VCE set-up
The principal undertakes to make sure that students are provided access to adequate facilities and resources to complete their course of study. |
| 1 | Teachers are using only the currently accredited study designs and current text lists. | |
| 2 | Students have been provided with clear, written details of both the VCAA rules and the school’s rules and procedures, including rules for authentication of school-based assessment. | |
| 3 | There is an internal school calendar that ensures the Important administrative dates are met. | |
| 4 | The process to extend a due date is proactively followed. | |
Eligibility
The principal, or their delegate, must make an initial assessment using the advice provided by the VCAA in relation to a range of enrolment processes. |
| 1 | Determine English as an Additional Language (EAL) status | |
| 2 | Review and assess VCE Second Language applications before submission by the due date | |
| 3 | Make sure provision of VCE units without calculation of a study score is a process supported by consultation and agreement between the student, the parent or carer and the school. | |
Student data
Schools must enter and store student result data securely and protect against misuse, loss, unauthorised access, modification and disclosure. Information stored electronically, on databases or portable storage devices, must be managed and securely located in order that records are not accessible to unauthorised users either at the time of entry or once stored. (See ‘Data security and VASS’ in the VCE Administrative Handbook.) |
| 1 | There is an internal audit process to make sure data held on VASS is true and accurate. | |
| 2 | Following the death of a student, a letter with the principal’s signature is sent to the Student Records and Results Unit. | |
Partnerships
The VCAA recommends that schools with fewer than 5 enrolments in any VCE Unit 3–4 study (note that English and EAL are separate studies) form a partnership with another school or with a community organisation to enhance the curriculum provision or assessment arrangements for students. |
| 1 | VCAA partnership agreement forms are reviewed and signed. | |
| 2 | Requests for dissolution of a partnership is signed by the principal of each school involved and submitted in writing to the VCAA. | |
School-based Assessment Audit
The principal undertakes to make sure that the delivery and assessment of VCE studies is compliant with VCAA requirements. |
| 1 | Deadlines for the School-based Assessment Audit are met. | |
| 2 | Teachers are supported to complete the School-based Assessment Audit processes. | |
Satisfactory completion
Decisions about satisfactory completion are solely the responsibility of the school. |
| 1 | For all units, the school specifies the work a student must do to achieve an S for the unit and the conditions under which the work is to be done. | |
| 2 | There is an established process to support the delay of satisfactory completion that is applied consistently across studies and units. | |
| 3 | The decision to award an S for the unit is distinct from the assessment of levels of achievement. | |
| 4 | Any decision for a student not to complete scored assessment must be endorsed by the student, the parent/carer and the school. | |
| 5 | Ensure that a teacher’s judgement on whether the student has satisfactorily achieved the outcomes for a study as determined by evidence gained through the assessment of a range of set work (learning activities) and assessment tasks (including school-based assessments) is consistent for all students who are being assessed for levels of achievement in the study and those who are not. | |
Endorsements
The signature of the principal, or a delegate, is required on some documents. Some examples are below. |
| 1 | Applications for credit (recognition of prior learning), which should be reviewed and assessed by the school before submission | |
| 2 | Agreement to conduct and administer VCE external assessments | |
| 3 | Amendments to results | |