VCE and VCAL Administrative Handbook 2017: Summary of Changes

The complete Summary of Changes can also be downloaded as a Word document: VCE and VCAL Administrative Handbook 2017: Summary of Changes (docx - 75.32kb).

In all sections

  • Previous terminology for administrative dates (ENROLMENT, SIAR etc.) have been removed and recast for clarity.
  • Use of the 'semester' and 'term': all instances have been reworded to ensure clarity.
  • The term 'modules' has been deleted from 'units of competency/modules' in VET sections.

Qualifications: Victorian Certificate of Education

The introduction has been streamlined: unnecessary repetition of information about assessment and satisfactory completion of units has been removed.

Academic year options have been explained, including the Northern Hemisphere Timetable (NHT): 

‘The VCE is available on two academic years: the Victorian academic year, which is delivered across a calendar year; and the Northern Hemisphere academic year (the Northern Hemisphere Timetable), which is delivered from July to June. There is one examination period in each academic year. The General Achievement Test (GAT) is conducted in June.’

Content that is already covered in External assessments has been deleted.

2.1 Specific entry requirements for VCE studies

VCE Second Languages: a table now replaces previous text in a more easy-to-read format.

3.2 English requirement

From 2018 the minimum English requirement will be three units from the English group, including a Unit 3–4 sequence. English units may be selected from Bridging English as an Additional Language Units 1 and 2, Foundation English Units 1 and 2, English Units 1 to 4, EAL Units 3 and 4, English Language Units 1 to 4, and Literature Units 1 to 4.

3.3 Equivalent studies

Food Studies

The VCE Food Studies Study Design (accredited 2017–2021) replaced all previous study designs for Food and Technology. Students who have completed Food and Technology units prior to 2017 and who subsequently enrol in Food Studies cannot count Units 1 to 4 Food Studies towards satisfactory completion of the VCE.

3.4 New VCE studies in 2017

Chinese Language, Culture and Society Units 1 and 2

Chinese Language, Culture and Society focuses on developing an understanding of the language, social structures, traditions and contemporary cultural practices of diverse Chinese-speaking communities. Units 1 and 2 are available for enrolment in 2017; Units 3 and 4 will be available for enrolment in 2018.

Karen Units Units 3 and 4

Karen is a language of Myanmar (formerly known as Burma). Units 3 and 4 are available for enrolment in 2017; Units 1 and 2 were implemented in 2016.

Vietnamese First Language Units 3 and 4

Vietnamese First Language, like all the VCE First Language suite of languages, is designed for students with a background in the language. Units 3 and 4 are available for enrolment in 2017; Units 1 and 2 were implemented in 2016.

Vietnamese Second Language

Vietnamese Second Language is designed for students who will, typically, have studied language for at least 200 hours prior to the commencement of Unit 1. Vietnamese Second Language Units 1-4 are available for enrolment in 2017.

5. VCE on a Northern Hemisphere Timetable

Schools can apply for authorisation to deliver selected VCE studies on this alternative academic year. Information about the studies available and the curriculum and the assessment are available on the VCAA website.

The external assessment results for the NHT academic year are subject to equating to ensure comparability with the results of the cohort assessed in the preceding calendar year.

Key dates and other administrative requirements are available to authorised schools on VASS.

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Qualifications: VCAL

VET training is a compulsory requirement for completion of VCAL certificates at Intermediate and Senior level. The VCAL is accredited and issued at three award levels. Each has a Victorian Registration and Qualifications Authority (VRQA) State Register code.

 

Award levels VASS code State Register code
Victorian Certificate of Applied Learning (Foundation)
Victorian Certificate of Applied Learning (Intermediate)
Victorian Certificate of Applied Learning (Senior)
FND
INT
SEN
VCALFND001
VCALINT001
VCALSEN001

 

3.3 Curriculum options for meeting the VCAL strand requirements

Bridging English as an Additional Language can now be included as an additional VCE Unit that satisfies for VCAL Literacy at Foundation and Intermediate levels.

4.4 VCAL Partnerships

VCAL partnerships section has been moved from Administrative information: Schools/providers.

VCAL partnerships

VCAL providers are encouraged to form cooperative partnerships with external education providers, businesses, community organisations and individuals. Partnerships will extend the learning program and resources available to VCAL providers.

VCAL partnerships provide advantages such as:

  • access to a wider range of opportunities to meet curriculum learning outcomes
  • greater cost effectiveness in the delivery of VCAL learning programs
  • better quality learning programs/li>
  • access to particular expertise
  • provision of resources
  • more innovative delivery and assessment strategies
  • ready sources for structured workplace learning, excursions and guest speakers
  • links to industry that focus on developing a student’s work readiness, mapping employment opportunities and identifying particular employment skills
  • access to specialist organisations or individuals
  • involvement in activities with a regional focus that may provide opportunities for VCAL students.

Successful partnerships usually include:

  • a common purpose and a shared vision
  • open, clear communication from the beginning of discussions
  • a culture of equality and cooperation
  • clear understandings about how the partnership will be funded and what each partner will provide in terms of resources (such as time, money, materials, equipment
  • clear guidelines about the roles and responsibilities of each partner
  • a recognition of the different cultures that may exist between partners
  • a belief that partner representatives can respect each other and work together
  • a formal agreement (such as a Memorandum of Understanding) that clearly sets out the obligations of each party.

Funding or resourcing partnerships is the responsibility of VCAL providers. For example, a VCAL provider arranges:

  • VET to be delivered by the local TAFE institute
  • the delivery of the Certificate in General Education for Adults (CGEA) where the teacher is provided by the school, under the auspices of an ACE organisation.

The Australian Quality Training Framework (AQTF) standards for RTOs include requirements for partnerships. If a VCAL provider that is an RTO enters into a partnership with another organisation to provide training and/or assessment services on behalf of the RTO, for qualifications under its scope of registration, there must be a written agreement with which the partners comply. The agreement must specify how each party will discharge its responsibilities to ensure the quality of training and/or assessment conducted under the agreement, and the RTO must maintain a register of any agreements.

How to build a VCAL partnership

The partnerships a VCAL provider may wish to pursue will be guided by the identified needs of VCAL students. Strategies that may assist providers to develop partnerships, if there is no existing relationship between the VCAL provider and an organisation or a group, may include:

  • contacting a local learning and employment network (LLEN; www.llen.vic.gov.au)
  • canvassing support through letters or telephone calls
  • inviting key personnel or organisations to open days or events
  • identifying the community of support to which a student is already linked
  • exploring the networks linked to the student’s broader circle of relatives or support groups
  • contacting group training companies
  • joining a local VET cluster
  • forming networks with other VCAL providers or other education providers.

LLENs are established across Victoria, and can provide support to VCAL providers, including:

  • linking with industry and employers
  • supporting partnerships and network arrangements
  • supporting collaborative planning and delivery arrangements
  • providing advice and information about post-compulsory initiatives.

Group training companies are not-for-profit organisations that employ apprentices and trainees and then connect them with other employers. Many of these organisations are also RTOs that can provide training in nationally recognised VET qualifications. Most group training companies have close links with job networks and can provide assistance with contacting employers and arranging structured workplace learning programs.

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Administrative Information: Schools and providers

Previous terminology for administrative dates (ENROLMENT, SIAR etc.) has been removed and recast for clarity.

4.5 Integrity of School-based Assessments

Included in this section (as well as in Administrative Information: Students):

Students must also sign a declaration that they will abide by their school’s policies and rules relating to the appropriate use of the internet.

Information specifically relating to breaches of School-based Assessment was moved to Scored assessment School-based Assessment, and was replaced by a cross-reference to that section; however, information about the timing of School-based Assessment is also included in this section:

Schools should refer to the Scored assessment: School-based Assessment section for more information.

Each VCE unit result must be determined on the basis of evidence of achievement of outcomes completed during the academic year in which the student is enrolled. The VCAA recognises that some schools will begin teaching programs in the academic year prior to enrolment. These programs are generally one to three weeks in length and for Units 3 and 4 must not include formal School-based Assessment.

4.6 Administration of Special Provision

A cross-reference to the Special Provision section has been added at the end of the following information:

Procedures must be established to identify students who may require Special Provision to ensure consistent and fair decisions are made about appropriate assistance for students. Application procedures for Special Provision must be given in writing to all students and the school must retain the necessary documentation used to support decisions.

Students should apply to their school for Special Provision for classroom learning and School-based Assessment. Schools are responsible for making an application to the VCAA, on behalf of a student, for Special Examination Arrangements for VCE external assessments. Students should submit a Derived Examination Score application form to their school for consideration. The school will then forward the application to the VCAA.

If a student’s application for Special Provision for classroom learning and School-based Assessment is rejected, either in full or in part, the student should be advised in writing of the reasons for the decision within 14 days. The student has the right of appeal to the school within 14 days of receiving the decision.

6.3 VCAL partnerships

This VCAL partnerships information has been moved to the Qualifications: VCAL section as it is about delivery rather than administration.

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Administrative information: Student enrolment

2.1 Students seeking EAL status

The EAL section have been realigned to describe the application process more accurately:

As the satisfactory completion of an English study is a compulsory requirement for achieving the VCE, students who are unfamiliar with the English language because they are from non-English-speaking backgrounds or who are hearing impaired may have access to EAL status. Students applying for EAL status should indicate this on their Student Personal Details form. Identifying a student as having EAL status does not automatically enrol the student in EAL.

Students who complete Bridging English as an Additional Language, which is only available as Units 1 and 2, are not automatically considered eligible for EAL status at Unit 3 and 4 of English EAL.

Students from a non-English-speaking background

To apply for EAL status, each student is required to submit an Application for Enrolment in English as an Additional Language Units 3 and 4 form to the school. This is designed to assist schools in evaluating a student’s EAL status. Schools should maintain a record of all completed applications. Schools should not enrol a student in EAL unless they have received all documentation verifying that the student meets the EAL eligibility criteria.

A student may be eligible for EAL status if they meet both of the following criteria.

For Criterion 1, the student must fit one of the following:

  • On the first day of the academic year, the student must not have been a resident in Australia or New Zealand or other predominantly English-speaking country for more than seven years. The period of seven years is to be calculated cumulatively over the student’s whole life. The calculation of time spent in Australia is made from the date of last arrival plus any previous periods of time spent in Australia or any predominantly English-speaking country. This calculation of time should not include time spent out of Australia during school vacations.
  • The student is an Aboriginal or Torres Strait Islander student whose first language is not English.

For Criterion 2, the student must fit the following:

  • English has been the student’s major language of instruction for a total period of not more than seven years over the period of their education. Schools must sight the student’s overseas school reports to confirm that the language of instruction was not English during this period.

2.2 Students seeking enrolment in VCE Second Language studies

Information about eligibility for Second Languages has been removed as this is covered in the Qualifications: VCE section (2.1).

7.5 Students arriving from overseas

Students transferring from overseas may have late enrolments approved. Written applications should be made to the Manager, Student Records and Results Unit at the VCAA.

9 Full-fee-paying overseas students

9 Full-fee-paying overseas students If they are primary visa holders, full-fee-paying overseas students can be identified by a code on their Student Entry Visa. The Visa Class Code for full-fee-paying overseas students begins with S or P and the second numerical digit following this is ‘4’, as per the following example:

CLASS TU STUDENT P542 SUB CLASS 500

CONDITIONS.MIG.REGS.SCHED.8

11 Student observance of assessment and attendance rules

Information on School-based Assessment and breaches of rules has been moved to the Scored assessment: School-based Assessment section.

13 Student breach of VCAA rules for the conduct of the VCE external assessments

Information on VCE External assessments and breaches of rules moved to the Scored assessment: External Assessment section.

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Scored Assessment: School-based Assessment

The following text was previously in the Qualifications: VCE section.

There are two forms of School-based Assessment for Units 3 and 4:

  • School-assessed Coursework consists of a set of assessment tasks that assess each student’s level of achievement in Unit 3 and 4 outcomes as specified in the study design. Schools provide a score for each component of coursework specified in the study design. The Victorian Curriculum and Assessment Authority (VCAA) aggregates these scores into a single total score for each student, which is then statistically moderated against the examination scores in the study. The General Achievement Test (GAT) may also be used in statistical moderation.
  • School-assessed Tasks are set by the VCAA to assess specific sets of practical skills and knowledge. Teachers assess the student’s level of achievement on the basis of a rating against criteria specified by the VCAA. Schools provide a score for each criterion. The VCAA aggregates these scores into a single total score for each student, which is then statistically moderated against the examination scores in the study. The GAT may also be used in statistical moderation.

School policies and procedures, including the conditions and rules under which School-based Assessment will take place, must be communicated to students and parents at the beginning of the academic year or when a student enrols in any VCE unit at the school.

Each VCE unit result must be determined on the basis of evidence of achievement completed during the academic year in which the student is enrolled. The VCAA recognises that some schools will begin teaching programs in the year prior to enrolment. These programs are generally one to three weeks in length but must not include formal School-based Assessment.

11 School-based Assessment: Breaches of rules and investigations

12 Investigation of breaches of School-based Assessment rules

13 Student appeals against school decisions about breaches of VCAA rules

These three sections have been moved here from the Administrative information: Student enrolment section.

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Scored assessment: External assessment

6 Student breach of VCAA rules for the conduct of VCE external assessments

This content has been moved here from the Administrative information: Student enrolment section.

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Scored assessment: VCE and VET Assessment Summary

1 VCE studies and assessments in 2017

Study Graded assessment Type of assessment Contribution to study score (%)
Algorithmics AL03*
1Unit 3 School-assessed Task 20
2Unit 4 School-assessed Task20
3Written examination (2 hours) 60
Biology BI03*1Unit 3 School-assessed Coursework 16
2Unit 4 School-assessed Coursework 24
3Written examination (2½ hours)  60
Chemistry CH03*1Unit 3 School-assessed Coursework 16
2Unit 4 School-assessed Coursework 24
3Written examination (2½ hours)      60
Environmental Science EV03*1Unit 3 School-assessed Coursework 20
2Unit 4 School-assessed Coursework 30
3Written examination
(2 hours)  
50
Food Studies FY03*1Unit 3 School-assessed Coursework 30
2Unit 4 School-assessed Coursework 30
3Written examination
(1½ hours)  
40
Music Investigation MC05*1Unit 3 School-assessed Coursework 30
2Unit 4 School-assessed Coursework 20
3Performance examination
(25-40 minutes)  
50
Physics PH03*1Unit 3 School-assessed Coursework 21
2Unit 4 School-assessed Coursework 19
3Written examination
(2½ hours)  
60
Psychology PY03*1Unit 3 School-assessed Coursework 16
2Unit 4 School-assessed Coursework 24
3Written examination
(2½ hours)  
60
Studio Arts SA03*1Units 3 and 4 School-assessed Coursework 10
2Units 3 and 4 School-assessed Task60
3Written examination
(1½ hours)  
30
Theatre Studies TS031Units 3 and 4 School-assessed Coursework 45
2Stagecraft examination
(9 minutes maximum)
25
3Written examination
(1½ hours)  
30
LO31 Vietnamese Second Language1Unit 3 School-assessed Coursework 25
2Unit 4 School-assessed Coursework 25
3

Examination: oral component (15 minutes)
Examination: written component (2 hours)

12.5

37.5
LO54 Vietnamese First Language1Unit 3 School-assessed Coursework 25
2Unit 4 School-assessed Coursework 25
3

Examination: oral component (15 minutes)
Examination: written component (2 hours)

10

40
VCE Languages (CCAFL):
LO55 Karen*
1Unit 3 School-assessed Coursework 25
2Unit 4 School-assessed Coursework 25
3

Examination: oral component (15 minutes)
Examination: written component (2 hours and
40 minutes)

12.5

37.5

2 VCE VET programs with scored assessment in 2017

Program name and code updates:

  • Community Services (CT41) CHC32015
  • Creative and Digital Media (MU07) CUA31015
  • Hospitality (HS31) SIT20316
  • Hospitality (HS32) (Kitchen Operations) SIT20416
  • Integrated Technologies (ET16) 22289VIC
  • Laboratory Skills (LB21) MSL30116
  • Music (Performance) (MI19) CUA30915
  • Music (Sound Production) (MI30) CUA30915
  • Sport and Recreation (SR41) SIS30115
  • Information, Digital Media and Technology (IN60) ICT30115

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