Templestowe College VCE Handbook 2020
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Templestowe College
VCE Handbook
2020
The purpose of this handbook is to help students, parents, and staff
understand how the Victorian Certificate of Education (VCE) and the Victorian
Certificate of Applied Learning (VCAL) works at TC. It outlines how the
Victorian Curriculum and Assessment Authority’s (VCAA) rules and
instructions are administered and contains important school policies and
procedures you must be aware of.
References
VCE and VCAL Administrative Handbook 2020
www.vcaa.vic.edu.au
Contents
1 Satisfactory completion of the VCE (VCAA Rules) ............................................................................. 3
1.1 Minimum requirements .................................................................................................................................... 3
1.2 Satisfactory achievement of a VCE unit ............................................................................................................ 3
1.3 Repeating VCE units .......................................................................................................................................... 4
1.4 VASS Reporting Requirements .......................................................................................................................... 4
2 Demonstrating achievement of outcomes at TC ............................................................................... 5
2.1 What is the difference between coursework and school-based assessment? ................................................. 5
2.2 Documenting coursework requirements at TC ................................................................................................. 5
3 Completion of VCE Units – SCORED vs UNSCORED ............................................................................ 7
3.1 Process for selecting the SCORED or UNSCORED pathway............................................................................... 8
3.2 What is a VCE Study Score? .............................................................................................................................. 8
3.3 What is an ATAR Score? .................................................................................................................................... 9
3.4 How is the ATAR calculated?............................................................................................................................. 9
4 Completion of VCAL Units ................................................................................................................ 9
5 Assessment and Feedback at VCE ................................................................................................... 11
5.1 Graded, School-Based Assessment ................................................................................................................. 11
5.2 Procedures for administering graded, school-based assessments at TC ........................................................ 11
5.3 Feedback and Reporting ................................................................................................................................. 12
6 Authentication at VCE and VCAL .................................................................................................... 13
6.1 VCAA Rules for School Assessed Coursework and School Assessed Tasks ..................................................... 13
6.2 Breaches of authentication rules .................................................................................................................... 14
7 Special Provision ............................................................................................................................ 15
7.1 Eligibility for special provision......................................................................................................................... 15
7.2 Types of special provision ............................................................................................................................... 15
7.3 Derived examination scores ............................................................................................................................ 16
7.4 Special provision if absent from school-based assessments .......................................................................... 16
8 Interventions ................................................................................................................................. 17
APPENDIX 1 - VCE Assessment Reschedule / Extension Form................................................................. 18
APPENDIX 2 - Student Work Concern Escalation .................................................................................... 19
APPENDIX 3 - VCE Unscored Pathway ................................................................................................... 20
APPENDIX 4 – VCE/VCAL Special Provisions........................................................................................... 22
APPENDIX 5- Internal SEA Application Form .......................................................................................... 231 Satisfactory completion of the VCE (VCAA Rules)
The Victorian Certificate of Education (VCE) is awarded on the basis of satisfactory completion of units
according to VCE program requirements. Evidence of achievement is collected by the teacher through a
range of tasks, including school-based assessments that are designated for the study. The decision about
satisfactory completion of a unit is distinct from the assessment of levels of achievement.
1.1 Minimum requirements
The minimum requirement for being awarded the VCE is the satisfactory completion of 16 units, which must
include:
• three units from the English group, including a complete Unit 3–4 sequence
• at least three sequences of Unit 3 and 4 studies other than English, which may include any number
of English sequences once the English requirement has been met.
TC recommends that students plan to have at least five Unit 3 and 4 sequences upon completion of their
VCE. This provides a ‘safety net’ for students in the event of unforeseen circumstances. Each year TC runs
eligibility reports to ensure that all students are fully aware of their eligibility to achieve their VCE in the year
they wish to graduate.
In many schools the VCE is normally completed over two to three years, however this is not usually the case
at TC. Many students attempt their first VCE units in their 3 rd or 4th year at TC, and there is no time limit
placed on achieving the VCE (i.e. students may accumulate units over any number of years).
1.2 Satisfactory achievement of a VCE unit
For satisfactory completion of a Victorian Certificate of Education (VCE) unit, students must demonstrate
their achievement of the set of outcomes as specified in the study design. Students should familiarise
themselves with the Study Design for each VCE subject they elect to study. It describes the key knowledge
and skills students should possess by the time they have completed a unit (See www.vcaa.vic.edu.au)
The decision about satisfactory completion of outcomes is based on the teacher’s assessment of the
student’s overall performance on a combination of set work and assessment tools. The overall S/N for each
Area of Study is determined by whether or not students have demonstrated sufficient key knowledge and
skills to meet the outcome and satisfied the attendance requirement.
Satisfactory VCE unit result – ‘S’
Students receive an S for a unit if their teacher determines that all the following requirements are achieved.
The student must:
• produce work that demonstrates achievement of the outcomes.
• submit work on time that is clearly their own.
• observe the rules of the Victorian Curriculum and Assessment Authority (VCAA) and TC
• Meet TC attendance requirements
VCAA clearly states that students should be given the opportunity to demonstrate outcomes in a variety of
ways.
3Not Satisfactory VCE unit result – ‘N’
Students receive an N for the unit when one or more of the requirements listed above are not achieved:
• The work does not demonstrate achievement of the outcomes.
• The student has failed to meet a school deadline for the assessment task, including if an extension of time
has been granted for any reason, including Special Provision.
• The work cannot be authenticated.
• There has been a substantial breach of rules.
If a student receives a N for a unit, the unit will not contribute towards the achievement of their VCE (see
1.1 – Minimum Requirements).
1.3 Repeating VCE units
There are no restrictions on students repeating units, but they may obtain credit only once for each unit.
Students who repeat a unit are required to repeat the full unit, including all assessments for the outcomes
specified for the unit, in the current study design for the year of repetition.
1.4 VASS Reporting Requirements
All students are required to confirm their personal details and VCE/VET/VCAL enrolment that are recorded
in VASS are correct each year. This process takes places early in the school year and is a requirement of
enrolment in VCE/VCAL. The collection of this student data is completed in line with the VCAA’s collection
policy which is provided to students at the time of completing the forms. All students who are undertaking
VCE or VCAL are required to sign the General Declaration at the beginning of each year.
Staff are also required to check and sign off on VCE/VCAL class lists to confirm student enrolments. Staff
must ensure that all assessments are schedule in such a way to enable them to meet TC and VCAA deadlines.
These specific deadlines for staff can be located on VCE Admin Teams page.
42 Demonstrating achievement of outcomes at TC
All TC students will be required to provide evidence that they have completed the coursework required to
demonstrate any outcomes specified in the study design for a VCE unit of study. These work requirements
will be determined by subject teachers, and clearly communicated to students at the beginning of a unit.
Any student who satisfies these coursework expectations, and TC’s attendance requirement of 90%, will be
awarded an S for the unit.
2.1 What is the difference between coursework and school-based assessment?
School-based assessments consist of any teacher-assigned tasks that determine each student’s level of
achievement in outcomes as specified in the study design. In VCE Unit 3 and 4 studies, scores for these
school-based assessments (usually SACs and SATs) are submitted to VCAA and are used along with external
examination scores to determine a single total study score for each student.
Coursework however encompasses a range of classroom and homework activities set by the teacher to
scaffold and support student learning with a view to improving engagement, interest, and depth of
understanding. Coursework should be designed to ensure students are:
• Creating a written and/or visual record of their developing knowledge and skills
• Consolidating their knowledge and skills through practice
• Demonstrating their understanding of the material covered in the course
• Creating a study resource for exam revision if they have chosen to study a Unit 3 and 4 subject scored.
The completion of coursework is vital in demonstrating your understanding or ability within each outcome.
As such students will not be deemed to have demonstrated an outcome satisfactorily if they have not been
able to do so throughout the duration of the course.
2.2 Documenting coursework requirements at TC
At the beginning of each VCE unit of study, TC students must be provided with an outline/checklist which
specifies:
• The outcome/s that must be demonstrated during the VCE unit.
• For each outcome, the key knowledge and skills and graded assessment tasks that are linked to the
outcome.
• The coursework requirements which must be completed to achieve an S for the unit.
• The date by which all work requirements (graded assessments and minimum coursework) should be
completed.
It is important to note that any student who wishes to undertake VCE studies must acknowledge that the
completion of homework is an integral part of the teaching and learning process.
Determining the course work requirements will vary from subject to subject. The VCAA Study Design for each
study outlines these and suggest suitable methods of presentation to demonstrate the satisfactory
completion of a work requirements. Examples might include a poster, a written report drawing on data
collected from fieldwork or other sources, a multimodal presentation, a written response to a set of
5questions, a case study, an oral presentation drawing on data collected from fieldwork or other sources,
chapter questions, character analysis, extended essay.
Presented below is an example of work requirements for both a scored and non-scored student.
UNIT 3 CHEMISTRY
How can chemical processes be designed to optimise efficiency?
AREA OF STUDY 1 - What are the options for energy production?
Outcome 1
On completion of this unit the student should be able to compare fuels quantitatively with reference to combustion
products and energy outputs, apply knowledge of the electrochemical series to design, construct and test galvanic
cells, and evaluate energy resources based on energy efficiency, renewability and environmental impact.
To satisfactorily demonstrate the outcome listed above the following minimum work
requirements must be completed as detailed:
Requirement S/N Level Achieved
1. Completion of set Chapter review questions from the S
textbook:
• Chapter 1: Q 3, 4, 5, 9, 11, 12, 16, 18, 19
• Chapter 2: Q 9, 10, 11, 12, 13, 14, 15, 18, 19 N
• Chapter 3: Q 16, 18, 19, 20, 23, 24, 25, 27, 29, 31, 33, 34
• Chapter 4: Q 12, 13, 15, 17, 18, 19, 21, 23
• Chapter 5: Q 10, 11, 12, 13, 18, 19, 24, 25, 26
• Chapter 6: Q 3, 4, 5, 6, 7, 8, 9, 10, 13
2. Participate in all AOS 1 practicals and complete log book entries S
1. Synthesis of biodiesel
2. Preparation, properties and quantitative analysis of
N
biofuels
3. Preparation and analysis of electrochemical cells
3. Complete the NEAP diagnostic assessments: S or N
• Energy from fuels
• Galvanic cells and fuel cells
NOTE: These tasks are our feedback mechanism and will be marked
and returned to students prior to the SAC’s for this AOS.
4. Complete a vocabulary list with definition of at least 10 terms used S or N
throughout U3 AOS1
5. Assessment: S or N
Scored Students: U3 AOS1 SAC1A and SAC 1B to a satisfactory level
Unscored Students: Proficiency Task U3 modified version of AOS1
SAC1A and SAC 1B to a satisfactory level that demonstrates a breadth
6of key knowledge. Assessment will be supervised and conducted at the
same time as the scored SAC. Modified conditions can be negotiated.
HIGHLY RECOMMENDED
Watch all U3 AOS1 Edrolo videos and attempt the questions
To be eligible to receive a study score in Chemistry, all AOS 1 School Assessed Coursework (SACs) must be
attempted on the specified SAC date, and a satisfactory level of achievement attained.
3 Completion of VCE Units – SCORED vs UNSCORED
VCAA recommends that schools encourage all students to undertake scored assessment wherever possible.
Scored assessment provides a more detailed record of student achievement and is currently considered to
be the best way to maximise opportunities and pathways to further education and training.
However, TC understands the need for flexibility in building individual student programs and is very
supportive of students who elect to satisfactorily complete Units 3 and 4 of a study without completing all
or any graded assessments.
It is important to note that levels of achievement for Units 1 and 2 of a study are determined by schools, and
there is no reporting to VCAA beyond the allocation of an S or an N for each unit. As such, there is no
unscored option available in Units 1 and 2 Where students are at risk of not completing a unit or they
experience difficulties with normal assessment due to illness, an impairment or disability, or factors relating
to personal circumstance, they should apply for a Special Provision.
The following table compares the scored and unscored pathways at TC:
SCORED UNSCORED
Units 3 and 4 of a study Encouraged Supported
Units 3 and 4 contribute to the achievement of the VCE if satisfactorily
Yes Yes
completed
Study score is calculated upon satisfactory completion of Unit 3 and 4 Yes No
Contributes to an ATAR (Australian Tertiary Admission Rank) Yes No
Coursework requirements must be met for satisfactory completion of unit Yes Yes
90% attendance requirement must be met for satisfactory completion of
Yes Yes
unit
Graded, school-based assessments (SACs) Yes No
Inbuilt into
Proficiency Tasks Yes
SACs
Graded, portfolio school-based assessments (SATs) must be attempted Yes Yes
External, end-of-year VCAA examinations must be attempted Yes No
GAT (General Achievement Test) Yes Yes
7Key points:
• The distinction between a SAC and Proficiency Task is in the intended measure of student performance.
A SAC aims to determine the range of a student’s abilities and achievement relative to that of others,
whereas, a Proficiency Task is geared towards the demonstration of required skills and knowledge in
relation to an outcome of study. In most cases a Proficiency Task will be a modified or adapted version or
modified administration of a SAC.
• Students must meet the coursework requirements and the 90% attendance requirement in order to
achieve an S for any unit of study, regardless of whether they are attempting the study scored or
unscored.
• In Units 3 and 4 of a study, school-based assessments and end-of-year examinations must be attempted
by students who have chosen to attempt a VCE study scored. Achievement on these tasks is used to
calculate the Study Score (which contributes to the ATAR). If a student is planning on repeating a subject
they are highly encouraged to carry out these assessments in preparation of the following year.
• Any additional work requirements for students opting for the scored pathway will relate to their
preparation and completion of school assessed tasks, and the end-of-year examination.
• TC advice regarding the unscored pathway – if in doubt, don’t opt out!
TC advices all students to attempt a VCE subject scored if they are in any doubt. Why? A student can
always decide to opt-out at a later date, however you CANNOT change your mind and opt-in to completing
a Unit 3 and 4 subject scored part-way through an academic year.
3.1 Process for selecting the SCORED or UNSCORED pathway
Appendix 3 - VCE 2020 – Unscored Pathway for application form.
3.2 What is a VCE Study Score?
A study score is calculated using the student’s moderated school-assessed coursework scores, scores for
school-assessed tasks, and examination scores for each study. This score is used by VTAC for the calculation
of the student’s ATAR (Australian Tertiary Admission Rank).
The study score indicates how a student performed in relation to all others who took the study. The study
score has a maximum of 50. Study scores of 23 to 37 indicate the student is in the middle range. A score
above 38 indicates that the student is in the top 15 percent of students in the study. To receive a study score,
students must complete two or more Graded Assessments in the study and receive an S for both Units 3 and
4 in the same year.
To ensure comparability of assessment of school-assessed coursework from different schools, the VCAA
applies statistical procedures to each cohort of students in each school undertaking the study. This
moderation adjusts the level and spread of each school’s assessment of its students in a particular study to
match the level and spread of the same students’ scores on a common external score. For further
information, see www.vcaa.vic.edu.au.
83.3 What is an ATAR Score?
The ATAR is a ranking of graduate results that measure a student’s overall academic achievement compared
with all other final year students in Australia (excluding Queensland). The ATAR is not a score out of 100 – it
is a rank. The ATAR allows tertiary institutions to compare the overall achievements of all students who have
graduated from secondary school in that year.
In Victoria, ATARs are calculated by the Victorian Tertiary Admissions Centre (VTAC) when students complete
the Victorian Certificate of Education (VCE). VTAC uses the VCE results issued by the Victorian Curriculum
and Assessment Authority (VCAA) to calculate ATAR scores.
VTAC notifies students of their ATAR. If students apply for tertiary courses, VTAC forwards the ranking and
applications to tertiary institutions. In addition to other course requirements, the ATAR score can determine
a student’s eligibility for tertiary courses. Each tertiary institution sets the ATARs required for its courses, as
well as other course entry requirements.
3.4 How is the ATAR calculated?
The ATAR is calculated by VTAC based on up to six VCE scaled study scores. Study scores are scaled up or
down by VTAC according to the performance of students in a study in a particular year – which means scores
change each year, making ATARs difficult to predict.
The ATAR is calculated from an aggregate, produced by adding together:
• a student’s highest scaled study score in one of the English studies (English, English Language, English as
an Additional Language (EAL), Literature),
• a student’s highest scaled study scores for three additional permissible studies, and
• 10% of the scaled study scores for the fifth and sixth permissible studies.
Students are then ranked in order of their aggregate and a percentage rank is assigned to distribute students
as evenly as possible over a 100-point scale.
Finally, the percentage rank is converted to an ATAR score. The ATAR is an estimate of the percentage of the
population that a student outperformed. So, if a student receives an ATAR of 60, it means they performed
better than 60% of students that year.
The ATAR is a number from 0 and 99.95 in intervals of 0.05. The highest rank is 99.95, the next highest 99.90,
and so on. The lowest automatically reported rank is 30.00, with ranks below 30.00 being reported as ‘less
than 30’.
4 Completion of VCAL Units
4.1 VCAL units
Each VCAL unit is 100 nominal hours in length, and each unit that is successfully completed contributes one
credit towards the VCAL at the appropriate award level. The nominal hours include both scheduled and
unscheduled time.
94.2 Course requirements
To be awarded any VCAL qualification, students must successfully complete a learning program that contains
a minimum of 10 credits and includes:
• at least one credit is required for Literacy Skills and one credit is required for Numeracy Skills*
• components to the value of at least one credit for each of the Work Related Skills Strand, Personal
Development Skills Strand and Industry Specific Skills Strand
• a minimum of two VCAL units
• curriculum components to the value of six credits at the level of the VCAL award or above: one of
which must…
-be for Literacy Skills
-be a VCAL Personal Development Skills unit.
Upon successful completion of the requirements for a VCAL, students will receive a VCAL certificate and a
Statement of Results. Successful completion will be certified in July or December in each enrolment year.
Students who commence a VCAL program but do not complete it will receive a Statement of Results at the
completion of each year of study.
4.3 General credits
VCE units that are included within a student’s VCAL program but which do not meet the purpose statement
of any of the VCAL curriculum strands may contribute towards the overall minimum total credits required
and/or minimum credits required at the award level.
4.4 Students with credit from the VCE
Any VCE unit that has not contributed to the satisfactory completion of any senior secondary certificate may
contribute to satisfactory completion of a current year VCAL.
Students who have successfully completed the VCE and enroll in VCAL in a subsequent year will be required
to meet the normal VCAL satisfactory completion rules as outlined in the section above.
4.5 Competency based learning/assessment
Competency-based learning is a method of learning that focuses on a learner’s ability to receive, respond to
and process information in order to achieve competency. It is geared towards the attainment and
demonstration of skills to meet curriculum-defined standards, rather than to a learner’s achievement
relative to that of others.
At a glance, Competency-based training is characterised by the following key features:
• It is based on units of competency (hence the term competency-based)
• It is outcomes-focused, relying on a learner’s ability to consistently apply their knowledge and skills, in a
range of environments, to the standard of performance required.
VCAL students are assessed as ‘competent’ or ‘not yet competent’ across the outcomes contained within
each of the VCAL Strands (Literacy, Numeracy, Personal Development Skills and Work-Related Skills). To be
assessed as competent, students must show a consistent application of skills and knowledge, in a variety of
settings, to the standard required at that VCAL level (Intermediate and Senior).
105 Assessment and Feedback at VCE
5.1 Graded, School-Based Assessment
While completion of the coursework is required to be awarded an S for a unit of study, scored students will
demonstrate and receive feedback on their level of achievement of outcomes through their performance on
school-based assessment tasks. These tasks must be completed mainly in the classroom, during class time.
In Units 1 and 2, outcome achievement will be assessed and graded using the key knowledge and skills
designated by the VCAA. In these units, S or N results only are reported to the VCAA. Teachers will provide
students with grades and feedback appropriate to each assessment task and each outcome, including advice
on where and how improvements can be made for further learning. Grades are not reported to the VCAA
and are not subject to moderation.
In Units 3 and 4 where students undertaking a scored pathway, SACs (School Assessed Coursework) and SATs
(School Assessed Tasks) describes the most commonly used forms of graded assessment. These are used to
measure each student’s level of achievement based on the assessment tasks specified in the relevant Study
Design. This assessment will take place mainly in the classroom under teacher supervision over a specified
period of class time. Coursework scores are forwarded to the VCAA and are subject to statistical moderation.
5.2 Procedures for administering graded, school-based assessments at TC
For Unit 1 & 2 studies there are also end of year exams. It is a school policy that all students studying Unit 1
& 2 subjects will attend and attempt these end of year exams to the best of their ability. The exam, and
revision process, serves to prepare students for Unit 3&4. This exam does not contribute to satisfactory
completion of the Unit. Exam content should be communicated to students in writing 3 weeks prior to the
exam process, and reflect the structure of the Unit 3&4 exam.
For all school-based assessment, a TASK SHEET outlining exactly what will be assessed, and suggestions for
study/preparation must be distributed to students AT LEAST TWO WEEKS before an assessment date. It is
imperative to ensure students are made aware that if they are absent from an assessed task (without a
medical certificate) they will receive a NA for this outcome. This should be placed on every task sheet so
there is absolutely no confusion regarding the potential consequence of missing school-based assessment
without a valid reason.
School-based assessments must be returned to students once all students in the study have completed the
task and it has been marked and cross-marked as required. The actual tasks can be annotated. Staff must
ensure that they are able to meet audit requirements to submit sample work, if they occur. Ideally students
should receive feedback within two weeks of completing the task. Students should then be encouraged to
seek personalised feedback in addition to any teacher feedback routinely provided.
TC does not have a VCE SAC resit policy because the S or N for the subject is not linked to SAC but to work
requirements. The score achieved at the original SAC sitting is the only score that can be recorded.
If a student chooses to reattempt/resubmit a work requirement task that has not received a satisfactory
level they should be encouraged to do so, in order to demonstrate work to a satisfactory standard. This must
however be completed within the required time frame. Students whose SAC is unsatisfactory will have the
opportunity to complete the Proficiency Task (or another supporting task) to gain a S for the outcome. This
will not change their original score for the outcome.
115.3 Feedback and Reporting
At TC students will receive feedback on their learning in VCE subjects in any number of the following ways:
1. Regular discussions with their classroom teachers
As all students are required to complete the coursework requirement for a unit of study, classroom teachers
may schedule appointments with their students during class time. During these informal feedback sessions,
student progress and understanding of learning outcomes will be evaluated by their teacher. Strategies for
improvement and providing advice on particular problem areas should be a major focus of these discussions.
2. Work and Study Habits Index (WASHI)
The WASHI provides the opportunity for each student to receive regular feedback on the progress
towardswork and study habits vital for VCE success.
3 Continuous Feedback
Continuous feedback on all school-based assessment will continue to be provided using Compass Learning
Tasks. Appropriate feedback is timely (within two weeks of task date), and must include:
• An individualised feedback comment, outlining the skills and knowledge demonstrated, next steps for
learning, and strategies to achieve the next level of achievement.
• A rubric comprised of the VCAA performance descriptors for the Outcome, as applicable.
• An indication of students’ level of achievement on the assessment, expressed either as a percentage or
an achievement statement (Very Low, Low, Medium, High, Very High).
o Where a percentage is used for Unit 3 and 4 school assessed tasks, a disclaimer stating that
the grade is a raw score that may change during VCAA statistical moderation must be included
126 Authentication at VCE and VCAL
The rule is very simple: All VCE and VCAL students must submit work for assessment that is their OWN.
6.1 VCAA Rules for School Assessed Coursework and School Assessed Tasks
Students must observe and apply rules for the authentication of school-based assessment. Students must
sign an authentication record for work done outside of class when they submit the completed task.
The VCAA authentication rules state:
• A student must ensure that all unacknowledged work submitted for assessment is genuinely their own.
• A student must acknowledge all resources used, including:
- texts, websites and other source material
- the name and status of any person who provided assistance and the type of assistance provided.
• A student must not receive undue assistance from another person in the preparation and submission of
work.
• Acceptable levels of assistance include:
- the incorporation of ideas or material derived from other sources (for example, by reading, viewing
or note taking), but which have been transformed by the student and used in a new context
- prompting and general advice from another person or source, which leads to refinements and/or
self-correction.
• Unacceptable levels of assistance include:
- use of, or copying, another person’s work or other resources without acknowledgement
- corrections or improvements made or dictated by another person.
• A student must not submit the same piece of work for assessment in more than one study, or more than
once within a study.
• A student must not circulate or publish written work that is being submitted for assessment in a study in
the academic year of enrolment.
• A student must not knowingly assist another student in a breach of rules.
Identifying authentication problems:
In considering whether a student’s work is genuinely their own, teachers should consider whether the work:
• is not typical of other work produced by the student
• is inconsistent with the teacher’s knowledge of the student’s ability
• contains unacknowledged material
• has not been sighted and monitored by the teacher during its development.
13Strategies for avoiding authentication problems:
To reduce the possibility of authentication problems occurring in VCE Units 1 to 4, or problems being difficult
to resolve, the following strategies are advised:
• Teachers should ensure that tasks are kept secure prior to administration.
• Ensure that a significant amount of class time is spent on the task so that the teacher is familiar with the
student’s work and can regularly monitor and discuss aspects of the work. Regular written records should
be made of when student work was checked.
• Ensure that students are working with a current copy of the accredited study design, the current
assessment guide/criteria and advice so that they full understand the requirements of the set task
• Assessment tasks should not be recycled from year to year unless significant modifications are made to
ensure that students are unable to use other students’ work from a previous academic year. Remember
it is school policy to return all assessed tasks to students once marked and feeback has been provided.
• Ensure internal moderation and cross marking procedures are applied where there is more than one class
in a study. Cross marking often reveals possible breaches of authentication. Where there is only one class
in a study, endeavour to partner with a teacher from another school where possible to moderate.
• Where commercially produced tasks are being used for school-based assessment it is very important that
modifications are made for authentication purposes. You should assume that a commercially produced
task has been shared online, and it is therefore NOT APPROPRIATE to use such tasks without significant
modification.
• Encourage students to acknowledge tutors, if they have them, and to discuss and show work done with
tutors. Make sure tutors are aware of authentication requirements.
6.2 Breaches of authentication rules
Principals are responsible for the administration of VCAA rules and instructions in their schools. One of these
rules is that a student must ensure that all unacknowledged work submitted for assessment is genuinely
his/her own. If any part or all of the work cannot be authenticated, then the matter must be dealt with as
a breach of rules.
Suspected breaches of VCAA rules will be handled by the Principal, or their delegate. Students will receive,
in writing, a statement outlining the nature of the suspected breach of rules and will be given an opportunity
to respond. A meeting of a Breach of Rules Panel (consisting of the Principal or an Assistant Principal, the
student’s Community Director or Leader, and the Subject Teacher), the student and parent will be organised.
The student will be notified of the outcome of the Breach of Rules Panel in writing. If the student disagrees
with the outcome of the Breach of Rules Panel, they may formally appeal to the VCAA.
Students or staff who believe that a breach of rules has occurred, or that a student has behaved
inappropriately, should report the incident immediately.
For further information see the VCE and VCAL Administrative Handbook 2020 (www.vcaa.vic.edu.au).
147 Special Provision
Special Provisions can apply when students have legitimate reasons (i.e. circumstances outside their control)
for not working to the best of their ability, including the submission of work or attendance at school-based
assessments.
Special provisions are designed to allow students who are experiencing significant hardship to demonstrate
both what they know and what they can do. These provisions are not allowances and does not change the
work requirements of a student. The objective is, as far as possible, to remove the barriers which may
prevent a student demonstrating their capabilities in a study.
Each student’s case will be evaluated individually. The guiding principles which must be satisfied in all forms
of special provision are:
• the provision should provide equivalent, alternative arrangements for a student.
• the provision should not confer an advantage to any student over other students.
See Appendix 5 – Special Provision Application.
7.1 Eligibility for special provision
Students may be eligible for Special Provision if, they are adversely affected in a significant way by:
• an acute or chronic illness (physical or psychological).
• factors relating to personal circumstance.
• an impairment or disability, including learning disorders.
These circumstances do not include matters or situations of the student’s own choosing, such as involvement
in social or sporting activities or school events. Prolonged absence from school or study is not in itself
grounds for Special Provision. However, provisions are available to students experiencing severe hardship
that may result in prolonged absence. Students granted Special Provision must still complete all school work
related to satisfactory completion of the outcomes of a VCE/VCAL unit. Students absent from school for
prolonged periods must still comply with the school’s authentication procedures to demonstrate that they
have completed the work and that the work is their own.
7.2 Types of special provision
Special provision is available to students completing the VCE for: classroom learning, school-based
assessment, and VCE external assessments.
Classroom learning and school-based assessments
For classroom learning and school-based assessments, the school is primarily responsible for determining
eligibility and the nature of the provisions granted. Many strategies to ensure a student can demonstrate
their achievements of outcomes are possible, both short-term provisions and long-term provisions as
required by the specific circumstance. To apply for special provision at VCE, students and/or parents should
initially contact Matthew Harris (MHA@tc.vic.edu.au) and complete an Internal Special Provisions
application. (See Appendix 5)
15VCE external assessments
For all external assessments (e.g. VCE examinations, GAT) the VCAA is responsible for determining eligibility
and for granting approval in the form of Special Examination Arrangements and the Derived Examination
Score (DES). All communications regarding Special Examination Arrangement applications should be
forwarded to Matthew Harris (MHA@tc.vic.edu.au).
7.3 Derived examination scores
Where a student is unwell or has been affected by a physical or mental trauma (such as injury, death of a
close relative, family breakdown) at the time of their examination, they may be eligible for a derived exam
score. A derived exam score is calculated based on the student’s performance in other graded assessments
and the GAT. If a student was predicted to receive a higher grade based on these measures than they actually
obtained, then their grade is adjusted upwards accordingly. A derived exam score never reduces the grade
received.
The student’s application for a derived exam score must be received by VCAA within 7 days of the student’s
last exam of that examination period. The application must be supported by documentation from a
professional such as a medical doctor or psychologist. There is no guarantee that students will be granted a
derived exam score, so they are always encouraged to sit all examinations and to assume the mark they
obtain will be their final grade.
7.4 Special provision if absent from school-based assessments
School-based assessments cannot be completed/submitted ‘late’. Only students who provide a medical
certificate, are involved in an approved school-based activity, or who have a Special Provision, will be able
to make up a missed SAC or have an extension on a SAT, and still have the score awarded. This school policy
applies to all VCE studies, Units 1 – 4 inclusive. Students who do not meet these conditions will have to
complete the task but will be awarded a score of 0. Completing the task still allows them to demonstrate the
outcome (and achieve an S for the Unit) however.
Rescheduling an assessment or applying for an extension
When a student needs to request any alteration to a VCE assessment task date they must complete the VCE
ASSESSMENT RESCHEDULE / EXTENSION FORM (see APPENDIX 1).
If a student is aware they will be absent from an assessed task in advance, they must collect a form from the
RC and submit it to their subject teacher at least 3 days before the date of the task. The teacher will check
the appropriateness of the documentation and arrange a new date.
For an unplanned absence, students must collect a form from the RC and talk to their subject teacher on the
day they return from their absence. The teacher will check the appropriateness of the documentation and
arrange a new date. The new date must be within one week of the return from absence.
Extensions of time will only be given under extreme circumstances. Students must collect a form from the
RC and complete it at least three days before the due date, if practicable and submit this to their subject
teacher. Consultation will then take place between the student, subject teacher and the Learning Area
Leader about whether a revised due date may be permitted.Students who move into a Unit 3 or 4 subject
after the subject has commenced must demonstrate their ability to catch up on any work missed. Extension
of time for SACs will not be granted to students on the basis of late commencement of the study.
168 Interventions
8.1 VCE/VCAL Attendance
All VCE and VCAL students must meet the 90% attendance requirements to be awarded an S for a Unit of
study. If a student fails to meet this requirement, the intervention process at TC is shown in APPENDIX 2.
VCE/VCAL catch up sessions are available on Monday, Tuesday and Thursday between 3:30pm and 4:40pm
and are run from S Wing. Attending one of these sessions equates to 1 missed class for 1 subject. Students
completing VCE are limited to 5 catch up sessions per study, per Unit. Students completing VCAL are limited
to 10 catch up sessions per study, per semester.
Attendance figures that are used to monitor VCE/VCAL attendance are determined via a report that is
produced at 1.30pm each Friday afternoon. These figures are used to identify any student below the
minimum 90% requirement. Once identified each student, for each VCE/VCAL subject, will receive a
notification via a Compass Chronicle entry. The Compass Chronicle entry is created by the school’s
Attendance Officer and the communication from Compass at that point is automated. The communication
is intended to make each student and family aware of attendance issues, so timely action can be taken to
ensure the satisfactory achievement of unit outcomes.
17APPENDIX 1 - VCE Assessment Reschedule / Extension Form
18APPENDIX 2 - Student Work Concern Escalation
19APPENDIX 3 - VCE Unscored Pathway
2020 Unscored VCE Pathway
There is no unscored at Unit 1 and 2:
All Unit 1/2 students must complete all teaching and learning tasks as prescribed by their teachers - this includes all forms
of assessment (quizzes, topic tests, SACS or assessment tasks, end-of-semester exams etc). All final results are recorded
as S or N.
Unscored option at Unit 3 and 4:
At Unit 3 and 4 the VCE does provide the flexibility to satisfactorily complete units without completing all
or any graded assessments (two graded assessment scores are required to achieve a study score). This is a
major decision and must include completing a Graduate Pathway plan with our Careers Coordinator.
Unscored can be done for one subject or multiples of subject.
Points of clarification:
• A student who selects unscored for English will not receive an ATAR score even if four other
sequences are completed.
• A student who completes less than four scored sequences including English will not receive an
ATAR but will receive a study score for scored subjects and an S or N for unscored subjects.
• Undertaking an alternative pathway program may prohibit an ATAR. Note: Some of these require
a study score of 25 in English.
• The intention to go unscored in a Unit 3/4 sequence form must be completed.
• Deadline to go Unscored is the end of term 1.
Reasons for undertaking a subject non- scored may include:
• A student not needing a study score with a pathway that does not require an ATAR.
• A student who can successfully complete all tasks in a subject, but who is likely to receive a study
score that will negatively impact on their wellbeing.
• Students who have a clinical condition that cannot be accommodated by special provision in the
understanding that they will not follow a standard pathway as they will not receive an ATAR.
To reiterate: Completing a VCE subject ‘unscored’ still requires a student to demonstrate their achievement
at a unit 3 & 4 standard in the outcomes specified in the study design, however they are not required to
complete any formal school-based assessments or external examinations that solely contribute to the study
score
Regardless of the pathway selected, all VCE students have obligations that they must commit to so they
can achieve their personal best and contribute positively to the learning environment in their classes.
90% attendance is still a requirement.
20VCE 2020 – Intention to go Unscored in a Unit 3 & 4 Sequence
Student Name: ________________________________________
I understand that making the decision to complete a unit without a study score has implications both
in relation to receiving an ATAR or not and in the range of courses available in my post Graduate year.
I have completed a Graduate Pathway Plan meeting with the Careers Coordinator
I intend to study the following subjects (including VET subjects) unscored:
SUBJECT TEACHER
Student signature: _______________________________ Date: ________________________
Parent signature: _______________________________ Date: ________________________
Class teacher signature(s):
_______________________________________________ Date: ________________________
_______________________________________________ Date: ________________________
_______________________________________________ Date: ________________________
_______________________________________________ Date: ________________________
_______________________________________________ Date: ________________________
Careers Coordinator signature: _____________________ Date: ________________________
A copy of this document is to be filed on the student ILP and emailed to Head of House, class teachers,
student and parent by the VASS Administrator.APPENDIX 4 – VCE/VCAL Special Provisions
2020 TC VCAA SEA APPLICATION PROCESS
Did you make a SEA
application to the VCAA
in 2019?
Yes No
Was the application Full application
successful? required
Yes No
Do you have further
Are you applying for
evidence that wasn't
the same SEA's?
submitted in 2019?
Yes No Yes No
Are you applying Full application
Full application Please contact
based on mental required - with further
required Matthew Harris
health? evidence
Yes No
Please refer to the VCAA Evidence Checklist to
determine what evidence is required for specific
medical conditions.
Full Application Only consent page
Required required If you are unsure or have any questions please
contact Matthew Harris (MHA@tc.vic.edu.au)APPENDIX 5- Internal SEA Application Form
VCE/VCAL Internal Special Provisions Application
Please complete and return form to Matthew Harris – Senior Pathways Operations Manager
Under the VCAA guidelines, schools may approve special provisions and arrangements for both classroom learning
and School-based Assessments for their students. The VCAA recognises that school personnel, because of their
knowledge of individual students and their circumstances, can sensitively vary the school assessment programs to
accommodate student circumstances. The VCAA recommends that schools approve arrangements for classroom
learning and School-based Assessments that are consistent with the Special Examination Arrangements likely to be
approved by the VCAA.
Students are eligible for Special Provision for classroom learning and School-based Assessment if their ability to
demonstrate achievement is adversely affected by:
• an acute or chronic illness
• a long-term impairment or disability
• specific learning disorder
• personal circumstances.
There are a number of ways in which schools can make alternative arrangements to assist students with their
learning and to enable them to be assessed against the unit outcomes. A comprehensive list of these is provided on
the VCAA website (https://www.vcaa.vic.edu.au/Pages/vce/exams/specialprovision/schoolassess.aspx#eligibility).
________________________________________________________________________________
Application to be completed and returned to Matt Harris, Senior Pathways Operations Manager
Student Name:
Areas of study:
Reason for application:
Have you previously been approved for any VCAA Special Provisions? Yes/No
Are you currently applying for VCAA External Special Examination Arrangements? Yes/No
Do you have documented evidence (practitioner report etc.) to support this application? Yes / No
Student signature: Guardian signature: CET:You can also read
