VCE STUDENT HANDBOOK 2017 - Southern Cross Grammar VCE... · SOUTHERN CROSS GRAMMAR VCE STUDENT HANDBOOK 2017 OCTOBER 2016 2 IMPORTANT DATES FOR 2017 Date Description 31 January 2017

VCE STUDENT HANDBOOK

2017

CONTENTS PAGE Overview from the Principal Page 1

Important Dates for 2017 Page 2

The Victorian Certificate of Education (VCE) Page 3

Vocational Education and Training (VET) Page 3

VCAA Page 4

Official Documents for Students Page 4

Student Work Page 4

Authentication of Work Page 5

Assessment Tasks Page 7

Examinations Page 8

General Achievement Test Page 8

Reporting Student Achievement in VCE Units Page 8

Attendance Page 9

Moderation of Coursework Assessments Page 10

Special Provision Policy 2017 Page 10

“Satisfactory” Completion of VCE Units Page 13

“Satisfactory” Completion of VCE VET Units Page 14

Delay of “Satisfactory” Completion of a Unit Page 14

Investigation of Breaches of School-Based Assessment Rules Page 15

Changing Unit Choice Page 15

Maintenance of School Records Page 15

VCE Homework and Study Page 16

Appendix - Forms

SOUTHERN CROSS GRAMMAR

VCE STUDENT HANDBOOK 2017

OCTOBER 2016

1

OVERVIEW – FROM THE PRINCIPAL

Senior School and the Victorian Certificate of Education (VCE) is a time for key pathway planning for broad career

goals – it is a time to narrow the focus slightly but not necessarily at the expense of areas of passion and interest.

The pathways into the world beyond school are less rigid and with this, like never before, this allows students to

purse career options and courses with greater freedom and flexibility.

Within our offerings and programs there is a strong emphasis on catering for individual student interest and ability

within a contemporary learning environment that celebrates success in its broadest sense. The overwhelming

majority of Southern Cross Grammar students are looking to tertiary education to fulfil their ambitions.

As part of the VCE program, Year 10 is the customary entry point. We encourage our students to take up a VCE Units

1 and 2 study as part of the general Year 10 strategy of honing key skills and behaviours as part of preparing the

students in a thorough way for the final two years of school – Years 11 and 12. It is anticipated students will then

study the Units 3 and 4 study Year 11, thus completing their first Year 12 subject.

There are some advantages in completing a Year 12 subject in Year 11. Students experience the increased demands

and rigour of Year 12, while only studying the one subject, and the 6th subject contributes additional marks to their

final ATAR (Australian Tertiary Admissions Rank) score. It can therefore enhance their preparation for their

important final year.

It is a most rewarding time for staff in our Senior School to support our students and their parents at this exciting

and important time in a student’s educational journey. The wellbeing of each of our students is paramount and each

student’s welfare if carefully monitored. While the VCE marks the commencement of critical external and internal

assessments – we also encourage our students over this journey to have fun and continue to take part in the wider

school experiences that broaden us as people and provide balance and fulfilment. Our Senior School program and

more particularly the VCE program, offers students experiential learning opportunities, community service projects,

personal choice and skills and information that will serve them well as global citizens to take their place confidently

in the world beyond Southern Cross Grammar.

There is little doubt that this time in a student’s life is a formative one of assessing how personal characteristics and

behaviours impact on life, learning, work goals and success.

Andrew Ponsford Principal



OCTOBER 2016

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IMPORTANT DATES FOR 2017

Date Description

31 January 2017 VCE Units 1 and 3 and VCE VET classes commence

(Foundation to Year 9 classes commence 1 February 2017)

13 February 2017 Last day for Enrolment for VCE Units 3 and 4 or VCE VET programs

3 March 2017 Application for Special Exams due

31 March 2017 Term 1 concludes

18 April 2017 Term 2 commences

5 June 2017 Year 10 and 11 Exams commence

14 June 2017 General Achievement Test (GAT) for all Unit 3 and 4 students

7 – 16 June 2017 VCE Practice Exams

19 June 2017 VCE Units 2 and 4 classes commence

21 June 2017 2018 VCE Information Evening

30 June 2017 Term 2 concludes

17 July 2017 Term 3 commences

21 July 2017 2018 subject choice deadline

24 July 2017 Last Day for Withdrawal from VCE Units 4 and VCE VET programs

15 September 2017 Term 3 concludes

2-5 October 2017 Unit 3 and 4 and VCE VET Unit 3 and 4 Compulsory Trial Exams

9 October 2017 Term 4 commences

9 – 27 October 2017 VCE Unit 3 and 4 Performance Exams

25 October 2017 VCE Examinations commence

20-24 November 2017 Year 10 and 11 Exams

27 November – 8 December 2017 2018 Year 11 and 12 Orientation: compulsory attendance

7 December 2017 Presentation Night

11 December 20017 VCE Unit 3 and 4 Results available to students

12 December 2017 Term 4 concludes: Final Assembly



OCTOBER 2016

3

THE VICTORIAN CERTIFICATE OF EDUCATION (VCE)

The Victorian Certificate of Education (VCE) is the senior secondary certificate of education that the majority of

students in Victoria receive upon the satisfactory completion of their secondary education. It is designed to be

completed over a minimum of two years, and includes general education curriculum components (VCE studies) and

Vocational Education and Training (VCE VET) programs.

The VCE provides diverse pathways to further study or training at university or TAFE, and also to employment. Each

VCE subject or “study” is designed to provide a two-year program. Studies at Units 1 and 2 level are nationally and

internationally benchmarked to a Year 11 standard, and studies at Units 3 and 4 level are benchmarked to a Year 12

standard. Units 1 and 2 can be completed as single units and Units 3 and 4 are designed to be taken as a sequence.

Students at SCG are encouraged to complete a selected study at the Unit 1 and 2 level in Year 10, and Unit 3 and 4 at

Year 11, at the discretion of the Deputy Principal - Teaching and Learning, and in consultation with the appropriate

teachers.

To successfully complete their VCE, students must satisfactorily complete a minimum of 16 units. These 16 units

must include:

A minimum of 3 units with at least 1 unit from the English group. At least 1 unit must be at the Units 3 and 4

level. No more than 2 units at the Unit 1 and 2 level may count towards this English requirement.

At least 3 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.

SCG is currently offering English and Literature from the English group.

Units 3 and 4 Study Scores Students will receive a Study Score from VCAA for each Unit 3 and 4 subject completed. A Study Score indicates how

a student performed in relation to all other students who completed that subject in the same year. It is calculated

using the student’s final scores for School-Assessed Coursework (SAC), School- Assessed Tasks as well as Externally-

Assessed Tasks and examinations for each subject.

To receive a Study Score, students must achieve two or more graded assessments in the subject and receive S for

both Units 3 and 4 in the same academic year.

The ATAR The ATAR is a percentile ranking showing a student’s comparative placement in the VCE group of that year on the basis of their VCE Study Scores. The ATAR is calculated using the:

1. Study Score in any English sequence

2. Next 3 best Study Scores

3. 10% of the 5th and 6th Study Scores (if applicable)



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To receive an ATAR, students must have completed the basic VCE requirements and have a Study Score in a Unit 3

and 4 sequence of English and/or Literature.

VCE Vocational Education and Training (VET) Programs

VCE VET Programs combine general VCE studies with vocational training and work placement. It provides students

with a greater choice and scope to determine a pathway best suited to individual needs. Students who complete all

or part of a nationally recognized VET qualification may receive credit towards satisfactory completion of the VCE,

and also a contribution towards their ATAR.

Victorian Curriculum and Assessment Authority (VCAA)

VCAA administers the Victorian Certificate of Education. All VCE students (Year 10-12) are allocated a VCAA student

number that is the identity number for their individual program of study. Students must complete the relevant

Student Personal Details form and submit it to the Deputy Principal – Teaching and Learning prior to commencing

their VCE program.

Upon completion of the Student Personal Details form, student data will be uploaded to the Victorian Assessment

Software System (VASS); a central database used to officially record students enrolments and results.

The Student Personal Details form also has an agreement that needs to be signed by both student and parents.

VCE studies cannot commence until this has been received by the School.

OFFICIAL DOCUMENTS FOR STUDENTS

Each year all students enrolled in a VCE study or a VCE VET program must sign a general declaration that they will

obey the rules for the VCE, and accept its disciplinary provisions as set down by VCAA and the School. Also, each

term students must carefully examine and sign the official VASS Students Detail and Assessment Summary Sheets

and notify the Deputy Principal – Teaching and Learning of any changes or errors.

STUDENT WORK AND ASSESSMENTS

All tasks submitted for Outcomes, SAC tasks and SATS must be original and acknowledge sources where necessary.

Policies and procedures regarding Assessment will be communicated to students and parents at the beginning of the

academic year, or when a student enrols in a VCE unit or VCE VET program at the school.

School- Based Assessment is utilised for Units 1 and 2 with only “S” and “N” reported to the VCAA. School-Assessed

Coursework is utilised for Units 3 and 4. The school reports the level of achievement to VCAA for Units 3 and 4 as

well as the “S” or “N”.



OCTOBER 2016

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Student’s performance in School Assessed Coursework Tasks (SAC’s)

SAC’s determine each student’s level of achievement for the assessment tasks set by the School. The School (class

teacher) will publish a list of the SAC’s and their timing at the beginning of each semester.

SAC Work completed outside class

Most work for the SAC’s will be completed in class. For School-Assessed Coursework (SAC) undertaken outside class

time, teachers will closely monitor each student’s work from start to finish using strategies such as sighting

preliminary work where appropriate and observing the individual tasks undertaken by students in class.

For most SAC’s a degree of preparation beforehand is essential. Students will be advised prior to the

commencement of a task when information or data may be collected outside the classroom for use in the SAC.

School-Assessed Tasks (SAT’s)

These tasks are set by the VCAA. The requirements are set out in the VCE study designs for each subject/study.

Steady and consistent progress with SAT work is an expectation of all students enrolled in these studies.

Teachers will ensure that there is a sufficient range of topics within their class to enable them to distinguish an

individual student’s work and therefore assist in the authentication process.

Teachers will closely monitor the development of each student’s work, from planning and drafting through to

completion.

Computer Use

When students use a computer to produce work for assessment (an outcome, SAC or SAT), it is the student’s

responsibility to ensure that:

there is an alternative system available for use in case of computer or printer malfunction

hard copies of the work in progress are produced regularly

each time changes are made, the work is saved onto a back-up area. The back-up document should not be

stored with the computer.

AUTHENTICATION OF WORK

To meet the requirements for “Satisfactory” completion of a unit, students must submit work that is genuinely their

own. With the exception of references to, and the incorporation of appropriate text and source material, no part of a

student’s work may be copied from another person’s work. A student may also not accept from, nor give undue

assistance, to any other person in the preparation and submission of work.

If any part of a student’s work cannot be authenticated, the matter will be dealt with as a breach of rules. Students

are therefore responsible for ensuring that the teacher has no difficulty in authenticating their work.



OCTOBER 2016

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The following procedures must be observed by students to ensure authentication of Units 1 - 4 and VCE VET

Assessment Tasks:

Students must retain all materials that have been used in the development of the task so the teacher can

determine that the work is the student’s own. All materials must be retained until the end of the year.

Students must not submit the same piece of work for assessment in more than one study.

Students who knowingly assist another student are in breach of the rules and may be penalized.

The following procedures will be observed by teachers to ensure authentication of Units 1 - 4 Assessment Tasks:

Teachers will monitor the development of the task by sighting preliminary work where appropriate, and by

observing the individual tasks being undertaken by students in class.

Teachers may consider it appropriate to ask students to demonstrate their understanding of the task at or

about the time of submission of work.

The work will be accepted only if a teacher can determine that, to the best of his or her knowledge, all

unacknowledged work is the student’s own.

Breach of Authentication Rules

If any part of a student’s work cannot be authenticated, the matter will be dealt with as a breach of rules. If a

teacher believes there is a breach of authentication rules, the matter will be referred to the Deputy Principal - Head

Senior School, the Deputy Principal - Teaching and Learning and ultimately to the Principal. Penalties for a

substantive breach of the rules could include:

Requiring the student to resubmit the work to achieve a “Satisfactory” result.

Not accepting the part of the work that infringes the rules and deeming the remaining part to have been

assessed.

Not accepting the whole assessment item, which will result in the student receiving an “N” for that unit.

VCE Review Panel

Appointed by the Principal, the VCE Review Panel deals with student issues relating to the VCE including:

Breach of rules

Authentication

Attendance

Discipline

This panel will comprise the Deputy Principal - Teaching and Learning, the Deputy Principal - Head of Senior School,

the relevant Head of Department and the classroom teacher, if required. The panel recommendations will be

referred to the Principal for final decision-making.



OCTOBER 2016

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Lost, Stolen or Damaged Work

If a student loses his/her coursework or it is stolen or damaged, the student must submit a written statement to the

VCE Review Panel. The student may be asked to demonstrate understanding of the material to the Review Panel.

Ultimately, through consultation with the Deputy Principal - Head of Senior School, the Deputy Principal – Teaching

and Learning will determine the grade, or “S”/”N” for the coursework.

ASSESSMENT TASKS Scheduling of Assessment Tasks

Teachers will inform students of the timelines, the conditions under which assessment tasks are to be conducted,

the type of task and whether any resources are permitted well in advance. On occasions, there may be sufficient

grounds to alter the original dates at the discretion of the Deputy Principal – Teaching and Learning.

Failure to attend SAC tasks or to submit a SAC on time

Students who do not attend a scheduled SAC task must be able to provide documentary evidence in support of their

absence and notify the school by 8.30am on the day of the SAC task. If a student is absent due to personal illness or

family bereavement they must provide a medical certificate or written authorization from a parent to validate their

absence. The documentation must be given to the Deputy Principal – Teaching and Learning for review. A discussion

with the Deputy Principal - Head of Senior School or Deputy Principal – Teaching and Learning should take place in

advance for known absences.

Students are to sign an Application to Reschedule a VCE Task form which must be completed and signed by the

student and parent/guardian. All relevant documentation should be attached.

Where the absence is approved the SAC Task will be completed at the first appropriate opportunity. In

circumstances where the approved absence is of a lengthy duration, the arrangements for the completion of any

missed assessment will be negotiated upon the student’s return in accordance with the VCAA Special Provision

process.

If the absence is not approved the student could be given an “NA” (Not Assessed) for the SAC Task, which may result

in an “N” for the Unit.

Rescheduling Assessment Tasks For An Entire Class

In the event that a task requires rescheduling for the entire class, either because students are not ready to be

assessed, or due to other circumstances, adequate notice will be provided to all students. These decisions will be

made at the discretion of the Deputy Principal – Teaching and Learning.



OCTOBER 2016

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OCTOBER 2016

9

Feedback

Feedback is an important part of the ongoing assessment process, and the student learning process. Students

should seek feedback from their teachers, such as:

Advice on particular skills

Advice on where and how improvements can be made for future learning

Written comments on student performance against learning outcomes

EXAMINATIONS

Compulsory examinations will take place mid-year and at the end of the year on the prescribed dates in all VCE Units

1 and 2, and 3 and 4 studies and VCE VET Programs. Students enrolled in 3 and 4 Units and VCE VET will be

expected to attend Trial Exams scheduled from 2 – 5 October.

The End of Year exams for Units 3 and 4 studies are administered by VCAA, but all other exams are the responsibility

of the appropriate teachers at Southern Cross Grammar.

Students are required to observe all rules for examinations conducted by, or on behalf of VCAA, as well as the day to

day rules of Southern Cross Grammar. The VCAA rules are published on the VCAA website. Any alleged breach of

these examination rules should be reported to the VCAA.

Students will receive a copy of their examination timetables well in advance.

GENERAL ACHIEVEMENT TEST (GAT)

All students enrolled in one or more VCE Unit 3 and 4 studies or VCE VET scored Unit 3 and 4 courses, are required to

sit the General Achievement Test (GAT). The GAT is an essential part of the VCE assessment procedure and these

results are used by VCAA.

REPORTING STUDENT ACHIEVEMENT IN VCE UNITS

Units 1 and 2

Procedures for the assessment of levels of achievement in Units 1 and 2 are the responsibility of individual schools.

Levels of achievement can be reported using grades, descriptive statements or other indicators. These levels of

achievement are not reported to the Victorian Curriculum and Assessment Authority (VCAA).



OCTOBER 2016

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Units 3 and 4

Levels of achievement are determined by a combination of School- Assessed Coursework, School-Assessed Tasks,

externally assessed tasks and/or examinations.

Students receive a grade (A+ to E, or UG) for each unit, plus the external examination.

Unit 3 and 4 SAC grades may change as a result of the VCAA’s statistical moderation process.

Scored VCE VET programs have two graded assessments for each Units 3 and 4 course.

ATTENDANCE All VCE students are expected to attend all classes and Homeroom each day.

Students who are absent without the permission of the school for more than 20 per cent of scheduled class time for

a unit may be awarded “N” (Not Satisfactory) for the entire unit. Students who have a school approved absence are

expected to maintain regular contact with their teacher and continue to work as appropriate to satisfy course

requirements.

It is the responsibility of each individual student to account for their absences. The school will maintain records and

retain documentation relating to each VCE student’s attendance, with all approved and unapproved absences

recorded.

Families are advised to not make personal appointments during the school day or plan family holidays during term

time whilst students are completing VCE, as absences can have a significant impact on their learning, and in turn,

their results.

The school is to be notified on the morning of any absence. Where appropriate, a medical certificate should be given

to the student’s teacher on the day of their return to school. Any medical certificates submitted will be retained in

the student’s file.

Use of Study Periods

Study periods should be utilised productively. Students do not have the option to arrive at school late, or leave early,

if their study periods are at the start or end of the school day. Any such absences will be recorded against the 80%

attendance requirement. A roll will be taken at the beginning of each study period.



OCTOBER 2016

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MODERATION OF COURSEWORK ASSESSMENTS

The School has policies and procedures for cross marking of selected tasks or samples of student work where more

than one class exists in a particular study.

Classes with 5 students or less must combine with another school for statistical moderation. The Deputy Principal –

Teaching and Learning will make these arrangements with schools if necessary.

SPECIAL PROVISION POLICY 2017

This policy is to ensure that the most appropriate arrangements and options are available for students whose

learning and assessment programs are disadvantaged by illness, impairment or personal circumstances, to

demonstrate their capabilities.

The Deputy Principal – Teaching and Learning is responsible for determining eligibility to apply to VCAA, and the

nature of the provisions granted as well as the recording of the provisions. Students are required to apply to the

Deputy Principal – Teaching and Learning for any form of Special Provision they feel may apply.

Application forms are available from the Deputy Principal – Teaching and Learning. Only students who have been

granted Special Arrangements will be able to utilise any alternative arrangements.

There are 3 types of Special Provision:

1. Special Provision for School-Assessed Coursework (SAC’s) and School-Based Assessment

Eligibility

A student is eligible for Special Arrangements if, at any time while studying for the VCE, he/she is:

significantly adversely affected by acute and/or chronic illness (physical or psychological), by any factors

relating to personal environment or by other serious cause

disadvantaged by a disability or impairment including learning disabilities

personal circumstances

The adverse circumstances affecting the student must not be within the control of the student. Such factors should

be discussed with the Deputy Principal – Teaching and Learning at the earliest opportunity.

Some of the alternative strategies available to the School to implement are listed below:

allowing the student to undertake the task at a later date (rescheduling)

allowing the student extra time to complete the task

setting a substitute task of the same type

replacing one task with a task of a different kind

use of technology, aides or other special arrangements to undertake assessment tasks



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using another planned task to assess more outcomes or aspects of outcomes than originally intended

deriving a score from other assessments or work completed by the student (in circumstances where the

above provisions are not feasible or reasonable).

This Special Provision feature will not occur without the appropriate forms being filled in and appropriate medical

evidence being supplied. All must be approved by the Deputy Principal – Teaching and Learning.

2. Special Examination Arrangements

Applications must be with the Deputy Principal – Teaching and Learning by Friday 17 February for the November

examinations.

Students are eligible for Special Examination Arrangements if it can be demonstrated that achievement on the

examination may be adversely affected by:

Accident or sudden onset of illness

Personal circumstances

Long term Impairment. Where this is used as the grounds for eligibility, the school needs to provide in their

recommendation the details of arrangements made for the student at the school level. Examination

arrangements will not be granted to students who have long-term impairments where there has been no

demonstrated requirement for them at the school level.

VCAA is the approving authority for all applications and will determine the conditions allowable.

Applications for Special Examination Arrangements must be accompanied by recent supporting medical or other

specialist documentation and may take the form of:

extra reading time in addition to the official reading time; and/or

extra time designated for the examination; and/or

normal time but with appropriate rest periods.

Students who are severely affected by their circumstances may be assisted by:

Permission to use special technological aids such as a typewriter or computer.

Use of a scribe clarifier and/or reader.

Presentation of the exam paper on audio tape.

Other arrangements may be made to accommodate a student’s specific needs.

Students who are unable to attend an examination centre due to illness or disability, but are well enough to

attempt the examination in a hospital or in their own homes may apply for special supervision.

Emergency Special Exam Arrangements

If a student is affected by health or personal circumstances beyond their control, Emergency Special Exam

Arrangements are able to be applied for through the Deputy Principal – Teaching and Learning. Application forms



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will be available from the Deputy Principal – Teaching and Learning. Only students who have been granted Special

Arrangements will be able to have any alternate arrangements.

This policy aims to ensure that the most appropriate arrangements and options are available for students whose

learning and assessment programs are disadvantaged by illness, impairment or personal circumstances, to

demonstrate their capabilities.

Eligibility:

A student is eligible for Special Exam Arrangements if, at any time while studying for the VCE, he/she is:

Significantly affected by illness (physical or psychological), by any factors relating to personal environment or

by other serious cause

Disadvantaged by a disability or impairment including learning disabilities

Personal circumstances

The adverse circumstances affecting the student must not be within the control of the student.

3. Derived Examination Score (DES)

A DES is calculated by the VCAA and may be used as the student’s examination result where the student has met the

eligibility requirements for the provision. This provision is intended to allow students access to achieve a result in the

full range of Graded Assessments in order to maximize opportunities in the next phase of their education.

Students are eligible for a Derived Examination Score if:

within 2 weeks prior to the examination the student has been significantly adversely affected by their

circumstances

The circumstances which will be deemed acceptable are:

illness (both physical and mental illness), which affects the student's performance on the exam day.

factors relating to their personal circumstances, eg. any event which affects the student's performance on

the examination

the claim can be substantiated in writing by an attending professional

the student has at least one Graded Assessment for the school based assessment of the study applied for.

Students who feel they might be eligible for a Derived Examination Score should speak to the Deputy Principal –

Teaching and Learning. She/he will then request the documentation be completed by the appropriate professional.

A DES is determined by VCAA using relevant GAT scores, SAC scores and Indicative grades submitted by the

School. It is VCAA’s independent decision to determine whether a DES will be approved.



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“SATISFACTORY” COMPLETION OF VCE UNITS

Students must gain an “S” in all Outcomes for the unit of study during the semester in which the unit is undertaken

to be awarded an “S” in the unit. Students must complete all Outcomes for a unit undertaken according to dates set

by the teachers for each study. The decision to awards “S” (Satisfactory) or “N” (Not Satisfactory) for a unit will be

made at the completion of the unit by the teacher; sometimes through consultation with appropriate staff.

The decision about “Satisfactory” completion of outcomes is based on the teacher’s assessment of the student’s

overall performance on Assessment Tasks. The reporting of the completion of outcomes to VCAA is stated as either

“S” (Satisfactory) or “N” (Not Satisfactory).

To achieve a Satisfactory outcome a student must:

Produce work that demonstrates achievement of the outcomes

Submit work on time

Submit work that is clearly their own

Observe VCAA and Southern Cross Grammar rules

“Not Satisfactory” VCE unit result

The student receives “N” for the unit when one or more of the outcomes are not achieved because:

The work does not demonstrate achievement of the outcomes

The student has not met a school deadline for the Assessment Task, including if an extension time has been

granted for any reason

The work cannot be authenticated

There has been a substantial breach of rules, including school attendance rules

Redeeming outcomes: Submitting further work

If, in the judgement of the teacher, work submitted by a student for the assessment of an outcome does not meet

the required standard for satisfactory completion, the teacher may consider work previously submitted, provided it

meets the requirements.

A student may only submit further work, or resubmit a School Assessed Coursework (SAC) assessment, for

reconsideration to redeem an “S” for the outcome. Resubmitting work cannot improve the grade of an assessment

for School-Assessed Coursework.

“J” VCE unit result

If a student is no longer participating in the VCE program, but they have not officially withdrawn by signing a Student

Exit form on VASS, the symbol “J” is included on VASS, and will be used if the student



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Is no longer attending class

Has not submitted work for assessment

The “J” result is recorded on the VCAA database but is not reported on the student’s Statement of Results. Units

with a “J” result are made available to the Victorian Tertiary Admissions Centre (VTAC) and are treated as equivalent

to those with an “N” result.

“SATISFACTORY” COMPLETION OF VCE VET UNITS

Students will receive an “S” for a Unit if they have demonstrated competence as assessed by their Registered

Training Organisation (RTO). Students receive an “S” for a module if they have demonstrated achievement of all the

learning outcomes as assessed by the RTO.

Satisfactory completion of VCE VET units is calculated automatically as students satisfactorily complete units of

competency/modules. Most VCE VET programs consist of four VCE VET units containing one Units 3 and 4 sequence.

Students will receive an “N” for a unit of competency if they have not yet demonstrated competence. This may be as

a consequence of not completing the unit or not being able to demonstrate competence as required by the unit of

competency. Students receive an “N” for a module if they have not yet demonstrated achievement of all learning

outcomes. If a student has not satisfied sufficient units of competency/modules to be awarded a satisfactory

completion of a VCE VET unit, the result is left blank.

DELAY OF “SATISFACTORY” COMPLETION OF A UNIT

In exceptional cases, the School may decide to delay the decision about “Satisfactory” completion. In this case, the

School will advise parents/guardians in writing when a student is in danger of being awarded an “N”. This will follow

discussions between the teacher and the Deputy Principal – Teaching and Learning and the Deputy Principal - Head

of Senior School.

Where work is submitted but does not meet the basic requirement description or where 1 or more coursework tasks

are submitted, it may be possible for the awarding of “Satisfactory” completion to be delayed if the following

requirements are met:

The teacher is satisfied that the failure to submit is due to oversight or unavoidable circumstances, not

deliberate evasion;

No more than 1 piece of work for an outcome per unit has been omitted;

The work for an outcome is submitted, within a timeframe to be specified by the class teacher or the Review

Panel;

The June or November deadlines for submission are met.



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INVESTIGATION OF BREACHES OF SCHOOL-BASED ASSESSMENT RULES

Teachers who believe a student has breached VCAA rules, including authentication rules, will report this incident to

the Deputy Principal – Teaching and Learning. She/he will investigate the incident together with the Deputy Principal

- Head of Senior School and the Principal. Following the initial investigation, the Principal will set up a hearing as per

the guidelines in the VCE and VCAL Administrative Handbook 2017 (Page 69).

A student may appeal to the VCAA against a decision by the school and any penalty imposed by the school. The

guidelines around student appeals are set out on Page 71 of the VCE and VCAL Administrative Handbook 2017.

CHANGING UNIT CHOICE

Students may have the opportunity to change their original Unit choices. If a student wishes to make any change to

their units of study, he/she should speak to the Deputy Principal - Teaching and Learning who will initiate a process

of consultation to facilitate the most appropriate decision.

The dates for withdrawing from VCE units in 2017 without a penalty are:

Units 1 and 3: Monday 13 February 2017

Units 2 and 4: Monday 24 July 2017

MAINTENANCE OF SCHOOL RECORDS

Southern Cross Grammar will retain records and documented evidence of decisions relating to:

Unit completion and graded assessments

Student appeals and resulting decisions

Applications for extensions of time, along with supporting documentation

Applications for, and approvals of, Special Provision, with supporting documentation

Student absences, and whether or not these are approved

Any interviews with a student and resulting decisions

Applications and decisions relating to Second Language eligibility and English as an Additional Language

(EAL)

Unit completion and graded assessments (and initial School-Based Assessments if appropriate)



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VCE HOMEWORK AND STUDY

Homework and study are essential to enable students to complete their studies to the best of their abilities.

Homework includes completing set tasks and unfinished classroom tasks, writing out notes taken in class,

summarising chapters, reading ahead, SAC preparation, practice essays and tasks, revision of class work and reading

and attempting examination papers.

Study aims to increase student understanding and retention of knowledge through ongoing independent learning

and revision.

Homework

Homework tends to be task-oriented and teacher directed, and has set completion dates that students are required

to meet. The types of homework set by teachers may be:

Practical exercises – providing students with the opportunities to apply new knowledge, or to review, revise

and reinforce newly acquired skills

Preparatory homework – providing opportunities for students to gain background information so they are

better prepared for future lessons

Study

Study tends to be student centred, self-initiated and should be ongoing in nature. Study can take the following

forms:

Re-reading class notes

Revision of work completed earlier

Wider reading

Organising folders and notes

Re-reading texts and novels

Summarising notes and further reading

VCE students should consistently spend 120 minutes per night on Homework/Study, including Study Periods during

the day. The weekends provide an ideal opportunity to catch up, prepare for SAC’s and undertake revision.

Students should use their school diary to record homework and study requirements.



OCTOBER 2016

18

VICTORIAN CERTIFICATE OF EDUCATION

DELAY OF “SATISFACTORY” COMPLETION OF A VCE/VET UNIT NOTIFICATION OF FAILURE TO COMPLETE OUTCOMES

Dear __________________________________________

It is the responsibility of the School to convey the “S” or “N” awarded for all units studied to the Victorian Curriculum

and Assessment Authority (VCAA). This transcript will appear on the official statement of Results prepared by the

Board for each VCE student in Victoria. An “N” award may prevent your son / daughter from qualifying for the VCE.

This may also have implications with respect to ATAR (Australian Tertiary Admissions Rank).

Students receive an “S” (for “Satisfactorily” completed) only when all the Outcomes for a Unit have been

completed.

Your son/daughter, ______________________________________________ has not yet completed the

Assessment(s) listed for the Study __________________________________________________________________.

Unless the Assessment is completed and submitted to __________________________________________________

by, _____________________________________ your son/daughter will receive an “N” for Unit ________________.

Assessment(s) Not Completed:

If you have any queries regarding the work to be completed, please make contact with the appropriate teacher. Yours sincerely

________________________________ _______________________ __________________________ J. BAUD Teacher L. RENNIE Deputy Principal – Teaching and Learning Deputy Principal - Head of Senior

School



OCTOBER 2016

19

APPLICATION FOR SPECIAL PROVISION FOR SCHOOL-ASSESSED COURSEWORK (SACs)

STUDENT DETAILS:

Student Name: ___________________________________________ Year:__________

Date of Application: ____/____/________ Teacher’s Name: ______________________________

VCAA STUDENT NUMBER: __ __ __ __ __ __ __ __ __ __ __ __

I, ___________________________________ (Student Name) am applying for:

Additional time to complete work

Rescheduling of tasks

Use of technology to complete and present work

SUPPORTING DOCUMENTATION ATTACHED: YES NO

Details of application:

Study Task title Date of Proposed

Reschedule Teacher’s signature

Approved/Not Approved



OCTOBER 2016

20

Student signed statement explaining reasons for application

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

All applications must be supported by recent professional evidence from an independent expert (e.g. Doctor)

THIS APPLICATION MUST BE DISCUSSED WITH THE DEPUTY PRINCIPAL – HEAD OF SENIOR SCHOOL PRIOR TO

SUBMITTING.

Signature: ________________________________________________ Date: ___ / ___ /___ Student

Signature: ________________________________________________ Date: ___ / ___ /___ Head of Senior School, Ms. L Rennie

Submit to the Deputy Principal - Head of Teaching and Learning: Mrs Baud

Approval by Deputy Principal –

Head of Teaching and Learning ________________________________ Date: ___ / ___ / ___ Mrs. J Baud



OCTOBER 2016

21

CHANGE OF SUBJECT APPLICATION FORM

_________________________________ has considered the implications for his/her overall VCE and the possible

impact on his/her ATAR score and wishes to change from

_____________________________________ in BLOCK __________ __________________________________ Study Teacher

to

_____________________________________ in BLOCK __________ __________________________________ Study Teacher

Signed: _____________________________ (Student) ___________________________________ (Parent/Guardian)

While every effort will be made to accommodate changes, sometimes for various reasons this may not be possible.

Changes should be made in consultation with the Deputy Principal - Head of Senior School and the Deputy Principal

– Teaching and Learning to determine impact on overall academic program and future courses. Also, consult the

Course Link pages on the VTAC website:

(http://www.vtac.edu.au).

J. BAUD Deputy Principal – Teaching and Learning

VCE 2017 – SUBJECT CHANGES

A B C D E F

Present Selections

Change to

http://www.vtac.edu.au/



OCTOBER 2016

22

VCE POLICY DOCUMENT 2017 FOR STUDENTS ENROLLED IN UNITS 1 – 4

Student Name: ___________________________________________ Year:______________

It is the responsibility of all VCE students to be aware of the VCE policy of Southern Cross Grammar and the possible penalties that can be imposed for not adhering to the rules outlined within this policy. If there are any sections that you do not understand, you should ask one of your teachers to explain those to you. Mrs Julie Baud Deputy Principal – Head of Teaching and Learning

VCE POLICY DOCUMENT 2017 FOR VCE STUDENTS

Name: ____________________________________________________ Homeroom: ________________________

1. I acknowledge that I have read and understand all the obligations, rules and penalties explained in the 2017

VCE Student Handbook

Signed: __________________________________________________ Date: ________________________________ (Student)

2. I have read the Special Provisions Policies and understand my obligations involved in applying to the School

for any of these Special Provisions to be implemented.

Signed: __________________________________________________ Date: ________________________________ (Student)

Signatures: ________________________________________________ Date: ________________________________ (Deputy Principal – Teaching and Learning)



OCTOBER 2016

23

VCE ASSESSMENT, SCALING AND THE ATAR ASSESSMENTS UNITS 3 & 4 CONTROLLED BY VCAA (Victorian Curriculum & Assessment Authority)

From these assessments students are given a relative position (Rank) within the State cohort which produces a

STUDY SCORE (50)

These scores are passed on to VTAC (Victorian Tertiary Admissions Centre)

Here Study Scores are SCALED to reflect how all of the students taking a particular subject compared

to their performance in all of their studies. When performance of the group across all other studies is

high, a study is scaled up. When it is low, a study is scaled down.

A bonus for LOTE is contributed to this SCALED DOWN STUDY SCORE.

These Scaled Study Scores are combined for English, plus the next three highest scores plus 10% of

any 5th score plus 10% of any 6th score. This aggregate of scores is then used to rank all of the

students within Victoria who are seeking Tertiary admission.

This produces the Australian Tertiary Admissions Rank

About 50% of tertiary courses use the ATAR alone to select the standard of entry. The rest use a

number of other factors such as interviews, folios, and other aptitude tests in conjunction with the

ATAR to decide on selection.

SAT’s School Based Assessment Tasks (Statistically Moderated) SAC’s School Assessed Coursework

& EXAMS Externally set and evaluated

ATAR