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The following advice is for school principals and teachers. Schools and education providers with questions and concerns regarding the impact of the COVID-19 pandemic on the delivery of learning programs should contact us on 1800 134 197.

Essential Assessment for VCE and VCAL (including VET)

This advice on Essential Assessment for VCE and VCAL (including VET) including the Specific controls for Essential Assessments for VCE and VCAL applies to the delivery of essential assessment during the Term 3 holiday period commencing Friday 18 September and concluding Sunday 4 October.

The VCAA can confirm that the Stay at Home Directions 1 (the Directions) across Victoria enable:

  • students to leave their premises to undertake essential VCE and VCAL assessments onsite,
  • a school or other educational facility or institution to operate for the purposes of providing those services to those students, where it is ‘not reasonably practicable for those assessment to be undertaken’ from the student’s home, and
  • education staff can leave their premises to undertake support for the delivery of mandatory VCE and VCAL assessments onsite.

The definition for Essential Assessments listed in the Directions, or what was referred to as Mandatory Assessments in the Operations Guide for DET schools, includes:

  • for Unit 3 and 4 VCE and VCAL students, essential assessments include all School-based Assessments (School-assessed Coursework and School-assessed Tasks) for all studies and VCAL strands. This includes these VCE and VCAL essential assessments delivered at a school or other educational facility or institution. For VET programs, undertaken as part of VCE or VCAL, including VCE VET, essential assessments include any units of competency that require access to facilities, resources, equipment or materials for practical assessments that are unable to be conducted via remote learning.

In conducting Essential Assessments onsite for Unit 3 and 4 VCE and VCAL, all providers must follow all COVID-19 related Health directions and Department of Education and Training guidelines as well as Specific controls for Essential Assessments for VCE and VCAL approved by the Department of Health and Human Services.

Schools and non-school secondary providers can delay essential assessments where it is not possible to access the school site during school closure. For those schools and non-school secondary providers that have made arrangements for assessments to be conducted remotely with assurance of validity, this can continue.

For operational advice on implementation of existing and additional health controls, including cleaning, venue density and arrival and departure arrangements please contact: 

  • DET COVID-19 hotline: the Department’s dedicated coronavirus (COVID-19) phone advice line on 1800 338 663 can address or appropriately refer calls on all matters. This operates from 8am to 6pm seven days a week.

Frequently asked questions about support for VCAL and VET students to complete their certificates and qualifications

Frequently asked questions about School-based VCE and VCAL essential assessments


1 Stay at Home Directions (Restricted Areas) (No 11) - cl 8(3)(a)(i), Stay at Home Directions (Non-Melbourne) (No 2) - cl 8(3)(a)(i), Restricted Activity Directions (Restricted Areas)(No 7) - cl 8(7)(a)(i), Restricted Activity Directions (Non-Melbourne) (No 2) -cl 15(2)(a)(i)

VCE

General information

Study scores

Study scores reflect each student’s relative position in relation to all other students in that study that year. So, top-performing students this year, for example, will receive similar results as top-performing students in any other year.

2021 Tertiary entrance

While there may be a difference in timing this year, there will still be a transparent and consistent process to facilitate tertiary entrance in 2021. Institutions across the country are committed to ensuring 2021 entrance is open and available to students completing their VCE in 2020.

Cut-off dates for withdrawal from VCE Units

The VCAA has changed the last day for official enrolment in or withdrawal from VCE Unit 3–4 sequences to 26 June 2020. While ultimately a school decision, the VCAA recommends students completing VCE Unit 3–4 sequences need to be enrolled and have commenced learning prior to this deadline.

At present, 23 November 2020 is the last day for official enrolment and withdrawal from VCE Units 1 and 2.

These dates are subject to future review by the VCAA.

Deferring Unit 1 subjects

VCE students doing a Unit 1 subject can defer until Semester 2, depending on the school's ability to deliver it, and as long as their school has discussed the impacts on their VCE program with them. Schools have the flexibility to finalise VCE Unit 1 and 2 enrolments as late as 23 November 2020.

Consideration of Educational Disadvantage

In recognition of the disruptions to learning caused by coronavirus (COVID-19) and the differing levels of impact at the school and individual student level, the VCAA will introduce a new “Consideration of Educational Disadvantage” process when calculating VCE scores.

This process will require schools to provide the VCAA with information on students and school circumstances to help calculate their study scores.

This will include information about the circumstances and impact of the disruption on students, as well as additional data, such as estimated assessment scores.

To ensure the fairness of final results, the VCAA will consider all available information, including the General Achievement Test (GAT) and appropriate comparisons of performance across all assessments and schools.

Based on this analysis, disadvantage will be factored into students’ final scores, which will then contribute to the study score calculation. This approach will ensure that Victorian students are not disadvantaged in comparison to interstate students in the calculation of their individual ATAR.

Examples of significant severe impacts relating to coronavirus include:

  • direct impact on the health and wellbeing of the student and/or their immediate family
  • long-term or multiple school closures and significant gaps in continuity of learning
  • ongoing issues while learning remotely, e.g. internet connectivity issues, unavailability of a suitable device or workplace
  • students dealing with substantial extra family responsibilities, e.g. increased caring responsibilities for other siblings
  • ongoing mental health challenges
  • financial stress
  • family violence
  • family member losing their job (student needing to extend their hours of employment or gain employment).

VTAC

Students applying for tertiary places in 2021 can also submit a Special Entry Access Scheme (SEAS) application to VTAC.

The VCAA is working closely with VTAC to ensure information collection processes are complementary and do not create unnecessary additional administrative burden for schools and/or students.

Students who have been impacted by additional factors and circumstances can still apply for special consideration through the VCAA’s existing processes to ensure they are not adversely and unfairly affected.

Cut-off dates for withdrawal from VCE Units

23 November 2020 is the last day for official enrolment and withdrawal from VCE Units 1 and 2.

Possible impact of withdrawal from one or more VCE studies

Eligibility to complete the VCE depends on each student's individual VCE program. Schools need to monitor this and advise students on the impact of withdrawing from one or more studies. To assist in the determination of eligibility, schools are reminded that VASS can be used to run individual student eligibility reports.

Special Provision

The VCAA has existing special provision processes for classroom learning and school-based assessments and Special Examination Arrangements. In addition, students who are adversely impacted by illness or personal circumstances immediately before or during their examinations can consider submitting an application for a Derived Examination Score.

School-based Assessments

Remote Assessment and Authentication

The VCAA is continuing to take a flexible and agile approach to meeting emerging issues around COVID-19 and is relying on schools to be similarly flexible and agile in ensuring the continuity of learning and the delivery of assessment.

Effective teaching and learning aligns the delivery of content with ongoing assessment to inform future curriculum delivery. The VCAA is committed to supporting teachers to deliver a quality learning program during any periods of remote and flexible learning due to COVID-19.

The Victorian Curriculum and Assessment Authority (VCAA) has established procedures in place to ensure all VCE and VCAL students receive fair and valid results. We continue to monitor VCE and VCAL throughout this time.

It is a school-based decision regarding the conditions and arrangements for which school-based assessments are undertaken to ensure they meet the VCE assessment principles, the study design requirements and the requirements of the VCE and VCAL Administrative Handbook 2020.

The VCE and VCAL Administrative Handbook 2020 currently details that work which contributes to both unit outcomes and School-assessed Coursework (SAC) may occur outside of class time. Further detail can be found at VCE and VCAL Administrative Handbook 2020 p 76.

1. Ensuring integrity and authenticity of School-based Assessments completed at home

Teachers should consider the full range of assessment task options in each study design and select the type that is most appropriate for a remote and flexible learning setting to assess student performance for the outcome. Questions and task requirements should ensure your students have a conceptual understanding of the key knowledge and can apply the key skills as opposed to simply recalling information through memorisation. Teachers should also consider the length of the time allocated and the assessment conditions that are best suited for remote and flexible learning.

Schools must also provide students with clear written details of the school’s rules, the VCAA rules and the procedures and authentication requirements relating to school-based assessment. In particular, should highlight to students the rule that states ‘students must not cheat or assist other students to cheat, including taking any action that gives or attempts to give them or another student an unfair advantage’.

Schools should also ask students to fill in an Authentication Record for School-based Assessment form (available from VASS Downloads and from the VCAA website) for any school-based assessment work they complete outside of the classroom. This form requires students to sign a declaration, stating: ‘I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own’. There are a number of ways that the school can collect and maintain these declarations during periods of remote learning, including:

  • asking students to submit the declaration with their school-based assessment work, either on the cover or the work itself, in their submission email or through a learning management system
  • using an online form created using platforms such as Google Forms, Microsoft Forms, Survey Monkey or Compass Insights
  • asking students to record their declaration via video or audio, which they can submit using email or through a learning management system
  • waiting until students return to school to sign the declaration. In this case, ensure students know from the start that this will happen.

Teachers are responsible for judging a student’s satisfactory completion of a unit and for assessing each student’s level of achievement in Units 3 and 4 outcomes, as specified in the relevant study design. By reporting satisfactory completion, teachers certify that the student has achieved the set of outcomes for the unit according to the rules set out by the VCAA and the school. Schools can authenticate remote school-based assessments through the following methods:

  • Release the school-based assessment to students at the beginning of a remote lesson, with clear instructions for students to submit their responses at the conclusion of the lesson.
  • Provide temporary access to the school-based assessment through a learning management system.
  • When delivering an assessment by email, use a read receipt to track when the student has accessed it. Students must be made aware that they have a limited window of time to complete and return the assessment.
  • Students log on to a learning management system or video conferencing platform during the timetabled session for school-based assessment. Use this session to provide instruction, observe students and ask questions.
  • Students provide short-answer responses under timed sessions and email their responses to the teacher to record.
  • Students present oral tasks using video technology.
  • Students document the specific stages of the development of their work, starting with an early part of the task, such as the topic choice, list of resources or preliminary research. Copies of each student’s written work should be regularly monitored and submitted at given stages in their development.
  • Undertake video conferencing with individual students after the delivery of the school-based assessment to validate their submission.
  • Managing multiple classes in the delivery of SACs: It is important to ensure that, where there are multiple classes for a particular study, students in all classes access school-based assessments simultaneously. If this is not possible, the assessment task should be suitably modified for each class.

A proportion of a School-assessed Task (SAT) can be completed remotely, as long as students thoroughly document the authentication process in their folio and regularly check-in with a teacher. This may also be done via video documentation during the marking process.

Teachers can also ask students to demonstrate their understanding of outcomes assessed through school-based assessments when, or around the time, they submit their work. If any part or all of the work cannot be authenticated, the matter must be dealt with as a breach of rules.

Determining if a student completing work at home has met the outcomes for the S/N judgment

The decision about satisfactory completion of outcomes is based on the teacher’s judgment of the student’s overall performance on a combination of set work and assessment tools related to the outcomes. Students should be given multiple opportunities to develop and demonstrate the key knowledge and skills required for the unit outcomes. Assessing levels of achievement in school-based assessment is separate from the decision to award an S for satisfactory completion of a unit.

As per the VCE and VCAL Administrative Handbook 2020 (page 45), for all units in the VCE, schools must specify the work that a student must do to achieve an S for a unit and the conditions under which the work is to be done. The school must inform each student in writing of the following:

  • all work they need to complete to achieve an S for the unit
  • all work they need to complete for school-based assessment
  • flexible and remote learning class-attendance requirements, as determined by the school
  • how to submit work
  • timelines and deadlines for completing work
  • procedures for obtaining an extension of time
  • internal school appeal procedures.

Students can submit a range of set class work, learning tasks and school-based assessment tasks, including SACs, to the teacher using the methods outlined above. This accumulation of work will provide the evidence that a teacher needs to determine an S or an N result for the unit.

Managing multiple classes in the delivery of SACs

It is important to ensure that, where there are multiple classes for a particular study, students in all classes access school-based assessments simultaneously. If this is not possible, the assessment task should be suitably modified for each class.

Schools are reminded:

  • Last day for VCE Unit 3 School-based Assessment results is October 12
  • Last day for VCE Unit 4 School-based Assessment results is November 18

Unit 3 Practical Assessments

As at 10 May 2020

A number of studies have practical assessment as a core component of their design. To maintain the integrity of the learning process, schools should provide opportunities for a student / small groups of students to engage in these activities while adhering to current Victorian Chief Health Officer social distancing advice. The information below will assist schools in developing their response to the provision of practical activities during Term 2 and provides identification of study outcomes and associated assessment tasks. The Outcome and Assessment Task table in each of the studies identify the specific outcome and the associated piece of assessment that is of a practical nature. This advice should be read in conjunction with the advice provided on School-based Assessments.

Schools are reminded:

  • All Unit 3 outcomes for every study are expected to be completed and entered in VASS by October 12
  • Unit 3 Practical Advice only applies to studies (total 20) with practical content and focuses on what is required to be completed during Unit 3
  • The small table is a summary from and needs to be read in conjunction with the Study Design

Schools and education providers with questions and concerns regarding the impact of the COVID-19 pandemic on the delivery of learning programs should contact us on 1800 134 197.

Art AR03

Refer to Advice for Teachers, as required.

  • Schools may need to support students to collect the necessary materials to assist them to continue School-assessed Tasks.
  • Where a school can go ahead with practical assessment work using studio equipment relating to Outcome 2 in Term 2, and if the work is to be completed at school, it must be completed in an environment which complies with current social-distancing advice.

Summary from page 27 of the Art Adjusted Study Design:

Outcome Assessment Task
2A body of work that presents explorations within selected art forms and that clearly demonstrates the development of the student’s thinking and working practices.

Agricultural and Horticultural Studies AH03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcomes may be delayed until classroom learning resumes. 
  • Where a school can go ahead with practical assessment tasks relating to Outcomes 1 or 2 in Term 2, these must be completed in the school environment that complies with current social-distancing advice.
  • Schools and teachers may consider using data analysis, investigation of best-practice case studies and virtual reality experiences as types of practical activities.

Summary from page 18 of the Agricultural and Horticultural Adjusted Study Design:

Outcome Assessment Task
1

Practical task/s related to innovative processes and/or problem solving in agriculture and/or horticulture.

2

Practical task/s related to integrated pest and/or weed management.

Biology BI03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcome 3 may be delayed until classroom learning resumes. 
  • Schools and teachers may consider replacing practical activities with simulations to generate primary data. Schools may also consider the use of observations of online videos and/or demonstrations to generate data when it is not possible to undertake practical investigations at school
  • Schools and teachers may consider practical activities that use secondary data, focusing on the Key Science Skills ‘Develop aims and questions, formulate hypotheses and make predictions’, ‘Analyse and evaluate data, methods and scientific models’ and ‘Draw evidence-based conclusions’. 
  • Schools and teachers may select practical activities already completed in Term 1 for the Outcome 1 ‘report related to at least two practical activities from a logbook of practical activities‘ assessment task, or provide students with a secondary data set for analysis for the Outcome 2 ‘report of a student investigation’ assessment task.
  • Where a school can go ahead with laboratory-based assessment tasks relating to Outcomes 1 or 2 in Term 2, these must be completed in a school environment that complies with current social-distancing advice.

Summary from page 25 of the Biology Adjusted Study Design:

Outcome Assessment Task
1

A report related to at least two practical activities from a logbook of practical activities.

2

One task selected from the prescribed list which may include annotations of at least two practical activities from a practical logbook or a report of a practical activity.

Chemistry CH03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcome 3 may be delayed until classroom learning resumes. 
  • Schools and teachers may consider replacing practical activities with simulations to generate primary data.
  • Schools and teachers may provide students with a secondary data set for analysis in the Outcome 1 ‘report on a laboratory investigation ‘assessment task, or the Outcome 2 ‘report of a student investigation’ assessment task.
  • Schools and teachers may consider the use of observations of online videos and/or demonstrations to generate data when it is not possible to undertake practical investigations at school.
  • Where a school can go ahead with practical assessment tasks relating to Outcomes 1 or 2 in Term 2, these must be completed in a school environment that complies with current social-distancing advice.

Summary from page 29 of the Chemistry Adjusted Study Design:

Outcome Assessment Task
1

One task of four task options involving practical work may be subject to modification, for example:

  • A report on a laboratory investigation.
2

Two tasks of 8 task options involving practical work may be subject to modification, for example:

  • Annotations of at least two practical activities from a practical logbook
  • A report of a student investigation.

Dance DA03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcomes may be delayed until classroom learning resumes. 
  • Where a school can go ahead with collaborative assessment work relating to Outcome 1 in Term 2, the work must to be completed in a school environment that complies with current social-distancing advice.
  • Video conferencing may be considered for some of the process.

Summary from page 29 of the Dance Adjusted Study Design:

Outcome Assessment Task
2

An analysis of the processes used in the choreography, rehearsal and performance of a skills-based solo dance work choreographed by the student in a chosen format.

3

Performance of a learnt dance work created by another choreographer.

Drama DR03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcomes may be delayed until classroom learning resumes. 
  • Where a school can go ahead with collaborative assessment work relating to Outcome 1 in Term 2, the work must to be completed in a school environment that complies with current social-distancing advice.
  • Video conferencing may be considered for some of the process.

Summary from page 26 of the Drama Adjusted Study Design:

Outcome Assessment Task
1Development and presentation of characters within a devised ensemble performance.

Environmental Science EV03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcome 3 may be delayed until classroom learning resumes. 
  • Schools and teachers may consider replacing practical activities with simulations to generate primary data.
  • Schools and teachers may provide students with a secondary data set for the ‘account’ assessment task for Outcome 1 and the ‘evaluation’ assessment task for Outcome 2.
  • Where a school can go ahead with practical assessment tasks relating to Outcomes 1 or 2 in Term 2, these must be completed in a supervised school environment that complies with current social distancing advice.

Summary from page 28 of the Environmental Science Adjusted Study Design:

Outcome Assessment Task
1

An account presented in one of the four prescribed formats involving data collected from fieldwork may be subject to modification.

2

An evaluation presented in one of the four prescribed formats involving data collected from fieldwork may be subject to modification.

Food Studies FY03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcomes may be delayed until classroom learning resumes. 
  • Where a school can go ahead with practical assessment activities relating to Outcomes 1 or 2 in Term 2, these must be completed in a school environment that complies with current social-distancing advice.
  • Schools and teachers may consider using product analysis and dietary analysis within the range of practical activities.

Summary from page 18 of the Food Studies Adjusted Study Design:

Outcome Assessment Task
1

A range of practical activities and records of two practical activities related to the functional properties of components of food.

2

A range of practical activities and records of two practical activities related to healthy meals for children and families.

Media ME03

Refer to Advice for Teachers, as required.

  • The production of the media product may be delayed until classroom learning resumes.
  • Where a school can support students to develop their assessed production design (research and pre-production) using materials and equipment that is related to Unit 3, Outcomes 2 or 3 in Term 2, and if the work is to be completed at school, it must be completed in an environment which complies with current social-distancing advice.

Summary from page 28 of the Media Adjusted Study Design:

Outcome Assessment Task
2

A research portfolio and accompanying documentation examining aspects of the selected media form.

Production exercises with accompanying documentation that demonstrates an understanding of the use of media technologies and production processes relevant to the student selected media form.
3A media production design plan based on the selected media form identified in Outcome 2.

Music Investigation MC05

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcomes may be delayed until classroom learning resumes. 
  • Schools and providers may consider using video conferencing for performance development relating to Outcome 2.

Summary from page 51 of the Music Adjusted Study Design:

Outcome Assessment Task
1 and 2A presentation that includes performance, demonstration and commentary.

Music Performance MC04

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcome may be delayed until classroom learning resumes. 
  • Schools and providers may consider using video conferencing for performance development relating to Outcome 2.

Summary from page 38 of the Music Adjusted Study Design:

Outcome Assessment Task
1 and 2

A demonstration of material selected to assist with development of general instrumental technique and preparation of works selected for Outcome 1 including exercise/s created by the student.

Outdoor and Environmental Studies OS03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcomes may be delayed until classroom learning resumes. 
  • Where practical experiences cannot be undertaken, schools may allow students to draw on previous (school based or personal) practical outdoor experiences to report on for the Journal task in both Outcomes 1 and 2.
  • Where a school can go ahead with practical experience relating to Outcomes 1 and 2 in Term 2, these must be completed in a school environment that complies with current social-distancing advice.

Summary from page 18 of the Outdoor and Environmental Studies Adjusted Study Design:

Outcome Assessment Task
1

A journal or report demonstrating links between theoretical content studied and practical experiences undertaken.

2

A journal or report demonstrating links between theoretical content studied and practical experiences undertaken.

Physical Education PE03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcomes may be delayed until classroom learning resumes. 
  • Schools and teachers may provide students with secondary data for analysis if primary data is not available.

Summary from page 20 of the Physical Education Adjusted Study Design:

Outcome Assessment Task
1

Structured questions that draw on primary data which analyses a movement skill using biomechanical and skill acquisition principles.

2

A laboratory report based on primary data collected during participation in a practical activity, which analyses the relative contribution of energy systems and acute responses to exercise.

Physics PH03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcome 3 may be delayed until classroom learning resumes. 
  • Schools and teachers may consider replacing practical activities with simulations to generate primary data.
  • Schools and teachers may provide students with a secondary data set for analysis in the ‘report of a student investigation’ assessment task offered as an optional task in each of Outcomes 1, 2 and 3, ensuring that this task is only used for one Outcome, as per requirements on page 41 of the VCE Physics Study Design.
  • Schools and teachers may consider the use of observations of online videos and/or demonstrations to generate data when it is not possible to undertake practical investigations at school.
  • Where a school can go ahead with laboratory-based assessment tasks relating to Outcomes 1 or 2 in Term 2, these must be completed in a supervised school environment that complies with current social distancing advice.

Summary from page 41 of the Physics Adjusted Study Design:

Outcome Assessment Task
1

Three tasks from 11 task options (applicable for each Outcome) involving practical work may be subject to modification:

  • annotations of at least two practical activities from a practical logbook
  • a report of a student investigation
  • design, building, testing and evaluation of a device.
2
3

Product Design and Technology DT03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcomes may be delayed until classroom learning resumes. 
  • Where a school can go ahead with practical assessment production work relating to Outcome 3 in Term 2, the work must to be completed in a school environment that complies with current social-distancing advice. Schools need to ensure that staff who supervise have completed appropriate competency tests for use of tools and machines (refer to the Department of Education and Training’s Use of Machinery in Technology Teaching webpage).

Summary from page 30 of the Product Design and Technology Adjusted Study Design:

Outcome Assessment Task
3

A folio comprising a range of prescribed materials and a record of progress of the production.

Psychology PY03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcome 3 may be delayed until classroom learning resumes.
  • Schools and teachers may consider replacing practical activities with simulations to generate primary data. Schools may also consider the use of observations of online videos and/or demonstrations to generate data when it is not possible to undertake practical investigations at school.
  • Schools and teachers may consider practical activities that use secondary data, focusing on the Key Science Skills ‘Develop aims and questions, formulate hypotheses and make predictions’, ‘Analyse and evaluate data, methods and scientific models’ and ‘Draw evidence-based conclusions’.
  • Schools and teachers may provide students with a secondary data set for analysis in the Outcome 1 ‘report of a student investigation’ assessment task, or the Outcome 2 ‘report of a student investigation’ assessment task.
  • Where a school can go ahead with laboratory-based assessment tasks relating to Outcomes 1 or 2 in Term 2, these must be completed in a supervised school environment that complies with current social distancing advice.

Summary from page 27 of the Psychology Adjusted Study Design:

Outcome Assessment Task
1

One task selected from the prescribed list which may include annotations of at least two practical activities from a practical logbook or a report of a practical activity.

2

One task selected from the prescribed list which may include annotations of at least two practical activities from a practical logbook or a report of a practical activity.

Studio Arts SA03

Refer to Advice for Teachers, as required.

  • Schools may need to support students to collect the necessary materials to assist them to continue School-assessed Tasks.
  • Where a school can go ahead with practical assessment work using studio equipment relating to Outcome 2 in Term 2, and if the work is to be completed at school, it must be completed in an environment which complies with current social-distancing advice.

Summary from page 29 of the Studio Arts Adjusted Study Design:

Outcome Assessment Task
2An exploration proposal and a visual diary that presents an individual studio process.

Systems Engineering SE03

Refer to Advice for Teachers, as required.

  • Production work may be delayed until classroom learning resumes.
  • Where a school can go ahead with practical assessment production work relating to Outcome 1 in Term 2, the work must to be completed in a school environment that complies with current social-distancing advice.
  • Schools need to ensure that staff who supervise have completed appropriate competency tests for use of tools and machines: https://www.education.vic.gov.au/hrweb/safetyhw/Pages/technology.aspx

Summary from page 31 of the Systems Engineering Adjusted Study Design:

Outcome Assessment Task
1

A record of investigation, design, planning and production and preliminary production work.

Theatre Studies TS03

Refer to Advice for Teachers, as required.

  • Practical work in preparation for Unit 4 Outcomes may be delayed until classroom learning resumes. 
  • Where a school can go ahead with collaborative assessment work relating to Outcome 1 in Term 2, the work must to be completed in a school environment that complies with current social-distancing advice.
  • Video conferencing may be considered for some of the process.

Summary from page 23 of the Theatre Studies Adjusted Study Design:

Outcome Assessment Task
1

Ongoing developmental contributions to creative interpretation of a script across all three stages of the production process through collaborative work in two production roles.

Visual Communication Design VC03

Refer to Advice for Teachers, as required.

  • Schools may need to support students to collect the necessary materials to assist them to continue School-assessed Tasks.
  • Where a school can go ahead with practical assessment work relating to Outcome 1 (School-assessed Coursework) and Outcome 3 (School-assessed Task) in Term 2, and if the work is to be completed at school it must be completed in an environment that complies with current social-distancing advice.

Summary from page 25 and 29 of the Visual Communication Adjusted Study Design:

Outcome Assessment Task
1

In response to given stimulus material, create three visual communication designs for different contexts, purposes and audiences. These visual communications will include evidence of:

  • two or three-dimensional presentation drawings
  • use of manual and digital methods.
3

A brief that identifies the contexts, constraints, client’s needs and target audience, and a folio generating ideas relevant to the brief. The development folio for each need will include evidence of:

  • use of design process and design thinking strategies
  • annotated research for information and inspiration
  • observational and visualisation drawings
  • generation of a wide range of design ideas.

 

Unit 4 School-based Assessments involving fieldwork or outdoor activities

VCE School-based Assessments

School-based Assessments for the following VCE studies, which involve fieldwork and outdoor activities, may require alternative arrangements:

  • Agricultural and Horticultural Studies
  • Environmental Science
  • Geography
  • Outdoor and Environmental Studies.

VCE Agricultural and Horticultural Studies

Applied practical learning is integral to this study. Current restrictions may impact on available resources to undertake practical tasks that focus on an aspect of food and fibre production relevant to the area of study being undertaken. Please note, ‘practical task/s related to sustainable business practices’ has been removed from the assessment of Unit 4 Outcome 2 in the adjusted study design for 2020.

Strategies for teachers

Contingent on school settings, resources and capabilities, consider the range of practical tasks that can be used in the teaching and assessment of the study that do not require field trips, such as:

  • secondary data collection, analysis and application
  • investigation of best-practice case studies
  • virtual reality experiences.

Enquiries about VCE Agricultural and Horticultural Studies may be directed to Leanne Compton, Curriculum Manager, Design and Technologies: leanne.compton@education.vic.gov.au or 03 9032 1698.

VCE Environmental Science

Fieldwork across Units 1 to 4 is integral to this study. Some schools may still be working on completing assessment tasks for Unit 3. In Unit 4, the adjusted 2020 VCE Environmental Science Study Design specifies that only one task should be undertaken for each Outcome in Unit 4, and that the Unit 4 Outcome 3 task may be based on secondary data.

Strategies for teachers

Teachers who normally conduct fieldwork as part of an assessment task may choose to:

  • seek alternative assessment tasks in Unit 3 and/or Unit 4 that do not involve fieldwork
  • seek alternative environments in which to generate data for any/all planned assessment tasks such as a home lawn, garden, terrarium or aquarium
  • access simulations to generate data and/or use other ‘virtual’ experiences where students observe different experiments, explore different environments and/ or examine different management strategies through a variety of resources available electronically and online
  • use secondary data for any/all planned assessment tasks
  • use de-identified student data from previous years as a basis for assessment tasks, including the analysis and evaluation task for Unit 4 Outcome 3
  • use local and/or general case studies to illustrate environmental science concepts and as the basis for assessment tasks
  • collaborate with other teachers/schools to explore opportunities for resource sharing and outsourcing activities
  • employ authentication procedures as per their school’s policy, whereby primary data generated, or secondary data accessed, by students is sourced appropriately
  • practical work that supports the delivery of key knowledge and key skills in Unit 4 may be delayed until classroom learning resumes.

Enquiries about VCE Environmental Science may be directed to Maria James, Curriculum Manager, Science: maria.james2@education.vic.gov.au or 03 9032 1722.

VCE Geography

VCE Geography has a significant fieldwork component in Units 1–3 which data collected in the field provides the basis for processing, representation, analysis and interpretation.

Strategies for teachers

Teachers who are yet to conduct their fieldwork may choose to:

  • have students access fieldwork through virtual fieldwork prepared by the teacher.
  • give students access to fieldwork data from previous years, where applicable.
  • ensure students acknowledge the limitations and weaknesses of the techniques implemented and techniques used, as set out in the Evaluation section of the Fieldwork Report on page 13 of the VCE Geography Study Design 2016-2020.
  • employ authentication procedures as per their school’s policy, whereby data collected by students is sourced appropriately.

The Geography Teachers Association of Victoria (GTAV) is happy to provide teachers with additional information and resources to conduct alternative fieldwork and/or put teachers in touch with colleagues who will support them.  For further information, teachers can contact Jane Belamy, Education Officer, GTAV: eo@gtav.asn.au or (03) 9824 8355.

Enquiries about VCE Geography may be directed to Leonie Brown, Curriculum Manager, Humanities:  leonie.brown4@education.vic.gov.au or 03 9603 7923.

VCE Outdoor and Environmental Studies

VCE Outdoor and Environmental Studies requires students to connect practical experiences in outdoor environments with the theoretical content studied in each of the four units. The practical outdoor experiences can be passive or active and range from bush walking, cross-country skiing, canoe touring, cycle touring, conservation and restoration activities, marine exploration and participation in community projects.

The assessment of VCE Outdoor and Environmental Studies requires students to reference specific outdoor experiences and use information gained in both school-based assessment and the end-of- year examination.

Strategies for teachers

Refer to Advice for Teachers, as required.

  • Practical work that supports the delivery of key knowledge and key skills in Unit 4 may be delayed until classroom learning resumes.
  • Where practical experiences cannot be undertaken, schools may allow students to draw on previous (school based or personal) practical outdoor experiences.
  • Teachers are expected to provide students with relevant examples of outdoor environments to study when they are unable to physically visit the environments.
  • Schools may consider ‘virtual’ experiences where students explore different environments and outdoor activities through a variety of resources available electronically and online.
  • It is expected that students will continue to refer to specific environments that they have either ‘visited’ or ‘studied’ in assessment tasks.

Enquiries about VCE Outdoor and Environmental Studies should be directed to Rachael Whittle, Curriculum Manager, Health and Physical Education: rachael.whittle@education.vic.gov.au or 03 9032 1721.

VCE School-assessed Tasks during remote and flexible learning

The School-assessed Tasks for the following VCE studies may require alternative arrangements during remote and flexible learning:

  • Algorithmics (HESS)
  • Applied Computing: Data Analytics
  • Applied Computing: Software Development
  • Art
  • Media
  • Product Design and Technology
  • Studio Arts
  • Systems Engineering
  • Visual Communication Design

For all SAT studies, teachers need to ensure that the same indicators are used for the assessment of all student work at the school, and that the conditions to undertake the SAT does not privilege or disadvantage certain groups of students within the school cohort. The SAT results for your school cohort should reflect the performance and relative ranking of student results across the whole assessment scale.

Algorithmics (HESS)

Refer to the Revised: VCE Algorithmics (HESS): Administrative information for School-based Assessment in 2020.

For the Unit 4 written explanation SAT task, each part should be completed in a timed environment of 45-60 minutes, with the questions provided to students at the start of the timed period.
For the Unit 4 design of an algorithm, 

  • The formal analysis SAT task could be modified to have students share their documents with their teacher at regular intervals to ensure authentication.
  • The response to a naïve algorithm SAT task, could be modified by breaking it up into smaller tasks over several sessions to allow teacher observation, with students sharing their documents with their teacher at regular intervals to ensure authentication.

For the Unit 4 explanation of the universality of computation and algorithms SAT task, this could be modified by breaking it up into smaller tasks and completed over several time allocations to ensure authentication. Students should share their documents with their teacher during the development.
For all Algorithmics (HESS) SAT tasks, students should submit their responses at the end of the session to their teacher either via email, learning management system or secure cloud-based storage. Teachers are to provide feedback through comments for observation and submission of criteria using the Authentication Record Form in the Revised VCE Algorithmics (HESS): Administrative information for School-based Assessment in 2020.

Applied Computing: Data Analytics

Refer to the Revised: VCE Applied Computing: Data Analytics: Administrative information for School-based Assessment in 2020

Teachers should ensure that students submit evidence of their progression of the task for each observation. This could include images of work, submission of partially completed work and solutions via email, learning management system or secure cloud-based storage.  Teachers are to provide feedback through comments for observation and submission of criteria using the Authentication Record Form in the Revised VCE Applied Computing: Data Analytics: Administrative information for School-based Assessment in 2020.

Applied Computing: Software Development

Refer to the Revised: VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020

Teachers should ensure that students submit evidence of their progression of the task for each observation. This could include images of work, submission of partially completed work and solutions via email, learning management system or secure cloud-based storage.  Teachers are to provide feedback through comments for observation and submission of criteria using the Authentication Record Form in the Revised VCE Applied Computing: Software Development: Administrative information for School-based Assessment in 2020.

Art

Refer to the Revised: Adjusted VCE Art: Administrative information for School-based Assessment in 2020

Students can document and demonstrate through sketches, trials and photographs the realisation of artwork(s) in their body of work if they are unable to produce a final artwork. The resolution of ideas, materials and techniques should be documented through the analytical frameworks and visual language. Artworks from Unit 3 can be developed further as realisation for Unit 4. Development and transition from Unit 3 to Unit 4 must be shown in the body of work. Students should ensure that any changes to the development of their work due to changed conditions should be clearly documented in the folio.

Media

Refer to the Revised: VCE Media: Administrative information for School-based Assessment in 2020.

Advice is provided on page 5 and 6 of the Revised: VCE Media: Administrative information for School-based Assessment in 2020, if students are unable to make a production in Unit 4. In addition to this advice, students are able to produce a production on any device available to them. They must consider the change to the intention, narrative, audience, codes and conventions. They may also switch media forms to make their production. They can also use pre-existing footage.  The students must document any changes for Criteria 8 – 10. They are not required to rewrite their production design.

Product Design and Technology

Refer to the Revised VCE Product Design and Technology: Administrative information for School-based Assessment in 2020.

All nine criteria from the Revised ‘VCE Product Design and Technology: Administrative information for School-based Assessment in 2020’ will be used to assess student work for the School-assessed Task. However, not all indicators listed for each criterion may be used. Therefore, teachers can use some or all indicators listed for each criterion to form a judgement about student work, which may not necessarily be completion of a product. Products must not be completed at home without appropriate supervision and competency tests for use of tools and machines (refer to the Department of Education and Training’s Use of Machinery in Technology Teaching webpage).  

Studio Arts

Refer to the Revised: VCE Studio Arts: Administrative information for School-based Assessment in 2020.

As advised in the updated Administrative information published on 29 July (page 4 and 6), potential directions from Unit 3 can be further developed for Unit 4 (as advised on the 29 July, page 4 and 6). In addition, if students are unable to make their work in their planned art form, they can make their work in a different art form. Use of materials, techniques, processes and aesthetic qualities can be demonstrated as trials, or documented as photographs and placed in a visual diary with documentations about their initial intentions for Unit 4. The visual diary can be submitted digitally.

Systems Engineering

Refer to the Revised: VCE Systems Engineering: Administrative information for School-based Assessment in 2020.

All eight criteria from the ‘Revised VCE Systems Engineering: Administrative information for School-based Assessment in 2020’ will be used to assess student work for the School-assessed Task. However, not all indicators listed for each criterion may be used. Therefore, teachers can use some or all indicators listed for each criterion to form a judgement about student work, which may not necessarily be completion of a system (or aspect of a system). System projects must not be completed at home without appropriate supervision and competency tests for use of tools and machines (refer to the Department of Education and Training’s Use of Machinery in Technology Teaching webpage).  

Visual Communication Design

Refer to the Revised: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020.

Additional advice for Unit 4 due to restrictions is on page 5 - 9 for the Administrative information for School-based Assessment for Visual Communication Design. Students should continue to develop and resolve their concepts with the materials available to them. There is specific advice listed in the evidence for Criteria 7 and 8. Students may produce a revised final presentation format, but they should clearly document the reason for the change relative to the design brief. They are able to produce photographic evidence or drawings, with documentation of their final productions if they cannot produce them with the available materials and equipment. The final presentations can be made available digitally as recommended on page 8 of the Assessment information.

 

2020 Adjusted Study Designs

The VCAA has undertaken a review of the Unit 4 component of every Study Design with a focus on reducing school-based assessment tasks, where possible, to relieve some pressure on students to acknowledge the move to remote and flexible learning arrangements. A review of, and reasonable adjustment in, content and assessment study by study ensures genuine relief for students while maintaining the integrity of the individual Study Design and the certificate. The broad aims and intentions of the studies are still achieved and can be assessed fairly and accurately, while recognising that to be fair to this year's students, some reduction in workload is required.

The adjustments have been achieved by different means for each Study Design as each course has its own particular design characteristics.

Adjusted 2020 Victorian Certificate of Education Study Designs have now been finalised. Adjustments are to Unit 4 components of the studies, while Units 1 and 2 remain unchanged and there are very few changes to Unit 3 in a small number of specific studies (these are made clear in the Study Design).

The following key principles underpinned the review and subsequent adjustments:

  1. Maintain adherence to the health advice and directions regarding learning at home and social distancing arrangements at school sites.
  2. Protect the integrity of the VCE as a nationally and internationally recognised high-quality qualification
  3. Protect the integrity and coherence of the individual Study Designs and provide a rationale for each reasonable adjustment
  4. Reduce school-based assessment tasks where possible to relieve some pressure on students as they move to remote and flexible learning arrangements
  5. Ensure fairness and consistency across each learning area so that there is no unintended diminution in cognitive demand for this level of learning
  6. Sustain the content knowledge and skills across Units 1 to 4
  7. Keep all post-school pathways option open to 2020 VCE students
  8. Allow small groups of VCE and Victorian Certificate of Applied Learning (VCAL) students to attend on-site for short periods, consistent with social distancing measures and other requirements, if their learning and assessment requirements cannot be conducted at home.

Teachers should note that they should only access the 2020 Adjusted Study Design – an example study design page is provided below.

Within each 2020 Adjusted Study Design, deletions are in red coloured text and strike through while changes are in blue coloured text and highlighted. It is imperative that the 2020 Adjusted Study Design is used for the remainder of 2020.

Examinations will be based on the key knowledge and skills contained in the 2020 Adjusted Study Design. The 2020 Adjusted Study Design includes adjustments to the key knowledge and skills and the scope of the assessment. Teachers can be assured that students will only be externally assessed on the content in the 2020 Adjusted Study Design.

sample page of Further Mathematics

Summary of Changes to Study Designs for implementation 2020

StudyUnitChange

Accounting AC03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Agricultural and Horticultural Studies AH03*

3

  • School-assessed Coursework for Unit 3 will contribute 35 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score.

Algorithmics AL03

4

  • Area of Study 3 modified.
  • Outcome 3 and the associated assessment task modified.

Art AR03

3

  • Modifications to Area of Study 2 and the associated Outcome. 

4

  • Reduction of Area of Study 2 and associated reduction in the scope of the SAT.

Australian and Global Politics
Australian Politics PS03
Global Politics PS05

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Australian Politics, Outcome 1 and 2 modified and the associated assessment task modified.
  • Global Politics, Outcome 1 modified and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Biology BI03

3

  • School-assessed Coursework for Unit 3 will contribute 20 percent to the study score.

4

  • Area of Study 1 and 2 modified
  • Outcome 1, 2 and 3 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Business Management BM03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Chemistry CH03

3

  • School-assessed Coursework for Unit 3 will contribute 20 percent to the study score.

4

  • Area of Study 1, 2 and 3 modified.
  • Outcome 1, 2 and 3 the associated assessment task reduced in scope and length.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Classical Studies CS03

3

No Change

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.

Applied Computing
Data Analytics IT02
Software Development IT03

3

  • School-assessed Coursework for Unit 3 and 4 will contribute 25 percent to the study score.

4

  • Area of Study 1 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Task for Unit 3 and 4 will contribute 25 per cent to the study score.

Dance DA03

3

  • School-assessed Coursework for Unit 4 will contribute 17 per cent to the study score.

4

  • Area of Study 1 modified.
  • Outcome 1 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 8 per cent to the study score.

Drama DR03

3

  • Area of Study 3 modified.
  • Outcome 3 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 29 per cent to the study score.

4

  • School-assessed Coursework for Unit 4 will contribute 11 per cent to the study score.

Economics EC03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

English
English EN01
English as an Additional Language EN09

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

English Language EL01

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 1 modified.
  • Outcome 1 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Environmental Science EV03

3

  • School-assessed Coursework for Unit 3 will contribute 25 percent to the study score.

4

  • Area of Study 1, 2 and 3 modified.
  • Outcome 1, 2 and 3 the associated assessment task reduced in scope and length.
  • School-assessed Coursework for Unit 4 will contribute 25per cent to the study score.

Extended Investigation XI03

3

No change

4

  • Assessment Task 1 and 2 modified reduction in word length and minutes.

Food Studies FY03

3

  • School-assessed Coursework for Unit 3 will contribute 35 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score.

Geography GE03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Health and Human Development HH03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

History
Australian History HI08

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score

History
Ancient History HI17
Revolutions HI13

3

  • Area of Study 2 modified.

4

  • Area of Study 2 modified.

Industry and Enterprise IE03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Legal Studies LS03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 1 modified.
  • Outcome 1 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Literature LI01

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Mathematics
Further Mathematics MA07

3

  • School-assessed Coursework for Unit 3 will contribute 25 percent to the study score.

4

  • Outcomes 1, 2 and 3 remain and 3 associated assessment subtasks removed.  
  • School-assessed Coursework for Unit 4 will contribute 9 per cent to the study score.

Mathematics
Mathematical Methods MA11
Specialist Mathematics MA09

3

  • School-assessed Coursework for Unit 3 will contribute 22 percent to the study score.

4

  • Area of Study 4 modified Mathematical Methods and Area of Study 6 removed Specialist Mathematics.
  • Outcomes 1, 2 and 3 remain and 3 associated assessment subtasks removed. 
  • School-assessed Coursework for Unit 4 will contribute 12 per cent to the study score.

Media ME03

3

No Change

4

  • Area of Study 1 modified.
  • Outcome 1 and the associated assessment task modified.

Music Investigation MC05

3

  • School-assessed Coursework for Unit 3 will contribute 35 percent to the study score.

4

  • Area of Study 2 modified
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 15 per cent to the study score.

Music Performance MC04

3

No change

4

  • Outcome 3 modified.

Music Style and Composition MS03

3

  • School-assessed Coursework for Unit 3 will contribute 17 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 13 per cent to the study score.

Outdoor and Environmental Studies OS03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 1 modified.
  • Outcome 1 and three assessment tasks modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Philosophy PL03

3

  • Text list adjusted

4

  • Text list adjusted

Physical Education PE03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 1 modified.
  • Outcome 1 and 2 and the associated assessment modified.  

Physics PH03

3

  • School-assessed Coursework for Unit 3 will contribute 24 percent to the study score.

4

  • Area of Study 1, 2  and 3 modified.
  • Outcome 1, 2 and 3 the associated assessment task reduced in scope and length.
  • School-assessed Coursework for Unit 4 will contribute 16 per cent to the study score.

Product Design and Technology DT03

3

No Change

4

  • Area of Study 1 modified.

 

Psychology PY03

3

  • School-assessed Coursework for Unit 3 will contribute 20 percent to the study score.

4

  • Area of Study 1, 2 and 3 modified.
  • Outcome 1, 2 and 3 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Religion and Society RE03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 1 and 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Sociology SO03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 1 modified.
  • Outcome 1 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Studio Arts SA03

3

No Change

4

  • Area of Study 1 and 2 modified.
  • Outcome 1 and 2 and associated assessment modified.

Systems Engineering SE03

3

  • School-assessed Coursework for Unit 4 will contribute 12.5 per cent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 7.5 per cent to the study score.

Texts and Traditions TT03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Outcome 1 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

Theatre Studies TS03

3

  • School-assessed Coursework for Unit 3 will contribute 32 percent to the study score

4

  • Area of Study 3 modified.
  • Outcome 3 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 13 per cent to the study score.

VCE Languages
Classical Greek LO01

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Outcome 1 and 2 remain and associated tasks modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

VCE Languages
Classical Hebrew LO51

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Outcome 1, 2 and 3 remain and associated tasks for outcomes 2 and 3 modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

VCE Languages
Latin LO17

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Outcome 1 and 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

VCE Languages
Arabic LO02
Chinese Second Language LO39
Chinese Second Language Advanced LO48
French LO09
German LO10
Greek LO22
Indonesian Second Language LO40
Italian LO14
Japanese Second Language LO46
Korean Second Language LO47
Spanish LO27
Vietnamese Second Language LO31

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 1 modified.
  • Outcome 1 and 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

VCE Languages
Chinese First Language LO04
Indonesian First Language LO13
Japanese First Language LO15
Korean First Language LO37
Vietnamese First Language LO54

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Outcome 2 modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

 

VCE Languages (CCAFL)5
Armenian LO44
Bosnian LO50
Chin Hakha LO53
Croatian LO05
Dutch LO07
Filipino LO45
Hebrew LO11
Hindi LO36
Hungarian LO12
Karen LO55
Khmer LO16
Macedonian LO20
Maltese LO21
Persian LO32
Polish LO23
Portuguese LO33
Punjabi LO49
Romanian LO42
Russian LO24
Serbian LO25
Sinhala LO34
Swedish LO28
Tamil LO43
Turkish LO29
Yiddish LO52

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Outcome 2 modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

 

VCE Languages
Auslan LO03

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Outcome 1 and 2 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

VCE Languages
Chinese Language, Culture and Society LO57

3

  • School-assessed Coursework for Unit 3 will contribute 30 percent to the study score.

4

  • Area of Study 2 modified.
  • Outcome 2 and 3 and the associated assessment task modified.
  • School-assessed Coursework for Unit 4 will contribute 20 per cent to the study score.

VCE Languages
Indigenous Languages of Victoria: Revival and Reclamation LO38

3

  • School-assessed Coursework for Unit 3 will contribute 35 percent to the study score.

4

  • Outcome 3 and the associated assessment tasks modified.
  • School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score.

Visual Communication Design VC03

3

No Change

4

  • Area of Study 1 modified.
  • Outcome 1 and the associated assessment task modified.

 

General Achievement Test

The General Achievement Test will be held on Wednesday, 7 October 2020.

External Assessments

VCE written exams will begin in the week commencing 9 November and be completed by 2 December 2020.

Further information about examination dates can be found on the 2020 VCE Examination timetable page.

International students

On 25 June the Minister for Education issued a Ministerial Direction to allow international students in Government and non-Government schools to study remotely in their home countries for the duration of COVID-19.

This Direction applies to standard and study abroad students impacted by Australian Government COVID-19 travel restrictions, which currently prevent them from returning to on-site schooling in Victoria.

The Department and VCAA are working closely together to ensure that appropriate arrangements for the General Achievement Test (GAT) and VCE examinations are in place for offshore international students completing one or more VCE or scored VCE VET Unit 3-4 sequences.

Further updates will be provided to schools and students early in Term 3, with a focus on providing adequate time for students to prepare for the GAT, scheduled for 7 October 2020.

Schools and education providers with questions and concerns regarding the impact of COVID-19 on the delivery of learning programs should contact VCAA on 1800 134 197.

Queries about international students completing one or more VCE or scored VCE VET Unit 3-4 sequences overseas should be directed to the VCAA International Unit at vcaa.international@edumail.vic.gov.au

VCAL

General information

We encourage you to pay attention to students who are expected to complete their schooling this year, regardless of the VCAL level they are completing. Students who are returning to study next year can access mid-year certification, if required. Information on mid-year certification will be provided in 2021.

Eligible VCAL programs

Ensuring VCAL students are enrolled in an eligible program

Schools are reminded of the importance of running an eligibility report in VASS to ensure a student is enrolled in an eligible program. This will help to ensure that you are delivering a VCAL program that matches the student’s level of enrolment. For further information, refer to the Using the Victorian Assessment Software System (VASS) webpage. For support in interpreting an eligibility report, contact the VCAL unit on 03 9032 1725 or vcaa.vcal@edumail.vic.gov.au.

Carry forward of credit from last year

While you are encouraged to deliver broad programs for all students, the qualification rules state that students must have completed a total value of ten credits, with six credits being at the level of the VCAL award in which they are enrolled or above. This means that students can either:

  • carry credit from a VCAL level completed the previous year, as long as it is one level below that of the student’s current enrolment. For example, a student currently enrolled in Senior level VCAL and who completed an Intermediate level VCAL last year, can carry four Intermediate credits (units) into this year’s Senior VCAL enrolment
  • enrol in a VCAL level, for example Senior level, but opt to do four of the units at the level below, that is, Intermediate.

It is important that you run an eligibility report to ensure that the qualification requirements are met. For more information, contact the VCAL unit via email vcaa.vcal@edumail.vic.gov.au  or consult the VCE and VCAL Administrative Handbook.

VET requirement for VCAL students in 2020

The VET requirement for VCAL students remains the same as in previous years. At the Intermediate and Senior VCAL levels, students must complete a minimum of 90 hours of units of competency to meet the Industry Specific Skills (ISS) Strand requirement. Foundation VCAL students have the additional option of completing selected VCE units to meet the ISS Strand requirement. You are encouraged to:

  • identify the VET needs of individual students by running an eligibility report. Many students may be able to carry forward their ISS credit and, therefore, do not need to complete additional VET units this year
  • review the use of VET in VCAL outside the ISS Strand requirement. If you normally use additional VET hours to meet the WRS Strand requirement or contribute towards the 10 credits in VCAL, you may need to reconsider this approach and use other curriculum options to make up the ten VCAL program credits
  • consider reviewing the VET units in which students are enrolled. Students may need to change units to ones that can more easily be completed through remote learning or that are more theoretical.

For specific questions about VET, contact the VET unit on (03) 9032 1737 or vet.vcaa@edmumail.vic.gov.au.

Structured Workplace Learning

SWL is a recommended but not mandated part of VCAL.

In the current environment it may be difficult for some students to continue their SWL placement. Schools are required to refer to the advice regarding undertaking SWL published by the Department of Education on June 12 2020.

In summary this advice stated that: Students may continue their SWL the principal is satisfied that several considerations relating to the health, safety and wellbeing of the student will be adhered to.

If a SWL arrangement is being used to meet some of the learning outcome requirements of a VCAL curriculum unit, and is unable to be completed, it is recommended that providers either:

  • use other assessment tasks and activities to meet those learning outcomes, or
  • defer completion of the learning outcomes until such a time SWL can be conducted.

Teaching and learning

Teacher professional judgement

Teachers are encouraged to use their professional judgement and:

  1. make decisions about their learning program based on their own context and cohort
  2. scale down planned projects so that they remain achievable within the changing circumstances
  3. plan to use the extended school year to complete learning and assessments
  4. refer to the VCAA Advice for Teachers if seeking ideas about how to meet Learning Outcomes
  5. seek out or establish VCAL networks for support and to share ideas and resources.

Student demonstration of key VCAL skills during remote learning

It may be difficult for students to demonstrate certain key skills, such as teamwork and developing community projects, while they are learning remotely. Encourage them to focus on aspects or skills that can be developed at home, such as planning, organising, and carrying out a simple activity. Ask students to keep a log of these activities so they can answer future authentication questions. Engage them in preparatory work, research and other learning activities to prepare them to demonstrate the key skills at a later stage, when classroom learning resumes. For example:

  • Ask students to start a project, either individually or in a small online group, by developing a business plan and outlining the purpose of the project, requirements and intended outcomes. This planning stage would present opportunities to demonstrate their negotiation and teamwork skills.
  • Explore a range of current environmental, social or cultural issues, providing opportunities to discuss the current learning situation and the broader impacts of the global pandemic. Activities and projects connected to these issues could be further developed when students return to class.

The home as ‘workplace’

Given that most people are working from home, we encourage students and teachers to consider the home as a workplace. This will support learning across several curriculum areas and will provide a practical solution to location-based learning. Examples may include:

  1. Conduct an OH&S audit of the home, developing a report on the findings and offering solutions.
  2. Assist in preparing and cooking meals at home, including investigating what constitutes healthy eating and exploring individual dietary issues, such as diabetes and lactose intolerance.
  3. Use an advertising catalogue to calculate the savings on simple discount values.

For further examples, refer to the advice for teachers documents for all VCAL curriculum, available via the VCAL Curriculum webpage.

Modifying VCAL learning and teaching

Given the flexibility of VCAL delivery and the diversity of contexts where VCAL is delivered, there is no one approach to modifying learning and teaching that will meet the needs of every student or each context. You may need to consider:

  1. using alternative approaches if students do not have access to online learning facilities, such as providing hardcopy resources
  2. extending the completion of a Semester 1 VCAL unit over the year
  3. seeking out or establishing VCAL networks for support and to share ideas and resources.

Quality Assurance (QA) program in 2020

The VCAL 2020 QA process is vital to maintaining the integrity of the VCAL qualification and as such the 2020 VCAL QA requirements remain in place. In addition to maintaining the integrity of the VCAL Certificate the VCAA QA focus is on provision of support, student learning and celebration of student achievements throughout the school year

The VCAA is aware and sympathetic to the difficulties experienced during the coronavirus (COVID-19) pandemic and our aim is to continue to support teachers and schools so as to not add additional stress or unnecessary workload during this time.  With this in mind the following process has been put in place for the remainder of the school year:

  1. Stage 2 QA meetings will have a focus on reflection and celebration of student learning in 2020.  At this stage it is unknown whether these will be conducted online or whether there will be an opportunity to conduct face to face meetings.  We will rely on ongoing advice from the Chief Medical Officer in this regard.  Your Panel Leader will provide advice closer to the time.
  2. No template changes are required to stage one QA Templates submitted to your QA panel Leader.
  3. The VCAA and the QA Panels are aware that delivery of some Learning Outcomes is more challenging this year. While students still need to demonstrate achievement, it is understood that there may be less evidence for these.
  4. As in previous years, evidence should be provided to your region QA Panel demonstrating how students met each Learning Outcome and how this may differ from the template submitted at Stage one.

 

VET

Updates on VET delivered to VCE or VCAL students

Previously published general information still applies regarding VET delivered to VCE or VCAL students however it is to be read in conjunction with this document.

Remote learning is to continue for VET wherever possible for VCE or VCAL students.  

Where the practical assessment is regarded as essential as per the table Specific controls for Essential Assessments for VCE and VCAL it may be conducted according to those guidelines.

Where practical activities from VET units of competency are unable to be completed according to those guidelines the following additional options are available:

  • In Units 1 and 2 of VCE VET programs and Units 3 and 4 of VCE VET non-scored programs or any other VET, including SBATs, continue with knowledge-based learning or change to units with higher knowledge-based learning content. This should be discussed with your RTO.
  • If schools or RTOs wish to add units that are not currently available on VASS in the VCE VET programs being undertaken, they should contact the VET Unit for advice and support.
  • For Units 3 and 4 from scored VCE VET programs refer to VCAA published advice on adjusting scored assessment or on the VCE VET program page.
  • No further changes have been made to VCE VET Examination specifications apart from those announced earlier for VCE VET Dance and VCE VET Music Performance.

Changes can be made to enrolments in all VET certificates on VASS except VCE VET scored Units 3 and 4 sequences up until the final enrolment date, which has now been extended to November 23 2020. This is also the revised date for all VET results.

Late VET results

Where a student receives results for VET delivered at school, at an RTO or as part of an apprenticeship or traineeship after the final (November 23) cut-off date, schools can apply to the VCAA for an amendment to be incorporated into their VCE or VCAL certificate.

SWL Recognition

Where a student receives results for VET delivered at school, at an RTO or as part of an apprenticeship or traineeship after the final (November 23) cut-off date, schools can apply to the VCAA for an amendment to be incorporated into their VCE or VCAL certificate.

General information

Delivery of VET to secondary students

TAFEs and other RTOs are continuing to support students accessing both on-site and remote learning options for VET delivered to secondary students. Discussions should be taking place between schools and RTOs as to how the knowledge-based learning can progress.

Practical training and assessment is to be conducted according to the requirements of the unit of competency in an appropriately resourced training environment. In some cases this may see an amendment as per discussions with the RTO.

Further advice on Coronavirus (COVID–19) for TAFEs and training providers is available on the Department of Education website and the ASQA website.

In the small number of cases where the continuation of practical based training and assessment is not possible schools may seek the support of the RTO in determining alternate units of competency. Care needs to be taken to ensure these units are contained within the structure approved by the VCAA in VCE VET programs or meet the packaging rules of the qualification for SBAT training or other VET certificates.

VET qualifications and Units of Competency are part of the suite of nationally recognised training products and are to be delivered under the conditions determined by ASQA. Adjustments to the structure of VET qualifications or units of competency for students in Victorian schools is not possible.

Where a student is undertaking a VET certificate and relying on credit from that certificate for the completion of their VCE or VCAL, schools are required to run an eligibility report to determine the impact of any amendment to their learning program.

Amending VET enrolments

VCE or VCAL students undertaking a VET certificate can amend the units of competency being undertaken until the final enrolment and results date on November 23.

Units 3 and 4 in VCE VET Programs

Several VCE VET Units 3 and 4 sequences have practical assessment as a core component of their design. Term 3 sees all senior secondary students being able to access on-site learning at their school.

The VCAA is mindful of the significant variations in structure and resource requirements of VCE VET programs. There are also variations in the method, location of delivery and delivery sequence of different units. Where possible the VCAA encourages schools / assessing groups and RTOs to provide enough support for students to complete units contained within the VCE VET Scored programs and to undertake scored tasks as close to normal as possible. This may see additional classes being scheduled for practical activities or assessment, noting that the judging of competency is determined by the assessment conditions and assessment requirements published in the unit of competency. Three task scores out of 25 would be determined in this case as usual.

Specific advice to support students enrolled in scored VCE VET programs

Sixteen VCE VET programs provide a scored assessment option at Units 3 and 4 level which is comprised of school assessed coursework and an end of year examination set by the VCAA. In VCE VET programs, the school assessed coursework tasks are based on the knowledge and skills contained in the VET Units of Competency. In all cases there is a requirement for students to be assessed against the performance evidence contained in the units; this often requires demonstration of practical skills.

Following the adjustments of 2020 VCE study designs, the VCAA has reviewed scored Units 3 & 4 sequences from VCE VET programs to identify approaches to support students in recognition of remote and flexible learning and disruptions to learning and teaching programs.

For VCE VET programs, where students are unable to complete all required practical assessments from a unit, schools are advised that they are able to arrive at a school-based assessment score derived from completed assessments of other units. This will support students to meet the VCE VET requirements and completion of the VCE, particularly where the COVID-19 pandemic has impacted on the school’s ability to make specific assessments. This supports schools to respond to the specific circumstances of students and to the intricacies of the individual VCE VET program to ensure students are able to complete VCE VET requirements for the 2020 VCE.

Specific advice is provided below on the process for arriving at a school-based assessment score where the normal approach is not possible.

It is important to note that for students to receive the VET qualification from their RTO, they will still be required to complete all units of competency, however, this can be completed at an appropriate time including early in 2021.

Support for individual Scored VCE VET Programs

Given the return to on-school site learning for senior secondary schools from 26 May 2020 and the arrangements that training providers have put in place to support remote learning, it is anticipated that amendments to scored assessment arrangements may be minimal. However, some continuing social distancing measures, particularly in some work environments, may continue to disrupt elements of VCE VET programs.

To support schools where students may have been impacted in the preparation for final VCE VET assessments, the VCAA has published a summary document (docx - 144.62kb) containing advice on all the examinable Units of Competency from each Scored VCE VET program Units 3 and 4 sequence. This provides specific information about where it is possible to complete Units of Competency online or remotely as well as guidance on the proportion of the unit/s that require practical assessment. Adjustments to assessment should only be used where usual approaches are not available due to the impact of COVID-19.

Please note this document does not refer to elective units where they apply to some VCE VET programs. Elective units are still required where stipulated in the VCE VET Units 3 and 4 sequence.

Information included in the program support document is drawn from Planning and Mapping documents prepared by the VCAA for each examinable unit of competency.

A sample of this advice is provided below.

A table with complex data

 

Further information will be provided with the VCAA VCE or VCAL certificates and VET Statement of Results indicating that for 2020 a student’s results reported to them for VET may differ to those reported by the RTO and that the RTO statement of Attainment or VET Certificate is to be relied upon as the definitive source of evidence for the VET undertaken.

For advice on Remote Assessment and Authentication of VCE VET Scored tasks, please go to “VCE” at the top of this page, select “School-based Assessments” and select “Remote Assessment and Authentication”.

Further advice on the end of year reporting of VCE VET results and examination arrangements has been finalised and schools notified.

All other VET

For all other VET undertaken by VCE or VCAL students including non-scored VCE VET programs, students undertaking the first year of any VET qualification, School Based Apprenticeships or Traineeships and any other VET or Further Education qualifications or units of competency please refer to the general advice provided above.

Structured Workplace Learning

Structured Workplace Learning (SWL) provides a valuable contribution to a student’s learning where it is aligned to a VET certificate. The VCAA strongly supports students undertaking SWL to enhance their knowledge and skills gained through undertaking a VET certificate.

In the current environment it may be difficult for some students to continue their work placement. Schools are required to refer to the advice regarding undertaking SWL published by the Department of Education on 5 May 2020. In summary this advice stated that: Students may continue their SWL where the principal is satisfied that considerations relating to the health, safety and wellbeing of the student will be adhered to.

Workplace Learning Recognition and VET

The VCAA has determined that the time spent in a workplace on SWL related to a VCE VET program can be reduced for 2020 in order to access credit towards the VCE or VCAL for Workplace Learning Recognition. Students will still be required to reflect on the number of units of competency identified in either the VCE VET program specific or generic Apprenticeship or Traineeship Workplace Learning Record. It is also possible to defer completion of the Workplace Learning Record until later in the year.

Mandated SWL for VET qualifications or Units of Competency

In some VET certificates units of competency may contain a mandated workplace component, this is unable to be changed as it is an inherent part of the assessment requirements of that unit. In this case assessment is to be deferred until a suitable placement is available. Where a mandatory SWL placement is unable to continue, the school can consider substituting an alternate unit of competency from the VET certificate the student is undertaking that does not require a work placement. Such a unit should be drawn from the relevant VCE VET program structure or for other VET qualifications the units printed in the UoC structure report from VASS.

Webinars

VCE and VCAL leaders webinar: Eligibility reports and catch up funding

Friday, 11 September, 2020, 1:00 – 2.30pm

A video recording and resources from this webinar are now available.

 


Interactive communications channels

Senior secondary teachers may access a new interactive communication channel that enable teachers to ask questions and receive answers in real time from our subject matter experts across the organisation.

A user acceptance form and Forum Community Guidelines are available to download from VASS. VASS Administrators can email this form to relevant teachers and educators so they can complete it, obtain their Principal’s endorsement and submit it, enabling them to take part.

During this time, it is more important than ever to encourage your teachers and educators to support each other by sharing information and communicating with us when required.