SENIOR PATHWAYS INFORMATION HANDBOOK VCE & VCAL - 2021 PRINCIPAL MR ANDREW CALLOW
DEPUTY PRINCIPAL MR LANCE DAVIDSON
HEAD OF SENIOR SCHOOL MR IVAN SESKIS
HEAD OF VCE & VCAL MRS VICKY FRAANJE
VCAL CO-ORDINATOR MR ANDREW WARE
PATHWAYS/CAREERS CO-ORDINATOR MRS MICHELLE VISSER
20 WATTLE VALLEY ROAD, BELGRAVE HEIGHTS 3160 TELEPHONE: 9754 6435 | EMAIL: [email protected] WEBSITE: WWW.BHCS.VIC.EDU.AU CONTENTS
OVERVIEW & GENERAL INFORMATION PHILOSOPHY 4 VCE/VCAL ENROLMENT 4 LEARNING PATHWAYS 5 ATTENDANCES & ABSENCES 6 VCE, VET & VCAL RESULTS 7 PRIVATE STUDY, SUPERVISED LEARNING & FREE PERIODS 7 TRANSFERRING BETWEEN VCE & VCAL 7 TERTIARY EDUCATION 8 UNIFORM 8 VCE PROGRAM SELECTING A VCE PROGRAM 9 ENTRY TO VCE STUDIES 11 AWARD OF THE VCE 12 AUSTRALIAN TERTIARY ADMISSIONS RANK 13 VCE STUDY SCORES 13 VCE ACCELERATION 14 GENERAL ACHIEVEMENT TEST 15 ALTERNATIVE OPTIONS FOR VCE SUBJECTS 17 MODIFYING A VCE PROGRAM 18 SPECIAL PROVISION FOR VCE STUDIES 19 SPECIAL EXAMINATION ARRANGEMENTS 20 DERIVED EXAMINATION SCORES 20 RESULTS & CHANGES OF PREFERENCE 21 ENROLLING AT UNIVERSITY 21 RESPONSE MATERIALS 21 VCAL PROGRAM ENTRY TO VCAL STUDIES 22 AWARD OF THE VCAL 23 GENERAL ACHIEVEMENT TEST 23 ATTENDING CLASSES & PLACEMENTS 24 TEXTBOOKS & STATIONERY 24 CURRICULUM - LITERACY SKILLS 25 - NUMERACY SKILLS 26 - WORK RELATED SKILLS 27 - PERSONAL DEVELOPMENT SKILLS 28 OTHER INFORMATION KEY WEBSITES 29 APPENDICES PATHWAYS POLICY 30 PLAGIARISM & AUTHENTICATION POLICY 32 VCE EXAMINATION POLICY 36 TERMINOLOGY 37 LIST OF ACRONYMS 39 OVERVIEW & GENERAL INFORMATION
PHILOSOPHY
BHCS’ philosophy is about supporting and All Year 11 and 12 students are engaged in courses encouraging our students to be the best they can which lead to either the Victorian Certificate of be. We believe that our students have God-given Education (VCE), or an alternative pathway such abilities and gifts and it is our responsibility to help as the Victorian Certificate of Applied Learning them discover, develop and flourish in these. We (VCAL), both of which are issued by the Victorian expect all students to aim to achieve their very best. Curriculum and Assessment Authority (VCAA).
We aim to offer a broad range of subjects and to In most areas of Senior School, the School is bound encourage students to strive for excellence within by VCAA regulations and these have to be more their studies. We aim to prepare students for formally implemented than rules which students post-school study, employment and participation have experienced in earlier years. in a global community.
VCE/VCAL ENROLMENT
Enrolment in a VCE/VCAL course of study is conditional upon completion of:
• VCE/VCAL Student Personal Details Form • VCE Subject Selection FormOR; • VCAL Application Form • VCE Permission to use ATAR Form (for those completing VCE only) • VCAL Permission for Extended Distribution of Results & Further Education Offers (for those completing VCAL only)
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LEARNING PATHWAYS
VCE VCAL (Victorian Certificate of Education) (Victorian Certificate of Applied Learning) Usually 20-24 units Literacy and Numeracy Skills, Personal Development 90 different studies available Skills, Work Related Skills, Industry-specific Skills
HES University courses for independent, VET high-achieving VCE VET Program VCE students School-based Apprenticeship and Traineeship Other VET Certificate
Training Structured (TAFE or school, Industry, Workplace Learning RTO, ACE)
Completion of VCE Completion of VCAL
Employment/Apprenticeship/ Traineeship
TAFE Certificate II/III/IV, Diploma, Advanced Diploma
University For more information regarding Learning Pathways, please see the Pathways Policy in Appendix 1.
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ATTENDANCE & ABSENCES Students need to attend sufficient class time to ABSENCES FROM SAT/SAC undertake the coursework and complete class work and associated assessment tasks. Work done In the case of an absence from a class where a VCE in class time is necessary to allow work to be assessment work (SAC/SAT) was done, a student authenticated. (For more information regarding must supply a medical certificate. Authentication, see Appendix 2). REASONS FOR ATTENDANCE ATTENDANCE REQUIREMENTS RECORDS • Minimum of 90% attendance for all timetabled classes, devotions, excursions and assemblies. An accurate record of attendance is required to Attendance also includes camp, sports days be kept so that, if a case arises where a student is and any other school events timetabled during in danger of failing a Unit because of a breach of the course of a school term. attendance rules, the appropriate documentation is readily available. It is also vital that both parents Punctuality at all times. • and students have been informed at each stage • Legitimate absences MUST be reported to and as such the following procedures apply: the school by a parent, explaining the reason for the absence. This is as per the School’s • If a student has five lessons of unexplained absence policy stated in the Parent Handbook absences in a Unit, an Attendance • All VCAL students must also notify their Unsatisfactory Progress Report is to be sent to Further Education Training provider (e.g. TAFE), parents via email/phone call or letter. or their Work Placement provider, as well as • If a student reaches ten lessons of unexplained the School. absences, a second Attendance Unsatisfactory Progress Report is to be sent to parents. ABSENCES WITHOUT NOTES • If a student reaches 10% absent rate, Head of Any absence that is not accompanied by a note of VCE & VCAL is contacted immediately and a explanation will be considered as an unexplained Review Panel is convened, with the relevant absence. Please note – the reasons for absences teaching staff, the student concerned and their must be legitimate and clearly explained otherwise parents/guardians. they will not be approved and consequently will be It is the responsibility of the student who is absent to considered as unexplained absences. find out what work was covered in the missed classes
PLAGIARISM & AUTHENTICATION
Please see Appendix 2 for an excerpt from the Plagiarism & Authentication Policy.
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VCE, VET & VCAL RESULTS
VCE, VET, VCAL and GAT results are released VTAC will send ATAR Statements to students who during the first couple of weeks of December. The have lodged an application for tertiary entrance. dates for this are made available through the VCE Exams Navigator. They will be available by phone, To find out more about VCE examination results, Internet and SMS services. a statement of marks can be obtained. Further information is available on the VCAA website at: There will be a ‘Post Results and ATAR Service’ to answer queries that arise after results are www.vcaa.vic.edu.au/pages/vce/adminpolicies/ released. Dates of availability can be found in the reportstudentachievemnt/statmark.aspx VCE Exams Navigator or via the VCAA website.
More details will be published from October both on the VCAA website and in a flyer sent to schools for distribution to students.
PRIVATE STUDY, SUPERVISED LEARNING & FREE PERIODS
Students are required to be in attendance at Students are required to report to the teacher in school at all times during the day, unless special charge of private study supervision to have their arrangements have been organised and approved, attendance registered. Students who do not use such as Year 12 Early Leaving procedure. Year 11 their private study lessons appropriately, or who and 12 students are expected to work quietly in fail to report to study lessons, will be required to the Senior Learning Centre or Discovery Centre. explain their behaviour.
TRANSFERRING BETWEEN VCE & VCAL
Students moving from VCAL to VCE can only move Students are welcome to change from VCE to at the beginning of Units 1, 2 or 3. VCAL, or vice versa, at the conclusion of the school year. Please be aware that they may need to make Students wishing to move from VCE to VCAL may up additional units in order to pass the relevant do so in consultation with VCAL Co-ordinator. This is certificate that they are transferring into, and may subject to VETis Course availability and enrolment only have a partial completion of their VET course dates, typically not after Week 4 of the School year. at the end of Year 12.
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TERTIARY EDUCATION UNIQUE STUDENT IDENTIFIER VTAC SPECIAL ENTRY SCHEME (USI) (SEAS) Everyone undertaking any form of tertiary Be aware that there are special provisions made education is required to apply for a USI. A USI by VTAC for students who have suffered ill health, is needed in order to receive qualifications or emotional trauma or financial hardship during statement of attainment. Without a USI students Year 12. will not receive their qualification or statement of attainment. Please refer to http://www.vtac.edu.au/who/seas.html Further information regarding this can be found at and contact the Head of VCE & VCAL well before https://www.usi.gov.au/ the enrolment period if you believe any of these categories apply.
UNIFORM
All Year 11 and 12 students at BHCS are required VET Kitchen Operations students will be required to be in their full school uniform while at School to wear their chef’s uniform and leather closed- and on excursions. Students are permitted to toe shoes on days when they have VET Kitchen wear their PE uniform only on days when they Operations Classes or functions. Fittings for have a physical education class, or have express uniforms are organised at school, and details are permission from a teacher. provided for purchasing these.
VCAL students are not required to wear their BHCS uniform on Wednesdays or Fridays at their certificate courses/work placements. The School will provide students with a shirt to wear at their work placements.
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SELECTING A VCE PROGRAM The Victorian Certificate of Education (VCE) is YEAR 11 PROGRAM the certificate that the majority of students in Victoria receive on satisfactory completion of their Students permitted to do 10 units (5 subjects) in secondary education. The VCE provides diverse Year 11 pathways to further study or training at university or TAFE and to employment. Students will be exempted from the requirement to take 6 subjects in Year 11 if: The best advice is for students to choose studies that: • they are undertaking additional study such as a TAFE or University subject outside of BHCS • They need to get into their desired course/ (with a minimum of 40 hours of class time per career. (Known as pre-requisite studies – if unit). OR; students are unsure they should aim to do a they are a Special Needs/Special Provision VCE Maths and a VCE Science subject to keep • student. OR; as many tertiary options open as possible). • they are undertaking a special program outside • They enjoy. of school necessitating significant amounts of training and/or competition and/or absence Students in Year 11 undertake 12 units of study from school (usually refers to elite sport) that consisting of 6 units in Semester 1 and 6 units in could not reasonably be put off until after VCE. Semester 2. These units may be a mix of Unit 1-2 and Unit 3-4 studies. Students do not need to take AND their VCE program will not be disadvantaged sequences of Unit 1 and 2 subjects and there will by the omission of a subject. Year 11 students be an opportunity to apply for (limited) subject MUST attend all study periods in the Senior change at the end of Unit 1. Students need to Learning Centre or other school study space as ensure that they undertake a Year 11 Program directed, and must check with the Head of VCE & that follows through to a sufficient number of VCAL with regard to permission to leave early or subjects to constitute a full program at Year 12 in come to school late due to study periods. the following year. Students in Year 12 undertake 10 units consisting of 5 units in Semester 1 and 5 There will be a “sign in” book, to record student units in Semester 2. Unit 3 and 4 studies need to movements during study periods. be taken as a sequence. Notwithstanding the above, students are permitted to undertake just 5 subjects at Year 11 only with the permission of the Head of VCE & VCAL.
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SELECTING A VCE PROGRAM (CONTINUED) YEAR 12 PROGRAM Students permitted to do 8 units (4 subjects) in Year 12
Students will be exempted from the requirement to take 5 subjects in Year 12 if:
• they have already successfully completed 2 x Unit 3-4 subjects in Year 11 with a study score of 35 or above OR; • they are undertaking additional study such as TAFE or a University subject outside of BHCS (with a minimum of 40 hours of class time per unit) OR; • they are a Special Needs/Special Provision student OR; • they are undertaking a special program outside of school necessitating significant amounts of training and/or competition and/ or absence from school (usually refers to elite sport) that could not reasonably be put off until after Year 12. Notwithstanding the above, students are permitted to undertake just 4 subjects at Year 12 only with the permission of the Head of VCE & VCAL.
For further information on subjects, please navigate to:- http://www.vcaa.vic.edu.au/Pages/vce/studies/ index.aspx
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ENTRY TO VCE STUDIES MINIMUM REQUIREMENTS COMPLETION OF UNITS FOR THE AWARD OF THE VCE In some studies, students are advised to complete either or both Units 1 and 2 before attempting The minimum requirement is satisfactory Unit 3, or have equivalent experience, or be willing completion of 16 units which must include: to undertake some preparation. This advice is published in the study design for each study. • Three units from the English group, with at least one unit at Units 3 and 4 level. Units 3 and 4 of studies are designed to be taken • At least three sequences of Units 3 and 4 as a sequence; students must undertake Unit 3 studies other than English, which may include before commencing Unit 4 of that study. any number of English sequences once the English requirement has been met. REPEATING VCE UNITS THE ENGLISH REQUIREMENT There are no restrictions on students repeating FOR THE AWARD OF THE VCE units, but students may obtain credit once only for each unit. The minimum English requirement is three units from English, English Language and English Students who repeat a unit are required to repeat Literature, with at least one at Units 3 and 4 level. the full unit, including outcomes specified for the Students may enter studies at Units 1, 2 or 3 level. unit as accredited in the year of repetition.
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AWARD OF THE VCE
A student may complete the VCE and be awarded the certificate by satisfactorily completing sufficient units of study according to VCE program requirements. Students must meet the requirements of a study as set out in the accredited study design.
Students are required to demonstrate achievement of study outcomes. For VCE Units 3 and 4, evidence of achievement is collected by the teacher through a range of tasks which include school-based assessments that are designated for the study, and examinations.
A student may still be eligible for the award of the VCE if they have not been assessed for levels of achievement in a study and have not sat examinations, but they have submitted the relevant school-based assessments for satisfactory completion of units. In this case, the teacher has judged that the student has achieved the outcomes for a study based on the evidence provided by the student, without assessing for levels of achievement. Where there is no assessment of levels of achievement for any study, a student will not have a study score calculated.
Where no study scores are available, an ATAR cannot be calculated. Absence of Graded Assessments may limit a student’s options for further training, study and work and students should be encouraged to attempt all Graded Assessments, wherever possible.
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AUSTRALIAN TERTIARY ADMISSIONS RANK (ATAR) The ATAR is the overall measure of a student’s VCE WITHOUT AN ATAR achievement in relation to that of other students. It allows tertiary institutions to compare students Some students may consider undertaking an who have completed different combinations of unscored or non-assessed VCE Program, meaning VCE studies and is reported as a rank between they would not sit any external exams. This can 0.00 and 99.95 with increments of 0.05. still constitute a satisfactory VCE “pass”, provided all other outcomes are met, but will not be Calculation of the ATAR is the responsibility of accredited with an ATAR for university entrance. Victorian Tertiary Admissions Centre (VTAC). Exam results are required for a student to receive Information on how an ATAR is calculated is an ATAR. forwarded to students at the end of the year. Further information regarding the calculation of an For more information regarding an unscored VCE ATAR score can be found at the VTAC website listed Program, please see the relevant section under below. ‘Modifying a VCE Program’ Any queries students have about the ATAR, applications for tertiary courses or selection procedures should be directed to:
VTAC 40 Park Street South Melbourne, 3205 Telephone: 1300 364 133 Website: www.vtac.edu.au
VCE STUDY SCORES
VCE Study Scores are awarded to students with STUDY SCORE REFERENCE TABLE satisfactory completion of Units 3 & 4 subjects with exams. Study scores do not constitute passes, PERCENTAGE as this is constituted by completion of sufficient STUDY SCORE units. Study scores give students a ranking across RANKING the state for that year (see reference table). 25 Top 76% 30 Top 50% 35 Top 34% 40 Top 8% 45 Top 2%
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VCE ACCELERATION
Many Year 10 students seek to complete Year Some students may be permitted to undertake a 11 studies over-and-above those on offer to subject on probation. For students on probation, the whole class. Year 11 students also seek to special requirements will be established with complete studies a year ahead of level by applying regard to the student’s conduct and performance. to enrol in a Unit 3 and 4 sequence. Should the student not meet these requirements following a scheduled review, the student will be • Acceleration is not automatic and is dependent requested to cease study of the subject. on a previous year’s school results • Applications for acceleration are made to the Parents who are concerned about their child’s Head of VCE & VCAL performance should contact the relevant teachers and discuss measures to assist the student to • Final determinations are made by the Head of maintain an appropriate performance level. VCE & VCAL, the Head of Senior School and the Support for students and families, is available Deputy Principal. through the Head of VCE & VCAL, Pathways/ Approval will usually be granted only where the Careers Advisor, and Head of Senior School. relevant student is achieving solid academic grades (generally a “B+” average or higher) in all subjects. It must be remembered that the apparent advantages of working on advanced material and taking pressure off the following year of study may be compromised by focusing too heavily on the one subject at the expense of all others.
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GENERAL ACHIEVEMENT TEST (GAT) WHAT IS THE GAT? 2. Checking School-Assessed Task results The GAT is a three-hour test of general knowledge The GAT is used to check each school’s School- and skills in: Assessed Task assessments and if a school’s assessments for a particular School-Assessed Task • Written Communication are significantly higher or lower than would be expected from the students’ GAT scores, the VCAA Mathematics, Science and Technology • will send reviewers to the school to assess the • Humanities, The Arts and Social Sciences. work.
3. Checking examination results
WHY DO STUDENTS HAVE Examination marking is rigorous and designed to TO SIT THE GAT? be fair to all students. VCAA exams are assessed twice, by two different assessors. Where there is The GAT does not count directly towards a further concern, the paper is assessed by a third student’s VCE or ATAR, but plays a very important assessor. part in a student’s final assessments for the VCE. When the assessment is complete, there is a GAT results are used to check that a student’s final check to identify any students with scores examinations, School-assessed Tasks and School- that are significantly lower than expected. If assessed Coursework have been accurately and a student’s examination score is significantly fairly assessed. different from the mark predicted by the GAT, the indicative grade given by the school and any other HOW IS THE GAT USED? examination or School-Assessed Task scores in the same study, the paper will be assessed again by 1. Checking School-assessed Coursework results the Chief Assessor’s panel. Scores may go up or stay the same, but will not go down as a result of VCAA applies statistical moderation procedures this final check. to each school’s coursework assessments to even out the differences in marking standards that may 4. Derived Examination Scores (DES) occur from school to school and final results are comparable across the state and are fair to all GAT scores contribute to the calculation of a DES if students. the application is approved.
More information about statistical moderation can be found on the VCAA website: www.vcaa.vic.edu.au/pages/vce/exams/ statisticalmoderation/statmod.aspx
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GENERAL ACHIEVEMENT TEST (GAT) (CONTINUED) HOW DO STUDENTS PREPARE VCAL AND/OR VCE VET AND FOR THE GAT? THE GAT No special study is required for the GAT as it is Students who are enrolled in a VCAL program in based on General Knowledge. that includes any VCE or scored VCE VET Unit 3–4 sequences will be required to sit the GAT. Students can get a good idea of the questions by looking at previous GAT papers. Previous GAT It has been suggested by VCAA that as of the papers and answers to multiple-choice questions year 2020, all VCAL students may be required to are available on the VCAA website: complete the GAT (General Achievement Test), www.vcaa.vic.edu.au/pages/vce/exams/gat/gat.aspx even if they are not undertaking any VCE subjects.
All students enrolled in one or more Victorian Certificate of Education (VCE) Unit 3−4 sequences or VCE VET scored Unit 3−4 sequences, including Victorian Certificate of Applied Learning (VCAL) students, are required to sit the General Achievement Test (GAT).
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ALTERNATIVE OPTIONS FOR COMPLETING VCE SUBJECTS Belgrave Heights Christian School is committed to VSV SUBJECT FEES enabling students to pursue their chosen career pathway and will therefore seek to offer as many The cost for the study of VSV subjects is quite timetabled VCE studies as is possible. A number considerable. For this reason, part of this expense of studies may be unable to be accommodated remains payable by families should students in timetabled classes, due to insufficient student decide to withdraw partway through the year. This interest or to staffing and resource limitations. It will be equal to approximately 50% of the subject will therefore be necessary to accommodate other fee. Most VSV subjects cost approximately $800. means of study, particularly where studies are compulsory tertiary prerequisites. HIGHER EDUCATION STUDIES VIRTUAL SCHOOL VICTORIA HES (Higher Education Studies) are subjects (PREVIOUSLY KNOWN AS DISTANCE EDUCATION) offered by universities to selected Year 12 students. These can be undertaken as part of their Virtual School Victoria (VSV) subjects will only be regular VCE. Some of our students have attended offered to students who have displayed the much Deakin University, Monash and Federation needed discipline to undertake these subjects. University in the past as part of HES. A high degree of personal discipline must exist, as no set classes exist for these studies. Students According to VCAA (Victorian Curriculum and may be able to enrol in correspondence studies in Assessment Authority) students can only one of a wide range of subjects offered by Virtual undertake one HES in the course of their VCE. School Victoria, subject to meeting the relevant Similarly, only one HES result can contribute to a eligibility criteria and based on the availability of student’s ATAR. a supervising teacher. The school must approve any such enrolments and may choose to decline As HES is designed for independent high- an enrolment based on previous reports and achieving VCE students, these subjects can assessments. Students will be assigned a Belgrave only be undertaken by Year 12 students on the Heights Christian School supervisor to oversee the recommendation of the Head of VCE & VCAL. A completion of all work requirements and to liaise HES can be a valuable contribution to a student’s with the Head of VCE & VCAL, as required. ATAR. Additionally, students may also receive credits at a University (after they finish Year 12) for the units undertaken in their HES, and in some cases, they may even receive preferred entry.
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MODIFYING A VCE PROGRAM If students wish to modify their VCE Program, then UNSCORED VCE PROGRAM the following procedure is to be followed. If a student’s internally assessed scores and/or indicative results predict a UG or not-satisfactory WITHDRAWING FROM A UNIT result for external exams, the student may consider Consult with the Head of VCE & VCAL to discuss not sitting the external exams and instead receive possibilities. If the proposed change is agreed to an unscored or non-assessed VCE. This can still by the Head of VCE & VCAL in conjunction with the constitute a satisfactory VCE “pass”, provided all Pathways/Careers Advisor and parents, then the other outcomes are met, but will not be accredited student will have their VCE Program updated. with an ATAR for university entrance. Students will still need to meet the minimum requirement for satisfactory completion of 16 units, as specified in TRANSFER FROM ONE UNIT the section ‘Entry to VCE Studies’. This will mean TO ANOTHER that they will be able to achieve their VCE, without a final ATAR score, provided they successfully Consult with the Head of VCE & VCAL to discuss complete their current units. possibilities and then complete a Change of Subject Form. If the proposed change is agreed An unscored or non-assessed VCE means that all to by the Head of VCE & VCAL in conjunction with of a student’s results for assessments and levels the Pathways/Careers Advisor and parents, and of achievements are set to N/A. Only the unit it is acceptable in terms of timetabling, then the outcomes will be submitted as these are based on student will have their VCE Program updated. the work they are required to complete at school. These are simply an S or N result dependent upon their successful submission of the work required. WITHDRAWING FROM VCE Please note that completing a non-assessed VCE does not equate to a reduction in school fees. Consult with the Head of VCE & VCAL to discuss withdrawing a student from VCE. Should a student We encourage students who wish to undertake withdraw, without consulting the Head of VCE & an unscored VCE program to discuss this with the VCAL, resulting in an official withdrawal, they will Head of VCE & VCAL. Should they wish to proceed, be given a “J” result (did not complete) for all the a student’s parents/guardians will need to sign the Units in which they are enrolled. relevant permission form. We strongly recommend that any students who wish to undertake an unscored VCE program to make this decision with their parents/guardians as early in the school year as possible, as it does have a flow on effect for their VCE results, and late transfer into an unscored VCE program may result in a small ATAR.
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SPECIAL PROVISION FOR VCE STUDIES
Students enrol in VCE studies with a reasonable Special Provision will NOT be granted for: expectation of being able to achieve the outcomes of the study design, and to demonstrate their • Absence from school or study without achievement fairly in both the school assessment evidence of significant hardship. program and the external examinations. • Circumstances affecting students that are of the student’s own choosing. For each unit a student is generally expected to submit all specified work requirements for each • The effect of faulty technology in the unit. preparation of work. It is the student’s responsibility to ensure that: Special provision may be granted in exceptional circumstances. It is intended to allow students • An alternative system is available for use in who cannot meet all of the regular course case of computer or printer malfunction or requirements the opportunity to satisfactorily unavailability. complete the unit. • Work is saved in a backup file each time A student is eligible for Special Provision at changes are made. The backup file (USB stick/ any time while studying for the VCE if they are CD) should NOT be located in the same place adversely affected in a significant way by: as the computer. • Hard copies of work in progress may need to • Illness (physical or psychological); be regularly produced to meet drafting and • Any factors relating to personal environment; authentication procedures. Special Provision will not be granted based on • Other serious cause; OR; circumstances looking back. • Impairment or disability, including learning disabilities. If a student feels that they require Special Supporting documentation MUST be provided for Provision arrangements to enable them to each/any of the above circumstances. complete their studies,they should contact the Head of VCE & VCAL who will discuss their Undocumented circumstances which impact on eligibility for Special Provision and the type of the submission of work are not in themselves special provision available. grounds for Special Provision. However, arrangements are applicable for students experiencing severe hardship.
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VCE SPECIAL EXAMINATION ARRANGEMENTS
The VCAA recognises that some students with a at school. Students who have been granted ESL disability/illness may require Special Examination status on the basis of unfamiliarity with the English Arrangements to enable them to access the language are not eligible for Special Examination examination questions and communicate their Arrangements for this reason alone. responses in a timed examination. Special Examination Arrangements include: Students who believe they might be eligible for Special Examination Arrangements must discuss • rest breaks this with the Head of VCE & VCAL. The school • extra working time (extra reading and/or writing must then apply to the VCAA by completing time in addition to the scheduled writing time) the application form including the appropriate • permission to use assistive technology supporting medical, psychological and educational (e.g. computer or Assistive Hearing Technology) documentation. If students have a long-term impairment, their school needs to provide details • alternative format examination papers (such as of the arrangements which have been provided for enlarged print, electronic text and Braille) them at school. The VCAA will not approve Special • assistance from a reader, and/or a scribe, or a Examination Arrangements to students who have clarifier long-term impairments where there has been no • an alternative examination venue, such as a demonstrated requirement for the arrangements separate room, a home or a hospital.
DERIVED EXAMINATION SCORES (DES)
The Derived Examination Score (DES) is calculated leading to the examination to be eligible for a DES. by the VCAA and may be used in lieu of an examination result where the student has met the The DES is not intended to compensate for learning VCAA eligibility requirements for the provision. or achievement that has not been possible because of long term illness or other ongoing conditions The DES is intended for students who are that have been present during the year. These significantly affected by ill health or by other circumstances are covered under Special Provision. personal circumstances at the time of an examination and whose examination result is If a student is ill in the lead up to or on the day of unlikely to be a fair or accurate indication of their an examination, even if they are able to attend the learning or achievement in the study, or where examination, or if other personal circumstances they have been unable to attend the examination affect their capacity to perform in the examination, due to such circumstances. An examination score they should contact the school immediately. in these circumstances is determined by VCAA from the student’s SAC/SAT grades, GAT scores Evidence will be required for a DES application, and the teacher’s prediction of the exam grade. which will be handled sensitively/confidentially. Students must have completed the course of study
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VCE RESULTS & CHANGES OF PREFERENCE
VCE results are made available to VCE students in mid-December. The Pathways/Careers Advisor is available to assist with change of preferences via email and appointment until the close of preference late December.
Students will be emailed an offer via VTAC if they have been successful. These start mid-January unless they have been made an early offer.
VCE EXAMINATION POLICY
For the VCE Examination Policy, seeAppendix 3.
RESPONSE MATERIALS
Students’ response materials and audio recordings remain the property of the VCAA and will not be returned. Response materials may be made available for inspection under certain conditions. LOTE Oral component audio recordings are not available for inspection.
ENROLLING AT UNIVERSITY
Students must attend the University Orientation (O) day in February to enrol. If students are away on holidays arrangements can be made prior to ‘O’ day to enrol online or to nominate a Proxy.
Every student will need a Tax File number to enrol.
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VCAL (Victorian Certificate of Applied Learning) Secondary students, in the context of applied is a two year senior school certificate that is an learning, underpin the principles of VCAL. alternative to the VCE. VCAL includes components of Vocational Education and Training (VET) and The VCAL acknowledges these principles by the Further Education (FE) qualifications. The School development of knowledge and: runs the VCAL certificate at Intermediate and Senior level, which recognises completion of • employability skills that help prepare the a Senior Secondary qualification and primarily student for employment and for participation prepares students for further studies at the next in the broader context of family, community VCAL level, in the Victorian Certificate of Education and lifelong learning (VCE) and in VET and/or employment. VET Training • skills that assist the student to make informed is a compulsory requirement for completion of vocational choices within specific industry VCAL certificates at Intermediate and Senior level. sectors and/or facilitate pathways to further learning. The VCAL qualification aims to provide the skills, knowledge and attributes to enable students to On completion of the VCAL, students will be able make informed choices about pathways to work to make informed choices about employment or and further education. Personal development, education pathways. students’ interests and pathways for Senior
ENTRY TO VCAL STUDIES
There are no formal entry requirements for Each VCAL unit is 100 nominal hours in length, VCAL studies. The VCAL has been designed to and each unit that is successfully completed accommodate flexible entry and exit. Students can contributes one credit toward the VCAL at the enter at the appropriate level of VCAL to suit their appropriate award level. The nominal hours learning needs, abilities and interests. include both scheduled and unscheduled time.
COMPLETION OF VCAL STUDENTS LEARNING PROGRAMS UNDERTAKING VCE UNITS Each student undertaking VCAL must undertake Any student undertaking a Unit 3/4 subject a learning program that includes development should refer to the VCE Information regarding of Literacy and Numeracy Skills, Industry exams, the GAT and other associated assessment Specific Skills, Work Related Skills and Personal requirements. For information regarding Development Skills (more about these learning transferring between VCE and VCAL, refer to the programs can be found on the following pages). relevant section on page 4. These learning programs are designed to allow students to achieve the required credits and meet all course requirements, while being at the appropriate level.
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AWARD OF THE VCAL
A student must successfully complete a learning Students are awarded S (Satisfactory) or N (Not program that contains a minimum of 10 credits yet satisfactory) results. The VCAL course does not and includes:- have graded assessments.
• curriculum components to the value of at least Upon successful completion of the requirements one credit for each of the four VCAL curriculum for a VCAL, students will receive a VCAL strands certificate and a Statement of Results. Successful • a minimum of two VCAL units completion will be certified in July or December in each enrolment year. Additional Statements • one credit for Numeracy of Attainment or certificates will be provided by • curriculum components to the value of six credits the registered training organisation (RTO) for at the level of the VCAL award (or above), of successful completion of VET or FE curriculum. which one must be for Literacy Skills unit and one Students who commence a VCAL program, but do for a Personal Development Skills unit. not complete it, will receive a Statement of Results at the completion of each year of study Students may carry credit forward from the previous award level into the level in which they are currently enrolled. VCE units may be included in the VCAL learning program, to meet the requirement for a minimum of 10 credits. At the VCAL Intermediate and Senior levels, the learning program must also include accredited VET curriculum components to the value of a minimum of one credit in the Industry Specific Skills strand. One credit is awarded on successful completion of 90 nominal hours of accredited VET curriculum. The VCAL program may also contain curriculum components drawn from VCE studies and FE accredited curriculum. One credit is awarded on successful completion of 90 nominal hours of accredited FE/VET curriculum.
GENERAL ACHIEVEMENT TEST (GAT)
It has been suggested by VCAA that as of the For more information regarding the GAT, see the year 2021, all VCAL students may be required to relevant information on pages 15-16. complete the GAT (General Achievement Test), even if they are not undertaking any VCE subjects.
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ATTENDING CLASSES & PLACEMENTS
VCAL students will attend BHCS on Mondays, Students are also required to undertake work Tuesdays, Thursdays and Fridays. They still begin placements as a part of the Structured Workplace their school day at 8.55am along with the Year 11 Learning (SWL) component of VCAL. Their work and 12 VCE students. placements will take place during a designated time in Terms 2 and 3 as two week blocks. The VET Component of the VCAL Course should take place on Wednesdays at their chosen Training VCAL students are responsible for getting Organisation. themselves to and from their Certificate course location, as well as to and from their work placements.
TEXTBOOKS AND STATIONERY
VCAL students will not be required to purchase textbooks. VCAL students will still be required to bring a laptop for their studies at BHCS and bring along basic stationery items in order to complete their work. Textbook materials will be supplied for VCAL students by the School and their relevant Training Organisation.
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CURRICULUM - LITERACY SKILLS AIMS • Reading for Public Debate - Demonstrating that meaning has been gained from reading The aim of these units for both Intermediate and persuasive, discursive or argumentative texts Senior VCAL is to develop student knowledge • Oracy for Self Expression - Using and and skills relevant to reading and writing and responding to spoken language to oral communication. Students will demonstrate a communicate to others practical application of these skills in the contexts of everyday life, family, employment, further • Oracy for Knowledge - Using and responding learning and community. to spoken language in informative talks • Oracy for Practical Purpose - Using and responding to spoken language in instructions LEARNING OUTCOMES and transactions • Writing for Self Expression - Writing recount, • Oracy for Exploring Issues and Problem Solving narrative or expressive texts - Using and responding to spoken language in • Writing for Practical Purposes - Writing discussions to explore issues or solve problems instructional and transactional texts • Writing for Knowledge - Writing reports, ASSESSMENT explanatory and expository texts • Writing for Public Debate - Writing persuasive, Assessment in Literacy is ongoing and is based on argumentative and discursive texts both teacher observations of a student’s activities and student written reports. • Reading for Self Expression - Demonstrating that meaning has been gained from reading narrative, recount or expressive texts • Reading for Practical Purposes - Demonstrating that meaning has been gained from reading instructional or transactional texts • Reading for Knowledge - Demonstrating that meaning has been gained from reading explanatory, expository or informative texts
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CURRICULUM - NUMERACY SKILLS AIMS • Designing a Numeracy-based Project Plan in an industry Area Numeracy skills is designed to develop, refine • Applying Numerical Skills in an Industry and extend student knowledge and skills relevant Context to identifying, applying and communicating mathematical information in the contexts of • Using Appropriate Software Tools and Devices everyday life, family, and employment, as well as to Represent Data investigating and applying numeracy knowledge • Communicate the Results of a Project in industry areas linked to their VET units or employment. Numeracy skills corresponding with these contexts include mathematical knowledge ASSESSMENT and techniques, financial literacy, planning and organising, measurement, data, representation, Assessment in Numeracy is ongoing and is based design, problem-solving, probability, statistics and on both teacher observations of a student’s using software tools and devices. activities and student written reports of investigation and problem solving activities LEARNING OUTCOMES • Numerical Skills and Processes - Performing multi-step computations with and without software tools and devices. • Financial Literacy - Performing monetary calculations, managing personal and business finances, and understanding risk in a range of situations. • Planning and Organising - Identifying, interpreting and using numbers and measurement to make decisions about time, location, data and resources. • Measurement, Representation and Design - Using units of measurement to measure, represent and interpret objects, plans and diagrams.
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CURRICULUM - WORK RELATED SKILLS AIMS • Use information and communications technology in relation to a work related activity. These units are designed to develop employability skills, knowledge and attributes valued within SENIOR VCAL: community and work environments as a preparation • Learn about basic conditions and entitlement of for employment. This equips students with the skills a specific industry and thought processes required to consider and choose from the range of pathways. Students will • Obtain and communicate information in also develop a knowledge of occupational health and response to work-related OH&S issues. safety, preparing them for the workplace. • Develop knowledge and understanding of OH&S in a work related context • Identify problem or safety hazards that can affect LEARNING OUTCOMES the safety of the work environment. INTERMEDIATE VCAL: • Contribute to team objectives to achieve safe work procedures. • Learn about basic conditions and entitlement of a specific industry • Use information and communications technology in relation to work related activity • Obtain and communicate information in response to work related OH&S issues • Learn to analyse and organise information for a work related goal • Develop knowledge and understanding of OH&S in a work related context • Communicate information and ideas for work related goal • Identify problem or safety hazards that can affect the safety of the work environment • Plan organise and manage activities for a work related goal • Contribute to team objectives to achieve safe work procedures • Identify and solve problems for a work related purpose • Use information and communications technology in relation to work related activity • Work with others and in teams to achieve a work related goal • Learn to analyse and organise information for a work related goal • Use information and communications technology in relation to a work related activity. • Communicate information and ideas for work related goal • Plan organise and manage activities for a work ASSESSMENT related goal • Identify and solve problems for a work related Assessment is ongoing and varied. Students will purpose be assessed on their demonstration of learning outcomes in a range of contexts, which could Work with others and in teams to achieve a work • include direct observation, written work, oral related goal presentation, and project implementation.
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CURRICULUM - PERSONAL DEVELOPMENT SKILLS AIMS • Manage problems related to a complex social issue or community activity Students will have the opportunity to develop • Actively contribute to group cohesion to manage knowledge, skills and attributes throughout the a complex social issue or community activity Personal Development Skills units, which lead towards: SENIOR VCAL: • the development of self • Plan and organise to completion a complex project in an autonomous manner • social responsibility • Demonstrate an awareness of social diversity • building community within a complex project • civic and civil responsibility, for example • Apply strategies to improve communication through volunteering and working for the • Demonstrate leadership skills for group and benefit of others teamwork • improved self-confidence and self-esteem • Use decision making skills in a group or team context • valuing civic participation in a democratic society • Research a community problem or issue that affects citizens/members in a community LEARNING OUTCOMES • Establish or build on an external partnership to address and/or promote awareness of a INTERMEDIATE VCAL: community problem or issue • Plan and organise a complex activity • Plan, organise and complete a complex • Demonstrate knowledge and skills in the context community project, utilising project management of a complex project or activity skills in an autonomous manner • Demonstrate self management skills for goal • Demonstrate effective teamwork skills in relation achievement in the context of a project or to a complex community project activity • Present and communicate ideas and information • Describe leadership skills and responsibilities. relating to the complex community project • Demonstrate interpersonal skills to communicate ideas and information ASSESSMENT • Research and analyse the role of citizens/ members in a community Assessment is ongoing and varied. Students will • Use a range of communication strategies to be assessed on their involvement in activities, raise awareness of a complex social issue or self-assessment, oral presentation, a portfolio of community activity accumulated evidence and written reports.
BHCS SENIOR PATHWAYS INFORMATION HANDBOOK - VCE & VCAL, 2021 PAGE 28 MORE INFORMATION
KEY WEBSITES www.vcaa.vic.edu.au - for all VCE, VCAL and VET information https://www.vcaa.vic.edu.au/Documents/handbook/2019/adhb19.pdf - for the VCAA VCE & VCAL Administrative Handbook 2019 https://vcaa.vic.edu.au/administration/Key-dates/Pages/VCE-Exams-Navigator.aspx - for the VCE Exams Navigator www.vtac.edu.au - for information on tertiary entry and the ATAR www.myfuture.edu.au - for post-Year 12 advice https://www.qilt.edu.au/ - for Australian universities course information www.studyassist.gov.au - for information on government assistance for financing tertiary studies www.humanservices.gov.au - for student and youth allowance information https://www.youthcentral.vic.gov.au/ - for a range of information and advice on studying, working and services for young people www.education.vic.gov.au/about/research/Pages/ontrack.aspx - students may be contacted about OnTrack, after they leave school https://vce.atarcalc.com/ - a website to assist you in calculating your ATAR
Some of this information has been taken directly from the VCE Exams Navigator and VCE and VCAL Administrative Handbook ©VCAA.
BHCS SENIOR PATHWAYS INFORMATION HANDBOOK - VCE & VCAL, 2021 PAGE 29 APPENDIX 1
PATHWAYS POLICY
This is an excerpt only from the BHCS Pathways doing. Effort and application is essential for a Policy. The complete policy is available upon VCAL student. A VCAL student completes their request. senior years with a TAFE Certificate, two years of work placement and the Year 12 VCAL Certificate. On completion of VCAL, students can move ACCELERATING IN A into apprenticeships, TAFE, university or the VCE SUBJECT workforce.
Year 9 students are introduced to VCE during Case Study 1: Academic student who wants to go Term 3 of their Year 9 studies. Although VCE into a Trade may still seem some time away, students may choose to accelerate in a VCE subject in Year 10. John is an academically able student who had Accelerating provides a couple of outcomes; it the choice of either VCAL or VCE, however, gives students a taste of a VCE subject and allows John knew that he was a practical, hands-on them to spread the workload across 3 years. learner. He also knew that he wanted to become an electrician. By choosing VCAL he is able to The decision whether or not to accelerate is based undertake work experience in his chosen field on the following considerations: and begin his pre-apprenticeship training, whilst completing his Year 12 certificate. • The student is considering VCE as their pathway. It is important to note that choosing Case Study 2: A student who doesn’t fit the an accelerated subject does not rule out the traditional classroom style of teaching ability to select VCAL in Year 11 or 12 • The student must be achieving a B+ in Julia has found school challenging for many English, plus an average of B+ across Science, years. The traditional approach of sitting in class, Mathematics and History/Geography following direction from teachers in areas she thought were not relevant has been a struggle. • An endorsement from English Teacher and/or Julia is a changed person in VCAL as she is involved Homegroup Teacher in projects that interest her. She finds worth and purpose in the classroom work, whilst at the same time learning valuable life skills in her work VCE OR VCAL? placement and at TAFE. The choice between VCE and VCAL is based on the preferred learning style of the student and the desired outcome. A student who prefers a ‘hands-on’ learning environment would be best suited to VCAL, as VCAL students learn by
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PATHWAYS POLICY (CONTINUED)
A student who is a more academically focused Mathematics Choices learner would be more likely choose the VCE Pathway. VCE continues with the learning style Foundation Maths in Year 10: Students who that students are familiar with in secondary undertake Foundation Maths in Year 10 cannot go school. VCE has a ‘study ready’ focus for students. on to General Maths in Year 11. The course in Year Students are able to choose their subjects 10 is practically based and will not prepare them and specialise in areas of interest and passion. for General Maths in the following year. Students who prefer the more traditional, familiar classroom environment will be comfortable in VCE. Maths Methods: Students who wish to study A VCE student must have good time management Maths Methods in VCE must be in Year 10 Maths and study skills. This approach prepares students Methods. A recommendation from the current for entry into further study, university or the math teacher is also required. workforce. Other considerations
SUITABILITY FOR VCE It is strongly recommended that a student who For students who are achieving grades of D or undertakes Physics also studies Maths Methods. below in core subjects, a meeting will be held with all stakeholders to discuss the suitability of the A limit of two ‘Folio’ subjects is advisable. student for VCE. A student who struggles with Year 10 level work is likely to find the challenges of VCE overwhelming.
CHOICES WITHIN VCE
English or English Language
This choice will be guided by the student and the English teacher. English Language is a subject that requires high level analytical skills and is best suited to students who are curious about language and feel confident in essay writing. In order to move into English Language a recommendation must be made by the current English Teacher. To be considered for English Language the student must be achieving at least a B+ in Year 10 English.
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PLAGIARISM & AUTHENTICATION POLICY This is an excerpt only from the BHCS Plagiarism CHEATING & Authentication Policy. The complete policy is available upon request. When a student acts dishonestly or unfairly in order to gain an advantage. This could be undertaken in class during assessment or on work DEFINITION OF PLAGIARISM completed outside of classroom. “Plagiarism is the unacknowledged use of 1 another’s words and ideas. Direct quotations must http://www.vcaa.vic.edu.au/Documents/vce/ be accurately cited through in-text and end-text extendedinvestigation/ExtendedInvestigation- referencing. Writing another’s ideas in a student’s Authentication-UndueAssistance.pdf own words and/or changing the order of the clauses and/or words is an act of plagiarism unless STUDENT RESPONSIBILITIES the author of the original is accurately cited. Plagiarism is a breach of VCE rules.”1 Students are:
In accordance with best practices and VCAA • responsible for their own learning guidelines BHCS will not tolerate plagiarism or to develop honest and ethical lifelong cheating in any year level. • scholarship practices as a way of showing respect for themselves and others AUTHENTICATION • responsible for submitting work by the due Students must ensure that all unacknowledged date. Work handed in after the negotiated work submitted for assessment is genuinely their deadline may be marked for feedback own. Teachers may consider it appropriate to ask purposes only, and could form part of the students to demonstrate their understanding of student’s formative assessment record the task at, or about the time of, submission of • responsible for ensuring an electronic backup the work. If any part or all of the work cannot be is kept of the assignments created. Problems authenticated, the matter must be dealt with as a with continued late submissions may result in breach of rules. the issue being referred to the Head of School or Deputy Principal. For School-Assessed Coursework undertaken outside class time, teachers must monitor and record each student’s progress through to completion. This requires regular sightings of the work by the teacher and the keeping of records. It may be necessary for students to complete an authentication form (available on VASS) if a substantial amount of work is completed outside of the classroom.
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PLAGIARISM & AUTHENTICATION POLICY
Extensions of time may only be granted under due. Notify parents/caregivers of students exceptional circumstances, with due regard for the failing to consistently submit the required balance between compassion to an individual and work. fairness to the whole group of students involved. • During all assessment tasks teachers must ensure that a formal examination atmosphere TO AVOID PLAGIARISM AND is established. This includes, but is not limited to: AUTHENTICATION ISSUE, »» Ensuring the correct materials are bought STUDENTS SHOULD NOT into the classroom • share the details of exams with other students »» Students are not wearing ‘smart watches’ • submit work that is not entirely their own »» All water bottles are clear and placed on the (re-wording certain parts is still plagiarism) floor • copy the work of another student or allow »» Mobile phones are turned off and placed at another student to copy their work the front of the room • have someone else do their work (such as a »» Any posters or visual aids are removed from parent or a tutor) the room • directly copy from a language translator device »» Assessment is conducted in silence and include it into their work as though it were »» A timer or clock is visible for students their own • fail to list references to legitimate sources PLAGIARISM CONSIDERATIONS FOR TEACHERS
“In considering whether a student’s work is STAFF RESPONSIBILITIES genuinely their own, teachers should consider whether the work: • BHCS should follow the recommended VCAA guidelines for VCE and VCAL. • Is typical of other work produced by the • Provide students with a clear indication about student the nature of any assessment. Notify students • Is inconsistent with the teacher’s knowledge of of any changes to assessment plans. At Year 11 the student’s ability and 12 assessment plans should meet VCAA requirements. Other years should meet the • Contains unacknowledged material Australian Curriculum requirements. • Has not been sighted and monitored by the • Make deadlines clear to students. Stress the teacher during its development”2 expectations the school has of students who are absent on a day when an assignment is
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PLAGIARISM & AUTHENTICATION POLICY (CONTINUED.)
If the teacher feels there are good grounds to STUDENTS FAILING TO ACKNOWLEDGE believe a breach has occurred, in accordance with PERCEIVED BREACHES OR page 82 of the VCAA VCE and VCAL Administrative STUDENTS UNDERTAKING YEAR 12 SUBJECTS Handbook 2019, the following procedure should OR VCAL (SENIOR) be followed: • Students should be asked to provide evidence • Teacher is to try as best as possible to that the work submitted is their own and/ substantiate breach or was completed in accordance with VCAA • Consult another faculty member where possible requirements. Student may be asked to » • Bring to the attention of Head of VCE & VCAL » Provide evidence of the development of the work
2VCAA VCE and VCAL Administrative Handbook 2019 »» Discuss the content of the work with the teacher and answer questions to demonstrate their knowledge and BREACHES understanding of the work BREACHES FOR STUDENTS UNDERTAKING »» Provide samples of other work YEAR 11 SUBJECTS OR VCAL (INTERMEDIATE) »» Complete, under supervision a supplementary assessment task related to The student involved will meet with the teacher the original tasks and relevant co-ordinator or Head of School, • If teachers are satisfied and the work is of an where concerns are raised, and the following steps acceptable standard the lowest pass grade and are to be taken: an “S” will be awarded. • If the student acknowledges the breach, they • If teachers and/or the student are not satisfied are to write a letter to acknowledge this. then the student may be asked to attend a hearing or complete a test to demonstrate • Parents will be advised via phone or email. understanding of the work. • Student will be asked to re-sit the SAC (School • Hearing to be conducted as per Section 13 Assessed Coursework), the highest grade that of the VCAA VCE and VCAL Administrative can be received is the lowest pass grade, if the Handbook work is of an acceptable standard, an ‘S” will be awarded.
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PLAGIARISM & AUTHENTICATION POLICY (CONTINUED.) STUDENTS BELIEVED TO HAVE CHEATED DURING SCHOOL-BASED CLASSROOM ASSESSMENT As soon as possible after the subject teacher becomes aware of the alleged breach, the Head of VCE & VCAL must be informed.
An investigation involving the subject teacher and Head of School will ensue. This may involve (but is not restricted to), either or both teachers speaking to other students in the class, the student involved. At all times the privacy of the students must be maintained. At the discretion of the Head of VCE & VCAL parents may be informed.
If the breach is found to exist, the student and parents will be requested to attend a meeting with the subject teacher and Head of VCE & VCAL.
The likely outcome is the student will be required to sit another SAC of equal weighting within one week of the breach. Upon satisfactorily passing, the student will receive an ‘S’ for this SAC and the lowest pass grade possible.
In accordance with Section 13 of VCAA VCE and VCAL Administrative Handbook the student may appeal the decision. The process as outlined on page 95 will then be implemented.
Breaches of any type that are deemed to have occurred during an External Assessment (e.g. Unit 3/4 Exams) will be handled by the independent Chief Examination Supervisor in accordance with VCAA guidelines.
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VCE EXAMINATION POLICY Study scores for Year 12 subjects are based on YEAR 12 EXAMINATIONS a combination of marks from internal pieces of work (SAC – School Assessed Coursework) and End of Unit 3 external examinations. External examination grades can contribute to between 50-70% to a In the June/July School Holidays at the end of student’s overall Study Score. With the limitations Unit 3, students will be provided with practice of class time and the demand on teachers to examination papers that they can complete at cover content, it is very difficult to run full their convenience over the school holiday period. length examinations during the term. However, Answers to these papers will be provided, either the benefit of examination practice cannot be on paper or via Google classroom. Students will underestimated. Students will be expected to stay be encouraged to self-assess (a critical revision in the exam room for both practice and VCAA run tool is reading past examiner’s reports) and then exams, for the full exam time. give their teacher the examination to look over and provide further feedback. Teachers may choose to run practice exams at BHCS during the YEAR 11 EXAMINATIONS holidays. Individually teachers must notify parents These will be held in July and September, and students in good time. all regular classes cease for this week and a special examination timetable is implemented. End of Unit 4 These examinations will, where possible, be the same length of time as the Year 12 At the end of Term 3, during the September examination. Teachers will be encouraged to School holidays, a timetable will be implemented produce examinations that accurately reflect the to enable students to sit timed examinations, expectations of the VCAA exams. mimicking as much as possible the examination conditions conducted by VCAA. Examinations will always be held in the second week of the September school holidays (Tuesday – Friday), enabling students to attend revision seminars in the second week should they choose to do so. BHCS staff will supervise the examinations; teachers will be expected to give feedback during the first week of Term 4.
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TERMINOLOGY
The following is a glossary of terms related to senior Students should do their very best on the GAT, but they academic study, curriculum, careers and pathways. should not spend time studying other than familiarising themselves with the instructions and types of questions AUTHENTICATION: that may appear on the GAT. The Victorian Curriculum & This refers to the process of satisfying the teacher that Assessment Authority supplies students with their GAT the work is the student’s own. The student works under scores at the end of the academic year. a teacher’s supervision and confers with their teacher regularly regarding the completion of the work. The student OUTCOMES: acknowledges all sources and types of help they receive. Students must satisfactorily complete all Learning Outcomes Most Assessment Tasks and all SACs are completed in class in in Units 1 to 4. Each VCE unit includes a set of two to four order to verify the authenticity of a piece of work. outcomes. All of these outcomes, as described in the study design, must be achieved for satisfactory completion of the SCHOOL ASSESSED COURSEWORK (SAC): unit. Achievement of the outcomes is usually based on the School-assessed coursework (SAC) is made up of a number Subject Teacher’s assessment of the student’s performance of assessment tasks that are specified in the VCAA-issued on assessment tasks designated for the unit. Satisfactory study design. SACs are used to assess the unit’s learning completion of a unit is determined by the School, in outcomes. For each VCE unit students must achieve specified accordance with the Victorian Curriculum & Assessment outcomes as demonstrated via SACs and, in the case of some Authority requirements. Teachers will give clearly worded, studies, School-Assessed Tasks (SATs) e.g. essays, structured printed criteria for satisfactory completion of outcomes questions, folios. For Units 3 and 4 studies, schools provide and detail as to when assessment activities will occur and to the VCAA a numeric score representing an assessment of when work is due. Students demonstrate achievement of the student’s level of achievement. The score must be based outcomes via performance in a range of learning activities: on the school’s rating of performance of each student on case study analyses, essays, practical exercises, reports, the tasks set out by VCAA. Schools have some choice as to folios, projects, workbooks, media files, demonstrations, comparable SAC tasks. To ensure that schools’ assessments short exercises, oral presentations, structured questions of coursework in each study are comparable throughout and tests. Outcomes-related assessments often take place the State, schools’ coursework assessments are statistically under test conditions, or they may occur as class work but moderated by VCAA, using the examination results in that within a limited timeframe. Outcomes are part of the normal study and (for some studies) GAT scores. The VCAA issues teaching and learning. final results for all coursework assessments in December. Tasks selected as School Assessed Coursework may vary, but ‘S’ OR ‘N’: they are designed as comparable tasks in scope and demand Pertains to the assessment of Outcomes. These letters so students are fairly assessed. stand for ‘satisfactorily completed’ (‘S’) or ‘not satisfactorily completed’ (‘N’). ‘S’ or ‘N’ is awarded for each unit of study GENERAL ACHIEVEMENT TEST (GAT): and for each outcome within each study. Students satisfactorily The GAT consists of a 3-hour test consisting of 2 writing complete a unit if they satisfactorily fulfil all the learning tasks and 70 multiple choice questions set by the Victorian outcomes as per the Victorian Curriculum & Assessment Curriculum & Assessment Authority. All students undertaking Authority - issued Study Design for a particular subject. one or more Units 3 and 4 studies (including scored VCE VET) are required to sit the General Achievement Test (GAT). This test is designed to help ensure that schools across the state fairly and correctly assess School Assessed Tasks and School Assessed Coursework, that is, according to certain criteria for various grade levels. It is also used to check the accuracy of external marking of individual student’s examinations.
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TERMINOLOGY
SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS: VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL): This program allows senior students to start an An accredited senior secondary school qualification apprenticeship or traineeship while completing VCE or undertaken by students in Years 11 and 12. VCAL is one of VCAL. Students undertake a combination of school based two minimum educational qualifications for post secondary subjects, TAFE training and workplace training. Students education in this state. Subjects are undertaken which a are responsible for sourcing a suitable employer to deliver specific focus on each student’s individual pathway. workplace-based learning. This option is best for students who are sure about their vocational choice because of the VICTORIAN CERTIFICATE OF EDUCATION (VCE): high levels of organisation, maturity and dedication required. The Secondary Certificate of Education in Victoria, the VCE is one of two minimum educational qualifications for post SEQUENCE: secondary education in this State. A sequence is a Unit 3 study followed by Unit 4 study. Award of the VCE requires that a student successfully complete VICTORIAN CURRICULUM & ASSESSMENT AUTHORITY four Unit 3 and 4 sequences, including Unit 3 and 4 English, (VCAA): English Language and/or Literature. Units 3 and 4 for all The Statutory Body that oversees the VCE (Coursework and studies are taught as a sequence or as a year long course. assessment procedures).
STATISTICAL MODERATION: VICTORIAN TERTIARY ADMISSIONS CENTRE (VTAC): Moderation is a process of ensuring that the same This is the organisation that administers Victoria’s tertiary assessment standards are applied to students from every institutions’ joint selection system as well as selection for school doing a particular study. Statistical moderation is some TAFE courses. VTAC’s job includes: organising the a process for adjusting schools’ assessments to the same application procedure, receiving and processing applications, standard, while maintaining the students’ rank order given forwarding the appropriate applications and accompanying by the school. The VCAA uses statistical moderation to information to the relevant tertiary institutions, making ensure that the coursework assessments given by different offers to prospective students on behalf of tertiary schools are comparable throughout the State. Students and institutions, and publishing information which can be used parents are provided with details of statistical moderation in planning VCE student programs and later applying for via briefings and handbooks. courses.
STUDY SCORE: VOCATIONAL EDUCATION AT TRAINING IN SCHOOLS A study score shows how well students have performed in (VETIS): a study at Unit 3 and 4 level, compared to everybody else VET programs are vocational training programs designed for in Victoria who took that study. Study scores calculated by school students. VET programs lead to nationally recognised the VCAA will be used by the Victorian Tertiary Admissions qualifications, thereby offering students the opportunity Centre (VTAC) to calculate an individual’s ATAR. to gain both VCE or VCAL and a nationally portable qualification. VCE/VET programs approved by the VCAA offer UNIT: scored assessment for Units 3 and 4 and are included in an Each VCE study is divided into four units. One unit lasts one ATAR calculation like any other VCE subject. Other Unit 3 and semester or half a year. One unit involves approximately 4 VET programs can offer block credit towards a student’s one hundred hours of study (including both work done in ATAR score. the classroom and work done outside the classroom). A minimum of 16 units is required to achieve the VCE.
BHCS SENIOR PATHWAYS INFORMATION HANDBOOK - VCE & VCAL, 2020 PAGE 38 APPENDIX 3
LIST OF ACRONYMS
ACE Australian Careers Education SAT School Assessed Task
AT Assessment Task SBAT Australian School Based Apprenticeships and Traineeships ATAR Australian Tertiary Admissions Rank SEAS Special Entry Access Scheme BHCS Belgrave Heights Christian School SLC Senior Learning Centre DES Derived Exam Score TAFE Technical and Further Education EAL English as an Additional Language UG Ungraded FE Further Education USI Unique Student Identifier GAT General Achievement Test VASS Victorian Assessment Software System HES Higher Education Studies VCAA Victorian Curriculum and Assessment Authority LOTE Languages Other Than English VCAL Victorian Certificate of Applied Learning N Not Satisfactory VCE Victorian Certificate of Education NA Not Assessed VET Vocational Education and Training RTO Registered Training Organisation VETIS Vocational Education and Training in Schools S Satisfactory VTAC Victorian Tertiary Admissions Centre SAC School Assessed Coursework
BHCS SENIOR PATHWAYS INFORMATION HANDBOOK - VCE & VCAL, 2020 PAGE 39 Wattle Valley Rd, Belgrave Heights, VIC, 3160 | T 9754 6435 F 9754 6488 | E [email protected] | www.bhcs.vic.edu.au