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Schools and Educators

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.

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 the same 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.

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.

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 one or more VCE Unit 3–4 sequences need to be enrolled and have commenced learning prior to this deadline.

At present, 9 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.

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.

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 9 November 2020.

School-based Assessments

Remote Assessment and Authentication

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

Schools must 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 you 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 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 you 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.

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 the SAT 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.

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.

 

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 17.5 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 7.5 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 17.5 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 12.5 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, 9 September 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.

VCAL

General information

Focus of VCAL in Term 2

In Term 2 you should focus on ensuring that students remain connected to their learning, peers and providers.

We encourage you to pay particular 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

To ensure a student is enrolled in an eligible program, you must run a VCAL student eligibility report in VASS. 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 rest of the qualification requirements are met. For more information, 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. 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 and Work-related skills strand (WRS) requirements. If you normally use additional VET hours to 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 more information, consult the VCE and VCAL Administrative Handbook. 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 May 5 2020.

In summary this advice stated that: Students may continue their SWL in term 2 where 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 schools 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

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:

  • Conduct an OH&S audit of the home, developing a report on the findings and offering solutions.
  • 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.
  • 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:

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

Quality Assurance

Quality Assurance (QA) program in 2020

We are currently reviewing the QA process for 2020 and will consult with panel leaders in Term 2 to develop a plan for the remainder of the year.

VET

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. The focus for Term 2 continues to be the knowledge-based components of units of competency in the VET certificates. 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 and may need to be deferred until the students have the opportunity to continue that training in an appropriately resourced training environment.

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 in November. This does not apply to scored VCE VET Unit 3 and 4 sequences which cannot be amended after June 26, 2020.

Units 3 and 4 in VCE VET Programs

A number of VCE VET Units 3 and 4 sequences have practical assessment as a core component of their design. Until 22 May 2020, small groups of VCE and Victorian Certificate of Applied Learning (VCAL) students can attend on-site for short periods, consistent with physical distancing measures and other requirements, if their learning and assessment requirements cannot be conducted at home. From 26 May 2020, all senior secondary students will resume 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 support students to complete units contained within the VCE VET Scored programs and to undertake scored tasks as close to normal as possible. 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 will be provided as soon as possible 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 detailed advice in the Planning and Mapping documents for each of the examinable units of competency have been prepared and will be available on the individual VCE VET program pages.

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 are currently being finalised and schools will be notified when it is available.

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 in term 2 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

Further webinars are being planned. Schools will be notified by Notices to Schools and details published on this page.

 


Interactive communications channels

F–10 and senior secondary teachers may access two new interactive communication channels 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.

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