3120 _cover 11/11/98 5:19 PM Page 1 Board of Studies Board of Studies
Annual Report 1997–98 Annual Report 1997–98
Highlighting the seamless education and training system in Victoria
Providing curriculum and assessment policy from Prep to Year 12
Achievement through learning 3120 _cover 11/11/98 12:07 PM Page 2
The Hon. Phillip Gude, MP The mission of the Board of Studies is to provide Minister for Education leadership and expert assistance to schools for the 2 Treasury Place East Melbourne Victoria 3002 development of a curriculum that will meet the ongoing needs of students from Prep to Year 12. Dear Minister I have pleasure in submitting the annual report of the Board of Studies for the 1997–98 financial year, in accordance with section 21 of the Board of Studies Act 1993.
Yours sincerely
Professor Kwong Lee Dow Chair
Board Members
Professor Kwong Lee Dow (Chair)
Professor Sam Ball (Chief Executive Officer)
Mr Peter Allen Board of Studies St Nicholas Place Ms Rosemary Allica 15 Pelham Street Ms Elida Brereton Carlton Victoria 3053 Mrs Francisca Ho Telephone (03) 9651 4300 Professor Robert Pargetter Facsimile (03) 9651 4324 Email [email protected] Ms Susan Pascoe Website http://www.bos.vic.edu.au Ms Cliodhna Rae Information Services Mr Paul Sheahan Melbourne callers (03) 9651 4328 Country callers freecall 1 800 134 197 Mr John Sweetman Board of Studies
Annual Report 1997–98
Contents
Report of the Chair, Board of Studies 2 Chief Executive Officer’s report 4
About the Board of Studies 5 Overview of the Board of Studies 5 Charter of the Board of Studies 7 Strategic Plan 9 Membership 10 Organisation chart 14
Report of operations 15 Board goals for 1997–98 15 Curriculum Branch report 16 Assessment Branch report 19 Communications Branch report 24 Information Technology Branch report 26 Resources and Administration Branch report 27 Secretariat report 28
Other information 30 Multicultural policy 30 Summary of financial position 30 Compliance with competitive neutrality 31 Compliance with Building Act 1993 31 Consultancies 31 Industrial disputes and time lost due to injury 31 Statement pursuant to part 9.1.3 (iv) of the Financial 31 Management Act 1994
Financial Statements 33
Appendices 49 Appendix 1: Year 2000 compliance 49 Appendix 2: Index of compliance with statutory disclosure and other requirements 1997–98 50 Appendix 3: Key Learning Area Committee members 52 Appendix 4: VCE Accreditation Panel members 54 Appendix 5: List of publications 59 Appendix 6: Acronyms 60 Report of the Chair Board of Studies
Membership
After six changes in Board membership at the end of 1996, only one membership change occurred this year. Dr Kevin Donnelly resigned, and has been replaced by Mr John Sweetman from the Victorian Employers’ Chamber of Commerce and Industry.
The term of appointment of Professor Sam Ball, Board member and Chief Executive Officer, was extended during this year. The Board continues to play its part in planning, developing Victorian Certificate of Education and delivering curriculum and Review assessment for all school The Committee to Review the Victorian Certificate of Education (VCE), appointed students in Victoria. by the Minister for Education in February 1997, reported in December 1997. The Committee’s report, Enhancing Their Futures, with thirty-four recommendations, has been approved by the Minister, and is now being implemented by the Board. Its first year of major impact on students will be 2000, at both Year 11 and Year 12 levels.
The report recommended an enhanced VCE which: • caters better for the total student population within a single certificate • promotes vocational education and training courses as a regular component within the VCE • ensures fair, valid and reliable assessments without undue stress or excessive workloads • prevents the likelihood of students receiving undue assistance or cheating in school-assessed tasks • through benchmarking major study areas, creates certification of standards comparable with those in other States and with selected international counterparts.
VCE accreditation principles and guidelines have been revised to provide a basis for reaccreditation of all VCE studies for implementation in 2000 (for most studies) and 2001 (for the remainder).
The new focus on Vocational Education and Training in Schools (VET in Schools) program has resulted in a broadening of the study options for a growing and increasingly diverse senior secondary student population. Students can:
• combine general and academic studies, and vocational training • undertake part of their learning in a workplace • gain a nationally recognised vocational education qualification, or substantial credit towards one, as part of the VCE • take new pathways into full-time vocational training, or combine work with vocational training, as well as choose from existing pathways into tertiary study.
2 Board of Studies Annual Report 1997–98 Curriculum
In May 1998, the Minister for Education requested the Board to review, for the year 2000, the Curriculum and Standards Framework (CSF) it had established in 1995. In particular, the Minister sought advice on ‘the crowded curriculum’.
In response, the Board established a CSF 2000 Advisory Committee, chaired by Board member Ms Susan Pascoe. Extensive consultation with schools and the education community began. A benchmarking study of English, Mathematics and Science curriculums that draws on detailed analyses of curriculum frameworks from other Australian States and international counterparts is near completion.
Assessment
In 1998 all government and Catholic schools with eligible enrolments participated in a statewide Year 3 and Year 5 assessment project known as the Learning Assessment Project (LAP). This is the fourth successive year of the LAP. Significant improvements, particularly in Science, is evidence that schools use the LAP results to analyse and improve learning and teaching. In future, LAP results will provide a primary source for national literacy benchmarking in Years 3 and 5.
The Victorian Student Achievement Monitor (VSAM), the first computer-based statewide testing system to be delivered via the Internet, has been piloted in forty schools in Victoria. Following development through 1997 and 1998, it is expected that testing in Years 7 and 9 will be delivered comprehensively in Victoria in 1999. Students and their families will soon be able to monitor progress in Years 3, 5, 7 and 9, in addition to obtaining statewide assessments in the VCE.
The Board continues to play its part in planning, developing and delivering curriculum and assessment for all school students in Victoria.
Professor Kwong Lee Dow Chair, Board of Studies
Board of Studies Annual Report 1997–98 3 Chief Executive Officer’s report
The 1997–98 financial year has been a successful one for the Board, as evidenced by its achievements detailed throughout this report. Important future directions for the Board are summarised below and described more fully in the report.
• Implementing the VCE Review, which will involve making decisions on the increased range of studies and the improved forms of assessment that will follow the VCE Review; for example amalgamating studies, and offering more VET in Schools subjects and new studies such as English language. • Implementing the VSAM, a computer-based, Internet-delivered interactive Important future directions assessment of students in Years 7 and 9. will occur in the areas of • Changing the LAP dates from March to August so that reporting is in line with other states in terms of national benchmarks. the VCE Review, VSAM, • Carrying out the CSF review processes with an emphasis on consultation with a LAP and CSF. wide range of groups, and in particular with practising teachers. Particular attention will be paid to the problem of the ‘crowded curriculum’. • Improved reporting to schools and to parents with respect to the LAP and VSAM.
Professor Sam Ball Chief Executive Officer
4 Board of Studies Annual Report 1997–98 Overview of the Board of Studies
About the Board of Studies Creation Functions
The Board of Studies was created on The functions of the Board, set out in 30 June 1993 by the Board of Studies Act section 6 of the Act, are to: 1993 (the Act). The Board replaced the • give advice or make recommendations Victorian Curriculum and Assessment to the Minister for Education on Board and was given responsibility for education policy or strategies related primary and secondary education in to its objectives Victoria. The Board is directly responsible • establish (as the Board sees fit) to the Minister for Education. The Act guidelines for development of courses requires that the Board operate within a for Prep to Year 12 charter, prepared by the Minister, which sets out a policy framework for the Board’s • establish (as the Board sees fit) operations. guidelines for accreditation of courses for Prep to Year 12 that have been developed by the Board or by any Objectives school or other body • accredit courses for Prep to Year 12 The objectives of the Board, set out in • establish (as the Board sees fit) a section 5 of the Act, are to develop standards framework for measurement guidelines and procedures for: of student performance in courses for • development, accreditation and Prep to Year 12 evaluation of courses • establish (as the Board sees fit) • assessment and certification of student guidelines for assessment of students performance taking courses in Prep to Year 10 • development and promotion of • establish (as the Board sees fit) subject choices which lead to broad assessment procedures for students options for further education or work taking courses in Years 11 and 12 • provision of information services on • collect and record (as the Board sees these matters to ensure that all fit) schools’ records of student students in Victoria have access to a performance and establish (as the comprehensive general education of Board sees fit) arrangements for the highest quality from Prep to external assessment of student Year 12. performance
Board of Studies Annual Report 1997–98 5 • conduct, at the request of the • establish (as the Board sees fit) • charge fees for services provided, not Minister, assessment of student arrangements to ensure compatibility exceeding any amount fixed for the performance of and awarding of credit for courses purpose by an Order made by the • establish (as the Board sees fit) in schools, VET in Schools and higher Governor in Council and published arrangements for accreditation of education sectors in the government Gazette education completed outside Victoria • promote opportunities for students • publish and sell any information • certify satisfactory completion of in the post-compulsory years of acquired by it Year 10 by awarding a certificate education to participate in appropriate • issue, with the approval of the combinations of schooling, training, • certify satisfactory completion of Years Minister for Education, policy higher education and work 11 and 12 by awarding a certificate guidelines for the benefit of all • commission or conduct research on members of the education • prepare and maintain records of matters related to its functions communities student assessment and, on request, provide a copy of a student’s record to • provide professional development • apply for, obtain and hold, whether on the student or a person authorised by activities related to its functions its own behalf or jointly with another the student to receive it • provide information services on the person, any intellectual property rights • establish (as the Board sees fit) policy it administers and on its • enter into agreements or arrangements arrangements to ensure that assessment practices and functions. for the commercial exploitation of the of student performance in courses rights referred to in the preceding accredited by the Board, and education paragraph, whether by assignment, completed outside Victoria and Powers licensing or otherwise accredited by the Board, can be used in • do any other thing that is necessary Section 7 of the Act sets out the powers selection of students for employment, or convenient to be done for or in of the Board. In order to achieve its training or higher education connection with or as incidental to the objectives and perform its functions, the performance of its functions. • report (as the Board sees fit) on Board may: student performance to the Minister, • enter into contracts, agreements or the Secretary to the Department of arrangements Education and relevant bodies • borrow money or obtain financial • make available to the general public accommodation from any person, not information collected by the Board on exceeding any amount fixed for the the results of schooling as measured by purpose by an Order made by the assessments of student performance Governor in Council and published in the government Gazette
6 Board of Studies Annual Report 1997–98 Charter of the Board of Studies
The Board works within a Charter cultural heritage and prepares them for • provide a curriculum framework to provided by the Minister for Education, the future assist schools to strengthen the who may also give directions with which • provide schools with a framework to primary school curriculum, especially the Board must comply. In May 1996 the ensure comprehensive and reliable in English, Mathematics and Science Minister requested the Board to provide assessment and reporting of student • ensure that the structure, content and him with advice and recommendations on achievement. assessment procedures of the VCE appropriate assessment programs for meet the needs of students and society secondary schools to evaluate levels of • develop exemplar courses student achievement in designated Key Guiding principles Learning Areas and other key areas of • establish guidelines and procedures for student achievement. The Charter establishes that in carrying evaluation and review of courses of out its functions as set out in clause 6 of study throughout the years of In June 1996 the Minister for Education the Act, the Board will be guided by the schooling requested that the Board review the CSF following principles: • establish expert committees in each of to ensure that content, skills and learning • Students should have access to a the eight nationally agreed Key outcomes related to the use of information curriculum which meets their Learning Areas and other committees technology are addressed appropriately in individual needs and which challenges as appropriate all Key Learning Areas. them to realise their full potential. • cooperate with Victorian, In May 1998 the Minister for Education • Students need to acquire a breadth Commonwealth and interstate requested that the Board review the CSF and depth of skill and knowledge that education authorities. for the year 2000 and specifically sought will prepare them for future learning, The Board’s guidelines for development advice on the ‘crowded curriculum’. higher education and training and and accreditation of courses for Prep to future work in a society characterised Year 10 will: Mission statement by rapid, technological change and a highly competitive work environment. • emphasise development of sound literacy and numeracy skills and • The curriculum offered by schools The Charter outlines the following mission scientific understanding, particularly should meet community expectations, for the Board. in the primary years should be of the highest quality by The mission of the Board of Studies is Australian and international education • ensure that there is sufficient flexibility to provide leadership and expert standards and should address the within each course of study for schools assistance to schools for the needs of the student population. to develop their own curriculum programs and practices that take development of a curriculum that will • Students and their parents should be account of the particular aspirations meet the ongoing needs of students provided with detailed, valid and of their communities, the interests of from Prep to Year 12. reliable information concerning their students and the talents of their individual achievement and progress. In order to fulfil its mission the Board teachers will: • ensure that there is adequate • strengthen curriculum provision in Curriculum preparation for the post-compulsory Victorian schools by ensuring years and for further study and work continuity and consistency of Under its Charter, the Board of Studies will • ensure that the courses of study in standards, subject coverage and skill work to assist Victorian schools to improve each of the eight Key Learning Areas development from Prep to Year 12 the quality of curriculum programs to provide a clear developmental • enable all students to study a enhance learning outcomes. It will: sequence from Prep to Year 10 of balanced, comprehensive and • provide a standards framework for the the essential concepts, skills and challenging curriculum that takes development of a high-quality knowledge of each area of learning account of the diversity of students’ curriculum which emphasises student needs, encourages students to develop achievement and appropriate an appreciation of our society’s assessment and reporting procedures
Board of Studies Annual Report 1997–98 7 • consider ways of strengthening the Assessment and The Board’s framework for assessment and provision of health and physical reporting reporting for Prep to Year 10 will: education and sport at all levels • provide schools with guidelines for • consider ways of strengthening the assessment of student performance The Charter provides that the Board of provision of Languages other than Studies will draw on best national and • enable the consideration of the need English (LOTE) at all levels international assessment and reporting for a testing program to complement • consider national curriculum practice to provide guidelines for schools’ ongoing assessment and developments. assessment of the progress of the reporting programs. The Board will strengthen the VCE to education of students, especially in The Board’s assessment and reporting ensure that courses of study for Years 11 English, Mathematics and Science. framework for Years 11 and 12 will: and 12 will: The development by the Board of a • strengthen the VCE • meet the needs of an increasingly large framework for assessment and reporting of • ensure an appropriate balance between post-compulsory student population student achievement and performance will: school-based and external assessment • provide students with appropriate • assist teachers to apply rigorous procedures preparation for further study, training assessment techniques that are suitable • allow the evaluation and refinement and employment for the concept or skill being assessed of the assessment procedures to ensure • be consistent with and extend the • assist in improving levels of teaching validity, reliability and consistency present credit transfer and VET in and learning in all Victorian schools across all Victorian schools. Schools arrangements between the by enabling schools to design school and TAFE sectors. curriculum programs that build on the strengths of each student.
8 Board of Studies Annual Report 1997–98 Strategic Plan
The Charter requires that the Board will, in • Develop and implement the • Encourage the use of information consultation with the Minister, determine credentialling of the VET in Schools technology in VCE curriculum and its tasks and priorities for each triennium program. assessment. and report annually to the Minister on • Promote high international status for • Provide support materials and quality progress and any amendments to priorities. the VCE and other Board programs. professional development for VCE In April 1997 the Board conducted a • Review Victorian curriculum and teachers. planning session to review and develop the assessment in Prep to Year 12 against Goal 5: Enhance the contribution of Strategic Plan. The following strategic goals national and international benchmarks. assessment to improved teaching and and priority objectives arising from the • Strengthen literacy, numeracy and student learning. strategic goals were determined: science curriculum and assessment in • Provide information to parents, Prep to Year 10. Strategic goals for 1997–99 schools and systems on student • Provide schools and other educational outcomes as measured by the LAP, The Board will: institutions with material to show VSAM and VCE. them how to use the CSF for • contribute to national debate on • Develop and publish case studies on continuity of teaching and learning curriculum and assessment how schools make best use of LAP, across Years 5 to 8. • enhance the utility and status of the VSAM and VCE data. • Develop a more rigorous and focused CSF and the VCE • Develop more systematic reporting of CSF by the year 2000. • increase support in specified student progress from LAP to VSAM. curriculum and assessment areas for Goal 3: Increase support in specified • Promote and report on research in Prep to Year 10 curriculum and assessment areas for Prep priority areas. to Year 10. • increase support in curriculum and • Promote quality professional assessment in priority areas of the VCE • Provide quality professional development and advice on • enhance the contribution of development in Prep to Year 10, assessment in Prep to Year 10, assessment to improved teaching and including increased specific teacher particularly in English, Mathematics student learning advice in English, Mathematics and and Science, among teachers and Science. educational institutions. • build school and community commitment to Board initiatives. • Develop at least three sample courses Goal 6: Build school and community of study and associated assessment commitment to Board initiatives. material each year. Priority objectives for 1997–99 • Provide schools with a clear statement • Enhance the use of information on curriculum priorities. Goal 1: Contribute to national debate on technology in curriculum and curriculum and assessment. assessment practices. • Continually improve technology- based information services to teachers • Conduct three public forums per year • Continually improve the LAP, focusing and parents. on priority issues in curriculum and on improved use of assessment assessment. information by schools and the system. • Establish Board field officers in country areas. • Promote and assist research in priority • Implement VSAM, a computer-based areas. interactive assessment program on the • Provide opportunities for the Board to gain feedback and to respond to • Contribute to Victorian, interstate and Internet, for Years 7 and 9 in 1999. key stakeholders. international forums on curriculum Goal 4: Increase support in curriculum and and assessment. assessment in priority areas in the VCE.
Goal 2: Enhance the utility and status of • Promote, implement and credential the the CSF and the VCE. VET in Schools program in the VCE. • Continually improve the quality of • Continually improve the Extension VCE curriculum and assessment using Studies program to challenge high- the 1997 VCE Review as a basis. achieving students.
Board of Studies Annual Report 1997–98 9 Membership
Professor Kwong Lee Dow Professor Sam Ball Mr Peter Allen Ms Rosemary Allica Ms Elida Brereton Mrs Francisca Ho
Professor Kwong Lee Dow, AM Mr Peter Allen Ms Elida Brereton Chair BA (Sydney), Dip Journalism (Melbourne) BA, DipEd (Melbourne), FACE
Professor Lee Dow is Deputy Vice- Mr Allen is Deputy Secretary and Director Ms Brereton is Principal of Camberwell Chancellor at the University of Melbourne. of Schools in the Department of Education. High School, and has taught in Victorian In 1997 he was appointed Chair of the Since 1985 he has worked in a number of schools for thirty years. She was the Board of Studies and the Committee to senior management positions in the foundation Chair of the Earth Studies Field Review the VCE. He is Chair of the Asia Victorian Government, including Deputy of Study Committee and the Chair of the Education Foundation, a member of the Secretary, Community Services in the Studies of Society and the Environment Hong Kong Council for Academic Department of Human Services, before Key Learning Area Committee. Ms Accreditation, and a member of the joining the Department of Education. Brereton is the author of many geography Australian Multicultural Foundation. Mr Allen also worked for several years as textbooks. She was made a Fellow of the He has recently been a member of the Director of Social Policy and Research with Australian College of Education in 1997. Committee for Review of Higher Education the Brotherhood of St Laurence, and as Mrs Francisca Ho Financing and Planning. senior project officer with the Victorian In 1984 Professor Lee Dow became a Council of Social Services (Australian Social Mrs Ho is President of the Council of Noble member of the Order of Australia for Welfare Commission). He also held Park Secondary College and a member of services to education and in 1994 received positions with Comalco Ltd and the Herald the Springvale Educational District School the Sir James Darling Medal from the and Weekly Times Ltd. Council Presidents’ Network. She is Australian College of Education. Executive Member and Convenor of Ms Rosemary Allica Multicultural Affairs of the Association of Professor Sam Ball, Chief Executive Dip Primary Teaching, GradDipSpEd School Councils in Victoria. Mrs Ho has also Officer (Hearing Impairment) been the Australian Multicultural BA (Hons), MEd (Hons) (Sydney), Ms Allica is the Principal of Warragul Consultant for the Girl Guides Association PhD (Iowa), Fellow of the American of Australia, a member of the Springvale Psychological Association Primary School. She has worked extensively with students who have multiple Police Community Consultative Committee, Professor Ball was formerly Pro-Vice disabilities and has made a substantial and an executive member and treasurer of Chancellor and Professor of Education at contribution in the development of the Victorian Immigrant and Refugee the University of Sydney. He began his literacy and numeracy programs Women’s Coalition. career as a primary school teacher and throughout the Gippsland region. Ms later lectured at a teachers’ college in New South Wales. Professor Ball has also been Allica is also the author of a dictionary for Professor of Psychology and Education at primary students and other publications on Teachers’ College, Columbia University; writing and curriculum strategies. Senior Research Psychologist, Educational Testing Service at Princeton; and Director of Research for ‘Sesame Street’.
10 Board of Studies Annual Report 1997–98 Professor Robert Ms Susan Pascoe Ms Cliodhna Rae Mr Paul Sheahan Mr John Sweetman Pargetter
Professor Robert Pargetter Ms Cliodhna Rae Mr John Sweetman BSc, MA (Melbourne), PhD (La Trobe) BA (Melbourne), DipEdAdmin AM, FICD, JP DipEd (Monash) Ms Rae has been self-employed for Mr Sweetman is Industry Manager, Professor Pargetter is the Chair of the seventeen years and runs a tourism Victorian Employers’ Chamber of Management Committee of the Victorian personnel and training company with a Commerce and Industry. An accountant by Tertiary Admissions Centre. He is Professor staff of fifty. She has been involved in profession, he has been in management in of Philosophy at Monash University and industry accreditation and training for the tourism and hospitality industry for Special Adviser to the Vice-Chancellor at more than thirty years. Her involvement in the past twenty-six years. Mr Sweetman Monash University on admission and vocational education over fifteen years has has been Chair of the Tourism and selection matters. been on a voluntary basis. She is currently Hospitality Industry Training Board of President of both the William Angliss Victoria for ten years and Vice Chair of Ms Susan Pascoe Institute Council and the Association of Tourism Training Australia for nine years, BA, MEd (Hons) (Melbourne), MACE TAFE institutes, as well as a member of the a fellow of the Catering Institute of Ms Pascoe is the Coordinating Chair Industry Training Board. Australia, National Chair of the Australian (Policy) at the Catholic Education Office in Board of Victoria and a Member of the Mr Paul Sheahan Melbourne. Her teaching experience Department of Education Business spanned fifteen years at primary, BSc (Melbourne), DipEd (Melbourne), KSJ, Advisory Committee. In 1966 he became secondary and tertiary levels, FAIM, MACE a Member of the Order of Australia. predominantly in Catholic secondary Mr Sheahan has been Headmaster, schools in Perth and Melbourne. Ms Pascoe Melbourne Grammar School since 1995. He has been a participant in several major was Principal of The Geelong College from curriculum initiatives, including the 1986 to 1995, and played test cricket for Australian Education Council Advisory Australia from 1967 to 1974. Mr Sheahan Committee for the Education of Girls, the is a committee member of the Walter and Mayer Committee and, more recently, the Eliza Hall Institute Ethics Committee, Civics Education Group and the Ministerial committee member of the Melbourne Council on Education, Employment, Cricket Club, Director of the Sir Robert Training and Youth Affairs Benchmarking Menzies Foundation and Councillor of the Taskforce. Ms Pascoe is President Elect of Incorporated Association of Registered the Australian College of Education. Teachers of Victoria.
Board of Studies Annual Report 1997–98 11 Members of the The Accreditation Committee makes studies in accordance with the Board’s recommendations to the Board on accreditation principles and guidelines. Board committees accreditation principles and guidelines for These panels include practising VCE the VCE. It makes recommendations to teachers from each sector, academic and Under the Charter an Executive the Board on the accreditation of courses curriculum experts, and business and Committee has been established, of study submitted for accreditation within training sector representatives. They have consisting of the Chair, the Chief the VCE, including VET in Schools the task of preparing studies for Executive Officer and three other members programs. It meets monthly and reports to accreditation. Following the completion of of the Board — Ms Susan Pascoe, Mr Paul the Board after each meeting. reaccreditation of VCE studies in 1999, Sheahan and Mr Peter Allen — appointed A Vocational Education Reference Group, the Board will establish ongoing VCE by the Minister. chaired by Tony Mackay, provides advice curriculum committees to monitor and The Minister has approved the establish- to the Board through the Accreditation review the implementation of revised VCE ment and membership of an Assessment Committee. studies. The list of VCE Accreditation Committee, an Accreditation Committee Panel members appears in Appendix 4. and curriculum committees. Other Curriculum committees The Board is also establishing new committees may be established subsequently The Board established committees of Curriculum and Standards Framework with the approval of the Minister. All Board experts in each of the eight Key Learning Committees to provide expert advice on members are members of the Accreditation Areas: the Arts, English, Health and the review and revision of the CSF. These and Assessment Committees. Physical Education, LOTE, Mathematics, committees commence work in August Science, Studies of Society and 1998 and will serve until December 1999. Assessment Committee Environment (SOSE) and Technology. In addition to Board members, three Each Key Learning Area Committee Audit Committee coopted members — Professor Tim Brown, consisted of no more than fifteen The Board’s Audit Committee comprises Mr Ross Kimber and Mr Tony Mackay — members appointed by the Board. Professor Sam Ball, the Board’s Chief have been approved by the Board. The purpose of the Key Learning Area Executive Officer; Professor Robert The Assessment Committee provides Committees was to advise the Board on Pargetter, Board member; Mr Neil Brown, advice to the Board on the design and the guidelines and the procedures for the General Manager, Office of Review, implementation of the Board’s assessment development, accreditation and evaluation Department of Education (DoE); programs for Prep to Year 10 and for the of courses of study and the assessment of Mr Stuart Alford, Partner, Ernst & Young; VCE. This includes all aspects of student performance pertaining to the Key Mr Colin Twisse, Manager Internal Audit assessment associated with the VCE, LAP Learning Areas for Prep to Year 12. and Review, Office of Review, DoE; and and VSAM. It meets monthly and reports These committees completed their work Mr Kevin Irons, Manager, Resources and to the Board after each meeting. early in 1998. The list of Key Learning Administration, Board of Studies. The Area Committee members appears in Committee meets four times a year. Accreditation Committee Appendix 3. At its March 1998 meeting, the Board In addition to Board members, three decided to restructure its curriculum coopted members — Ms Rosalie Jones, committees. The Board commissions Mr Ross Kimber and Mr Tony Mackay — expert VCE Accreditation Panels to have been approved by the Board. prepare proposals for accreditation of VCE
12 Board of Studies Annual Report 1997–98 Board of Studies senior officers: (from left) Senior officers Mr John Firth, Ms Elaine Wenn, Ms Chris Kotur, Mr Brian Foster General Manager, VCE Mr Brian Foster is responsible for management implementation and delivery of the VCE and associated programs. Mr Foster manages accreditation and reaccreditation, certification, school Assistant General Manager, Board staff assessment and the conduct of Curriculum examinations and teams undertaking establishment special purpose projects related to the VCE Mr John Firth is responsible for the and associated initiatives. operations of the Curriculum Branch, For 1997–98 the Board operated with an leadership of project teams and establishment of 102 equivalent full-time General Manager, Curriculum coordination of Key Learning Area (EFT) positions and 13 part-time positions. For filled positions, the gender distribution and Standards Prep–10 Committees. These Committees provide advice and recommendations to the Board was 41 per cent male and 59 per cent Ms Chris Kotur is responsible for on the accreditation and development of female. This compared with an management, implementation and delivery the VCE and development, implementation establishment of 109.3 EFT in 1996–97, of the CSF, LAP, VSAM and associated and delivery of the CSF. and a gender distribution of 46 per cent programs. Ms Kotur manages the operation male and 54 per cent female. of Key Learning Area Committees, Group Manager, assessment policy and planning, research Communications and evaluation and teams undertaking special purpose projects related to the CSF, The Group Manager, Communications the LAP and associated initiatives. develops policy and leads project teams to ensure that external and corporate Assistant General Manager, communication priorities of the Board are Assessment effectively met. The position was abolished in July 1998 in conjunction with a Ms Elaine Wenn is responsible for the realignment of communication operations of the Assessment Branch and responsibilities between the Board and the the development, implementation and Department of Education. monitoring of the Board’s assessment policies and procedures. Ms Wenn manages the assessment and reporting arrangements for the LAP, VSAM and VCE, coordinates research projects and leads a number of project teams.
Board of Studies Annual Report 1997–98 13 Organisation chart
Minister for Education The Hon. Phillip Gude, MP
Chair Department of Education Professor Kwong Lee Dow
Chief Executive Officer Professor Sam Ball
General Manager, Curriculum and General Manager, VCE Standards Prep–10 Mr Brian Foster Ms Chris Kotur
Manager, Information Technology Mr Franco Lombardi
Assistant Assistant Manager, Group Manager, General Manager, General Manager, Resources and Communications Board Secretary Curriculum Assessment Administration (position abolished) Ms Rhonda Day Mr John Firth Ms Elaine Wenn Mr Kevin Irons
14 Board of Studies Annual Report 1997–98 Board goals for 1997–98
Report of operations The report of operations sets out the achievements and activities of 1997–98 in accordance with the objectives of the Act and the mission of the Board. These goals are:
• to provide curriculum policy standards and guidelines to ensure that all students in Victoria have access to a comprehensive education of the highest quality from Prep to Year 12
• to provide policy, standards and guidelines to ensure the comprehensive and reliable assessment and reporting of student achievement and to provide credentials of an international standard
• to provide high-quality information to schools, parents and the community on curriculum and assessment
• to develop and promote student choice and quality curriculum and assessment through strategic partnerships with universities, the vocational education sector, government, industry and the community
• to ensure that the work of the Board is supported by the best the use of information technology.
In addition to these goals a generic priority is the effective management of human and financial resources across the Board.
Board of Studies Annual Report 1997–98 15 Curriculum Branch report
Victorian Certificate By June 1998 the Board had developed a VET in Schools of Education comprehensive overview for VCE curriculum for 2000 and beyond. Within the provisions of the Joint Ministerial Statement — Vocational Education During 1997–98 the Curriculum Branch Future directions and Training in Schools (August 1996) the continued to support the implementation By December 1998 the Board will have Board approved the incorporation of VET of VCE studies through quality assurance in Schools into the VCE. accredited at least twenty-five new VCE of assessment, provision of written and studies for implementation in 2000. These The VET in Schools program is designed verbal advice for teachers and liaison with studies will incorporate the VCE Review’s to broaden the range of study options and support for professional associations decisions on curriculum and assessment. available to the growing and increasingly in their professional development of VCE diverse senior secondary student The remaining studies, including the new teachers. population. It allows students to include VCE studies in philosophy, English vocational training in their VCE. In the first half of 1998, the Board began language, environmental science and food Achievement in this training may also implementation of the VCE Review technology will be ready for accreditation contribute to completion of the VCE. recommendations outlined in the Enhancing in 1999 and implementation in 2001. Twenty-three programs are available to Their Futures report. The Branch is managing schools. The Branch is responsible for the an overall implementation plan that will development, production and VET in Schools offers students the result in the recommendations of the VCE dissemination of revised VCE studies as opportunity to: Review coming into operation from the they are accredited by the Board. In early • combine general and vocational beginning of 2000. The Branch has studies 1999 the Branch will begin a collaborative managed the establishment of a number of • undertake learning in the workplace process of professional development Expert Studies Panels and Accreditation • gain a nationally recognised vocational support, primarily with professional Panels, and the commissioning of several education qualification, or credit subject associations, to assist schools to analyses of current VCE provision. towards one, as part of VCE implement the revised VCE studies. • take new pathways into further full- time vocational training, or combined work and vocational training, that supplement existing pathways into Victorian Certificate of Education 1997–98 tertiary study. Strategy Achievements Continuing curriculum validity of VCE All VCE examinations conformed with VCE Future directions assessment program to be ensured by study designs. rigorous vetting of examinations. Implementation of VCE Review decisions to enhance the role of VET in Schools VCE teachers to be assisted in understanding Advice for teaching VCE studies was within the VCE will include: requirements of VCE studies through published in all Key Learning Areas. Support provision of appropriate written, verbal and was provided to professional associations. • development of VET in Schools technology-based support. Direct support was provided in response to programs to contribute a Unit 1–4 requests from individual teachers. sequence in their own right for Implementation plan developed in VCE Accreditation Principles and Guidelines completion of the VCE, including accordance with the timeline included in were revised, adopted by the Board and provision for adults returning to study the final report of the 1997 VCE Review. published. • development of assessment provisions Seven expert analyses commissioned and All commissioned reports were completed. at Unit 3–4 level to contribute to a produced for the Board on nineteen VCE Recommendations prepared for the Board student’s Equivalent National Tertiary studies and associated VET in Schools were endorsed. programs. Entrance Rank All Expert Studies and Accreditation Panels • provision of a nationally recognised Expert Studies Panels commissioned and maintained the implementation timeline. reports prepared for the Board on the issues training credential issued under the Board decisions on future VCE curriculum of duplication and viability of ten VCE Australian Recognition Framework for studies. provided a clear direction for 2000 and beyond. students who complete recognised Accreditation panels established to begin revision of twenty VCE studies. VET in Schools qualifications within the VCE
16 Board of Studies Annual Report 1997–98 • provision of briefing sessions and VET in Schools 1997–98 information in all regions to assist schools with implementation of the Strategy Achievements revised program Increased breadth of program offerings and Six new programs were developed: Certificates • continued updating of programs, increased student enrolments. II in Business (Organisational Practice), Horse Studies, Clothing Design and Production, Food particularly in relation to Training Retail (McDonald’s), Laboratory Skills, General Packages, to ensure that students Construction (Building). successfully completing a VET in Enrolments increased from 9068 confirmed in Schools program gain a nationally 1997 to 11,668 confirmed in May 1998. recognised certificate within the National Training Framework Programs enhanced to provide students with Six programs were revised and republished to the most up-to-date qualifications for comply with reaccredited training • development of advice to schools on recognition in industry and further training. qualifications. assessment and reporting of VET in Programs were revised to comply with Training Schools programs Package requirements as Training Packages • expansion of provision for recognition were endorsed. Hospitality, Agriculture and Business (Administration) were ready for of New Apprenticeships within the VCE publication in July. • support for sector authorities in the implementation of VET in Schools Quality assurance measures in place to improve An audit of schools provision was conducted program delivery. with Industry Training Boards involving 16 per and New Apprenticeships. cent of schools in September to October 1997. All required feedback from schools was received. Curriculum and Programs were evaluated and plans for 1998 Standards Framework audit were developed. New Apprenticeships for secondary students The Board approved arrangements for During 1997–98 the CSF continued to included in the VCE. recognition of New Apprenticeships within VET in Schools provisions for phase 1, 1998–99. provide curriculum policy standards and guidelines to ensure that all students in Documentation of advice for schools to Advice in the eight phase 1 industry areas was Victoria have access to a comprehensive implement New Apprenticeships. developed and published for phase 1 schools in education of the highest quality from Prep June 1998. Documents are to be distributed to to Year 10. all schools in July 1998.
Provision of professional development and Key addresses were given and workshops Future directions advice for schools and training partners for conducted in the VET in Schools program improved implementation. through TAFE institutes. Numerous A revised draft of the CSF will be ready presentations were given at regional and for consultation in April 1999. It will be cluster or network levels across the State. distributed to all schools for detailed comment in Term 2, 1999. Support for and consultation with sector The Board was represented on working parties authorities and Boards in Victoria and other and had a consultative role in all aspects of Following analysis of consultation responses, States to enhance provision. implementation. final revisions will be made and the revised Documentation of existing support materials In November 1997 a register of support CSF distributed by late 1999 (electronic for VET in Schools programs. materials available in the training sector and copy) and early 2000 (hard copy). other sources was developed. This register was placed on the Board’s website. Sample courses of study in designated areas, assessment materials and standards- Documentation of flexible delivery resources Survey report was published November 1997. based work samples will be provided in the and practice in the VET in Schools area. second edition. Improved dissemination of information about A VET in Schools page was developed on the CSF 2000 will be developed as a VET in Schools. Board’s website, providing advice and access to multimedia asset for distribution in a range all recent publications in the area.
Board of Studies Annual Report 1997–98 17 of formats, including print, CD-ROM and community members will have multiple and levels of schooling P–10, will begin on-line. opportunities to contribute. the review in each Key Learning Area in Term 3, 1998. Throughout the review process, the Board Newly appointed expert CSF Key Learning will meet with the key groups involved in Area Committees, each with a majority education. Teachers and other interested teacher membership drawn from all sectors
Curriculum and Standards Framework 1997–98 Strategy Achievements Continued development of support materials to ensure comprehensive, Five titles were developed in the Effective Assessment series, which will reliable assessment and reporting of student achievement. be published progressively throughout 1998: • Effective Assessment for Science, Levels 1–4 • Effective Assessment for Mathematics, Levels 4–6 • Effective Assessment for Studies of Society and Environment, Levels 1–4 • Effective Assessment for English, Levels 4 and 5 • Effective Assessment for The Arts, Levels 1–6 The Exemplary Assessment Materials Project provided teachers with advice on the administration, marking and interpretation of student responses based on the standards of the CSF. The Board developed the series in partnership with a commercial publisher, Addison Wesley Longman, which prints and markets each of the titles. Collaboration with the Department of Education on the Making Consistent Judgements Using the CSF Project aimed at assisting teachers to determine achievement of learning outcomes, make on-balance judgements and develop specific assessment criteria for use within CSF strands. A professional development program and resource materials for Years 7–10 Science, English, Mathematics and SOSE were developed.
Continued development of support materials to assist schools to CSF Sample Programs were published in level 4 for Science and implement the CSF. Mathematics. These courses provide teachers with assistance in planning, teaching and assessment and are referenced to Board publications and Department of Education Course Advice where appropriate. The courses provide models of delivery of the CSF level 4 program across two years. Using the CSF: Languages Other Than English was published. The booklet builds upon the Course Advice, and includes guidance on planning courses and approaches to assessment and reporting. Additional sample classroom units demonstrating the use of learning technologies to support achievement of learning outcomes in the Key Learning Areas were developed and published on the Board’s website. The Board’s website was progressively updated and developed to provide details on all P–10 curriculum-related materials.
Provision of a standards framework for the development of a high- In May 1998, at the request of the Minister for Education, the Board quality curriculum which emphasises student achievement and commenced the review of the CSF and a more immediate consideration appropriate assessment and reporting procedures. of the ‘crowded curriculum’. The revised CSF will be published for the commencement of the 2000 school year.
18 Board of Studies Annual Report 1997–98 Assessment Branch report
The Assessment Branch is responsible for The Assessment the assessment, certification and reporting Branch comprises of students’ educational achievements. The Branch conducts the Board’s major five units: School assessment programs: the LAP for Years 3 Assessment, and 5, the VCE for Years 11 and 12 and, Examinations, commencing in 1999, the VSAM for Years 7 and 9. Research and Evaluation, It also provides advice to the Board on the development and monitoring of VCE Certification and assessment policy and procedures and the Enrolments, and assessment and reporting of student P–10. performance in the Key Learning Areas for Prep to Year 10.
The Assessment Branch comprises five units: the School Assessment Unit, the Examinations Unit, the Research and Evaluation Unit, the Certification and Enrolments Unit and the P–10 Unit.
School Assessment Unit
The function of the School Assessment Unit is to monitor and review schools’ assessments for the VCE to ensure comparability and reliability. The Unit provides advice and support for teachers in the assessment and authentication of school-assessed Common Assessment Tasks (CATs), manages the external review of school-assessed CATs, audits the authentication procedures of schools and provides feedback to schools on the outcomes of the review process and authentication audits.
Examinations Unit
The Examinations Unit manages all aspects of VCE examinations, including the setting and printing, supervision of students and marking. Examinations include performance, LOTE oral and written examinations. Approximately 500,000 examination papers are processed annually.
Board of Studies Annual Report 1997–98 19 The Unit has an establishment of twenty and statements of results and forwards Learning staff and employs more than 3700 students’ results to the Victorian Tertiary sessional or casual staff. Admissions Centre for tertiary selection. Assessment Project It also determines and awards credit for The LAP has been developed and educational achievements gained outside implemented in schools to provide Research and Victoria and prepares data for determining information to parents, schools and Evaluation Unit the Premier’s VCE Awards and the sector authorities about the learning Australian Students Prize. The Unit achievements of Victorian primary The functions of the Research and maintains accurate historical records of students. Each year the LAP assesses Evaluation Unit are to provide students’ assessments and provides a Year 3 and Year 5 students in English information, to monitor programs and replacement certificate service. and Mathematics and, in alternate years, provide policy advice. Science and SOSE. In 1998 the LAP The Unit provides data, information and P–10 Unit provided assessments in English, advice to the Board, for example analyses Mathematics and Science. of enrolments and results, and data to The P–10 Unit manages the statewide Now in its fourth year, the project has external customers (government assessment and reporting for Victorian attracted considerable interest from departments and agencies, academic primary schools and the development and interstate and overseas. researchers and research institutions, implementation of statewide assessment community and commercial organisations, reporting in the compulsory years of Future directions schools, and individual members of the secondary school. general public). The Unit is responsible for The LAP will be an important element in The Unit provides advice and support to providing data to support research and the establishment of national benchmarks schools on assessment, reporting and the reporting on relevant aspects of the Board in literacy and numeracy in Australia use of assessment data to improve the assessment and certification programs. and the provision of data about the learning outcomes of Victorian students. The Unit develops and monitors various performance of Victorian students against statistical processes that are applied to the benchmarks. Commencing in 1999 the VCE assessments, for example the General Achievement Test (GAT), which monitors comparability of school assessments and is Learning Assessment Project 1997–98 an integral part of the processing of VCE results. Strategy Achievements Increased student and school participation in More than 107,000 students participated in the LAP. the 1998 LAP. Certification and Participation has grown in each year of its Enrolments Unit implementation: 1995 93,000 The Certification and Enrolments Unit 1996 97,000 manages the enrolments and results of 1997 103,000 students undertaking the VCE and VET 1998 107,000 in Schools programs. This involves the The number of schools participating in the collection and confirmation of student LAP also increased. In 1998 all government enrolments, the collection of students’ and Catholic schools with eligible students participated in the LAP. assessments and the calculation of study scores. The Unit issues VCE certificates Improved reporting of LAP results to schools. The 1998 reporting system to schools was simplified and made more user-friendly. The reports include written comments and information packaged in more accessible formats.
20 Board of Studies Annual Report 1997–98 LAP will be implemented in August of Initial exploratory work has begun on using redevelopment of some school-assessed each year. This will bring the timing of the the VSAM system for assessment in tasks and the development of a new form LAP into line with similar types of tests in primary schools. Work has also of school assessment, school-assessed other Australian States. commenced on exploring ways of coursework. The Board will also develop integrating curriculum packages into the procedures for ensuring comparability of As schools increasingly use the data system to link assessment and curriculum schools’ assessments using statistical generated by the LAP to analyse at the school level using on-line moderation based on students’ performance the Board has responded by technology. examination and GAT results. Further developing a data analysis service. This professional development and advice for service will provide schools with Item banks of questions will be further teachers on authentication of student cumulative and comparative data using the developed and work on building a bank of work will be provided in 1998–99. 1996, 1997 and 1998 LAP data. It will science items will commence in 1998–99. enable schools to track the progress of groups and individuals and target their VCE School VCE Examination resources to improve the learning program opportunities for students. The service will Assessment program be accompanied by a professional Each VCE study includes at least one development package which will assist examination. In some studies there are schools to use data more effectively in the Future directions two examinations. The Board prepares, school environment. Implementation of the 1997 VCE Review conducts and assesses all performance, recommendations will require oral and written examinations for the VCE. Victorian Student Achievement Victorian Student Achievement Monitor 1997–98 Monitor Strategy Achievements
The VSAM is an assessment system Development of the VSAM for training and Extended trials in 1997 involved forty schools designed to provide information about the trialling. and more than 2000 students from all sectors in both primary and secondary areas. learning achievements of students in The VSAM has been developed to a stage Victorian schools. The system is being where interactive tests can be conducted in developed to administer individual schools and preparation of extended trials is computer adaptive assessments to students well advanced. via the Internet. In its first years the VSAM Development of item banks of questions A bank of 3800 questions was developed for will deliver assessments for Years 7 and 9 linked to CSF outcomes for levels 3 to 7. the first phase of the VSAM. These include students in English and Mathematics. The both English and Mathematics questions and VSAM will also include a writing task. have a variety of response formats, including multiple-choice answers and construction This is the first time that such a system has responses. been developed for use in statewide testing. Provision of information about the VSAM to A series of briefings, attended by the The project has attracted considerable schools. majority of principals, was held during 1998. interest from education systems interstate These briefings provided comprehensive and overseas. information about the nature and purpose of the VSAM and were well received by all Future developments audiences. Schools received information kits on the There will be broad training of teachers in VSAM and regular information in the P–10 the implementation of VSAM and Progress newsletter kept schools up to date on the developments of the VSAM. intensive trialling to refine the assessment system.
Board of Studies Annual Report 1997–98 21 Examinations are held in May, June, VCE Results and Future directions October and November each year. The receipt of papers, marking, processing Certification Procedures for New Apprenticeships will and finalising of results are all completed program be designed. The design process will serve within six working days of the last as a pilot for implementation of VCE examination. This program involves the collection of Review recommendations to enhance enrolments, the collation of assessments vocational education within the VCE. Future directions and the issuing of certificates and results These are to be phased in from 1999. for students undertaking the VCE. It VCE Review recommendations will also The setting, vetting and marking of includes the award of credit for impinge on most aspects of enrolments examinations will continue to be educational achievements gained outside and processing and reporting results. improved and refined, and policy and Victoria and the preparation of results for procedures for incorporating the use of determining the Premier’s VCE Awards information technology in examinations and the Australian Students Prize. will be developed.
VCE School Assessment program 1997–98 Strategy Achievements
Provision of professional development and advice on VCE assessment for Videos on the assessment of CATs and sample CATs were distributed to teachers. schools. State Reviewer meetings for teachers of studies with small enrolments were conducted. Statewide meetings with the State Reviewers for Technology studies were conducted for teachers. A CD-ROM of sample CAT material in the Visual Arts was sent to all schools. State Reviewer reports on the outcomes of each school-assessed CAT were distributed to schools.
Implementation of strengthened authentication procedures for schools’ Revised authentication policy and procedures were issued to schools. assessments of student work. An audit of 131 schools’ authentication procedures was conducted. Procedures were developed for the Board review of the authentication of student work. A video on authentication was issued to all VCE providers. There was a SOFNet broadcast on authentication in VCE Mathematics.
Monitoring and review of schools’ VCE assessments. In 1997, across all VCE studies, 82 per cent of schools’ assessments were confirmed by the GAT. The remaining 52,700 CATs were reviewed by the Board. A total of 1438 reviewers were appointed and trained for this task. The final outcome was that 90 per cent of schools’ grades in 1997 were confirmed by the GAT and the review process. 514 individual reports were sent to schools whose initial assessments had been significantly changed by the Board’s reviewers. This was 620 fewer than in 1996, indicating an improvement in teachers’ assessments.
Support for students’ use of computers and information technology in Procedures were developed for the review of school-assessed CATs assessment tasks. submitted in electronic form.
22 Board of Studies Annual Report 1997–98 VCE Examination program 1997–98 Strategy Achievements Setting of 1997 VCE examinations. A total of 84 examination panels were appointed to prepare the 1997 examinations. Approximately 500 examiners were appointed to these panels.
Conduct of 1997 VCE examinations. 125 written examinations, thirty–seven oral examinations and seven performance examinations were conducted in 1997. This included special arrangements for approximately 1000 students. Written examinations were held in 550 schools and sixty-five regional centres were used for the performance and oral examinations.
Marking of 1997 VCE examinations. About 2700 assessors were appointed and trained to mark the examinations.
VCE Results and Certification program 1997–98 Strategy Achievements
All data transfers of student enrolments and results between the Board 130,415 students were enrolled in 1997. Student enrolments were and schools effected electronically. received electronically from schools for each of five cycles and confirmed electronically. Three cycles of school initial assessments were received, and final results were sent to schools in September and December. An update was sent in June.
VCE certificates and statements of results issued. Of the 45,566 students eligible to complete the VCE in 1997, 42,512 were awarded the VCE. 540 of these students had been awarded block credit for study interstate or overseas. For 1004 extension studies students, all university results were collected from the universities and forwarded to the Victorian Tertiary Admissions Centre.
Graduating students undertaking VET in Schools awarded certificate VET enrolments for both 1996 and 1997 were processed in order to recognised by the State Training Board. enable the issue of VET in Schools certificates. Eighteen different VET in All VET in Schools students to receive a statement of modules completed. Schools certificates were available, 9059 students were enrolled and 2776 students were awarded a certificate.
Provision of a telephone service for VCE results. Following the release of results on 12 December, 24,153 students made 37,951 calls to the results telephone service. A further 115 students registered for international access. Total revenue for the Board was $123,110.
Administration of the enrolments and results for fee-paying overseas 2163 international full fee-paying students enrolled in the VCE in 1997. VCE students. The total revenue for the Board was $484,533. For the first time, three international students received Premier’s awards.
Provision of a certificate replacement service for past students of the 975 replacement certificates and statements, 268 equivalent qualification VCE and Higher School Certificate and an equivalent qualifications certificates for overseas credentials and 4099 statements of marks were service for students with overseas credentials. issued for 1997. The total revenue for the Board was $33,687.
Board of Studies Annual Report 1997–98 23 Communications Branch report
The role of the Communications The Communications Branch comprises Information services two units: the Public Affairs Unit and the Branch includes managing the Publishing Unit. The Public Affairs Unit coordinates the Information Service and The role of the Public Affairs Unit is to Board’s communication with the education manage the Information Service, including community and the media. It responds to overseeing the production of the VCE Post Results Enquiry Service, and external enquiries, coordinates the Post Results Enquiry Service and the VCE Board publications. to provide advice on curriculum and Telephone Results Service and participates assessment. The Unit also consults with in expos and exhibitions relevant to the schools, in particular principals, VCE work of the Board. It also produces and coordinators and careers counsellors, to distributes an internal newsletter. provide advice and information on Board programs. It also organises and coordinates the VCE Excellence exhibitions and VCE Excellence contributes to public relations and exhibitions marketing strategies.
The Publishing Unit edits, designs and The VCE Excellence program, which prints most Board publications or commenced in 1995, is a series of contracts external providers to do so. In exhibitions of a selection of the best CATs 1997–98 the Unit staff included the in Dance, Dance Styles, Drama, Theatre production manager, two printers, two Studies, Music, Graphic Communication, editors (one part-time), three desktop Media and Technology. publishing staff (one part-time), one The highlight of the program is the CATs designer, and two administrative officers. Show at the Melbourne Concert Hall.
Information services 1997–98 Strategy Achievements
Provision of relevant information to the A weekly education column in the press was community by use of the media. instituted. News releases were distributed. Interviews in the electronic and print media were arranged for the Chair.
Improvement of liaison with VCE schools. Meetings held with VCE coordinators in the city and country resulted in improved communication strategies.
Provision of responses to enquiries by mail and More than 15,000 telephone enquiries were telephone. responded to.
Coordination of the Post Results Enquiry More than 4400 telephone enquiries about Service. tertiary scores/selections and statements of marks/study scores were responded to.
Management of the VCE Telephone Results Students received prompt and accurate Service. responses to requests for results.
Coordination of and participation in A Board stand was organised and Board exhibitions and expos about the work of the lectures provided for the VCE Expo. Board.
24 Board of Studies Annual Report 1997–98 In 1998 the show was opened by Ms Helen VCE Excellence exhibitions 1997–98 Shardey, MP and Professor Kwong Lee Dow and hosted by Adam Spencer (of Strategy Achievements ‘Good News Week’ and ‘Quantum’). Expansion of the program by staging Attendance at all venues increased. The exhibition of CATs from Graphic exhibitions over a longer period of time Communication, Media and Technology and at a wider range of venues. was held at Scienceworks from 5 May. Introduction of innovation to the staging Attendance increased to 1500. More than 4000 visitors attended the of the CATs Show, including improved exhibition over an eighteen-day period, production techniques, rear-screen an increase on last year’s attendance. projection and radio advertising.
Development of a permanent collection of The Board purchased its third piece of student Future directions art works by VCE students. art, The Battle of Conscience, by Mark McCarthy, a VCE student at Geelong Grammar The Board will continue to improve the School. accessibility and quality of the VCE Excellence Program. The Board is currently reviewing the possibility of touring the Publishing 1997–98 exhibitions in rural Victoria. Strategy Achievements
Production of high-quality publications that The following publications were produced: Publishing meet the need of the Board’s clients. • VCE examinations for November and June • Administrative Handbook 1998 Most Board publications, including VCE • Effective Assessment Materials: examination papers, were edited, designed Mathematics, Science and SOSE and printed using in-house editing, design, • Guide to the VCE desktop publishing and printing facilities. • the Reports for Teachers series Where necessary, external providers were • Assessment Advice series contracted to provide services. The Board’s • Advice for Teaching VCE series website was maintained by the Publishing • twelve issues of the VCE Bulletin Unit. • two issues of the P–10 Progress • Making It Work (the Industry and Future directions Enterprise newsletter) The Branch will continue to investigate the • VCE Statement of Results brochure latest technological advances so that all • The GAT brochure publications continue to meet the highest • two CSF Sample Programs books possible standards of presentation and, • VCE wall calendar and Board desk pad. where possible, publications will be sent All CSF publications were provided in portable straight to print without film. document format to the DoE. The Board’s website was updated and The Branch will increase the effectiveness maintained. Currently there are more than of the Board’s website by reviewing its 150 items on the site, as well as all editions of structure to ensure ease of navigation for the VCE Bulletin and the P–10 Progress. users.
As the Print Room has been outsourced, all printing requirements of the Board, including VCE examination papers, will be provided by a panel of external printers.
Board of Studies Annual Report 1997–98 25 Information Technology Branch report
The Information Technology Branch 1997–98 achievements provides computer systems, support and professional development for the VCE • The VET in Schools subsystem was Administrative Software Systems (VASS) completed in October 1997. The and computer facilities management system was successfully used to process through three units: the Programming 1997 VET in Schools enrolments and Unit, the Administrative Support Unit and results. Schools found the VASS the Data Systems Unit. enrolments and results entry process easy to use. Year 2000 compliance • The Board internal network was upgraded to Novell 4.11 and Windows The Board of Studies has been part of the 95. The Board computer servers were Department of Education Year 2000 upgraded. Project, which commenced 22 April 1997. • The computer help desk and computer Board management was briefed in support for office functions were November 1997 on the project phases and outsourced to NCR Australia. timelines. The project team has identified fifty-seven software programs or systems • The Business Continuity Plan was that could be affected by the handling of developed for the Camberwell dates. Assessment Centre. The Carlton Business Continuity Plan was There are three significant internally reviewed. developed systems. The VSAM is Year • The School Assessment Authentication 2000 compliant. The VASS and VCE subsystem was completed for Assessment Processing System are at the implementation for Cycle 1 CATs. conversion stage and will be compliant by November 1998. Vendors and partners Future directions have been contacted to ensure that supplied products or data transfers are Year • A three-year Information Systems and 2000 compliant by December 1998. Communications Strategy plan will be completed by July 1998. The recommendations will be reviewed and an implementation plan will be developed. • The VASS 21 Terms of Reference project plan was prepared in May 1998 for the redevelopment of the VASS. Subject to approval, this plan will be implemented in 1998–99.
26 Board of Studies Annual Report 1997–98 Resources and Administration Branch report
Resources and Administrative Services 1997–98 Strategy Achievements
Ensuring the Board achieves public The annual report was produced within the accountability by meeting all statutory reduced statutory period and with the reporting obligations and professional Auditor-General signing off the accounts accounting standards. without qualification. All statutory requirements were met.
Achievement of financial controls that meet Internal processes such as monthly reporting the demands of accountability, efficiency and and budget preparation were revised in line competitiveness. with the Government’s financial reform agenda.
The Resources and Administration Branch Implementation of competitive business Outsourcing opportunities were identified provides financial, administrative and practices. from the complete range of services provided personnel support services which and tenders were called in the case of IT help desk and photocopying. contribute to the development of a competitive, dynamic and service-oriented Promotion of an environment that achieves Australian Workplace Agreements were organisation. competitiveness through workplace reform. offered to staff in November 1997. A change management culture was reinforced within the organisation by way of a number of initiatives, including specialised professional development, outsourcing, best practice initiatives and realignment of customer service priorities.
Establishment of best practice human A number of guidelines, policies and resources management policies. procedures were developed and implemented in the reporting period, including: • flex leave policy • casual staff recruitment guidelines • staff induction procedures • staff training and development guidelines • performance management guidelines. A comprehensive range of in-house training courses was made available to staff during the period to enable officers to achieve desired levels of professional development. These sessions were provided in addition to the external courses and seminars normally attended by staff.
Development of risk management strategies. A Risk Management Register was prepared during the reporting period in compliance with the Victorian Managed Insurance Authority Act 1996 and the relevant Australian standard.
Board of Studies Annual Report 1997–98 27 Secretariat report
The Secretariat protects the legal and or had been submitted late; two appeals proceed with the allegations against one corporate interests of the Board and works were withdrawn by the students without student because of the circumstances of to ensure compliance with legislation and reasons being given. The remaining the case. guidelines including: nineteen appeals were resolved by The Discipline Committee is composed of administrative review by the Board • Freedom of Information (FOI) three members; the chair is a Board Secretary. This involved consideration of member and the other two members may • Equal Employment Opportunity information provided by the school and be senior Board staff. The proceedings are (EEO) and anti-discrimination the student; discussions with the student, formal and are attended by the Board’s legislation student’s parents and school; and, in seven solicitor. • the Board’s regulations for the cases, interview of the student. Students administration of the VCE have the right to continue to a formal In 1998 the Board introduced a range of • contractual matters hearing of the Discipline Committee but procedures designed to strengthen its none did so. existing authentication policy • intellectual property legislation. requirements. From July 1997 to June 1998 the Board The Board Secretary provides Secretary received thirty-nine reports from As part of its new procedure schools were administrative and policy support to the examination supervisors of alleged asked to report to the Board Secretary all Board, Board committees and the Board’s breaches of examination rules. Where the occurrences of breaches of authentication senior managers. breach was relatively minor and the for CATs and Work Requirements Units student’s results were not affected the 1–4, including the nature of the breach, Discipline and Board Secretary reprimanded the student the action taken by the school and the appeals and the allegation was not taken to the outcome. Discipline Committee. Minor breaches As of 30 June 1998 a total of 328 breaches included students mistakenly bringing into The Board Secretary administers VCE of rules were reported: 199 reports relating the examination material which was discipline, handles appeals and convenes to Unit 3 CATs and 62 reports relating to quickly removed by the supervisor or formal hearings of the Discipline Unit 3 Work Requirements. To put this in talking prior to the commencement of the Committee. context, there were 173,212 CATs examination. Twenty-four such cases were completed in Cycle 1 assessment, the The Board requires that the school testify recorded. period ending 23 June, and about four to the authenticity of each student’s times as many Work Requirements. Of the other reports, one case received late school-assessed VCE CATs. Penalties in the reporting period will proceed to a available to schools if a student breaches Discipline Committee hearing; the action the rules of authentication range from International is yet to be decided for one; two cases did reprimand or a demand for resubmission not proceed because of insufficient education of work to refusal to accept all or part of evidence; and eleven students were the CAT. In such cases the student has the The Board Secretary liaises with the DoE’s requested to appear before the Discipline right to appeal to the Board on two Overseas Unit on overseas projects and an Committee. grounds: that the breach did not occur International Education Working Party has and/or that the penalty imposed is too Of the cases heard by the Discipline been formed to share information among severe. Committee, one student had all results in the three sectors and assist in support of two studies cancelled; five students were From July 1997 to June 1998 there were full fee-paying overseas student programs penalised by cancellation of the CAT in thirty appeals by students against in schools. The Board, in addition to its the subject in which the breach of disciplinary actions taken by schools on own international visitors, participates in examination rules was substantiated; two school-assessed CATs. Of these, five the Overseas Delegations program of the students had their results in the CAT in appeals received late in the reporting DoE, hosting visiting groups who wish to the relevant study downgraded by two period are yet to be resolved; four appeals examine developments in curriculum and grades and one student by one grade; one were found to be without proper grounds assessment. Through its membership of student had the marks for one question for appeal because it was established that the national Australian Curriculum cancelled; and the Committee did not drafts had not been sighted by the teacher Assessment and Certification Authorities,
28 Board of Studies Annual Report 1997–98 the Board has contributed to the Freedom of Information applications establishment of a Working Party on International Education, which is Number Nature Charges/fees considering issues of national relevance to received school education. 10 Access through normal processes without use of the FOI Act. Nil
1 Partial access – sections 28, 30, 32, 33, 34, 35(1). Applicant Managing diversity appealed to the Administrative Appeals Tribunal (AAT) for review but later withdrew. Nil
In 1996 the Board published and adopted 1 Partial access – sections 30(1)(a), 32, 34, 35. Applicant a Managing Diversity policy as a strategic appealed to the AAT for review and later withdrew. Nil approach to implementing merit and 1 Partial access – sections 30, 35. Applicant did not proceed equity principles and to comply with anti- with application. Nil discrimination and anti-harassment 1 Access denied – documents do not exist – section 27(e). $20 legislation. 1 Access denied – section 26A(1). Applicant did not take up The Board Secretary was appointed EEO invitation to consult. Nil Coordinator and chairs the Managing Diversity Committee, which has 3 Applications under process. $40 representatives from each Branch and reports to the Chief Executive Officer. The telephone calls from parents, students and Board’s Managing Diversity policy is being Freedom of teachers. Senior management has also updated and a communications strategy Information provided information about Board developed. statement activities to education communities in a Merit and equity principles are included in series of briefings throughout the State. performance management plans, personnel This section is published to conform with Categories of documents maintained practice and professional development. A the requirements of Section 7 of the internally include financial reports, grievance process has been developed to Freedom of Information Act 1982 student records, records associated with cover formal and informal complaints of (the FOI Act). curriculum and examinations, personnel breaches of merit and equity. The EEO For the year ending 30 June 1998 eighteen records and correspondence. Some will be Coordinator liaises with the DoE to ensure applications were received under the protected on grounds of personal privacy, that Board staff members have access to FOI Act. others by the restrictions placed on DoE professional development programs, examination materials. and with external agencies to ensure access The information provided by the Board to relevant information and training. about its operations covers VCE areas of Those wishing to obtain access to Board staff have participated in the study, school assessment, examinations, information of the kind provided for by Springboard Career Development curriculums and standards for Prep to the FOI Act should write to the following Program. Year 10, the LAP, GAT and VSAM, and address: other more general information. A list of Two training sessions, one for managers Ms Rhonda Day the Board’s publications appears in and supervisors and one for all staff, have Board Secretary Appendix 5. The Board sends the VCE been conducted by the Equal Opportunity Board of Studies Bulletin to schools regularly and copies are Commission. 15 Pelham Street available from the Board’s Information Carlton Victoria 3053 Service on request. The Board also runs a Telephone: (03) 9651 4311 telephone information service, produces videos, and responds to letters and
Board of Studies Annual Report 1997–98 29 Other information
Multicultural policy • completion of the third year of a pilot Summary of program in a study of Australian financial position In response to the Premier’s commitment indigenous languages • registration of ethnic schools as single- as part of the Victorian multicultural The table below provides a comparison study providers of community policy that all agencies will provide an between 1997–98 and the preceding three languages overview of their programs, services and financial years as required by the Board of strategies with regard to their impact and • representation by ethnic groups on the Studies Act 1993. applicability to a culturally and Board working groups and committees linguistically diverse society, the Board There are presently no known events that • provision of Asian History as a VCE provides the following information. could adversely affect the operations of study the Board during the next reporting year. • liaison with professional associations The Board’s accumulated surplus at Curriculum and Standards such as the Asia Education balance date was $703,556 Framework Foundation. notwithstanding the significant operating Incorporation of multicultural perspectives deficit for the year. is integral to the achievement of learning outcomes across the CSF. In particular, the SOSE framework includes a multicultural perspective. Students learn about the achievement of individuals and groups of various ethnic and social backgrounds and their contribution to Australia’s social, cultural and economic development. Surplus/ Revenue Expenses Assets Liabilities Particular achievements in 1997–98 (Deficit) include: $$$$$ • extensive professional development 1997–98 (885,464) 23,131,311 24,016,775 4,011,767 3,308,211 conducted in implementation of the 1996–97 1,840,884 27,430,758 25,589,874 5,524,381 3,935,361 SOSE and LOTE curriculum • publishing and disseminating the Using 1995–96 (157,996) 24,466,639 24,624,635 2,788,317 3,040,181 the CSF: LOTE guide 1994–95 (1,671,318) 23,178,781 24,850,099 2,462,434 2,556,302 • representation of the Board by the Chief Executive Officer on the Ministerial Advisory Council on Performance against budgetary objectives 1997–98 LOTE and English as a Second Budget* Actual Variance Language (ESL). $$$ Victorian Certificate of Revenue 24,090,026 23,131,311 (958,715) Education Expenditure Multicultural perspectives in the provision Assessment 15,151,546 14,038,299 1,113,247 of the VCE included: Curriculum 1,447,333 1,350,304 97,029
• the availability of forty-three languages Other 7,491,147 8,628,172 (1,137,025) other than English in 1997–98 Total 24,090,026 24,016,775 73,251 • special provisions for students with language backgrounds other than Operating result (885,464) (885,464) English in the availability of ESL * Adjusted for resources received free of charge and externally funded projects.
30 Board of Studies Annual Report 1997–98 Compliance with Consultancies has prepared material on the following competitive topics, details of which, if not published in There were no consultancies with an this annual report, are available to the neutrality individual value greater than $100,000 public on request. commissioned by the Board during Information retained by the Board includes The National Competition Policy (NCP) 1997–98. details, where applicable, of: was agreed to by the Council of Australian Governments in April 1995 and represents There were five consultancies costing less • changes in prices, fees, charges, rates a commitment to improving the economic than $100,000 at a total cost of $138,500. and levies efficiency and overall competitiveness of • major research and development the Australian economy. The NCP Industrial disputes activities comprises three major Commonwealth and • major promotional, public relations State/Territory agreements: the Conduct and time lost due to and marketing activities Code Agreement, the Competitive injury • shares held by senior officers as Principles Agreement and the nominees or held beneficially in a Implementation Agreement. The Premier statutory authority or subsidiary has overall responsibility for Industrial relations disputes implementation of the NCP in Victoria. • declaration of pecuniary interests Two hundred and forty-three staff hours • occupational health and safety The Board of Studies Act 1993 has been were lost during 1997–98 due to three assessments and measures reviewed. In a report to the DoE on the separate industrial disputes. NCP, the Board of Studies is identified as • industrial relations issues not subject to the Competition Code. The Industrial accidents • major committees sponsored by report found that the Board had little, if the DoE. Five minor claims were received in respect any, potential to be involved in anti- of injuries, none of which involved lost Enquiries regarding details of this competitive practices. Although the time. information should be addressed to: Board’s activities are mainly regulatory in nature, the Board is empowered to charge Ms Rhonda Day fees for the services it provides. Statement pursuant Board Secretary Board of Studies to part 9.1.3 (iv) of 15 Pelham Street Compliance with the Financial Carlton Victoria 3053 Building Act 1993 Management Act Telephone: (03) 9651 4311
The Board does not occupy any publicly 1994 owned buildings. Consistent with the requirements of the Financial Management Act 1994, the Board
Board of Studies Annual Report 1997–98 31 Financial Statements for the year ended 30 June 1998
x Auditor-General’s report 34 x Statement by the Chair, Chief Executive Officer and Principal Accounting Officer 35 x Revenue and expenses statement 36 x Balance sheet 37 x Statement of cash flows 38 x Notes to the Financial Statements 40
Board of Studies Annual Report 1997–98 33 Auditor-General’s report
Audit Scope
The accompanying financial statements of the Board of Studies for the year ended 30 June 1998, comprising a revenue and expense statement, balance sheet, statement of cash flows and notes to the financial statements, have been audited. The members of the Board are responsible for the preparation and presentation of these financial statements and the information they contain. An independent audit of the financial statements has been carried out in order to express an opinion on them as required by the Audit Act 1994.
The audit has been conducted in accordance with Australian Auditing Standards to provide reasonable assurance as to whether the financial statements are free of material misstatement. The audit procedures included an examination, on a test basis, of evidence supporting the amounts and other disclosures in the financial statements, and the evaluation of accounting policies and significant accounting estimates. These procedures have been undertaken to form an opinion as to whether, in all material respects, the financial statements are presented fairly in accordance with Australian Accounting Standards and other mandatory professional reporting requirements and comply with the requirements of the Financial Management Act 1994, so as to present a view which is consistent with my understanding of the financial position of the Board of Studies and the results of its operations and its cash flows.
The audit does not provide any assurances that the Board’s systems, or any other systems that the Board relies on in the conduct of its activities, such as those of suppliers and service providers, are year 2000 compliant, or whether plans and associated actions are adequate to address the year 2000 issue. The year 2000 issue has been addressed only in the context of existing audit responsibilities under Australian Auditing Standards to express an opinion on the financial statements.
The audit opinion expressed on the financial statements has been formed on the above basis.
Audit Opinion
In my opinion, the financial statements present fairly the financial position of the Board of Studies as at 30 June 1998 and the results of its operations and its cash flows for the year ended on that date in accordance with Australian Accounting Standards and other mandatory professional reporting requirements and comply with the requirements of the Financial Management Act 1994.
MELBOURNE C.A. BARAGWANATH 13 / 8 / 1998 Auditor-General
34 Board of Studies Annual Report 1997–98 Statement by the Chair, Chief Executive Officer and Principal Accounting Officer
In the opinion of the Board: a) the annual Financial Statements are drawn up so as to present fairly the results for the year ended 30 June 1998 and the financial position of the Board as at 30 June 1998 b) the financial information of the Board has been prepared (except where otherwise stated) in accordance with the provisions of the Financial Management Act 1994 and the Directions of the Minister for Finance, incorporating by reference relevant accounting standards issued jointly by the Institute of Chartered Accountants in Australia and the Australian Society of Certified Practising Accountants.
At the date of this statement the Board was not aware of any circumstances or events which would render any particulars included in the financial information to be misleading or inaccurate that are not adequately explained in the representation letter.
For and on behalf of the Board of Studies
Professor Kwong Lee Dow Chair
Professor Sam Ball Chief Executive Officer
Kevin Irons Manager, Resources and Administration
Date: 31 July 1998
Board of Studies Annual Report 1997–98 35 Revenue and expenses statement for the year ended 30 June 1998
Notes 1997–98 1996–97 $$
Revenue Recurrent appropriations 19,114,150 19,483,698 Resources received free of charge 2 1,834,670 3,953,248 Works and services appropriations 434,621 1,245,598 Special project grants 333,246 1,505,855 Interest 76,236 88,994 User charges 3 1,110,669 1,067,809 Proceeds from disposal of fixed assets 4 227,719 85,556 23,131,311 27,430,758
Expenses Employee costs 5 11,676,585 11,648,928 Depreciation and amortisation provided 7 557,482 419,802 Special projects 8 823,414 872,867 Supplies and services 9 10,735,298 12,558,789 Written down value of assets disposed 4 223,996 89,488 24,016,775 25,589,874
Operating result (885,464) 1,840,884 Accumulated surplus/(deficit) b/fwd 1,589,020 (251,864) Accumulated surplus at the end of the year 703,556 1,589,020
The above statement should be read in conjunction with the accompanying notes.
36 Board of Studies Annual Report 1997–98 Balance sheet as at 30 June 1998
Notes 1997–98 1996–97 $$
Current assets Cash 510,521 2,611,745 Receivables 10 77,803 80,557 Investments 11 2,000,000 1,100,000 Inventories 94,821 117,410 Other 174,661 98,251 2,857,806 4,007,963
Non-current assets Equipment 12 873,686 1,096,006 Leasehold improvements 13 280,275 420,412 1,153,961 1,516,418
Total assets 4,011,767 5,524,381
Current liabilities Accounts payable 1,608,531 2,292,932 Provision for employee entitlements 14 366,179 365,464 1,974,710 2,658,396
Non-current liabilities Provision for employee entitlements 14 1,333,501 1,276,965
Total liabilities 3,308,211 3,935,361
Net assets 703,556 1,589,020
Net surplus Accumulated surplus 703,556 1,589,020 Total net surplus 703,556 1,589,020
The above statement should be read in conjunction with the accompanying notes.
Board of Studies Annual Report 1997–98 37 Statement of cash flows for the year ended 30 June 1998
Notes 1997–98 1996–97 $$
Cash flows from operating activities
Receipts Government contributions 19,917,494 21,976,053 Interest 72,523 93,859 User charges 1,081,659 1,270,506
Payments Employee costs (11,286,758) (11,641,852) Supplies and services (10,576,233) (8,471,348) Net cash (used in)/from operating activities a) (791,315) 3,227,218
Cash flows from investing activities
Equipment (414,231) (576,892) Proceeds from disposal of fixed assets 4,322 85,847 Net cash used in investing activities (409,909) (491,045)
Net (decrease)/increase in cash held (1,201,224) 2,736,173
Cash at beginning of the year 3,711,745 975,572 Cash at end of the year b) 2,510,521 3,711,745
The above statement should be read in conjunction with the accompanying notes.
38 Board of Studies Annual Report 1997–98 a) Reconciliation of net cash used in operating activities to operating result
1997–98 1996–97 $$ Operating result (885,464) 1,840,884 Add back
Non-cash flows in operating result Depreciation of equipment 417,345 279,665 Amortisation of leasehold improvements 140,137 140,137 Write down of obsolete stock 33,726 11,812 Provision for obsolete stock 20,100 0 Loss on sale of assets 219,674 3,932 Addition to assets (4,790) 0 Fixed assets received free of charge 0 (218,211) Provision for doubtful debts 18,500 17,800 Bad debts 0 3,407
Decrease/(increase) in assets Receivables (15,746) 252,376 Inventories (31,237) 3,777 Other current assets (76,410) (3,541)
Increase/(decrease) in liabilities Accounts payable (684,401) 1,181,584 Deferred revenue 0 (324,959) Recreation leave provision 14,447 (41,552) Long service leave provision 42,804 80,107 94,149 1,386,334
Net cash (used in)/from operating activities (791,315) 3,227,218 b) Reconciliation of cash For the purposes of the Statement of cash flows the Board considers cash to include 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 As at 30 June 1998 30 June 1997 $$ Cash on hand 400 400 Cash at bank 510,121 2,611,345 Short-term investments 2,000,000 1,100,000 Total cash at end of period 2,510,521 3,711,745
Board of Studies Annual Report 1997–98 39 Notes to and forming part of the Financial Statements for the year ended 30 June 1998
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 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.
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 $1,000. Material and attractive items with an individual value less than $1,000 are recorded in the register with no value. Items are depreciated on a straight line basis over their useful life having regard to their residual value. Rates are as follows:
Computer equipment Three years
General equipment Five years
Leasehold improvements Life of the lease
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.
1.4 Revenue recognition Revenue is recognised when it is received.
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.
40 Board of Studies Annual Report 1997–98 1.7 Superannuation Board contributions to the State Superannuation Scheme in regard to permanent and temporary staff employed by the Board are met by the Department of Education. Therefore, there were no outstanding employer contributions as at 30 June 1998. No liability is shown for superannuation in the balance sheet as the liability is assumed by the Department of Treasury and Finance. Contributions of $179,501 were made during 1997–98 by the Board to VicSuper on behalf of eligible casual and sessional employees pursuant to the provisions of the Superannuation Guarantee Act 1992.
2 Resources received free of charge
1997–98 1996–97 $$ Property leases (see note 9a) 1,834,670 1,650,150 Computer equipment – schools 0 2,084,887 Computer equipment – Board purposes 0 218,211 1,834,670 3,953,248
3 User charges Fee-paying overseas students 492,436 489,328 Publication sales 203,893 264,329 Other fees and charges 132,503 128,531 VCE results hotline 123,031 23,160 Miscellaneous income 158,806 162,461 1,110,669 1,067,809
4 Disposal of fixed assets
Equipment Proceeds from sale of fixed assets 227,719 85,556 Less written down value of fixed assets disposed 223,996 89,488 Net profit/(loss) on disposal of assets 3,723 (3,932) Proceeds from the sale of motor vehicles amounted to $223,397 and was paid directly into the Consolidated Fund which has been recognised in the accounts as expenditure.
5 Employee costs Salaries and allowances 6,231,126 6,554,140 Voluntary departure packages and targeted separation packages 158,592 332,230 Fees for setting, vetting, assessing and reviewing examinations 5,198,317 4,706,258 Other 88,550 56,300 11,676,585 11,648,928
Board of Studies Annual Report 1997–98 41 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 Dr Kevin Donnelly Mrs Francisca Ho Ms Susan Pascoe Professor Robert Pargetter Ms Cliodhna Rae Mr Paul Sheahan Mr John Sweetman
b) Remuneration of Responsible Persons The numbers of Responsible Persons are shown below in their relevant income bands:
Income band 1997–98 1996–97 $0–$9,999 10 14 $10,000–$19,999 01 $20,000–$29,999 01 $40,000–$49,999 10 $160,000–$169,999 11 Total remuneration received, or due and receivable by Responsible Persons amounted to: $244,792 $224,769 The remuneration of the Responsible Minister is reported separately in the Financial Statements of the Department of Premier and Cabinet.
42 Board of Studies Annual Report 1997–98 c) Retirement benefits of Responsible Persons
Superannuation contributions of $7,229 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 the Responsible Persons, whose total remuneration exceeded $100,000 during the reporting period, is shown below in the relevant income band:
Income band 1997–98 1996–97 $110,000–$119,999 11 $120,000–$129,999 10 Total remuneration for the reporting period for Executive Officers included above amounted to: $234,135 $112,339
7 Depreciation and amortisation provided
1997–98 1996–97 $$ Amortisation of leasehold improvements 140,137 140,137 Depreciation of equipment 417,345 279,665 557,482 419,802
Board of Studies Annual Report 1997–98 43 8 Special projects Funding provided by the Commonwealth, other governments and their agencies enables the Board to undertake research and project work in various areas. The number of projects being undertaken and in progress are itemised below.
1997–98 1996–97 $$ Key Competencies 1,578 72,564 National Health and Physical Education (1996) 0 38,212 National Professional Development Program – CSF (1996) 1,385 320,167 National Professional Development Program (Voc Educ) 3,200 11,563 Victorian Health Promotions Foundation 40,623 164,823 Healthy Families Program 89,646 0 MCFYSSA – Mapping the Curriculum of Final Year Secondary School Assessment 10,435 47,696 NIEF Key Competencies 0 2,967 Community Language Project 0 48,579 VET in Schools (System Development and Implementation) 222,110 87,085 VET in Schools (Program Development) 348,320 56,522 School to Work Program 104,768 0 Others 1,349 22,689 823,414 872,867
44 Board of Studies Annual Report 1997–98 9 Supplies and services
Major items of expenditure included the following:
1997–98 1996–97 $$ Audit fees – Auditor-General 18,900 17,100 Audit fees – internal auditor (DoE) 25,000 25,000 Consultants and contractors 1,878,984 2,269,713 Consolidated Fund (Proceeds from sale of motor vehicles) 223,397 0 Computer equipment to schools 0 2,084,887 Grants to schools – examination supervision 1,203,480 1,195,185 Grants to schools – teacher release 277,037 279,459 Long service leave expenses 42,804 80,107 Recreation leave expenses 14,447 (41,552) Other associated salary costs 1,016,896 1,068,209 Software purchases, maintenance and development 228,106 821,325 Printing and production 1,109,808 873,722 Utilities 464,076 586,853 VSAM development 678,967 0 Property leases a) 1,834,670 1,650,150 Doubtful debts 18,500 17,800 Bad debts 0 3,407 Operating leases – motor vehicles 28,522 0 Other expenses 1,671,704 1,627,424 10,735,298 12,558,789 a) The Department of Treasury and Finance, on behalf of the Board, has entered into the following leases:
• a ten-year lease to occupy the present premises at St Nicholas Place, Carlton, effective from 10 July 1990
• a five-year lease in respect to the Board’s Assessment Centre at Camberwell, effective from 18 October 1994. The rental payments and outgoings for Pelham Street and the Assessment Centre, which are paid on the Board’s behalf by the Department of Education and the Department of Treasury and Finance, have been recognised in the accounts as expenditure offset by an increase to revenue as resources received free of charge. A rent dispute in respect to the Pelham Street lease was settled in April 1998. The settlement required the lessor to pay the sum of $600,000 to the lessee. The amount paid is held in trust by the Department of Treasury and Finance and outside the control of the Board.
Board of Studies Annual Report 1997–98 45 10 Receivables
1997–98 1996–97 $$ Fee-paying overseas students 66,502 29,131 Other 30,061 69,226
96,563 98,357 Less provision for doubtful debts (18,760) (17,800) 77,803 80,557
11 Investments Short-term deposit at call 2,000,000 1,100,000
12 Equipment At cost/valuation 2,435,908 2,270,171 Less accumulated depreciation 1,562,222 1,174,165 873,686 1,096,006
13 Leasehold improvements At cost 1,401,375 1,401,375 Less accumulated amortisation 1,121,100 980,963 280,275 420,412
14 Provision for employee entitlements Current liability – long service leave 41,242 54,974 Current liability – recreation leave 324,937 310,490
366,179 365,464
Non-current liability – long service leave 1,333,501 1,276,965
46 Board of Studies Annual Report 1997–98 15 Leasing commitments
As at 30 June 1998 the Board had no financial lease liabilities, whilst operating lease arrangements existed as follows:
1997–98 1996–97 $$ Not later than one year 30,984 166,248 Later than one year and not later than two years 0 1,524 Later than two years and not later than five years 0 0 30,984 167,772
Operating leases paid by the Department of Treasury and Finance: Not later than one year 1,396,203 1,396,203 Later than one year and not later than two years 1,115,180 1,396,203 Later than two years and not later than five years 0 1,115,179 2,511,383 3,907,585
16 Financial instruments a) Terms, conditions and accounting policies The Board’s accounting policies, including the terms and conditions of each class of financial asset and financial liability, both recognised and unrecognised at balance date, are as follows:
Recognised financial Balance Accounting policies Terms and conditions instruments sheet notes
i) Financial assets Cash Cash is stated at cost. The effective interest rate achieved on cash holdings was 0.25% below the short term deposit rate. Investments 11 Short-term deposits are stated An effective interest rate of at the lower of cost and 4.25% was achieved net realisable value.. Receivables 10 Receivables are carried at nominal Settlement terms are 30 days. amounts due less any provision for doubtful debts. A provisionin respect to full fee-paying overseas student receivables is recognised when collection of the full nominal amount is no longer probable and is currently fixed at 4%.
ii) Financial liabilities Accounts payable Liabilities are recognised for Trade liabilities are normally amounts to be paid in the future settled on 30-day terms. for goods and services received, whether or not billed to the Board.
Board of Studies Annual Report 1997–98 47 b) Interest rate risk The Board’s exposure to interest rate risks and the effective interest rates of financial assets and financial liabilities, both recognised and unrecognised at balance date, are as follows: Financial instruments Floating Non-interest Total carrying interest rate bearing amount as per balance sheet $$$ i) Financial assets Cash 510,121 400 510,521 Investments 2,000,000 2,000,000 Receivables 77,803 77,803 Total financial assets 2,510,121 78,203 2,588,324
ii) Financial liabilities Accounts payable 1,608,531 1,608,531 Total financial liabilities 0 1,608,531 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 1998 1997 $$
i) Financial assets Cash 510,521 2,611,745 Investments 2,000,000 1,100,000 Receivables 77,803 80,557 Total financial assets 2,588,324 3,792,302
ii) Financial liabilities Accounts payable 1,608,531 2,292,932 Total financial liabilities 1,608,531 2,292,932
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.
48 Board of Studies Annual Report 1997–98 Appendix 1: Year 2000 compliance
Appendices
Critical business Plain English description Scheduled or actual system name of critical business date for Year 2000 function compliance
Assessment Processing System Processes the VCE student November 1998 enrolments and results
VASS Collects and reports student November 1998 enrolments and results for the VCE at VCE schools
VSAM Performs and reports on-line Compliant statewide assessment of middle-school secondary students
Financial system Processes transactions in the September 1998 general and subsidiary finance systems
Board of Studies Annual Report 1997–98 49 Appendix 2: Index of compliance with statutory disclosure and other requirements 1997–98
The annual report of the Board of Studies 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 Directions 9.1.2 (ii) Signature to Report of Operations by Chair inside front cover 9.1.2 (iii) Performance against budgetary objectives 30 9.1.2 (iv) Progress towards Year 2000 compliance 49
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 5–6 9.1.3 (i) (c) Services provided and persons or sections of community served 7–8
Management and structure
9.1.3 (i) (d) (i) Names of governing board members, Audit Committee members and chief executive 10–12 9.1.3 (i) (d) (ii) Names of senior office holders and a brief description of each office 13 9.1.3 (i) (d) (iii) Chart setting out organisation structure 14
Financial and other information
9.1.3 (i) (e) Workforce data and application of merit and equity principles 13, 29 9.1.3 (i) (f) Application and operation of the Freedom of Information Act 1982 29 9.1.3 (ii) (a) Summary of financial results with previous four-year comparisons 30 9.1.3 (ii) (b) Summary of significant changes in financial position 30 9.1.3 (ii) (c) Operational and budgetary objectives for the year and performance against those objectives 30 9.1.3 (ii) (d) Major changes or factors affecting achievement of objectives 30 9.1.3 (ii) (e) Events subsequent to balance date 30 9.1.3 (ii) (f) Full details of each consultancy costing more than $100,000 31 9.1.3 (ii) (g) Number and total cost of each consulting engagement costing less than $100,000 31 9.1.3 (ii) (h) Extent of compliance with the Building Act 1993 31 9.1.3 (ii) (i) Statement that information listed in Part 9.1.3 (iv) is available on request 31 9.1.3 (ii) (j) Index of compliance with statutory disclosure and other requirements 50–1 9.1.3 (ii) (k) Statement on implementation and compliance of National Competition Policy 31
50 Board of Studies Annual Report 1997–98 Financial Statements
Clause Disclosure Page
9.2.2 (i) (a) Statement of financial operations for the year 36 9.2.2 (i) (b) Statement of financial position at the end of the year 37 9.2.2 (i) (c) Statement of cash flows during the year 38–9 9.2.2 (iv) Financial declaration by the Accountable Officer and the chief finance and accounting officer 35 9.2.3 (ii) (a) Operating revenue by class 36, 38 9.2.3 (ii) (b) Investment income by class 36, 38, 40 9.2.3 (ii) (c) Other material revenue by class including sale of non-goods assets and contributions of assets 36 9.2.3 (ii) (d) Material revenues arising from exchanges of goods and services 36, 38, 41 9.2.3 (ii) (e) Depreciation, amortisation or diminution in value 36, 39, 43 9.2.3 (ii) (f) Bad and doubtful debts 39, 45 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 asset n/a 9.2.3 (ii) (i) Audit expense 45 9.2.3 (iii) (a) (i) Cash at bank or in hand 37, 39, 47, 48 9.2.3 (iii) (a) (ii) Inventories by class 37, 40 9.2.3 (iii) (a) (iii) Receivables, including trade debtors, loans and other debtors 37, 46, 47, 48 9.2.3 (iii) (a) (iv) Other assets, including prepayments 37 9.2.3 (iii) (a) (v) Investments by class 37, 46, 47, 48 9.2.3 (iii) (a) (vi) Property, plant and equipment 37, 46 9.2.3 (iii) (a) (vii) Intangible assets n/a 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 37, 47, 48 9.2.3 (iii) (b) (iv) Finance lease liabilities n/a 9.2.3 (iii) (b) (v) Provisions, including employee entitlements 37, 46 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 during the year n/a
Notes to the Financial Statements
9.2.2 (i) (d) Ex gratia payments n/a 9.2.2 (i) (d) Amounts written off n/a 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 44 9.2.3 (iv) (e) Details of employee superannuation funds 41 9.2.3 (iv) (f) Assets received without adequate consideration n/a 9.4 Responsible person-related disclosures 42–3 9.7 Operating lease expenditure commitment for motor vehicles 47
Board of Studies Annual Report 1997–98 51 Appendix 3: Key Learning Area Committee members
Key Learning Area Committees are being Mr Kilian McNamara Mr David Smyth replaced by CSF Committees. The Our Lady of Sion College Melbourne High School following is a list of the Key Learning Area Ms Janet Maher Ms Cathy Sullivan Committee members from 1 July 1997. Melbourne Girls Grammar DoE Ms Marion Meiers The Arts Australian Literacy Federation LOTE Mr David Brown Ms Maureen Morris Ms Carmel Bono Christ the King Primary School RMIT Presentation College Dr Lee Emery Mr Denis O’Donnell Mr Chris Bradtke University of Melbourne DoE Melbourne Grammar School
Ms Nadene Gilmore Ms Janet Saker Ms Bernadette Brouwers Korowa Anglican Girls’ School DoE DoE Ms Lesley Hodgson Prof. Terry Threadgold Mr Denis Cunningham Mill Park Heights Primary School Monash University Victorian School of Languages Ms Lyn Kerrison Ms Helen Worladge Eltham College Sandringham Primary School Ms Anne Eckstein DoE Dr Ros McMillan (resigned 31 December 1997) Health and Physical Dr Cathie Elder University of Melbourne Education University of Melbourne
Ms Nora Morrisroe Ms Michelle Anderson Ms Anne Fisher Canterbury Girls’ Secondary College DoE Buckley Park Secondary College Mr Rod Parnall Ms Catherine Behan Dr Kim McShane DoE Kilbreda College La Trobe University Ms Lynda Rosman Ms Lisa Bell (resigned December 1997) Mr Darrell Mullins Haileybury College Catholic Education Office Bayswater South Primary School Mr Bevan Shepherd Ms Sara Glover (resigned 31 December 1997) Centre for Adolescent Health Mr Giuong Phan DoE Victoria University Mr Doug Goodwin Ms Marian Strong Wesley College Ms Maria Pudu ACTA Inc. Ms Jenny McComb Catholic Education Office Mr Stephen Walters Victorian Home Economics and Mr Stefan Romaniw Carlton Primary School Textile Teachers’ Association Victorian Multicultural Commission Dr Kristina Macrae English Ms Elaine Tarran Monash University Scotch College Prof. Peter Austin Mr Bernie Marshall Prof. Philip Thomson University of Melbourne Deakin University Monash University Ms Barbara Boxhall Mr Steve Metcalfe Council of Adult Education DoE Mathematics Ms Judi Byrne Ms Genie Micheletto Cleeland Secondary College Korowa Anglican Girls’ School Ms Lynda Ball Kew High School Mr Philip Ellison Ms Elizabeth Payne Flora Hill Secondary College Catholic Welfare Bureau Dr Francis Barrington University of Melbourne Ms Janet Ferazza Ms Glen Perraton St Fidelis College Debney Park High School Ms Margaret Clayton Upwey High School
52 Board of Studies Annual Report 1997–98 Ms Margaret Davies Ms Ann Semple Ms Judith Staudte DoE Shelford Anglican Girls’ School Sacre Coeur Dr Michael Evans Dr Helen Skouteris Dr Rowan Swaney Scotch College La Trobe University Geelong Grammar School Ms Ann Gervasoni Prof. David Symington Ms Marilyn Wiber Catholic Education Office CSIRO Mentone Girls’ Grammar School Ms Pam Hammond Ms Moragh Tyler DoE Shelford Anglican Girls’ School Technology Mr Andrew Hay Dr Russell Tytler Mr Peter Clarkson St Bede’s College Deakin University Monash University Dr Marj Horne Ms Michelle Velo Mr Peter Dalman Australian Catholic University Sydenham Primary School DoE Prof. Gilah Leder Mr Ian Watkins Mr Dale Hendrick La Trobe University Balwyn High School Fountain Gate Primary School Dr Pam Norton Ms Jenny Little Monash University SOSE Geelong Grammar School Ms Heather Sinclair Dr John Andrews Ms Cathy Livingstone DoE DoE Catholic Education Office Prof. Kaye Stacey Ms Elida Brereton Mr Anthony McCluskey University of Melbourne Camberwell High School Holy Rosary Primary School Mr Phil Wayeth Ms Helena Dunn Assoc. Prof. Anthony Montgomery Sacred Heart College Presbyterian Ladies’ College RMIT Ms Mandy Doolan Dr Greg Moore Science Catholic Education Office University of Melbourne Mr Roger Edwards Dr Gavin Faichney Ms Pauline Quodling Mentone Grammar School Deakin University Glen Waverley Secondary College Mr David Ingham Mr Greg Hunt Ms Pam St Leger Ararat Secondary College Zoo Education Service University of Melbourne, Hawthorn Mr Doug Jeanes Ms Lois Kruger Campus DoE Strathmore Secondary College Mr Ray Stevens Dr Michelle Livett Prof. Ian McDonald St Bernard’s College University of Melbourne University of Melbourne Ms Leonie Stott Ms Kay McCullough Mr Chris Maher DoE Firbank Anglican School Monash University Ms Kris Thatcher Mr Peter Martin Mr John Ramsdale Broadmeadows TAFE Melbourne Girls’ College Loyola College Mr Laurie Thompson Mr Warren Moseley Mr Alan Ritter Industry representative Whitefriars College Mont Albert Primary School Ms Lorraine Tran Prof. Ian Rae Mr Mike Rowland Wellington Secondary College University of Melbourne VCTA Mr Alistair Webster Mr Martin Richards Ms Lloma Shaw Scotch College Junior School DoE DoE
Board of Studies Annual Report 1997–98 53 Appendix 4: VCE Accreditation Panel members
As an outcome of the recommendations Art Ms Amanda Bridges of the VCE Review, the Board has Ballarat Secondary College Mr Maurie Hughes appointed a number of VCE Studies Mr Rob Connoley Peninsula Institute of TAFE Accreditation Panels to review existing Business management and training studies and develop new studies. The Ms Sandra Jane consultant following is the list of panel members to Loreto Mandeville Hall Ms Darralyn Cusack date. In some cases membership has not Mr John Lyon Distance Education Centre been finalised. Haileybury College Mr Tony Drinan Dr Chris Marshall Mentone Grammar Accounting University of Melbourne Mr Douglas Geekie Ms Jacqueline Birt Mr Lynton Oaten DSG Management University of Melbourne Hawthorn Secondary College Mr Russell Ives Mr Allan Buckingham Ms Amanda Snell Carey Grammar School Colac College Presbyterian Ladies’ College Prof. Danny Sampson Ms Suzanne Collings Mr David Williams University of Melbourne Methodist Ladies’ College Camberwell Grammar School Ms Mary Faraone Mr Bruce Wilson Chemistry Business Skills Victoria Kingswood College Dr Darren Cundy Mr Phillip Hutton CSIRO Camberwell Grammar School Biology Mrs Carolyn Elvins Mr Keith King Ms Fiona Cunningham Presbyterian Ladies’ College Diamond Valley Secondary College Wesley College Mr Warren Moseley Ms Anne O’Brien Dr Keith Gough Whitefriars College Carey Grammar School CSIRO Dr Wan Ng Mr Hugh Paton Assoc. Prof. Neil Hallam Glen Eira Secondary College Paton and Associates Monash University Mr Pat O’Shea Mr Alan Ramsay Ms Jenny Herington Damascus College Monash University Caulfield Grammar School Prof. Ian Rae Mr Doug Jeanes University of Melbourne Agricultural and Horticultural DoE Studies Assoc. Prof. Peter Tregloan Ms Sue-Ellen Jirik University of Melbourne Mr Greg Brinsmead Star of the Sea College Marcus Oldham College Ms Ruth Leslie Classical Societies Chisholm College (Moorabbin Mr Bill Dullard Ms Ralda Ansons Campus) Colac College Star of the Sea College Dr John McLean Mr Michael Hoy Ms Victoria Fritze University of Melbourne Bayside City Council Council of Adult Education Ms Anne Semple Dr Greg Moore Ms Heather Jackson Shelford Anglican Girls’ School University of Melbourne University of Melbourne Dr Anthony Sokol Ms Jenny Murphy Mr Peter Mountford Bayside Secondary College Tintern Anglican Girls Grammar Melbourne Grammar School School Business Management Mr Rex Pirie Ms Delwynne Peterson Wangaratta High School Avila College Mr Steve Barrile The Grange P–12 College
54 Board of Studies Annual Report 1997–98 Prof. Roger Scott English Language Mr David Naish University of Melbourne Wesley College Assoc. Prof. Kate Burridge Ms Lynette Smith Ms Lynda Rosman La Trobe University Dandenong High School Haileybury College Prof. Michael Clyne Mr Lisle S Rudolph Monash University Economics University of Melbourne Ms Lesley Hardcastle Mr Gary Ball Ms Jan Seal Deakin Australia Heatherhill Secondary College Heathmont Secondary College Mr Greg Houghton Ms Anita Forsyth Luther College Monash University Health and Human Mr Kilian McNamara Mr David Lansley Development Our Lady of Sion College National Australia Bank Ms Catherine Behan Ms Janet Maher Prof. Ian McDonald Kilbreda College Melbourne Girls Grammar University of Melbourne Mr Peter Burke Ms Marion Meiers Ms Dene Milner Ballarat Secondary College Literacy consultant Victorian Process Manufacturing ITB Ms Gayle Di Pietro Dr Jean Mulder Mr Mike Rowland Deakin University University of Melbourne VCTA Mr Ian Ferretter Ms Andree Poulter Ms Robyn Stanton QUIT Reservoir District Secondary College Lyndale Secondary College Ms Meredith Fettling Ms Margaret Wilson Geography Bendigo Senior Secondary College Presentation College Ms Simone Ledwidge Ms Kerry Bainbridge Bendigo Community Health Catholic Regional College, Traralgon English Dr Kristina Macrae Mr Stephen Cranby Prof. Peter Austin Monash University Camberwell High School University of Melbourne Ms Laurel Tully Dr Jane Jacobs Ms Barbara Boxhall Methodist Ladies’ College University of Melbourne Council of Adult Education Ms Glen Perraton Dr Stephen Legg Ms Prue Gill Debney Park Secondary College Monash University Methodist Ladies’ College Mr Ray Pask Mr Ross Huggard History Accreditation Panel Melbourne High School Cranbourne Secondary College Mr John Cantwell Mr John Ramsdale Mr David Lee Haileybury College Loyola College Montmorency Secondary College Ms Helena Dunn Ms Marilyn Wiber Ms Rosemary McLoughlin Presbyterian Ladies’ College Mentone Girls’ Grammar School Catholic Education Office Ms Agatha Fedrizzi Mr Denis O’Donnell Graphic Communication St Monica’s College DoE Dr Don Garden Mr Neil Barnett Ms Ewa Watson University of Melbourne Monash University Western Melbourne Institute of TAFE Ms Lesley Jeffrey Mr Greg Branson Dr Chris Worth Mercy Diocesan College Mackay Branson design Monash University Dr Adrian Jones Mr David Murray La Trobe University Swinburne University of Technology
Board of Studies Annual Report 1997–98 55 Ms Sarah Mirams Mr Tony Montgomery Ms Fiona Gordon Sunbury Secondary College RMIT St Catherine’s School Mr Michael Ots Mr Andrew Shortell Mr Peter Guest Koonung Secondary College St Bernard’s College Haileybury College Dr Nick Vlahogiannis Ms Kris Thatcher Mr Graeme McKenzie University of Melbourne Swinburne Secondary College Kew High School Ms Helen Parr History Advisory Panel International Studies Footscray City College Ms Sue Gordon Mr Jim Alexiades Mr Graeme Parr Council of Adult Education St Michael’s Grammar Methodist Ladies’ College Ms Barbara Green Mr Patrick Burke Prof. Terry Threadgold MacRobertson Girls’ High School Overseas Service Bureau Monash University Dr Paul Hicks Mr Rob Cargill Ms Margaret White St Kevin’s College Consultant Siena College Dr Jacqualine Hollingworth Dr Derek McDougall HTAV Education Officer University of Melbourne LOTE Prof. Robin Jeffrey Ms Judith O’Farrell Mr Dennis Bolster La Trobe University St Joseph’s College DoE Ms Ros McCarthy Prof. Allan Patience Mrs Carmel Bono Melbourne Girls Grammar Victoria University of Technology Presentation College Ms Vicky Moore Ms Terry Weir Mr Chris Bradtke St Catherine’s School Glen Eira Secondary College Melbourne Grammar School Mr Dennis Cunningham Information Processing Legal Studies Victorian School of Languages Ms Johanna Castle Ms Jules Aldous Ms Anne Eckstein VACC Shelford Anglican Girls’ School DoE Mr Peter Dalman Ms Margaret Beazer Dr Cathie Elder DoE Beazer Publishing University of Melbourne Mr Bill Davey Ms Georgie Cane Ms Faye Ennis RMIT Business Skills Victoria Modern Language Teachers’ Ms Margaret Iaquinto Ms Pam Chamberlain Association Mazenod College Methodist Ladies’ College Ms Anne Fisher Ms Jenny Little Ms Leanne Newson Buckley Park Secondary College Geelong Grammar School Law Institute Victoria Dr Howard Nicholas Ms Margaret Uren Mrs Moira Paterson La Trobe University Vermont Secondary College Monash University Mr Stefan Romaniw Mr Trevor vanden Driessen Victorian Multicultural Commission Information Systems Balwyn High School Prof. Philip Thomson Ms Claudia Graham Monash University Overnewton Anglican Community Literature Ms Jan Walker College Dr Catherine Beavis William Angliss Institute of TAFE Ms Judy McIllree Deakin University Mathematics: General Mooroolbark Heights Secondary Ms Gina Frydman College Springvale Secondary College Mr Manfred Audehm Viewbank Secondary College
56 Board of Studies Annual Report 1997–98 Ms Lynda Ball Mathematics: Methods Dr Pam Norton Kew High School Monash University Ms Karen Baker Mrs Margaret Clayton Dr Peter Stacey University of Melbourne Upwey High School La Trobe University Ms Lynda Ball Ms Margaret Davies Dr Max Stephens Kew High School DoE Consultant Dr Francis Barrington Mr Les Evans Ms Kath Wright University of Melbourne Girton College Star of the Sea College Dr Michael Evans Dr Michael Evans Scotch College Scotch College Media Mr Wayne Farrell Mr Andrew Hay Mr John Benson Yarra Valley Anglican School St Bede’s College La Trobe University Mr Andrew Hay Prof. Peter Jones Ms Cathy Ferguson St Bede’s College Swinburne University of Technology Chisholm College (Moorabbin Mr Bruce Henry Dr Peter Stacey Campus) Australian Mathematics Trust La Trobe University Ms Jo Flack Dr Marj Horne Dr Max Stephens Swinburne Secondary College Australian Catholic University Consultant Ms Lyn Kerrison Mr Barry McCrae Ms Kath Wright Eltham College University of Melbourne Star of the Sea College Mr Reece Lamshed Dr Pam Norton Enter Artsmedia Monash University Mathematics: Further Ms Kathy Mueller Ms Kaye Sentry Mr Manfred Audehm Australian Film, Television and Radio Glen Eira Secondary College Viewbank Secondary College School Dr Peter Stacey Mrs Margaret Clayton Mr Bruce Shearer La Trobe University Upwey High School Communications Law Centre Dr Max Stephens Mr Michael Cody Consultant Physical Education Camberwell Grammar School Mr Michael Evans Mathematics: Specialist Dr Paul Gastin Scotch College Victorian Institute of Sport Dr Francis Barrington Mr Wayne Farrell Mr Rick Gervasoni University of Melbourne Yarra Valley Anglican School Melton Secondary College Mrs Margaret Clayton Mr Andrew Hay Ms Carolyn Grayson Upwey High School St Bede’s College Swinburne University of Technology Mr Les Evans Prof. Peter Jones Ms Margaret Horton Girton Grammar School Swinburne University of Technology Genazzano FCJ College Dr Michael Evans Ms Kaye Lipson Mr David Smyth Scotch College Swinburne University of Technology Melbourne High School Mr Bruce Henry Dr Peter Stacey Prof. Richard Tinning Australian Mathematics Trust La Trobe University Deakin University Mr Barry Hutton Mr Phil Wayth Ms Carolyn Youren Eltham High School Sacred Heart College, Geelong Korowa Anglican Girls’ School Mr Barry McCrae University of Melbourne
Board of Studies Annual Report 1997–98 57 Physics Mr Lindsay Rae Ms Amanda Burritt La Trobe University Korowa Anglican Girls’ School Dr Christina Hart Ms Diana Wolowski Mr Michael Cohen Presentation College Director of Resources for Courses Bialik College Dr Michelle Livett Dr Nicholas Coleman University of Melbourne Psychology St Paul’s School Mrs Helen Lye Ms Vanda Brink Dr Kathleen Engebretson Star of the Sea College Carey Baptist Grammar School Australian Catholic University Dr Russell McLean Mr Roger Edwards Prof. Francis Moloney CSIRO Mentone Grammar Australian Catholic University Dr David Mills Mr Michael Kakogiannis Monash University Bentleigh Secondary College Studio Arts Mr Dan O’Keeffe Assoc. Prof. Ann Knowles Ms Kate Derum Camberwell Grammar School Swinburne University of Technology Monash University (Caulfield) Mr Ian Watkins Ms Edwina Ricci Ms Maree Gibson Balwyn High School Ringwood Secondary College Our Lady of Mercy College Political Studies Dr Helen Skouteris Mr Ross Miller La Trobe University Berwick Secondary College Mr Peter Bray Ms Janet Sutherland Ms Colleen Morris Camberwell Grammar Australian National Training Authority Northern Melbourne Institute of Mr Peter Crowley Ms Paula Teggelove TAFE Macleod High School Mackillop Catholic Regional College Ms Judy Petch Ms Polly Flanagan Melbourne Girls’ College Sacred Heart College Religion and Society Mr Paul Henderson Mr Larry Burn Xavier College Marcellin College
58 Board of Studies Annual Report 1997–98 Appendix 5: List of publications
The following is the list of publications The GAT 1997 2309AAC Certificate III in Information produced by the Board during 1997–98. Technology (Revised) VCE Bulletin QLD3758 Certificate III in Laboratory Skills Curriculum and Standards VCE Statement of Results 2211AGA VET in Schools Retail Operations Framework Assessment Advice for School-Assessed CATs is available for all VCE studies. The studies 2203AFA Certificate II in Sport and Using the CSF: LOTE are grouped into Key Learning Areas: Recreation (Revised) CSF Sample Programs: Mathematics • Arts Years 5–6 Published in conjunction with • Technology Addison Wesley Longman Learning Assessment Project • SOSE Effective Assessment Tasks in Mathematics • English LAP 1997 Guide to Administering the Learning Assessment Project • Science Effective Assessment Tasks in English • Mathematics LAP 1997 Reporting Guide Effective Assessment Tasks in Studies of Society • Health and Physical Education and Environment LAP 1997 Information for Parents of Children •LOTE in Years 3 and 5 LAP 1997 Teacher Handbook VASS software program It’s in Your LAP: Case Studies VASS specifications and data import LAP 1998 Guide to Administering the program upgrade/new installation Learning Assessment Project
LAP 1998 Teacher Handbook VET in Schools publications
LAP 1998 Reporting Guide The following documents were published during 1997–98. LAP 1997 classroom support materials 2204AFB Certificate II in Business General publications (Organisational Practices) QLD0189 Certificate of Clerical and VCE Administrative Handbook 1998 Administrative Skills (Revised) Assessment in the VCE 2211AUB Certificate II in Clothing Design Authentication and Production
P–10 Progress 2206AKC Certificate II in Electronics
1997 Geography Colour Broadsheet 2106AIC Certificate I in Engineering
Guide to the VCE 1998–99 2211ASB Certificate II in Food Retail (McDonald’s) Making It Work ACT7209 Certificate II in General 1997 VCE Examinations (CD-ROM) Construction Reports for Teachers 1997 — Series of Reports 2201AHC Certificate II in Horse Studies for all CATs 2211ALC Certificate II in Hospitality Statistical Information: The VCE Assessment (Revised) Program 1997 (CD-ROM)
Board of Studies Annual Report 1997–98 59 Appendix 6: Acronyms
AAT Administrative Appeals Tribunal
CAT Common Assessment Task
CSF Curriculum and Standards Framework
DoE Department of Education
EEO Equal Employment Opportunity
EFT Equivalent full-time
ESL English as a Second Language
FOI Freedom of Information
GAT General Achievement Test
LAP Learning Assessment Project
LOTE Languages other than English
NCP National Competition Policy
SOSE Studies of Society and Environment
VASS VCE Administrative Software System
VCE Victorian Certificate of Education
VET Vocational Education and Training
VSAM Victorian Student Achievement Monitor
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