sale of fixed assets 6,130 227,719 Less written down value of fixed assets disposed 56,582 223,996 Net profit/(loss) on disposal of assets (50,452) 3,723
In July 1997, equity in the Board’s fleet of motor vehicles was transferred to the Commonwealth Bank in conjunction with the State Government’s sale and operating lease facility initiative. Proceeds from the sale amounted to $223,397, which was paid directly into the Consolidated Fund and recognised in the Board’s accounts as expenditure.
5 Employee costs
1998–99 1997–98 $$ Salaries and allowances 6,482,961 6,231,126 Voluntary departure packages and targeted separation packages 0 158,592 Fees for setting, vetting, assessing and reviewing examinations 4,937,193 5,198,317 Other 91,950 88,550 11,512,104 11,676,585
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 Responsible Persons at any time during the financial year are: Responsible Minister The Hon. Phillip Gude, MP Board members Professor Kwong Lee Dow, Chair Professor Sam Ball, Chief Executive Officer Ms Rosemary Allica Mr Peter Allen Ms Elida Brereton Mrs Francisca Ho Mr John Pascoe Ms Susan Pascoe Professor Robert Pargetter Ms Cliodhna Rae Mr Paul Sheahan Mr John Sweetman
42 Board of Studies Annual Report 1998–99 (b) Remuneration of Responsible Persons The numbers of Responsible Persons are shown below in their relevant income bands:
Income 1998–99 1997–98 $0–$9,999 10 10 $40,000–$49,999 01 $50,000–$59,999 10 $160,000–$169,999 01 $190,000–$199,999 10 Total remuneration received, or due and receivable by Responsible Persons amounted to: $279,648 $244,792
The remuneration of the Responsible Minister is reported separately in the Financial Statements of the Department of Premier and Cabinet.
(c) Retirement benefits of Responsible Persons Superannuation contributions of $13,805 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 $100,000 during the reporting period is shown in the table below in income bands. The base remuneration of executive officers receiving more than $100,000 in total remuneration is also shown. Base remuneration does not include bonus payments, long service leave payments, redundancy payments or retirement benefits. Several factors have affected the total remuneration payable to Executive Officers over the year. A number of employment contracts were completed during the year and renegotiated, and a number of executives received bonus payments during the year. These bonus payments depend on the terms of individual employment contracts. Some contracts provide for an annual bonus payment, whereas other contracts include the payment of bonuses on the successful completion of the full term of the contract. A number of these contract-completion bonuses became payable during the year.
Total remuneration Base remuneration
Income band 1999 1998 1999 1998 No. No. No. No. $70,000–$79,999 31 $90,000–$99,999 11 $120,000–$29,999 2 2 $130,000–$139,999 2 Total numbers 4 2 4 2
Total amount $528,841 $246,917 $331,678 $172,790
7 Depreciation and amortisation provided
1998–99 1997–98 $$ Amortisation of leasehold improvements 140,137 140,137 Depreciation of equipment 431,040 417,345 571,177 557,482
Financial Statements 43 Board of Studies
8 Special projects Funding provided by the Commonwealth, other governments and their agencies enables the Board to undertake research and project work in various areas. The projects being undertaken and in progress are itemised below.
1998–99 1997–98 $$ Victorian Health Promotions Foundation 0 40,623 Healthy Families Program 79,821 89,646 VET in Schools 347,278 570,430 School to Work Program 73,021 104,768 Others 017,947 500,120 823,414
9 Supplies and services Major items of expenditure included the following:
1998–99 1997–98 $$ Audit fees – Auditor-General 18,000 18,900 Audit fees – internal auditor (Department of Education) 25,000 25,000 Consultants and contractors 2,043,293 1,494,085 Consolidated Fund (proceeds from sale of motor vehicles) 0 223,397 Grants to schools – examination supervision 1,223,340 1,203,480 Grants to schools – teacher release 357,924 277,037 Long service leave expenses 92,572 42,804 Recreation leave expenses 77,641 14,447 Other associated salary costs 1,637,256 1,016,896 Software purchases, maintenance and development 185,226 228,106 Printing and production 1,565,660 1,109,808 Utilities 533,622 464,076 VSAM development 338,357 1,063,866 Property leases (a) 2,004,227 1,834,670 Doubtful debts 20,000 18,500 Bad debts 3,260 0 Operating leases – motor vehicles 23,998 28,522 Other expenses 1,868,869 1,671,704 12,018,245 10,735,298
(a) The Department of Treasury and Finance, on behalf of the Board, has entered into the following leases: • a ten-year lease to occupy the present premises at St Nicholas Place, Carlton, effective from 10 July 1990 • a five-year lease in respect to the Board’s Assessment Centre at Camberwell, effective from 18 October 1994. The rental payments and outgoings for St Nicholas Place and the Assessment Centre, which are paid on the Board’s behalf by the Department of Education and the Department of Treasury and Finance, have been recognised in the accounts as expenditure offset by an increase to revenue as resources received free of charge.
44 Board of Studies Annual Report 1998–99 10 Receivables
1998–99 1997–98 $$ Fee-paying overseas students 42,169 66,502 Other 45,610 30,061 87,779 96,563 Less provision for doubtful debts (20,000) (18,760) 67,779 77,803
11 Investments
1998–99 1997–98 $$ Short-term deposit at call 0 2,000,000
12 Equipment
1998–99 1997–98 $$ At cost 2,309,668 2,435,908 Less accumulated depreciation 1,781,703 1,562,222 527,965 873,686
13 Leasehold improvements
1998–99 1997–98 $$ At cost 1,401,375 1,401,375 Less accumulated amortisation 1,261,237 1,121,100 140,138 280,275
14 Provision for employee entitlements
1998–99 1997–98 $$ Current liability – long service leave 73,366 41,242 Current liability – recreation leave 402,578 324,937 475,944 366,179 Non-current liability – long service leave 1,393,949 1,333,501
Financial Statements 45 Board of Studies
15 Leasing commitments As at 30 June 1999 the Board had no financial lease liabilities, while operating lease arrangements existed as follows:
1998–99 1997–98 $$ Not later than one year 107,942 30,984 Later than one year and not later than five years 109,888 0 Later than five years 0 0 217,830 30,984
Operating leases paid by the Department of Treasury and Finance: Not later than one year 1,157,245 1,396,203 Later than one year and not later than five years 0 1,115,180 Later than five years 0 0 1,157,245 2,511,383
16 Financial instruments
(a) Terms, conditions and accounting policies The Board’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 Balance Accounting policies Terms and conditions instruments sheet notes
(i) Financial assets Cash Cash is stated at cost. An effective interest rate of 4.25% was achieved. Investments 11 During the course of the 1998–99 financial year, investments were converted to cash on hand and covered by a corporate facility with the NAB which achieved competitive investment returns. Receivables 10 Receivables are carried at Settlement terms are 30 days. nominal 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 Trade liabilities are normally settled on amounts to be paid in the 30-day terms. future for goods and services received, whether or not billed to the Board.
46 Board of Studies Annual Report 1998–99 (b) Interest-rate risk The Board’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 Balance Sheet
1999 1998 1999 1998 1999 1998 $$$$$$ (i) Financial assets Cash 3,420,388 510,121 400 400 3,420,788 510,521 Investments – 2,000,000 –––2,000,000 Receivables ––67,779 77,803 67,779 77,803 Total financial assets 3,420,388 2,510,121 68,179 78,203 3,488,567 2,588,324 (ii) Financial liabilities Accounts payable ––1,958,585 1,608,531 1,958,585 1,608,531 Total financial liabilities ––1,958,585 1,608,531 1,958,585 1,608,531
(c) Net fair values The aggregate net fair value of financial assets and financial liabilities, both recognised and unrecognised at balance date, are as follows:
Total carrying amount and aggregate net fair value as per Balance Sheet
1999 1998 $$ (i) Financial assets Cash 3,420,788 510,521 Investments 0 2,000,000 Receivables 67,779 77,803 Total financial assets 3,488,567 2,588,324 (ii) Financial liabilities Accounts payable 1,958,585 1,608,531 Total financial liabilities 1,958,585 1,608,531
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 Board’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 Balance Sheet.
Credit risk in trade receivables is managed in the following ways: • payment terms are 30 days • debt collection policies and procedures.
Financial Statements 47 Board of Studies
Appendices
The VCE Season of Excellence exhibitions of Dance, Dance Styles, Drama, Theatre Studies and Music culminate in a selection of the best being performed at the CATs Show at the Melbourne Concert Hall.
48 Board of Studies Annual Report 1998–99 Appendix 1: Index of compliance
The annual report of the entity 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 and other requirements.
Report of operations Clause Disclosure Page Charter and purpose 9.1.3 (i) (a) Manner of establishment and relevant Minister 5 9.1.3 (i) (b) Objectives, functions, powers and duties 5–7 9.1.3 (i) (c) Services provided and persons or sections of community served 6–7 Management and structure 9.1.3 (i) (d) (i) Names of governing board members, audit committee and chief executive officer 8–10 9.1.3 (i) (d) (ii) Names of senior office holders and a brief description of each office 10 9.1.3 (i) (d) (iii) Chart setting out organisation structure 11 9.1.3 (i) (e) Workforce data and application of merit and equity principles 10, 31 9.1.3 (i) (f) Application and operation of the Freedom of Information Act 1982 31 Financial and other information 9.1.3 (ii) (a) Summary of financial results with previous four-year comparatives 32 9.1.3 (ii) (b) Summary of significant changes in financial position 32 9.1.3 (ii) (c) Operational and budgetary objectives for the year and performance against those objectives 32 9.1.3 (ii) (d) Major changes or factors affecting achievement of objectives 32 9.1.3 (ii) (e) Events subsequent to balance date 32 9.1.3 (ii) (f) Full details of each consultancy costing more than $100,000 33 9.1.3 (ii) (g) Number and total cost of consulting engagements costing less than $100,000 33 9.1.3 (ii) (h) Extent of compliance with the Building Act 1993 33 9.1.3 (ii) (i) Statement that information listed in Part 9.1.3 (iv) is available on request 33 9.1.3 (ii) (k) Statement on implementation of and compliance with the National Competition Policy 33
Financial Statements Preparation 9.2.2 (ii) (a) Statement of preparation on an accrual basis 41 9.2.2 (ii) (b) Statement of compliance with Australian Accounting Standards and associated pronouncements 41 9.2.2 (ii) (c) Statement of compliance with accounting policies issued by the Minister for Finance 41 Statement of financial operations 9.2.2 (i) (a) Statement of financial operations for the year 37 9.2.3 (ii) (a) Operating revenue by class 37, 39, 42 9.2.3 (ii) (b) Investment income by class 37, 39, 41 9.2.3 (ii) (c) Other material revenue by class including sale of non-goods assets and contributions of assets 37, 39, 42 9.2.3 (ii) (d) Material revenues arising from exchanges of goods and services 37, 39, 42 9.2.3 (ii) (e) Depreciation, amortisation or diminution in value 37, 40, 43 9.2.3 (ii) (f) Bad and doubtful debts 40, 44 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 44
Appendices 49 Board of Studies
Statement of financial position 9.2.2 (i) (b) Statement of financial position for the year 38 Assets 9.2.3 (iii) (a) (i) Cash at bank or in hand 30, 40, 46–7 9.2.3 (iii) (a) (ii) Inventories by class 38, 41 9.2.3 (iii) (a) (iii) Receivables, including trade debtors, loans and other debtors 38, 45, 46–7 9.2.3 (iii) (a) (iv) Other assets, including prepayments 38 9.2.3 (iii) (a) (v) Investments by class 38, 45, 46–7 9.2.3 (iii) (a) (vi) Property, plant and equipment 38, 45 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 38, 46–7 9.2.3 (iii) (b) (iv) Finance lease liabilities n/a 9.2.3 (iii) (b) (v) Provisions, including employee entitlements 38, 45 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 39–40 Notes to the Financial Statements 9.2.2 (i) (d) Ex gratia payments n/a 9.2.2 (i) (d) Amounts written off 44 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 n/a 9.2.3 (iv) (d) Government grants received or receivable and source 44 9.2.3 (iv) (e) Employee superannuation funds 41 9.2.3 (iv) (f) Assets received without adequate consideration n/a 9.4.2 Transactions with Responsible Persons and their related parties 42–3 9.6.2 Progress towards Year 2000 compliance 51 9.7.2 Motor vehicle lease commitments 46
50 Board of Studies Annual Report 1998–99 Appendix 2: Year 2000 compliance
Critical business system name Description of critical business function Year 2000 compliance
Assessment Processing System Processes the VCE student enrolments and results Year 2000 ready
VASS Collects and reports student enrolments and Year 2000 ready results for the VCE at VCE schools
VSAM Performs and reports online statewide assessment Year 2000 ready of middle-school secondary students
Financial system Processes transactions in the general and Year 2000 ready subsidiary finance systems
Appendix 3: CSF Advisory Committee
Mr Bill Griffiths and Ms Bernadette Summers resigned from the CSF Advisory Committee at the end of 1998. The 1999 CSF Advisory Committee is: Ms Rosemary Allica Warragul Primary School Mr Lex Arthurson Victorian Primary Principals Association Prof. Sam Ball Board of Studies Mr John Firth Board of Studies Ms Francisca Ho President of Council, Noble Park Secondary College Mr Leon Kildea Wangaratta High School Mr Ross Kimber Curriculum Development and Learning Technology, Department of Education Ms Chris Kotur Board of Studies Prof. Kwong Lee Dow Board of Studies Mr Tony Mackay Incorporated Association of Registered Teachers of Victoria Mr Garry McLean Catholic Education Office Ms Meredith Nolte Board of Studies Ms Susan Pascoe Catholic Education Office Dr Ken Rowe Melbourne University Mrs Pam Russell Consultant Mr Don Tyrer Department of Education Mr Chris Wardlaw Department of Education
Appendices 51 Board of Studies
Appendix 4: CSF Committee members
English Mr Gerard Lewis Catholic Education Office Ms Janine McIntosh St Peter Chanel Catholic School Prof. Marie Emmitt (Convenor) Deakin University Ms Debbie Darvell St Peter’s School Science Mr Philip Ellison Flora Hill Secondary College Dr Kevin Foster Monash University Dr Russell Tytler (Convenor) Deakin University Mr David Howes Essendon Keilor Secondary College Mrs Dorothy Hayes Malvern Primary School Ms Marion Meiers Australian Council for Educational Mr Doug Jeanes Department of Education Research Ms Kay McCullough Firbank Anglican School Ms Maureen Morriss Early Childhood Education, RMIT Ms Julie Mills Science Teachers Association of Victoria Mr Denis O’Donnell Department of Education Mr Peter Nisbet Fairhills High School Mr Peter Paul Cowes Primary School Prof. Ian Rae University of Melbourne Ms Janet Saker Department of Education Mr Martin Richards Department of Education Ms Ann Schofield St Columba’s College Dr Susan Rodrigues University of Melbourne Ms Glenda Strong Department of Education Prof. David Symington Communications Manager, CSIRO Ms Amanda Swaney The Geelong College Preparatory School Ms Moragh Tyler Shelford Anglican Girls’ School Mr Mario Villella Braybrook Secondary College Mr Ian Watkins Bayswater Secondary College Ms Lesley Wing Jan Ivanhoe Girls’ Grammar School Mr Peter Wright St Jude the Apostle School Ms Helen Worladge Sandringham Primary School Studies of Society and Environment Health and Physical Education Mr Gavin Faichney (Convenor) Deakin University Ms Elizabeth Payne (Convenor) Catholic Family Welfare Bureau Dr John Andrews Department of Education Ms Michelle Anderson Department of Education Mr Stephen Cranby Camberwell High School Ms Jane Battrick Oakleigh South Primary School Mr Warwick Dean Mentone Grammar School Ms Gaye Cooper Mowbray College Ms Mandy Doolan Catholic Education Office Ms Sara Glover Centre for Adolescent Health, Mr Michael Drennan Victorian Commercial Teachers Gatehouse Project Association Ms Robyn Jeffery Ballarat Secondary College, East Mr Peter Hardy Footscray City Secondary College Campus Dr Jacqualine Hollingworth History Teachers’ Association of Victoria Ms Adriana Mantella Aquinas College Ms Rhonda Juniper Balnarring Primary School Mr Steven Metcalfe Department of Education Ms Yolande Kerridge Museum of Victoria Mr Brendan Smith Penola Catholic College Mr Arthur Loughridge St Catherine’s Primary School Ms Cathy Sullivan Department of Education Ms Meredith O’Neill North Geelong Secondary College Ms Lindy Stirling Victorian Association of Social Studies LOTE Teachers Ms Sue Thompson Siena College Dr Howard Nicholas (Convenor) La Trobe University Ms Libby Tudball Monash University Ms Concetta Andreana LOTE Education Consultant Ms Marianne Westbrook Upwey Primary School Ms Bernadette Brouwers Department of Education Ms Evol Byron Victorian School of Languages Technology Dr Cathie Elder University of Melbourne Ms Anne Fisher Buckley Park Secondary College Mr Peter Dalman (Convenor) Department of Education Dr Margaret Gearon Monash University Mr Dale Hendrick Fountain Gate Primary School Ms Rosanna Harry Holy Trinity Catholic School Mr Ray Jaques Department of Education Ms Lisa Hill Mossgiel Park Primary School Ms Cathy Livingston Catholic Education Office Mr Etrugul Mete Victorian School of Languages Ms Cheryl Holdsworth Vermont Primary School Mr Darryl Mullins Bayswater South Primary School Mr Christopher Phyland Camberwell Grammar School Ms Elaine Tarran Scotch College Mr Jack Rendle Mary McKillop Primary School Ms Meaghan Walker St Leonard’s College Ms Louise Stevens Catholic Regional College Mr Gregg Worell Whitefriars College Ms Leonie Stott Department of Education Mr Alistair Webster Scotch College Junior School Mathematics The Arts Prof. Kaye Stacey (Convenor) University of Melbourne Ms Lynda Ball Kew Secondary College Dr David Forrest (Convenor) RMIT Ms Glenda Bradley Mill Park Heights Primary School Ms Christine Bishop Brighton Beach Primary School Ms Margaret Clayton Upwey High School Dr Karen Bond University of Melbourne Ms Margaret Davies Department of Education Ms Susan Crowe St Columba’s College Dr Michael Evans Scotch College Ms Beverley Downie Genazzano FCJ College Ms Pam Hammond Department of Education Ms Christine Lloyd Eltham High School Mr Andrew Hay St Bede’s College Mr Roger Manderson Glen Katherine Primary School Mr Mark Hennessy St Ignatius Primary School Ms Judy Matthews Catholic Education Office Ms Marj Horne Australian Catholic University Mr Rod Parnall Department of Education Prof. Gilah Leder La Trobe University Ms Marian Strong The Arts Craft Teachers Association Mr Stephen Walters Carlton Primary School
52 Board of Studies Annual Report 1998–99 Appendix 5: VCE Accreditation Panel members
As an outcome of the recommendations of the VCE Review, the Board has appointed a number of VCE Accreditation Panels to review existing studies and develop new studies. The following is the list of panel members for Accreditation Panels which ran during 1998.
Accounting Dr Wan Ng Glen Eira Secondary College Ms Jacqueline Birt University of Melbourne Mr Pat O’Shea Damascus College Mr Allan Buckingham Colac College Prof. Ian Rae University of Melbourne Ms Suzanne Collings Methodist Ladies’ College Assoc. Prof. Peter Tregloan University of Melbourne Ms Mary Faraone Business Skills Victoria Classical Societies and Cultures Mr Phillip Hutton Camberwell Grammar School Mr Keith King Diamond Valley College Ms Ralda Ansons Star of the Sea College Ms Anne O’Brien Carey Baptist Grammar School Ms Victoria Fritze Council of Adult Education Mr Hugh Paton, CPA Paton and Associates Ms Heather Jackson University of Melbourne Mr Alan Ramsay Monash University Mr Peter Mountford Melbourne Grammar School Ms Marcia Reeves Consultant Mr Rex Pirie Wangaratta High School Prof. Roger Scott University of Melbourne Agricultural and Horticultural Studies Ms Lynette Smith Dandenong High School Mr Greg Brinsmead Marcus Oldham College Economics Mr Bill Dullard Colac College Mr Michael Hoy Bayside City Council Mr Gary Ball Heatherhill Secondary College Dr Greg Moore Burnley College Ms Anita Forsyth Monash University Ms Jenny Murphy Tintern Anglican Girls Grammar School Mr David Lansley National Australia Bank Ms Delwynne Peterson Avila College Prof. Ian McDonald University of Melbourne Ms Margaret Plant Manangatang P–12 College Ms Dene Milner Victorian Process Manufacturing Industry Training Board Art Mr Mike Rowland Victorian Commercial Teachers Mr Maurie Hughes Peninsula Institute of TAFE Association Ms Sandra Jane Loreto Mandeville Hall Ms Robyn Stanton Lyndale Secondary College Mr John Lyon Haileybury College Ms Margaret Wilson Presentation College Ms Eve Manarin Consultant English/ESL Dr Chris Marshall University of Melbourne Mr Lynton Oaten Hawthorn Secondary College Prof. Peter Austin University of Melbourne Ms Amanda Snell Presbyterian Ladies’ College Ms Barbara Boxhall Council of Adult Education Mr David Williams Camberwell Grammar School Ms Prue Gill Methodist Ladies’ College Mr Bruce Wilson Kingswood College Mr Ross Huggard Cranbourne Secondary College Mr David Lee Montmorency Secondary College Biology Ms Rosemary McLoughlin Catholic Education Office Ms Fiona Cunningham Wesley College Mr Denis O’Donnell Department of Education Dr Keith Gough CSIRO Ms Ewa Watson Western Melbourne Institute of TAFE Assoc. Prof. Neil Hallam Monash University Dr Chris Worth Monash University Ms Jenny Herington Caulfield Grammar School English Language Mr Doug Jeanes Department of Education Ms Sue-Ellen Jirik Star of the Sea College Assoc. Prof. Kate Burridge La Trobe University Ms Ruth Leslie Chisholm College Prof. Michael Clyne Monash University Dr John McLean University of Melbourne Ms Lesley Hardcastle Deakin Australia Ms Anne Semple Shelford Anglican Girls’ School Mr Greg Houghton Luther College Dr Anthony Sokol Bayside Secondary College Ms Janet Maher Melbourne Girls Grammar Mr Kilian McNamara Our Lady of Sion College Business Management Ms Marion Meiers Literacy Consultant Mr Steve Barrile The Grange P–12 College Dr Jean Mulder University of Melbourne Ms Amanda Bridges Ballarat Secondary College Ms Andree Poulter Reservoir District Secondary College Mr Rob Connoley Business Management and Training Geography Consultant Ms Darralyn Cusack Distance Education Centre Ms Kerry Bainbridge Catholic Regional College, Traralgon Mr Tony Drinan Mentone Grammar Mr Stephen Cranby Camberwell High School Mr Douglas Geekie DSG Management Dr Jane Jacobs University of Melbourne Ms Sara Hennessey Chisholm Institute Dr Stephen Legg Monash University Mr Russel Ives Carey Baptist Grammar School Mr Ray Pask Melbourne High School Prof. Danny Sampson University of Melbourne Mr John Ramsdale Loyola College Ms Marilyn Wiber Mentone Girls’ Grammar School Chemistry Visual Communication and Design (previously Graphic Dr Darren Cundy CSIRO Communication) Mrs Carolyn Elvins Presbyterian Ladies’ College Mr Warren Moseley Whitefriars College Mr Neil Barnett Monash University Mr Greg Branson Mackay Branson Design Ms Shirley Hough Sandringham Secondary College Mr David Murray Swinburne University
Appendices 53 Board of Studies
Mr David Naish Wesley College Ms Leanne Newson Law Institute Victoria Ms Patricia Portbury Mount Lilydale College Mrs Moira Paterson Monash University Ms Lynda Rosman Haileybury College Mr Lisle S Rudolph University of Melbourne Literature Ms Jan Seal Heathmont Secondary College Dr Catherine Beavis Deakin University Ms Gina Frydman Springvale Secondary College Health and Human Development Ms Fiona Gordon St Catherine’s School Ms Cath Behan Kilbreda College Mr Peter Guest Haileybury College Mr Peter Burke Ballarat Secondary College Mr Graeme McKenzie Kew Secondary College Ms Gayle Di Pietro Deakin University Mr Graeme Parr Methodist Ladies’ College Mr Ian Ferretter QUIT Ms Helen Parr Footscray City College Ms Meredith Fettling Bendigo Senior Secondary College Prof. Terry Threadgold Monash University Ms Simone Ledwidge Bendigo Community Health Ms Margaret White Siena College Dr Kristina Macrae Monash University Ms Glen Perraton Debney Park Secondary College LOTE Ms Laurel Tully Methodist Ladies’ College (Note: Expert Studies Panel – not yet at accreditation stage) Mr Dennis Bolster Department of Education History Accreditation Panel Mrs Carmel Bono Presentation College Mr John Cantwell Haileybury College Mr Chris Bradtke Melbourne Grammar School Ms Helena Dunn Presbyterian Ladies’ College Mr Dennis Cunningham Victorian School of Languages Ms Agatha Fedrizzi St Monica’s College Ms Anne Eckstein Department of Education Dr Don Garden University of Melbourne Dr Cathie Elder University of Melbourne Ms Lesley Jeffrey Mercy Diocesan College Ms Faye Ennis Modern Language Teachers’ Association Dr Adrian Jones La Trobe University Ms Anne Fisher Buckley Park Secondary College Ms Sarah Mirams Sunbury Secondary College Dr Howard Nicholas La Trobe University Mr Michael Ots Koonung Secondary College Mr Stefan Romaniw Commissioner for Multicultural Affairs Dr Nick Vlahogiannis University of Melbourne Prof. Philip Thomson Monash University Ms Jan Walker William Angliss Institute of TAFE History Advisory Panel Ms Sue Gordon Council of Adult Education Mathematics: General Ms Barbara Green MacRobertson Girls High School Mr Manfred Audehm Viewbank Secondary College Dr Paul Hicks St Kevin’s College Ms Lynda Ball Kew Secondary College Dr Jacqualine Hollingworth History Teachers’ Association of Victoria Mrs Margaret Clayton Upwey High School Prof. Robin Jeffrey La Trobe University Ms Margaret Davies Department of Education Ms Ros McCarthy Melbourne Girls Grammar Mr Les Evans Girton Grammar Ms Vicky Moore St Catherine’s School Dr Michael Evans Scotch College Mr Andrew Hay St Bede’s College Information Processing and Management Prof. Peter Jones Swinburne University of Technology Ms Johanna Castle Victorian Automobile Chamber of Dr Peter Stacey La Trobe University Commerce Dr Max Stephens Consultant Mr Peter Dalman Department of Education Ms Kath Wright Star of the Sea College Mr Bill Davey RMIT Ms Margaret Iaquinto Mazenod College Mathematics: Further Ms Jenny Little Geelong Grammar School Mr Manfred Audehm Viewbank Secondary College Ms Margaret Uren Vermont Secondary College Mrs Margaret Clayton Upwey High School Mr Michael Cody Camberwell Grammar School Information Systems Mr Michael Evans Scotch College Ms Claudia Graham Overnewton Anglican Community Mr Wayne Farrell Yarra Valley Anglican School College Mr Andrew Hay St Bede’s College Ms Judy McIllree Mooroolbark Heights Secondary College Prof. Peter Jones Swinburne University of Technology Mr Tony Montgomery RMIT Ms Kaye Lipson Swinburne University of Technology Mr Andrew Shortell St Bernard’s College Dr Peter Stacey La Trobe University Ms Kris Thatcher Swinburne Secondary College Mr Phil Wayth Sacred Heart Girls’ College International Studies Mathematics: Methods Mr Jim Alexiades St Michael’s Grammar School Ms Karen Baker University of Melbourne Mr Patrick Burke Overseas Service Bureau Ms Lynda Ball Kew Secondary College Mr Rob Cargill Consultant Dr Frank Barrington University of Melbourne Dr Derek McDougall University of Melbourne Dr Michael Evans Scotch College Ms Judith O’Farrell St Joseph’s College Mr Wayne Farrell Yarra Valley Anglican School Prof. Allan Patience Victoria University of Technology Mr Andrew Hay St Bede’s College Ms Terry Weir Glen Eira Secondary College Mr Bruce Henry Australian Mathematics Trust Dr Marj Horne Australian Catholic University Legal Studies Mr Barry McCrae University of Melbourne Ms Jules Aldous Shelford Anglican Girls’ School Dr Pam Norton Monash University Ms Margaret Beazer Beazer Publishing Ms Kaye Sentry Glen Eira Secondary College Ms Georgie Cane Business Skills Victoria Dr Peter Stacey La Trobe University Ms Pam Chamberlain Methodist Ladies’ College Dr Max Stephens Consultant Mr Trevor vanden Driessen Balwyn High School
54 Board of Studies Annual Report 1998–99 Mathematics: Specialist Ms Edwina Ricci Ringwood Secondary College Dr Frank Barrington University of Melbourne Dr Helen Skouteris La Trobe University Mrs Margaret Clayton Upwey High School Ms Janet Sutherland Australian National Training Authority Mr Les Evans Girton Grammar Ms Paula Teggelove Mackillop College Dr Michael Evans Scotch College Studio Arts Mr Bruce Henry Australian Mathematics Trust Mr Barry Hutton Eltham High School Ms Kate Derum Monash University Mr Barry McCrae University of Melbourne Ms Maree Gibson Our Lady of Mercy College Dr Pam Norton Monash University Mr Graham McKenzie Methodist Ladies’ College Dr Peter Stacey La Trobe University Mr Ross Miller Berwick Secondary College Dr Max Stephens Consultant Ms Colleen Morris Northern Melbourne Institute of TAFE Ms Kath Wright Star of the Sea College Ms Judy Petch Melbourne Girls’ College Ms Tania Tickyj Mentone Girls’ Secondary College Media Mr William Winford Swinburne University of Technology Mr John Benson La Trobe University The following is a list of the current membership of Accreditation Panels Ms Cathy Ferguson Chisholm College for studies being developed for accreditation in 1999 and Ms Jo Flack Swinburne Secondary College implementation in 2001. Ms Lyn Kerrison Eltham College Mr Reece Lamshed Enter Artsmedia Ms Kathy Mueller Australian Film, Television and Radio Australian Contemporary Society (Expert Panel) School Prof. Ron Adams Victorian University of Technology Mr Bruce Shearer Communications Law Centre Ms Janet Baker Open Learning Australia Mr Tony Barrett Damascus College Music History and Styles Ms Wendy Cookson Templestowe College Ms Margaret Arnold Victorian College of the Arts Secondary Dr Kate Darian-Smith University of Melbourne School Ms Sue Gordon Council of Adult Education Mr Lance Cross Thornbury Darebin Secondary College Ms Perla Leinkram Mount Scopus Memorial College Dr Cathy Falk Melbourne University Mr Doug Stark South Oakleigh Secondary College Ms Mary McGrath Genazzano FCJ College Mr Mark McSherry Distance Education Centre Dance Mr Bill Miles Chairperson, Music CAT Setting Panels Mr Mark Annear Australian Ballet School Ms Berwyn Roberts Mentone Girls’ Grammar Ms Sheryl Bates Eumemmerring Secondary College Dr Craig de Wilde Monash University Ms Rosemary Bennett Monash University Dr Carol Williams Monash University Ms Cheryl Kaldser Brown Private Studio Teacher Ms Adrienne Leitch Sacred Heart College Physical Education Mr Tim Storey Victorian College of the Arts Dr Paul Gastin Victorian Institute of Sport Mr Rick Gervasoni Melton Secondary College Design and Technology Ms Carolyn Grayson Swinburne University of Technology Mr Arthur De Bono Monash University Ms Margaret Horton Genazzano FCJ College Mr Paul Kennett Engineering Skills Training Board Mr David Smyth Melbourne High School Ms Ann Kriegler South Oakleigh Secondary College Prof. Richard Tinning Deakin University Ms Dianne Marsden St Michael’s Grammar School Ms Carolyn Youren Korowa Anglican Girls’ School Mr Ray Stevens St Bernard’s College Ms Lorraine Tran Wellington Secondary College Physics Mr Greg Wallis Western Heights Secondary College Dr Christina Hart Presentation College Dr Michelle Livett University of Melbourne Drama Mrs Helen Lye Star of the Sea College Mr Peter Carne Vermont Secondary College Dr Russell McLean CSIRO Mr Paul Freeman Strathcona Baptist Girls’ Grammar Dr David Mills Monash University School Mr Dan O’Keeffe Camberwell Grammar School Mr Vic Pappas Camberwell High School Mr Ian Watkins Balwyn High School Mr Rod Parnall Department of Education Ms Belinda Peterson Monash Secondary College Political Studies Ms Jillian Scott Sacre Coeur Mr Peter Bray Camberwell Grammar Ms Wendy Strehlow Freelance Actor Mr Peter Crowley Macleod High School Ms Polly Flanagan Sacred Heart Girls’ College Environmental Science Mr Paul Henderson Xavier College Mr Craig Beaumont Bendigo Senior Secondary College Mr Lindsay Rae La Trobe University Assoc Prof Peter Cullis RMIT Ms Diana Wolowski Director of Resources for Courses Mr Paul Donaldson Fairhills High School Assoc. Prof. Neil Hallam Monash University Psychology Ms Josephine Lang Department of Education Ms Vanda Brink Carey Baptist Grammar School Mr Frank Mitchell Environment Protection Authority Mr Roger Edwards Mentone Grammar Prof Daryl Tucker Deakin University Mr Gerard Houlihan Methodist Ladies’ College Ms Marlene Veness Billanook College Mr Michael Kakogiannis Bentleigh Secondary College Mr John Werry Northcote High School Assoc. Prof. Ann Knowles Swinburne University of Technology Mr David Wragg St Joseph’s College Ms Margaret Ludowyk Camberwell High School
Appendices 55 Board of Studies
Food and Technology Mr Simon Collins Melbourne Symphony Orchestra Ms Eva Dabasy William Angliss Institute of TAFE Mr Wilf Dyason Instrumental Teacher Ms Mary Gabrielle Fitzgerald Kingswood College Ms Kenna George Lauriston Girls School Ms Felicity Fraser Methodist Ladies’ College Mr Alistair Gunn Victorian College of the Arts Secondary Ms Frances Lamb Victoria University of Technology School Ms Glenise Perraton Debney Park Secondary College Mr Bill Miles Monash University Ms Susan Redman Avila College Mr Roland Yeung Carey Baptist Grammar School Mr Ray Simonsen Victoria University of Technology Outdoor and Environmental Education Ms Kim Weston Victorian Home Economics and Textiles Teachers’ Association Ms Jan Cramp Point Gellibrand Girls’ Secondary College Foundation English Ms Regina Gleeson Consultant Ms Melinda Gall Sandringham Secondary College Dr Annette Gough Deakin University Mr John Ingamells Department of Education Mr Leon Kildea Wangaratta High School Mr Peter Legge Eaglehawk Secondary College Mr Peter Martin La Trobe University Ms Lynne Lloyd Ivanhoe Grammar School Mr Hayne Meredith Wesley College Ms Jennifer McGie University of Melbourne Mr Kevin Pattison John Paul College Ms Marion Meiers Australian Council for Educational Mr Mick Robertson Langwarrin Secondary College Research Philosophy Mr James Murphy Parade College Ms Susie Orzech Council of Adult Education Mr Emanuel Augustes Wesley College Ms Susan Parker Melbourne Girls’ College Mr Peter Bennett Mentone Girls’ Grammar School Ms Jo Reidy Australian Catholic University Dr Karen Green Monash University Dr Felicity McCutcheon Lowther Hall Anglican Grammar School Industry and Enterprise Ms Monica Murdoch The Grange Secondary College Mr Terry Cameron Benalla Secondary College Ms Glenise Preston St Helena Secondary College Mr Michael Carolan Sunshine Secondary College Dr Laurance Splitter Australian Council for Educational Ms Naomi Corlett Fawkner Secondary College Research Ms Marguerite Heppell Swinburne Senior Secondary College Fr Michael Stoney Xavier College Mr Robert King Consultant Assoc. Prof Barry Taylor University of Melbourne Ms Rose Lewanski Victoria University of Technology Ms Del Thompson Council of Adult Education Mr Shane O’Neill Holden Ltd Dr Robert Young La Trobe University Ms Marj Peel Notre Dame College Religion and Society Mr Allister Rouse Billanook College Ms Pam St Leger University of Melbourne Ms Amanda Burritt Korowa Anglican Girls’ School Mr Michael Cohen Bialik College LOTE (Expert Panel) Dr Nicholas Coleman Woodleigh School Mrs Carmel Bono Presentation College Dr Kathleen Engebretson Australian Catholic University Mr Chris Bradtke Melbourne Grammar School Mr Michael Harrison Aquinas College Mr Dennis Cunningham Victorian School of Languages Dr Stephen Rico Australian Catholic University Ms Anne Eckstein Department of Education Ms Anne Walsh Marian College Dr Cathie Elder University of Melbourne Systems and Technology Ms Faye Ennis Consultant Ms Anne Fisher Buckley Park Secondary College Assoc. Prof. Bruce Field Monash University Dr Howard Nicholas La Trobe University Mr Pat Kennedy St Helena Secondary College Prof. Philip Thomson Monash University Mr Patrick O’Neill Parade College Ms Jan Walker William Angliss Institute of TAFE Mr Chris Penna Monash University Mr Jeff Rootes Ballarat Secondary College Music: History and Styles Mr Peter Stafford Victorian Automotive Industry Training Ms Margaret Arnold Victorian College of the Arts Board Mr Lance Cross Thornbury Darebin Secondary College Texts and Traditions Dr Cathy Falk Melbourne University Ms Mary McGrath Genazzano FCJ College Ms Anne Brady Star of the Sea College Mr Mark McSherry Distance Education Centre Dr Mark Brett Whitley College Mr Bill Miles Monash University Dr John Collins Loreto Mandeville Hall Ms Berwyn Roberts Mentone Girls’ Grammar School Dr Mary Coloe Australian Catholic University Dr Carol Williams Monash University Mr Paul Forgasz Mount Scopus Memorial College Dr Rose Marie Prosser Catholic Education Office Music Performance: Group Rabbi Samuel Slodowitz Liebler Yavneh College Mr David Graham Footscray City College Mr Colin Youl Billanook College Mr Rod Marshall Whitefriars College Theatre Studies Mr Bill Miles Monash University Mr Steve Rando Northern Metropolitan Institute of TAFE Mr Mark Bailey Swinburne Secondary College Mr Jon Snyder Boronia Heights Secondary College Ms Anne Holt Vermont Secondary College Ms Michelle Stanic Trinity Grammar School Mr Rod Parnall Department of Education Ms Jennifer Turner Victoria University of Technology Mr Richard Roberts Melbourne Theatre Company Mr Richard Sallis St Kevin’s College Music Performance: Solo Mr Charles Slucki Mount Scopus Memorial College Mrs Ophelia Barnes MacRobertson Girls High School Ms Sue Tweg Monash University Ms Anne Bortolussi St Kevin’s College
56 Board of Studies Annual Report 1998–99 Appendix 6: Student participants in the VCE Season of Excellence
Starting Out: VCE TopCATs – Exhibition of Visual Arts at the National Gallery of Victoria, 3 March – 12 April 1999
Janelle Arena Mowbray College David Reid Scotch College Y Au Caroline Chisholm Catholic College Rachel Reilly Firbank Anglican School Angie Baker Berwick Secondary College Harris Robotis Ashwood Secondary College Ilse Beale Upper Yarra Secondary College Gillian Seaton Upwey High School Felicity Bren Ballarat High School Jan Skubiszewski St Michael’s Grammar School Peter Buckland St Francis Xavier College Ellen Smith Kew Secondary College Kasimir Burgess Rudolf Steiner School Nancy Sposato Loreto Mandeville Hall Alice Buscombe St Michael’s Grammar School Aimee Stewart Ruyton Girls’ School Tracy Chan Balwyn High School Michael Stylianou Yarra Valley Anglican School Samantha Coles Shelford Anglican Girls’ School Denise Tiktikakis Westbourne Grammar Yvette Coppersmith Sandringham Secondary College David Treeby Camberwell Grammar Alison Croughan Kyneton Secondary College Francesca Watt Sacred Heart College Alex Davidson Wodonga High School Matt Weston Whitefriars College Vanessa Del Medico Box Hill Senior Secondary College Amy Wright Strathcona Baptist Girls’ Grammar Angela Dobeli Genazzano FCJ College Season of Excellence: Performing Arts exhibition, Iwaki Leah Dunkley Westbourne School Rodney Eggleston Melbourne Grammar Auditorium, VCE Dance, Dance Styles, Drama, Theatre Wendy Ellerton Presentation College Studies, and Music, 13 and 20 February 1999 Cameron Ford Caulfield Grammar Vanessa Amorosi Emerald Secondary College Amelia Formby Drouin Secondary College Sascha Allaway Ivanhoe Grammar School Rebecca Freadman Bialik College Lauren Barnes Camberwell High School Malcolm Garoufalis Kew Secondary College Julie Belcher Beechworth Secondary College Chris Gauci Bayside College Jane Berry Methodist Ladies’ College Lara Gibson Bendigo Senior Secondary College Bill Bilander Princes Hill Secondary College Bonnie Gillard Sandringham Secondary College Megan Billing Leongatha Secondary College Lauren Goodman Bialik College Jay Birchall Blackburn High School Emily Gray Seymour Technical High School Jyoti Blencowe Princes Hill Secondary College Benjamin Greig Mallacoota P–12 College Hugo Britt Melbourne Grammar Jason Harris Montmorency Secondary College Ebony Brooks Croydon Secondary College Luke Ingram Council of Adult Education Kelly Burgess Killester College Clare James Rudolf Steiner School Mark Campbell Melbourne High School Justin Jenkins Leongatha Secondary College Naren Chellappah Camberwell Grammar School Ashley Keating Wesley College Victoria Chiang Strathcona Baptist Girls’ School Andrew Kelly Eltham High School Laura Cochrane Lowther Hall Anglican Grammar School Sarah Kerwick Strathcona Baptist Girls’ Grammar Marc Collis St Joseph’s College Maureen Kiernan Camberwell High School Stephanie Collis St Joseph’s College Vanessa King Korowa Anglican Girls’ School Lewina Cooper Pascoe Vale Girls’ Secondary College Isobel Knowles Portland Secondary College Lydia Crawshaw Carey Baptist Grammar School Brett Langsford Kingswood College Adam Cribbes Melbourne High School Ben Lennard Bendigo Senior Secondary College Samuel Crooks Victorian College of the Arts Secondary Elana Levy St Michael’s Grammar School School Holly Lourie Girton Grammar Tim Cummins Wangaratta Secondary College Lana Mai Loreto Mandeville Hall Adi Diner Melbourne High School Andrew McDougall Bairnsdale Secondary College Clint Dowdell Chanel College Alysia Mumford Box Hill Senior Secondary College Sally Anne Edge Emmaus College Anita Ogenenovska Keilor Downs Secondary College Kylee Ellis Rosebud Secondary College Claire O’Halloran Sacre Coeur Iain Fisher St Helena Secondary College Lauren Oliver Ballarat Grammar Dale Gerner Camberwell Anglican Girls’ Grammar Tiriki Onus The Knox School School Lucy Piggin Wesley College Carly Grummisch Melbourne Rudolf Steiner School
Appendices 57 Board of Studies
Lori Grull St Joseph’s College Emma Techritz Korowa Anglican Girls’ School Raphael Hammond Xavier College Laura Thorne Sandringham Secondary College Elizabeth Hanton Ballarat and Clarendon College Henry Tobey Rudolf Steiner School Suzanne Harfield Distance Education Centre Amber Tot St Columba’s College Alicia Harrington Our Lady of Mercy College Katherine Tweddle Victorian College of the Arts Secondary Karly Harris Ballarat and Clarendon College School Bree Hartley Princes Hill Secondary College Eugene Ughetti Victorian College of the Arts Secondary Tessa Hearnes Star of the Sea College School Nic Hempel Rudolf Steiner School Danielle Van Oosterom Catholic Ladies College Christina Henderson Rudolf Steiner School Jasen Van Haaster Westernport Secondary College Julian Ho Ivanhoe Grammar School Deborah Watson Methodist Ladies’ College Lynton Hogan Haileybury College Bryony Wilson MacRobertson Girls High School Mark Holain Heathmont Secondary College Michelle Wood Ivanhoe Girls’ Grammar School Ben Jarvis St Joseph’s College Eric Xu Balwyn High School Hayley Jenkins Methodist Ladies’ College Elizabeth Young Rudolf Steiner School Chelsea Jones Frankston High School The CATs Show: performances of Music, Dance, Dance Alyssa Jones Geelong Grammar School George Katsikas Princes Hill Secondary College Styles, Drama and Theatre Studies at the Melbourne Maurice Kattling Melbourne High School Concert Hall, 28 March 1999 Michael Krasovskis Balwyn High School Vanessa Amorosi Emerald Secondary College Ronald Lee Balwyn High School Julie Belcher Beechworth Secondary College Ke Lin Camberwell Grammar School Kelly Burgess Killester College Glen Lloyd Emmaus College Lewina Cooper Pascoe Vale Girls’ Secondary College Nathan Lovejoy Vermont Secondary College Lydia Crawshaw Carey Baptist Grammar School Anne Marie Malesic Sacred Heart College Samuel Crooks Victorian College of the Arts Secondary Danielle Mandic St Helena Secondary College School Cameron McDonald Heathmont Secondary College Julian Ho Ivanhoe Grammar School Tina McErvale Victorian College of the Arts Secondary Mark Holain Heathmont Secondary College School Cameron McDonald Heathmont Secondary College Karl McNamara Camberwell High School Pia Morley Victorian College of the Arts Secondary Helen Merritt St Margaret’s School School Donald Milne Melbourne High School Alison Murray Beechworth Secondary College Cecilia Mitchell Eltham High School Edward Patterson Beechworth Secondary College Pia Morley Victorian College of the Arts Secondary Kristian Pellisier Victorian College of the Arts Secondary School School Jasen Moulton Blackburn High School Nathaniel Poynter Heathmont Secondary College Damien Murdoch Marcellin College Daniel Richardson Heathmont Secondary College Alison Murray Beechworth Secondary College Christopher Rickerby University High School Kate O’Keeffe Sacred Heart College Sarah Slater Ballarat High School Damien Owen Emmaus College Eugene Ughetti Victorian College of the Arts Secondary Alice Palermo Loyola College School Eddie Patterson Beechworth Secondary College Bryony Wilson MacRobertson Girls High School Laura Payne Rowville Secondary College Kristian Pellissier Victorian College of the Arts Secondary Graphic Communication, Media and Technology School exhibition at the Scienceworks Museum, Tanya Periera Firbank Anglican School 28 April – 20 May 1999 Kate Peterken Carey Baptist Grammar School Kristy Ackland Mill Park Secondary College Nathan Pezzimenti Xavier College Meaghan Acreman Mount Waverley Secondary College Nathaniel Poynter Heathmont Secondary College Fenn Bailey Eltham High School Nathan Pritchard Emmaus College Rebecca Batten Diamond Valley College Renee Prue Rosebud Secondary College Belinda Blight Sunbury Secondary College Gillian Reid Ruyton Girls’ School Dylan Breninger Marantha Christian School Daniel Richardson Heathmont Secondary College Sarah Brown Methodist Ladies’ College Christopher Rickerby University High School Khadiza Carroll Toorak College Julia Sandel Viewbank Secondary College Mark Carter Dandenong High School Olivia Sansone Our Lady of Mercy College Louise Cartwright Tintern Anglican Girls Grammar School Nico Scott Princes Hill Secondary College Andrew Cerny Emmaus College Sarah Slater Ballarat High School
58 Board of Studies Annual Report 1998–99 William Clement Melbourne Grammar Nicole Tyler Siena College Liam Costello Carey Baptist Grammar School Kyle van Asperen Box Hill Senior Secondary College Marco Damiano Sandringham Secondary College Adele Varcoe Sandringham Secondary College Marisa Di Santo Mercy Diocescan College Dan Vo Kew Secondary College Gene Easton Princes Hill Secondary College Marisa Vugdelija Penola Catholic College Tim Egan Woodleigh School Andrew Weiss Wesley College Alicia Egan Bendigo Senior Secondary College Tania White Box Hill Senior Secondary College Rodney Eggleston Melbourne Grammar Penny Williams Oberon High School Jacqueline Erasmus Swinburne Senior Secondary College Wing Lok Wong Christian Brothers’ College Dennis Ford Mount Waverley Secondary College Drew Wood-Davies Northcote High School Joseph Forte St Joseph’s College Nicole Worrell Box Hill Senior Secondary College Elizabeth Frayne Methodist Ladies’ College Benjamin Zika Northern Melbourne Institute of TAFE Malcolm Garoufalis Kew Secondary College Adrian Gibas Mount Waverley Secondary College Lara Gibson Bendigo Senior Secondary College Clare Goldings Methodist Ladies’ College Justine Hefel St Peter’s College Jeremy Hirt Mowbray College Andrew Johnson Chanel College Daisy Kannis Galvin Park Secondary College Shannon Kosub Toorak College Elizabeth Kovits Methodist Ladies’ College Sally Lehmann Methodist Ladies’ College Adam Liddiard Woodleigh School Stephen Lightfoot Melbourne High School Ping Lim Vermont Secondary College Jennifer Liu Tintern Anglican Girls’Grammar School Melissa Lynch Bendigo Senior Secondary College Tiffany Lyon Beaconhills Christian College Jade Mallick Canterbury Girls’ Secondary College Rebecca Michael Carey Baptist Grammar School Natanya Milton Methodist Ladies’ College Daniel Miracola Salesian College Simon Molina St Michael’s Grammar School Letita O’Brien Catholic Regional College Lena Ozolins Princes Hill Secondary College Lachlan Plain Eltham College Narelle Plesko Mt Lilydale College David Roberts Nazareth College Harris Robitis Ashwood Secondary College Belinda Routley Mt Lilydale College Masanobu Sato Ashwood Secondary College David Seymour Healesville High School Carolyn Shearer Mount Beauty Secondary College Matthew Simpson Lilydale Adventist Academy Tania Slapar Box Hill Senior Secondary College Michael Spakman Healesville High School Paul Spizzica Lorne P–12 College Dion Spoljar Kangan Batman Institute of TAFE Emma Sput Mount Scopus Memorial College Duncan St Baker Mazenod College Carol Stephens Bairnsdale Secondary College Cameron Stewart Mount Erin Secondary College Helena Stringer Melbourne Girls’ College Marc Taranto Parade College Rhys Taylor Cobram Secondary College Nicki Templer Yarra Valley Anglican Grammar School Nicholas Tozer Marcellin College Jayden Tutty Western Heights Secondary College
Appendices 59 Board of Studies
Appendix 7: Publications
The following is a list of publications produced by the Board during 1998–99.
VCE (revised) Guide to the VCE 1999 Guide to the VCE 2000 Study designs for: P–10 Progress Accounting Reports for Teachers 1998 – series of Reports for all CATs in all VCE Agricultural and Horticultural Studies studies Art Romanian Study Design Statistical Information: The VCE Assessment Program 1998 and report Biology on the 1998 GAT (CD-ROM) Business Management Tamil Study Design Chemistry VCE Administrative Handbook 1999 Classical Societies and Cultures VCE Administrative Software System Economics VCE Bulletin English/ESL 1998 VCE Examinations (CD-ROM) Geography VCE Statement of Results Health and Human Development History VASS software and publications Information Technology Electronic Data Transfer between Schools and Board of Studies International Studies VASS Manual Legal Studies VASS New Users Professional Development Kit 1997 Literature VASS Software Programs Mathematics VASS Specifications and Data Import Program Upgrade/New Installation VASS Users Quick Guide1999 Media VASS Users Quick Guide 1997 Physical Education Physics VET in Schools publications Political Studies VET in Schools: Assessment, Recording and Reporting Psychology Part-time New Apprenticeships for: Studio Arts Agriculture Visual Communication and Design. Automotive Curriculum and Standards Framework Business Community Services CSF II Draft for Consultation Engineering Food Processing (Wine) Learning Assessment Project Horticulture Hospitality Data Analysis Service 1998 Reporting Guide Learning Assessment Project Information Technology Guide to Administering the Learning Assessment Project 1998 Retail Operations LAP Reporting Guide 1998 Sport and Recreation. General publications VET in the VCE program booklets for: Agriculture Assessment advice for school-assessed CATs is available for all VCE Automotive studies. The studies are grouped into Key Learning Areas: Business (Office Administration) Arts Community Services English Engineering Health and Physical Education Forest Industries Studies LOTE Horticulture Mathematics Hospitality Science Polymer Processing. SOSE Published in conjunction with Addison Wesley Longman: Technology. Authentication Effective Assessment Tasks in Art CAT Advice – for all CATs in all VCE studies Effective Assessment Tasks in English The GAT 1998 1999 Geography Colour Broadsheet
60 Board of Studies Annual Report 1998–99 Board of Studies Board of Studies Annual Report Annual Report 1998–99 1998–99
The Hon. Mary Delahunty, MP Contents Minister for Education Acronyms 2 Treasury Place Page East Melbourne Victoria 3002 ACACA Australian Curriculum, Assessment 1 Chair’s report and Certification Authorities
1 Chief Executive Officer’s report Dear Minister APS Assessment Processing System 2 At a glance I have pleasure in submitting the annual report CAT Common Assessment Task 4 Role of the Board of Studies of the Board of Studies for the 1998–99 CSF Curriculum and Standards Framework 5 Governance financial year in accordance with section 21 of DoE Department of Education the Board of Studies Act 1993. 6 Charter EEO Equal Employment Opportunity Yours sincerely 8 Membership ESL English as a Second Language 11 Organisation chart ENTER Equivalent National Tertiary Entrance Rank 12 Review of operations and outlook (formerly Tertiary Entrance Rank – TER) 13 Strategic plan FOI Freedom of Information 14 Curriculum Professor Kwong Lee Dow GAT General Achievement Test 18 Assessment Chair LAP Learning Assessment Project 23 Publishing LOTE Languages Other Than English 24 Information Technology MCEETYA Ministerial Council on Education, Employment, 25 Finance and Administrative Services Training and Youth Affairs 27 Executive Services SOSE Studies of Society and Environment 30 Wider policy frameworks TAFE Training and Further Education TPTC Trained Primary Teachers Certificate 31 Multicultural policy VASS VCE Administrative Software System 31 Managing Diversity VCAB Victorian Curriculum and Assessment Board 31 Freedom of Information VCE Victorian Certificate of Education 32 Summary of financial position VET Vocational Education and Training 33 Competitive neutrality VSAM Victorian Student Acheivement Monitor 33 Building Act 1993 VTAC Victorian Tertiary Admissions Centre 33 Consultancies 33 Industrial disputes and time lost due to injury 33 Additional information 34 Financial Statements 48 Appendices 49 Appendix 1: Index of compliance 51 Appendix 2: Year 2000 compliance Board of Studies 51 Appendix 3: CSF Advisory Committee St Nicholas Place Acknowledgements 15 Pelham Street 52 Appendix 4: CSF Committee members Carlton Victoria 3053 The Board of Studies would like to thank the following schools and their students for 53 Appendix 5: VCE Accreditation Panel members Telephone (03) 9651 4300 appearing in photographs in this annual report: Bialik College; Carlton Primary 57 Appendix 6: Student participants in the VCE Season of Excellence Facsimile (03) 9651 4324 School; Glen Waverley Secondary College; The Knox School; Oakleigh High School; Overnewton Anglican Community College; Prahran Windsor Primary School; Preston 60 Appendix 7: Publications Email [email protected] Website www.bos.vic.edu.au Girls Secondary College; Richmond Primary School; Roberts McCubbin Primary Acronyms School; Star of the Sea College.
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Board of Studies St Nicholas Place Board of Studies 15 Pelham Street Carlton Victoria 3053 Annual Report 1998–99 Telephone (03) 9651 4300 Facsimile (03) 9651 4324 Email [email protected] Website www.bos.vic.edu.au
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