VICTORIAN CERTIFICATE OF EDUCATION VCE HANDBOOK 2015 · VCE Handbook – Year 10-12 4 ) VICTORIANCERTIFICATE)OF)EDUCATION(VCE)))! The! Victorian! Certificate! of! Education! is! a

JOURNEY TO THE FUTURE

VICTORIAN CERTIFICATE OF EDUCATION

VCE HANDBOOK

2015

VCE Handbook – Year 10-12 1

CONTENTS PAGE PAGE

INTRODUCTION 2 TRANSITION INTO YEAR 11 & 12 3 VICTORIAN CERTIFICATE OF EDUCATION 4

-‐ THE AWARD OF THE VCE -‐ OUTCOMES 5 -‐ SCHOOL ASESSED COURSEWORK 5 -‐ SCHOOL ASSESSED TASKS 5

ASSESSMENT OF UNITS 3 AND 4 6 -‐ STATISTICAL MODERATION OF SACs 7 -‐ SAC AND SAT RULES AND PROCEDURES 7 -‐ SUBMISSION OF COURSEWORK 7 -‐ NON-‐SARISFACTORY COMPLETION OF A UNIT 7

STUDENT ABSENCE FROM SCHEDULED SAC 8 STUDY SCORE 9 AUSTRALIAN TERTIARY ADMISSIONS RANK 9 GENERAL ACHIEVEMENT TEST 9 WHEN DOES VCE BEGIN 10 GENERAL POLICIES AND PROCEDURES 10 SCHOOL ASSESSED COURSEWORK 11

-‐ AUTHENTICATION OF SCHOOL ASSESSED COURSEWORK RULES GOVERNING THE ASSESSMENT OF SACs and SATs 12 COLLEGE POLICY ON STUDENT PLAGIARISM 13 STUDENT’S RIGHT OF APPEAL 15 DATES AND DEADLINES 16

-‐ EXTENTION OF TIME EXAMINATIONS 17 -‐ SCHOOL ASSESSED EXAMINATIONS

-‐ VCE EXAMINATIONS STUDENT ABSENCES 19

-‐ OVERSEAS TRAVEL INDUCTION PROGRAM 20 PERSONAL DETAILS FORM 20 REVIEW OF STUDENT ACADEMIC PERFORMANCE 20 STUDY HABITS 21 SPECIAL NEEDS 21 LEADERSHIP 25 GLOSSARY OF KEY WORDS 25 USEFUL WEBSITES 27 PLANNING A STUDY PROGRAM 28 VCE UNIT 1 & 2 SUBJECT DESCRIPTIONS 32-‐48 VCE UNIT 3 & 4 SUBJECT DESCRIPTIONS 49-‐ 54 APPENDICES APPENDIX 1 55

-‐ IMPLICATIONS OF STUDENT ABSENCES FROM SACS AND SATS APPENDIX II 56

-‐ APPLICATION TO RESCHEDULE AN ASSESSMENT TASK APPENDIX III 58

-‐ YEAR 10, 11 AND 12 STUDENT CONTRACT APPENDIX IV 61

-‐ YEAR 10-‐12 DATES AND EXTENTION OF TIME POLICY APPENDIX V 62

-‐ ACADEMIC PERFORMANCE AND BEHAVIOURAL AGGREEMENT APPENDIX VI 64

-‐ AL SIRAAT COLLEGE ACADEMIC HONESTY RULES


Al SIRAAT COLLEGE VCE HANDBOOK

The primary focus of the Senior Secondary School at Al Siraat is to prepare students for University and further study while preserving an environment that allows for the expression of the student’s Islamic character. Qualities prized by students at Al Siraat include Islamic manners, academic excellence, leadership, striving for achievement, internationalism, multiculturalism, acceptance, respect and maturity. Students are required to assume full responsibility for their own achievements, and the College and its staff will provide full support for students to assist them in achieving their aims. The College believes that by encouraging excellence in all fields, students also have the opportunity to strive for Islamic excellence. It is expected that students work hard towards the development of all the skills necessary for success in this world and in the next. The College believes that all individuals must develop self-‐discipline and this is possible only within an environment where discipline is valued. Students are therefore required to accept all the policy requirements of the College as they are necessary to the achievement of the aspirations of the student’s family and the community. The Senior School at Al Siraat sets high demands on students in the understanding that achievement comes at a cost of time and effort. Students are required to make an honest attempt to work towards achievement, and the College and its staff will work with the family to maximise the student’s success in all areas. The educational programs offered by the school cater for the diversity in student interest and level of abilities to ensure that all students maximise their potential and aspirations in their adult life. Students at the Senior School undertake the Victorian Certificate of Education (VCE) to meet the necessary academic entry requirements for tertiary education. The structure of the educational programs at the Senior School enables students to begin the VCE at Year 11. In Year 11, VCE students complete six subjects (Units 1 & 2) and in Year 12 students complete five subjects (Units 3 & 4). In keeping with the Islamic ethos of the school all Senior School students continue to undertake Islamic Studies and Quran Testing.


TRANSITION INTO YEAR 11 & 12

It is envisaged that by the end of Year 10, students begin planning a study program that will enable them to meet the requirements of VCE and ultimately the requirements for University/TAFE entrance. For Years 11 and 12 students, transition provides an avenue for finalising the choice of VCE, and to review your study program before making the subject selection for your final two Years at school. This handbook is designed to enable you to make informed decisions about the studies that you will be selecting to complete in your final years at school. All students will be required to select a study program from the subjects offered by the school. Each of the subjects offered are outlined in detail with the specific school assessed coursework, school assessed tasks, and examinations. Before making your final decision, you are strongly advised to read the structure of the VCE course along with the subject descriptions outlined in the information booklet. Speak to subject teachers, VCE co-‐ordinator and the careers teacher if you require additional information. Make sure that you read the VTAC Guide to carry out research to ensure that your study program meets the required prerequisites for future tertiary study or work. The VTAC Guide will also give you an indication of the ATAR score requirements for entry into a tertiary course. When deciding your subject choices, keep in mind the movement to Year 12 and the prerequisites needed for tertiary study, as it may be difficult to change subjects half way through the Year. The College reserves the right to make the final decision regarding each student’s subject and course choice. To be considered for promotion: Year 11 students must meet the following Year 12 entrance requirements:

• A minimum 55% in all Year 11 examinations in Semester 1 and Semester 2. • A minimum C grade for all school-‐assessed coursework.

Year 10 students must meet the following Year 11 entrance requirements:

• A minimum 55% in all Year 11 examinations in Semester 1 and Semester 2. • A minimum C grade for all school-‐assessed coursework. • Entry into Year 11 is subject to approval by the College.

Making the correct decisions about your studies, a willingness to put in the necessary effort, adopting a positive and mature approach to study by responding to the greater responsibilities and workload required of you will ensure that the Senior School Years can be a challenging and rewarding experience.


VICTORIAN CERTIFICATE OF EDUCATION (VCE)

The Victorian Certificate of Education is a single certificate requiring students to satisfactorily complete at least 16 units of study. The VCE is a two-‐Year course that is normally undertaken in Years 11 and 12 of secondary school. The VCE subjects are known as Studies. They can be selected from two broad areas, these being: • Arts/Humanities, and • Maths/Science/Technology. Each VCE Study is divided into Units, each representing one Semester’s work. For example, the Study of Business Management is made up of four units: Unit 1: Small business management Unit 2: Communication and management Unit 3: Corporate management Unit 4: Managing people and change Usually, units 1 and 2 are studied in Year 11 and Units 3 and 4 Studies are generally undertaken in Year 12 and must be taken as a sequence; that is, both units 3 and 4 must be completed in the same Year. At Al Siraat Year 11 students will complete six sequences of units 1 and 2 subjects. In Year 12 VCE students will undertake five sequences of units 3 and 4, which are the continuation of the five VCE (units 1 and 2) subjects commenced in Year 11. The structure of the VCE course at Al Siraat enables students to gain five sequences (subjects) of units 3 and 4 by the end of Year 12.

THE AWARD OF THE VICTORIAN CERTIFICATE OF EDUCATION To be awarded the VCE, students must satisfactorily complete at least 16 units. The 16 units must include: • at least three units of English • at least three sequences of Units 3 and 4 studies other than English


OUTCOMES Each VCE unit includes a set of two to four specific outcomes set by the Victorian Curriculum and Assessment Authority (VCAA). Each outcome is described in terms of key knowledge and skills students are required to demonstrate. To satisfactorily complete a unit, a student has to demonstrate that they have achieved the set outcomes that are specific for the unit. In other words, you must demonstrate that you have an understanding of the knowledge and the skills that have been taught within a specific unit. This will be determined by the student’s overall performance on School Assessed Coursework specific for the unit. The outcomes and assessment specific to each study are stated in the unit descriptions included in this handbook. If a student fails to achieve the set outcomes for the unit, the student cannot be considered to have satisfied the requirements of the unit; therefore, the student receives `N’ (not completed satisfactorily) for the unit and this unit will not be counted towards the VCE. Only units for which an `S’ (completed satisfactorily) has been awarded can count towards the 16 units required for the award of the certificate.

SCHOOL-‐ASSESSED COURSEWORK School-‐Assessed Coursework (SACs) are appropriate learning activities, which enable students to develop the knowledge and skills described in the set of outcomes for each unit. The activities are tasks that a student would be expected to be doing in relation to what they are studying. These activities may include: practical work, written reports, essays, oral presentations, poster and multimedia presentations, assignments, folio of exercises, modelling activities, use of computer software and/or applications, tests, etc.. For Units 1 and 2 teachers may select the tasks, which they consider to be most, appropriate for the School-‐Assessed Coursework. For Units 3 and 4 the assessment tasks for the School-‐Assessed Coursework is prescribed by the Victorian Curriculum and Assessment Authority. The weighting of the marks for each assessment task is also prescribed by the Victorian Curriculum and Assessment Authority. The total School-‐Assessed Coursework marks will contribute to the students overall study score (mark) for the specific study; and therefore contributes to the students ATAR score. School-‐Assessed Coursework tasks will be mainly undertaken during class time and within a limited time. This is necessary to enable teachers to authenticate the work undertaken by students. It is imperative that students are at school when the School-‐Assessed Coursework tasks are to be completed. Dates for the completion of School-‐Assessed Coursework will be distributed to students at the start of each Semester.

SCHOOL-‐ASSESSED TASKS Studies with a production component, e.g. Studio Arts, Visual Communication and Design, will also include an extended assessment component referred to as School-‐Assessed Tasks (SAT’s). These are a range of assessment tasks set by the Victorian Curriculum and Assessment Authority and are designed to assess specific knowledge and skills of the unit outcomes. School-‐assessed tasks are completed mainly in class and within a limited timeframe. The level of achievement (grades) for the SAT’s will be confirmed or reviewed by the Victorian Curriculum and Assessment Authority.


ASSESSMENT OF UNITS 3 AND 4

Assessment of units 3 and 4 is based on school assessment (School-‐Assessed Coursework) and external examination in all studies. All subjects (except Studio Arts, Visual Communication and Design) will have an external examination component of at least 50%. The combination of School-‐Assessed Coursework scores and external examination scores will determine the students study score for a specific subject. The student’s level of performance; that is, how well a task was done will be graded on a scale of A+ to E, where E is the lowest acceptable level of achievement. A piece of work, which fails to meet the minimum acceptable level, will be reported as UG (ungraded). If an assessment task is not completed or submitted, NA (not assessed) will appear on the report. The two forms of school assessment are: • School-‐assessed coursework (SACs) • School-‐assessed tasks (SATs)

STATISTICAL MODERATION OF SCHOOL-‐ASSESSED COURSEWOK

School-‐Assessed Coursework for Units 3 and 4 contributes to between 33% and 50% of the study score depending on the specific unit (subject). Since teachers have the flexibility in selecting the assessment tasks for the completion of the School-‐Assessed Coursework, there may be variations between schools in terms of the level of difficulty of the tasks and the marking of the tasks. Due to the possible variations between schools the students’ total coursework scores may change following statistical moderation against external examination scores. Statistical moderation is used to ensure that assessments are comparable across all schools within Victoria. The purpose of statistical moderation is to adjust the level and spread of the students’ School-‐Assessed Coursework in a particular study to match the level and spread of the students’ scores on the external examination. During statistical moderation: • The highest coursework score is adjusted to be the same as the highest examination score.

The highest ranked student for the School-‐Assessed Coursework gets the highest examination score, regardless of their performance on the external examination.

• The lowest coursework score is adjusted to be the same as the lowest examination score. The lowest ranked student for the School-‐Assessed Coursework gets the lowest examination score, regardless of their performance on the external examination.

• The average of the coursework score is adjusted to be the same as the average of the external examination scores.

The rank order of students does not change as a result of statistical moderation.


SCHOOL-‐ASSESSED COURSEWORK & TASKS RULES AND PROCEDURES FOR STUDENTS

The Victorian Curriculum and Assessment Authority sets down rules which students must observe when preparing work requirements and school-‐ assessed coursework and tasks. Students should follow these rules: 1. Students must ensure that all unacknowledged work submitted for school-‐assessed

coursework and school-‐assessed tasks is genuinely their own work. 2. Students must acknowledge all resources used. This includes text and source material and

the names and status of persons who provide assistance and the type of assistance provided.

3. Students must not accept undue assistance from any other person in the preparation and submission of work. Undue assistance would include providing actual adjustments or improvements for a student’s work, or dictating or directing a student to insert particular text.

4. Students must periodically produce appropriate documentation of the development of the school-‐assessed coursework or school-‐assessed task, from planning and drafting, through to the final piece of work.

5. With the final copy of each school-‐assessed task (SAT), students must submit evidence of the development of the SAT, for example a draft of the SAT. Written comments must have been provided by the teacher on the evidence. The evidence is to be dated and signed by the teacher and student.

6. Students must sign the Declaration of Authenticity at the time of submitting the completed SAT. This declaration states that all unacknowledged work is the student’s own.

7. Students who knowingly assist other students in a Breach of Rules may be penalised. 8. Students must not submit the same piece of work for assessment for more than one SAT.

SUBMISSION OF COURSEWORK AND SCHOOL-‐ASSESSED TASKS (UNITS 3 & 4)

SACs and SATs may be subject to assessment review or audit by the Victorian Curriculum and Assessment Authority. To facilitate this process, students should ensure that: • The original and one copy of the SAC or SAT are submitted to the teacher. • Drafts of the work are submitted to the teacher. • Their student number is clearly written on the cover sheet and each page of the SAC or SAT as

well as drafts submitted to the teacher. Names of students, teachers or the school should not appear on the SACs or SATs.

• The VASS identification sheet is attached to the original SAC or SAT before submission to the teacher.

• Work is submitted in thin flexible plastic envelopes.

NON-‐SATISFACTORY COMPLETION OF A UNIT A student may receive an ‘N’ (Not Satisfactory) for a unit as a consequence of: • Failing to meet a college deadline for an assessment task. • Failing to meet a deadline where an extension of time has been granted. • A substantial breach of the college attendance policy.


STUDENT ABSENCE FROM SCHEDULED SCHOOL-‐ASSESSED COURSEWORK

(Refer to VCAA Administrative Handbook -‐ Special Provision)

PROLONGED ABSENCE FROM SCHOOL: It is the responsibility of students to ensure that they are at school for the completion of the published scheduled VCE School-‐assessed Coursework assessment task or School-‐assessed Task. However; in the event of absences due to a serious illness or serious non-‐medical reason that results in a lengthy period of absence, students must lodge the following:

• An Application To Reschedule An Assessment Task, and • An Application for Special Provision for School-‐Assessed Coursework, School-‐assessed

Tasks and Unit Completion. The application forms stated above must be obtained from the VCE Co-‐ordinator immediately upon the student’s return to school. Students will need to provide supporting documentation with the application forms. Supporting documentation may include:

• Medical certificates and a detailed medical report/letter. • Psychologist report/letter. • Confidential teacher/Co-‐ordinator’s report. • Student’s signed statement of reasons for application. • Other reports/letters.

The VCE Co-‐ordinator and/or the College Principal retain the discretion to approve the student’s applications, and the following alternatives may be applied:

• The student is permitted to undertake the assessment task at another date. • The student may be granted an extension of time to complete the task. • The student is permitted to undertake a substitute task of similar scope and demand. • The student may complete a different kind of task. • The student may complete a planned task to assess more outcomes, or aspects of

outcomes, than originally intended. • A score may be derived from other assessments or work completed by the student

(only if the abovementioned provisions are not feasible or reasonable). SHORT ABSENCE FROM SCHOOL The VCE Co-‐ordinator and/or the College Principal retain the discretion to approve an application to reschedule an assessment task in the event of a short absence (less than 4 days) on the grounds of illness or non-‐medical reason. Only the VCE Co-‐ordinator and/or the College Principal may authorise the acceptance of a detailed medical certificate to verify a student’s absence on the grounds of illness during the scheduled VCE School-‐assessed Coursework assessment task or School-‐assessed Task. Students will be required to complete an Application To Reschedule An Assessment Task upon return to school. The application must be accompanied with supporting documentation as stated above. Approval of the student’s application may result in the following alternatives being applied:

• If a medical certificate is provided and accepted, the student will be permitted to undertake the assessment task or a substitute task at another date.


• For non-‐medical absences with genuine reasons, which need to be considered, the VCE Co-‐ordinator and/or the College Principal have the discretion to permit the student to undertake the assessment task or a substitute task at another date.

In the event that the student’s application to reschedule an assessment task and/or special provision is not approved, the following alternatives may be applied:

• The student receives a mark of zero for the task. • The student completes the task at some other suitable time and the work will be

judged as S or N only. (See Appendix I for Detailed Implications of Student Absences during School-‐assessed Coursework and School-‐assessed Tasks) (See Appendix II for sample Application To Reschedule An Assessment Task and Application for Special Provision for School-‐Assessed Coursework, School-‐assessed Tasks and Unit Completion)

STUDY SCORES

The Study Score is an indicator of a student’s overall performance in relation to others who took the same study. The Study Score is determined by a student’s moderated score in the school-‐assessed coursework and tasks, along with the examination score. It is reported on a scale of 0 to 50. The Study Scores are then used by VTAC to determine a student’s ATAR for tertiary selection.

AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)

The Australian Tertiary Admission Rank (ATAR) forms the basis of selection for university or TAFE courses. The grades achieved in the SACs, SATs, and exams are used to determine the Study Score (out of 50), which is then used to determine the ATAR. The ATAR is determined by the ATAR aggregate, which is produced by adding: • the scaled score in English or ESL • the next best three scaled scores • 10% of any fifth and sixth scaled score that is available.

GENERAL ACHIEVEMENT TEST

Every student enrolled in one or more sequences of Units 3 and 4 must sit the General Achievement Test (GAT). The GAT consists of a writing task and a set of multiple-‐choice questions on general knowledge. It is held in June at the end of the exam period. The GAT does not contribute to your VCE results. It is used to check that schools are marking School-‐assessed Tasks (SAT’s) to the same standard.


WHEN DOES THE VCE BEGIN?

Students choosing VCE effectively begin VCE at the end of Year 10 during transition week some Year 9 students may be invited to commence Units 1&2 in Year 10. The VCE provides flexibility and allows students to choose a study program that best caters to their needs and interests. The most important requirement when planning the study program is that it meets the requirements for satisfactory completion of the VCE and importantly it meets the prerequisites for tertiary courses that students are aspiring to enter. Students undertaking the VCE will be required to complete externally set examinations as well as being exposed to a wide ranging variety of assessment tasks which will need to be completed within class time and therefore within a limited time frame. A VCE student must therefore be able to cope with the pressure of completing good quality work within a limited time and completing assessment tasks for more than one subject in any given week. Good organization, time management skills and independent study habits are the key to success in VCE. Students need to be aware that the VCE is a two Year course and that Units 1 & 2 studied in Year 11 do contribute to the overall assessment and satisfactory completion of the minimum requirements of 16 units to be awarded the VCE. School Assessed Coursework and Examination grades for Units 3 & 4 are used to determine the ATAR at the end of Year 12.

GENERAL POLICIES AND PROCEDURES

At Year 10-‐12, there are additional policies and procedures that are implemented in addition to the policies that are applied across the College. Senior School students are strongly advised to familiarise themselves with the procedures and policies governing conduct at the Senior School.

YEARS 11 & 12 VCE STUDENT CONTRACTS All Years 11 & 12 students and their parents are required to sign a contract. This is a contract between the student, parent and College signed at the start of the school Year. The agreement is designed to make all students fully committed to improve their performance and to maximise their effort to achieve best results, through cooperation with College Staff and respect to College Policies. (See Appendix III for copies of Year 10, 11 and 12 Student Contracts)


SCHOOL-‐ASSESSED COURSEWORK

School-‐assessed coursework (SACs) are appropriate learning activities that enable students to develop the knowledge and skills described in the set of outcomes for each unit. The activities are tasks that a student would be expected to be doing in relation to what they are studying. These activities may include: practical work, written reports, essays, oral presentations, poster and multimedia presentations, assignments, folio of exercises, modelling activities, use of computer software and/or applications, tests, etc.. At Year 11 all students carry out School Assessed Coursework. At Al Siraat Semester examinations are also considered to be SACs. All SACs are graded and a piece of work that fails to meet the minimum acceptable standard will be reported as `N’ (Not satisfactory). If the work is not completed or submitted `NA’ (Not Assessed) will appear on the report. Students will be provided with a list of all SACs for each study and the due dates at the start of each Semester.

AUTHENTICATION OF SCHOOL-‐ASSESSED COURSEWORK & TASKS

Students and teachers are required to attest that all unacknowledged work is genuinely the work of the student. At Al Siraat College it is expected that students, parents/guardians, staff, and administrators shall be responsible for creating and maintaining a positive school climate that supports and encourages honesty.

Academic honesty is particularly important in Year 10-‐12 as students begin to take more responsibility for their own learning and to access a broader range of resources and information. In doing so, students need to become increasingly aware of some commonly accepted modes of academic behavior and attitudes.

Just as we expect others to acknowledge our ideas that we have worked hard to develop, so we must also be careful to recognise the people from whom we borrow ideas. In this regard, an expectation of the school is that all students show a high standard of academic honesty. Academic honesty can be defined as acting with integrity in all school work by making sure that any work submitted fully acknowledges the work of others and that it is their own and not copied from either friends, books or the internet. Academic dishonesty is therefore defined as submitting as your own work that which is not your own.

Students are expected to do their own work and cite sources where appropriate. At no time is copying, cheating or plagiarising allowed. The school also acknowledges the important role parents can play by supporting their children’s progress by ensuring that work submitted is their child’s.


RULES GOVERNING THE ASSESSMENT OF SCHOOL-‐ASSESSED COURSEWORK /

SCHOOL-‐ASSESSED TASKS At Al Siraat Academic Honesty is the cornerstone of academic integrity. It aims to promote and maintain a standard of behaviour and personal integrity in teaching, learning and assessment. Students are encouraged to further develop their skills and personal attributes throughout their Senior School Years and ultimately take responsibility for ensuring that all work submitted is authentic and acknowledging all work and ideas that is not their own. The VCAA have published guidelines re: authentication of student work and breaches in authentication of work. These guidelines form the basis of the school’s guidelines for Academic Honesty are articulated to students via assemblies. (Extract from VCE Administrative Handbook)

1. Students must ensure that all unacknowledged work submitted for assessment is genuinely their own.

2. Students must acknowledge all resources used including text, websites and source material and names and status of persons who provide assistance and the type of assistance provided.

3. Students should not receive undue assistance from other persons in preparation and submission of their work. Acceptable levels of assistance include the incorporation of ideas or material derived from other sources (e.g. 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 forms of assistance include providing corrections or improvements for student’s work, or dictating or directing a student to insert particular text, use of or copying of another person’s work or other resources without acknowledgement.

4. Students must not submit the same piece of work for assessment in more than one study. 5. Students who knowingly assist other students in a breach of rules may be penalised. 6. Students must sign an Authentication Record for School-‐assessed Coursework for work

done outside class at the time of submitting the completed task. This declaration states that all unacknowledged work is the student’s own.

7. Students must sign a general declaration that they will obey the rules and instructions for the VCE, and accept its disciplinary provisions.

8. Students undertaking School-‐assessed Coursework or School-‐assessed Tasks tests must comply with examination rules.

Note: • VCE studies that involve School-‐assessed Tasks (Art, Studio Arts, Visual Communication &

Design), students must submit a draft of the School-‐Assessed Task. The draft must be initialled and dated by the teacher and may include teacher’s comments.

• VCE studies that involve School-‐assessed Tasks, students and teachers must sign the Authentication Record for School-‐assessed Tasks during the monitoring of the development of the students work (from planning to completion) and at the time of final submission.

• All final internal assessment submitted for the IB Diploma requires a cover sheet to be signed by the student and teacher to confirm the authenticity of the students work.

• Students must submit work for final submission by the published deadline. • All students will receive guidance in the following:

Ø Rules for acknowledging resources (e.g. footnotes, bibliographies, etc.) Ø Research writing techniques Ø Data gathering techniques Ø Planning, preparation and execution of research writing assignments


College Policy on Student Plagiarism

Plagiarism is the act of presenting another’s words and ideas as one’s own without crediting the source – this includes the internet. It is a form of cheating and must be taken seriously by the school because it disrupts procedures for the fair and just evaluation of the achievements of students. Anything, which disrupts this process, is unacceptable and should be penalised. At the Al Siraat College we expect students to live up to their responsibility to behave ethically and honestly as learners. In support of academic honesty and the personal integrity of all students, the school has established the following guidelines. GUIDELINES FOR MAINTAINING ACADEMIC HONESTY

1. Discipline rules and procedures for all violations of academic honesty will be conveyed to staff, parents, and students, in writing, at the beginning of each school Year.

2. Parents and students will be required to review Academic Honesty Policy and Procedures at the beginning of each school Year.

3. Teachers and staff will be responsible for providing safeguards that discourage acts of student dishonesty on tests and assignments.

4. School staffs (administrators/teachers) will enforce discipline rules and procedures as described in the school’s discipline rules and procedures for all violations of academic honesty.

5. Students found to be in violation of rules of academic honesty will be subject to disciplinary action outlined in the school’s discipline rules and procedures.

Acts of Academic Dishonesty Acts of academic dishonesty include, but are not limited to, the following: 1. Cheating on Tests

Any giving or receiving of external assistance (either verbally, in writing, or using an electronic device) relating to an examination, or test without expressed direction or permission of the teacher.

2. Fabrication/Falsification Any falsification or invention of data, citation, or other authority in an academic exercise.

3. Unauthorized Collaboration This includes copying another student’s work or allowing work to be copied or completing assignments for others.

4. Plagiarism Plagiarism includes the misuse of published materials, Internet information, and the work of other students. When the authenticity of a piece of work is in question, the onus is on the student to verify the work at the request of the teacher. If asked, all students should be able to produce evidence of all their sources for a particular piece of work to the satisfaction of the teacher

5. Theft or Alteration of Materials or Equipment Any unauthorised taking, concealment, or alteration of student or teacher instructional materials or equipment.

Discipline rules and procedures for all violations of academic honesty. Teachers are required to attest that all unacknowledged work by a student is genuinely their own. Therefore a system of progressive discipline shall be followed whenever practicable and the listed consequences shall serve as guidelines. In all cases, the teacher will record and give to the Head of School/ VCE Co-‐ordinator evidence of violations of academic honesty. In all cases involving


authentication concerns, the onus is on the student to verify their work at the request of the teacher. Appeal A student and/or parent may appeal any sanction, which results from the above discipline rules and procedures, but must do so in writing within 14 days.

BREACH OF AUTHENTICATION – COLLEGE PROCEDURE • Students are notified in writing at least 24 hours in advance when there is a need to convene a panel

and interview. • Students will be notified in writing within 14 days of the outcome of the interview and will be given

advice re: right to appeal the decision.

STUDENT’S WORK CANNOT BE AUTHENTICATED

HEAD OF SENIOR SCHOOL

• Not typical of other work produced by student.

• Work is inconsistent with the teacher’s knowledge of the student’s ability.

• Work contains unacknowledged material.

• Work has not been sighted/monitored by the teacher during its development.

EVIDENCE PROVIDED TO THE HEAD OF SENIOR SCHOOL BY THE STUDENT: • Development of work (drafts) which may

have not been sighted. • Discussion of work/answering questions to

demonstrate knowledge and understanding of the work.

• Samples of other work. • Completion of a supplementary assessment

task related to original task. • Attend an interview or complete a test to

demonstrate understanding of work.

VCE CO-ORDINATOR

INTERVIEW PANEL • College Principal or his nominee (Chair) • VCE Co-ordinator (Member) • Subject Co-ordinator / Another subject teacher

(Member) • Subject teacher in question (non panel member) • Student in question accompanied by:

Ø Another teacher Ø Academy Captain, Vice Captain, or

SRC Rep. Ø Welfare Co-ordinator

PENALTIES IMPOSED (by College Principal) • Reprimand and / or Suspend Student. • Resubmission of work. • Refuse to accept part of the work which infringes on authentication rules. Assess only the work that can be

authenticated. • Refuse to accept any of the work in which case an N will be awarded.


Refer to APPENDIX VI for Academic Honesty Rules

STUDENT’S RIGHT OF APPEAL

A student has the right to appeal against a decision made by the College and the penalty imposed as a result of a Breach in Rules. Students may appeal a decision to the College Principal. The appeal must be in writing and respond in detail to the alleged breach of rule. If the student chooses to appeal a decision made by the school, the student will be required to attend a meeting with the school’s appeal panel and may be accompanied by a nominated person to provide support (but not as an advocate). In addition to appealing to the College Principal VCE students must lodge appeals to the VCAA according to the following guidelines.

A. VCE STUDENTS ( Appeal to the VCAA) (Extract from VCE Administrative Handbook)

1. The student shall have the right of appeal to the VCAA if the penalty has been imposed because of a breach of rules in relation to school-‐based assessment.

2. The student shall have the right of appeal to the VCAA against a decision not to authenticate work but only if plans or drafts of the work have been sighted during the period when the School-‐assessed Task was being undertaken. Plans and drafts shown to the teacher for the first time after the date the School-‐assessed Task was due shall not be considered.

3. Students may appeal against the decision of the College Principal on one or both of two grounds:

• that the breach of rules by the student had not occurred; • that the penalty imposed was too severe.

4. A student’s intention to appeal must be received in writing at the VCAA within 14 days of the College Principal’s written notification to the student.

5. There is no appeal to the VCAA if the College refuses to accept the late submission of School-‐assessed Coursework assessment tasks or School-‐assessed Tasks.

6. Students may not appeal against final grades awarded by the VCAA. B. VCE & YEAR 10 STUDENTS (Appeal to the College Principal)

To appeal against a College decision, the student must lodge the appeal in writing to the College Principal within 14 days of being informed of the decision. 1. Appeal against the College decision to disqualify students for breach of rules on the

grounds of: • Exceeding the maximum limit of absences (Punctuality & Attendance) (Years 10 – 12). • Not meeting deadlines for school–assessed work. (Years 11 & 12). • Not meeting a deadline where an extension of time was granted (Years 11 & 12). • Authenticity of submitted works for school assessment (Years 10 -‐ 12).


2. The Appeal Panel shall be composed of: • The College Principal or his nominee (Chair). • Head of Senior School. • VCE Co-‐ordinator • A teacher nominated by the student in question. • Subject Co-‐ordinator or another subject teacher (only in the case of authenticity of

work -‐ Year 10 students).

The student will be given written notification of an interview. Notification will not be less than 24 hours. The student in question and one of the following who may accompany the student for support (not as an advocate):

Ø Parent Ø Another teacher Ø College Captain, Vice Captain, or SRC Rep. Ø Welfare Co-‐ordinator.

2. The decision of the Panel shall be final.

DATES AND DEADLINES At the start of each Semester all students are issued with Dates and Deadlines for each subject to assist them and their teachers in organising their courses of study and the time available to them. Meeting deadlines must be the most important priority for a successful student. Missing deadlines is the first and most obvious sign of poor organisational skills and an inability to cope. It is the responsibility of all students to observe and meet the deadlines published for all school-‐assessed work/tasks. Students should submit their school-‐assessed work/tasks to the relevant subject teacher before the expiry of the deadline (time & day). Subject teachers shall not accept any school-‐assessed work/tasks submitted after the published deadline. If students have a genuine and acceptable reason for a delay in meeting a deadline, students may apply for an extension of time (maximum of 24 hours) through the VCE Co-‐ordinator. Any further delays in the submission of school-‐assessed work/tasks shall be dealt with through the Head of Senior School. Where an extension of time has been granted, the school-‐assessed work/tasks is to be submitted to the Co-‐ordinator. If a student fails to submit their school-‐assessed work/tasks to the relevant subject teacher or Co-‐ordinator (where an extension has been granted) by the specified deadline, the work will not be accepted and the following alternatives may apply:

• Student may be awarded an N (fail) in that unit of study • Student may be awarded NA (not assessed)


EXTENSION OF TIME

If a student has a genuine and acceptable reason for a delay in meeting a deadline, the student may lodge an application for extension of time (maximum 24 hours) through the VCE Co-‐ordinator. Applications are to be lodged at least 48 hours prior to the published deadline. All applications for extension of time should be accompanied by appropriate and current supporting documentation (medical certificates, etc.). Note: Computers or Printers malfunctions are not acceptable reasons for not meeting deadlines. Following an interview and consideration of the supporting documentation, the student will be advised whether an extension of time has been granted or not. A student failing to meet a deadline where an extension has been granted may receive an ‘N’ (Not Satisfactory) in that unit of study. Refer to Appendix IV for Extension of time policy.

COMPUTER WORK

It is strongly recommended that students use computers for all aspects of their work from the onset of Year 11. Students will save a great deal of time in the drafting process if they do so. When using computers to produce school-‐assessed coursework and tasks, it is the responsibility of the student to ensure that: • There is an alternative system available in case of computer or printer malfunction or

unavailability. • Hard copies of the work in progress are produced regularly to meet drafting and authentication

requirements. • Each time changes are made the work is saved onto a back-‐up file. The back-‐up file should not

be stored with the computer.

EXAMINATIONS

All students at the Senior School will undertake examinations as part of their coursework assessment. All examinations with the exception of VCE Units 3 and 4 are prepared and assessed by subject teachers. VCE Units 3 and 4 examinations are administered by the Victorian Curriculum and Assessment Authority and are externally marked by VCE examiners.

CONDUCT DURING EXAMINATIONS At Al Siraat College school-‐assessed examinations are a component of the overall assessment for students in Years 10 and 11 and are one of the requirements of the school’s Promotion Policy. During examinations, students are to conduct themselves in a manner which:

• does not disrupt other students from completing the examination; • does not bring into question their academic honesty and integrity.

Students undertaking VCE examinations will be required to adhere to the examination rules that are specified by the VCAA. All students will be advised of the requirements for conduct during examinations via Year Level Assemblies and VCAA Publications.


SCHOOL-‐ASSESSED EXAMINATIONS Students are required to observe the following rules for school-‐assessed examinations (Year 10 & 11) 1. Students must obey and observe all instructions and directions given by the supervising

teacher. 2. No student may communicate with another student while the examination is being

conducted. 3. Teachers of a student being examined may not communicate with any student after the

beginning of the reading time for the examination until after the collection of examination papers.

4. Each student must have all the necessary materials to complete the examinations. Any materials (loose notes, books, notebooks, etc.) that are not required during the examination must be placed in a section of the room that has been set-‐aside for this purpose.

5. Students are not permitted to assist another student, or allow another student to copy, or accept assistance from another student. Cheating is a serious breach of policy.

6. Students must stop writing when the signal to do so is given. 7. Students must sit quietly and remain in their seats until all the examination papers have been

collected. The supervising teacher will dismiss students from the examination room. 8. Students behaving in a manner that causes annoyance or interference to other students may

be removed from the examination room. 9. Students, who due to illness are absent on the day of an examination, must present a medical

certificate immediately on return to school – minor illness will not be an acceptable reason to miss an examination.

Breach of examination rules: Students breaching examination rules will be referred to the Head of Senior School. The Head of Senior School may impose any of the following penalties: • Reprimand the student. • Cancel the student’s examination and therefore the student’s entire examination grade. • Cancel the student’s examination mark for the section of the examination for which the

breach of rules has occurred. In addition to the above penalties, the Head of School retains the discretion to suspend the student from school.

VCE EXAMINATIONS

VCE students undertaking Units 3 and 4 examinations are required to observe the rules for examinations conducted by or on behalf of the VCAA. Rules for conduct of VCE examinations will be distributed to students with the examination timetable. It is imperative that students familiarize themselves with the rules for conduct during the examinations prior to sitting the examinations. Breaches of rules in the conduct of VCE (Units 3 and 4) examinations will be dealt with by the respective examining body (VCAA).


STUDENT ABSENCES

The Senior School policy on attendance requires students not to exceed the limit of 5% absences (5 days/Semester). This policy is designed to enable students to attend sufficient class time to complete the study programs, complete the outcomes and School-‐Assessed Coursework or Tasks and therefore maximize their academic achievements. Students who do not attend 95% of the scheduled classes are in breach of the attendance policy and may receive an ‘N’ (Not satisfactory) for their unit result. Students are strongly urged to arrange medical or other appointments for after school hours.

OVERSEAS TRAVEL The educational programs offered at the Senior School prepare students for University entrance. Prolonged absences from school as a result of overseas travel may affect the students overall performance in their coursework and examinations, and ultimately their achievements at the end of Year 12. The Senior School policy on attendance requires students not to exceed the limit of 5% absences (5 days/Semester). Students intending to travel overseas during the academic Year must seek approval from the College Principal. Students travelling overseas without approval may have their enrolment terminated.

INDUCTION PROGRAM

All Year 10 and 11 students must participate in the compulsory induction program that begins immediately after the Semester 2 examinations. During the induction period: • Students begin their Year 11 or 12 studies. • Students will be interviewed and counselled by a panel that may consist of the Principal, VCE

Co-‐ordinator and/or Head of Senior School re: subject selections. After the interview the student’s subject selection will be confirmed. Students who do not meet the requirements for entry into a particular subject will be advised to choose an alternative subject.

• Students can review their subject choices and apply to change subjects. Students will not be able to change subjects after week 4 of Year 11 or 12.

• Co-‐ordinators finalise subject class lists for the following Year. Student absences during the induction program will be regarded as an absence from school may result in the breach of the college attendance policy. Students breaching the attendance policy during the induction program may have their enrolment terminated.


PERSONAL DETAILS FORM

At the start of the academic Year all students will be required to accurately complete a Personal Details form, which is used for the input of student data for the Victorian Curriculum and Assessment Authority. Students will be required to provide their personal details (name, address, date of birth, subjects studied, etc.), as well as signing the General Declaration indicating that the student will abide by the VCAA rules and regulations. Prior to the enrolments being finalised with the VCAA students receive a copy of their form to check that all details are accurate. Changes to the details need to be made before finalisation of enrolments. The VCAA imposes fees for any changes made to enrolments after the finalisation date. Students who have not provided accurate details or did not indicate the changes to be made of the form will be required to pay the fee imposed by the VCAA.

REVIEW OF STUDENT ACADEMIC PERFORMANCE

All Year 10-‐12 students are regularly reviewed to monitor their academic progress, effort and personal attitude. Parent Teacher Interviews are conducted each term and all teachers complete student reports at the end of each Semester. In addition, at the end of each Semester a review conference is held by the Academic Review Committee involving:

-‐ College Principal -‐ VCE Co-‐ordinator -‐ Head of Senior School and -‐ Teachers.

At the review conference the progress of each student is discussed and recommendations are decided upon, and may include student interviews, parent interviews or directing students transfer to other schools or pathways. During the Academic Year if a student has shown no improvement in their progress, effort or personal attitude towards their studies then a parent interview will be held and the student may be placed on an Academic Performance and Behavioural Agreement. Breach of this contract may result in the termination of the student’s enrolment at any time. Refer to Appendix V for a copy of this contract ACADEMIC PERFORMANCE AND BEHAVIOURAL AGREEMENT


STUDY HABITS At the start of each Semester all students are issued with Dates and Deadlines for each subject outlining the completion and submission of School-‐Assessed Coursework. This is intended to assist students and their teachers in organising their courses of study and the time available to them. Meeting deadlines must be the most important priority for a successful student. Experience has shown that students who organize their study program and develop good time management skills have no difficulty completing and meeting the deadlines for School-‐Assessed Coursework. Missing deadlines is the first and most obvious sign of poor organisational skills and an inability to cope with the demands placed on Senior School students. At Year 10-‐12, students are encouraged to take full responsibility for their learning and achievements. This can be achieved by: • Ensuring that all classes are attended. • Developing a home study program that allocates time for the completion of homework, as

well as regular revision for each subject. • Using private study periods effectively for additional reading, completing work and revision

(rather than socialising). If your subject teacher is absent, seize the opportunity to catch up with your work or do some revision.

• Actively seeking the assistance of subject teachers when difficulty with aspects of the coursework is encountered.

• Striving to achieve academic excellence by working at your best potential. Don’t settle for a ‘D’ when you are capable of achieving a better result.

• Seeking advice and assistance with the development of organisational and time management skills.

• Seeking advice when you are feeling overwhelmed by the demands of study.

SPECIAL NEEDS

The College recognises that students may be disadvantaged by a learning disability. At Years 11 and 12, enrolment of students with special needs implies that the student will be able to achieve the outcomes specified in the VCE study design; it does suggest that the student will be undertaking an alternative course with learning outcomes that differ from those specified in VCE study designs. Students with special needs and having been assessed as not able to meet the assessment requirements and therefore outcomes specified in the VCE may be enrolled at the discretion of the Head of College. Students falling under this category may be able to undertake an individualised program that allows them to participate in class and continue their socialisation with their peers. In such a case, the students reporting would reflect the individualised program completed by the student. For students enrolled in the VCE, the following guidelines will apply for special provision. SPECIAL PROVISION FOR VCE (Extracts from VCE Administrative Handbook) Special Provision is applicable to students experiencing significant hardship at any time while completing the VCE. A student may be eligible for Special Provision if they are:

• Significantly adversely affected by physical or psychological illness.


• Significantly adversely affected by factors relating to their personal environment or other serious cause.

• Disadvantaged by disability or impairment including learning disabilities. With respect to students with an intellectual disability, the College Principal has the discretion to approve the student’s enrolment in the VCE. If the student is unable to successfully achieve their VCE, the College Principal/ VCE Co-‐ordinator is responsible for advising students to undertake an alternative course of study. A. SCHOOL-‐BASED ASSESSMENT Special Provision for school-‐based assessment may be granted to a student, who demonstrates, with supporting documentation, that their achievement is adversely affected by:

• Illness – acute or chronic. • Impairment or disability – short or long term. • Personal circumstances

Students will be required to complete an Application for Special Provision for School-‐Assessed Coursework, School-‐assessed Tasks and Unit Completion (available from the VCE Co-‐ordinator). The student must provide supporting documentation, which may include:

• Medical certificates and a detailed medical report/letter. • Psychologist or Social worker report/letter. • Confidential teacher/Co-‐ordinator’s report. • Student’s signed statement of reasons for application. • Other reports/letters.

The College Principal/ VCE Co-‐ordinator have the discretion to approve the student’s applications, and the following alternatives may be applied:

1. The student is permitted to undertake the assessment task at another date. 2. The student is permitted to undertake a substitute task of similar scope and demand. 3. The student may be granted an extension of time to complete the task. If the student

completes work outside class time, the student must sign the Authentication Record for School-‐assessed Tasks.

4. Replacing a task with a task of a different kind. 5. Using a planned task to assess more outcomes or aspects of outcomes than originally

intended. 6. Deriving a score from other assessments or work completed by the student. 7. Provision of computer or other technology, an aide or a scribe to enable the student to

complete the coursework task. Students will be notified in writing of the decision within 14 days of their application. Where the student’s application is rejected totally or in part, the student has the right of appeal to the College within 14 days of receiving the decision. B. SPECIAL EXAMINATION ARRANGEMENTS 1. Students with pre-‐existing conditions: Students with an illness or disability may be eligible for Special Examination Arrangements. The College may apply to the VCAA for special examination arrangements (including the GAT) for students who have disabilities or long-‐term illnesses that would affect the student’s performance in an examination. Applications must be accompanied by recent supporting medical or other specialist


reports. The VCAA will not accept applications made directly by students, parents/guardians or independent professionals. Students must submit a request to the VCE Co-‐ordinator and provide appropriate documentation and evidence to determine if the request for Special Examination Arrangements is appropriate and consistent with the VCAA eligibility requirements. The VCAA will advise the school of approved arrangements for the student’s examinations. Special arrangements may include:

• Extra reading time and/or extra time designated for the examination • Normal examination time but with appropriate rest periods • Modified examination paper (enlarged, braille and/or recorded papers) • Permission to use technological aids (typewriter or computer) • Use of a scribe, reader or clarifier

Applications for special examination arrangements for students with pre-‐existing conditions must be made by the date specified by the VCAA. 2. Students with unforeseen circumstances: If a student is unable to attend the examination centre as a result of illness or disability, but is well enough to attempt the examination, the student may apply for special supervision. A supervisor may be sent to the hospital or student’s home to enable the student to complete the examination. The student meets the costs associated with the arrangements of special supervision. 3. Emergency Special Examination Arrangements: An emergency application can be submitted by the school to the VCAA Special Provision for a student experiencing a sudden illness or accident around the examination period. Applications must be substantiated with medical evidence detailing the diagnosis, date of onset of illness, outline of symptoms and treatment, likely effect of the illness on the student’s capacity to complete the examination/s, and medical recommendations for particular Special Examination Arrangements.

C. DERIVED EXAMINATION SCORE (VCE) (Refer to Special Provision) Students who experience an illness or are affected by other personal circumstances at the time of an examination may be eligible for a Derived Examination Score (DES). Eligibility for a DES for a VCE examination may be based on the following:

• The student has completed the course of study leading to the examination and has a result of at least one other graded assessment in the same study.

• The student experiences the onset of an illness, injury or personal trauma (e.g. death, serious illness or accident involving a family member or family break up) within two weeks prior to the first examination in the relevant examination period.

• The student experiences a serious intervening event (e.g. accident) in the period two days before or on the day of an examination.

The following are examples of situations for which students cannot submit a DES application.

• Absence from school or study for prolonged periods • Long-‐term or chronic conditions • Matters that could have been avoided by the student (e.g. misreading examination

timetable or instructions, school disciplinary matters)


• Matters of the student’s own choosing (e.g. involvement is sporting/social/school events and activities)

Students who believe that they are eligible for a DES should consult with the VCE Co-‐ordinator. The student will then be required to complete an application for each of the examinations for which they are seeking a DES. All DES applications must be substantiated with appropriate independent evidence such as medical report from a health professional (doctor, psychologist), report from social worker, police officer, etc. Applications for a DES must be received by the VCAA no later than seven days after the student’s last examination. The VCAA will inform the student in writing if the application for a DES has been approved or not approved It is strongly recommended that students attend every examination. If the student is ill but is able to attend the examination, the Chief Supervisor should be informed prior to or during the examination. If a student does not attend an examination and the DES application is not approved, the student will receive ‘NA’ for the examination. D. COMPASSIONATE LATE WITHDRAWAL The College Principal may apply to the VCAA on the student’s behalf for compassionate late withdrawal from Units 3 and 4 studies after the final date for withdrawal. Compassionate late withdrawal may apply to students who experience severe hardships such as a serious illness or exceptional personal circumstances. Students are required to provide supporting documentation to accompany the application. If a student has a final, reported grade for an examination, School-‐assessed coursework or School-‐assessed Task, compassionate late withdrawal will not be approved. The alternative would be to apply for Interrupted Studies status. D. INTERRUPTED STUDIES

Students who experience serious illness or other disadvantage during their VCE studies may seek interrupted Studies status. Interrupted Studies status enables students to withdraw from Unit 4 of a sequence and therefore enables students to complete Units 3 and 4 over two Years. Students are required to complete the Interrupted Studies Status Application (available from the VCE Co-‐ordinator) and provide appropriate documentation to support the application. The documentation may include:

• Medical certificates and a detailed medical report/letter. • Psychologist or Social worker report/letter. • Confidential teacher/Co-‐ordinator’s report. • Student’s signed statement of reasons for application. • Other reports/letters.


LEADERSHIP

Although the Senior School Years place academic demands on Senior School students, it is expected that all Senior School students actively promote the qualities prized by students at Al Siraat including, Islamic manners, academic excellence, leadership, striving for achievement, internationalism, multiculturalism, tolerance, respect and maturity. The primary leadership expectation is the acceptance and adherence to all the policy requirements of the college, and thereby setting the standards for students across the college. There are opportunities for individuals and small groups of students to excel in leadership. These include: • School Captains • Class Captains • SRC representatives • Extra curricular and community service activities (Sport, Debating, etc.) • Organising committees for student and college activities (special Year level lunches/morning

teas, articles for College magazine, Year 12 graduation, etc.) •

GLOSSARY OF KEY WORDS AUTHENTICATION Process of monitoring each student’s work so that the teacher can

attest/verify that the work submitted is that of the student. It is the student’s responsibility to ensure that the teacher has no difficulty in authenticating the work submitted.

ASSESSMENT TASKS Learning activities that students carry out to demonstrate the achievement

of outcomes. For Units 1 and 2 the assessment tasks are selected by teachers. For Units 3 and 4 the assessment tasks are part of the School-‐Assessed Coursework and are prescribed by the Victorian Curriculum and Assessment Authority.

ATAR Australian Tertiary Admission Rank. It is determined by the grades achieved

in Year 12 and is used for selection of university courses. GAT General Achievement Test. This is a test undertaken by all students

completing at least one Unit 3 and 4 sequence, as well as Year 12 IB students. It is a general knowledge and skills test. The areas covered include: writing, mathematics, science and technology, humanities, the arts and social sciences.

Prerequisites Subjects which must be completed for admission to tertiary courses. Scaling The process of adjusting study scores for tertiary selection purposes. It is

carried out by VTAC on behalf of the tertiary institutions. School-‐assessed Assessment tasks designed to enable students to demonstrate their

knowledge and


Coursework skills described in the set of outcomes for each unit. The tasks are assessed (SAC) according to criteria set by the VCAA and the individual scores will be

aggregated into a single total score, which is subject to statistical moderation.

for each unit. The moderated coursework score contributes to the final study score.

School-‐assessed Assessment tasks set by the VCAA and designed to assess tasks specific sets of knowledge and skills described in the set of outcomes (SATs) for VCE studies such as Art and Visual Communication and Design.

Assessment is based according to criteria set by the VCAA. Statistical Moderation The process of adjusting the School-‐Assessed Coursework scores to match

the level and spread of the external examinations. The highest and lowest Coursework scores and the average score for a particular study are adjusted to match the performance of the students in the external examinations. The ranking of students is not altered.

Study Subject VCE Study Score An indicator of the students’ performance in relation to others who took the

same study. It is a score out of 50 and provides the student’s ranking in the group of all students undertaking a particular study (subject) across the state.

Unit A self contained study of a Semester’s length and represents about 100hours

of work of which approximately 50 hours are class time. Most VCE studies are made up of 4 units and students attempt between 22-‐24 units. To graduate with the VCE, students must satisfactorily complete at least 16 units and have the correct combination of units.

Units 1 & 2 Level of difficulty usually associated with Year 11 Units 3 & 4 Level of difficulty usually associated with Year 12 VCAA The Victorian Curriculum and Assessment Authority which administers the

VCE VCE The Victorian Certificate of Education VICTER Victorian Tertiary Entrance Requirements VTAC The Victorian Tertiary Admissions Centre, which determines students ENTER,

and collates and distributes student information to the universities and TAFE for admission into tertiary courses.


The following staff will also be able to assist you if you have any questions in relation to Year 10-‐12, the structure of VCE and subject selection. Head of School: Mr Vis Naidu VCE Co-‐ordinator: Mrs Maha Elsayegh Careers Advisor: Mrs Maha Elsayegh Curriculum Co-‐ordinator: Mrs Esra Boz

USEFUL WEBSITES FOR STUDENTS & PARENTS VTAC www.vtac.edu.au

The Victorian Tertiary Admissions Centre provides information related to university entrance such as ENTER scores, subject scaling report, subject prerequisites for university courses, electronic version of VTAC guide, etc.

VCAA www.vcaa.vic.edu.au The Victorian Curriculum Assessment Authority provides information related

to the Study Designs and Assessment, along with electronic version of past VCE examinations and answers (excellent for revision).

Victorian Department of Education and Early Childhood Development. http://www.education.vic.gov.au/school/students/beyond/pages/careerpath.aspx Provides information on Career Pathways for students after Year 10 and links

to more course information. Elevate Education www.elevateeducation.com Useful website for students to download a range of study resources, practice

papers and study tips providing additional support and information on Study Skills.


PLANNING A STUDY PROGRAM

Students are required to select a study program from the studies offered by the College. Before making a selection, students need to make sure that they have carried out the necessary research. Refer to the VICTER for the entrance requirements for university and TAFE courses. The Guide to the VCE and the VTAC guide will provide you with information to help you plan your program. Feel free to ask subject teachers questions about specific studies. The careers teacher and VCE Co-‐ordinator, and Head of Senior School will be available to help students make their selection. Students should make use of all the available resources to ensure that you make the right decisions for your future aspirations. To help you with the decision-‐making process, ask yourself the following key questions: • What are my aspirations after leaving school? • What type of job am I interested in? • What level of education do I need for that job? • What courses am I interested in? • Where are these courses offered? • What are the prerequisites for these courses? • Are there any special entry schemes for these courses? • What was the ATAR score for last Year? • Are my career aspirations realistic in relation to my academic abilities? When making your selection, you should remember to choose studies: • Which you enjoy or have an interest in. • In which you have achieved well. • That you may need for future study or work.

CHANGE OF SUBJECT

Students wishing to change a subject will need to seek approval from the VCE Co-‐ordinator prior to the set deadline (to be announced). Under no circumstance are students permitted into a different subject without the VCE Co-‐ordinator’s approval.

TOTAL WITHDRAWAL FROM THE VCE Students wishing to withdraw from the VCE must complete a Student Exit form (available from the VCE Co-‐ordinator). The signed Student Exit form, along with the students withdrawal form from the College will be placed in the students file by the Student Registrar. A copy of the Student Exit form will also be retained by the VCE Co-‐ordinator.


The following examples provide an indication of subjects offered at Al Siraat that should be considered in relation to some course areas.

COURSE AREAS

RELATED SUBJECTS TO CONSIDER

Arts, Humanities, Social Sciences

LOTE, Business Management, Psychology

Engineering

Mathematics, Physics, Chemistry

Building, Planning

Visual Communication & Design, Physics, Mathematics

Science

Biology, Physics, Chemistry, Psychology, Mathematics

EXAMPLES OF STUDY PROGRAMS It is recommended that when choosing a program of study you consider the different combinations and the pathways leading to them. Here are some examples to help you complete your selection. A. Maths/Science Year 11

English 1

LOTE 1

Maths Method 1

Chem 1

Physics 1

Psych 1

ISLAMIC STUDIES

English 2

LOTE 2

Maths Method 2

Chem 2

Physics 2

Psych 2

Year 12

English 3

Maths Method 3

Chem 3

Physics 3

Psych 3 ISLAMIC STUDIES English

4 Maths Method 4

Chem 4

Physics 4

Psych 4

At Year 12, VCE students select 5 subjects.

Course and Career outcomes are extremely wide and varied and would include health sciences, engineering, building professions, defence forces, manufacturing.

B. Humanities / Arts Year 11

English 1

LOTE 1

Maths 1

Business Man. 1

Psych 1

VCD 1

ISLAMIC STUDIES

English 2

LOTE 2

Maths 2

Business Man. 2

Psych 2

VCD 2

Year 12

English 3

LOTE 3

Maths 3

Business Man. 3

Psych 3

ISLAMIC STUDIES English

4 LOTE 4

Maths 4

Business Man. 4

Psych 4

Course and Career outcomes: business (excluding some Commerce areas), legal, teaching, media and many more.


PATHWAYS AND THE VCE

Consult the Careers Advisor about information on Pathways

Y E A R

11

TAFE COURSES CERTIFICATES PREPARATORY

COURSES

WORK

APPRENTICESHIP

TRAINEESHIP

Y E A R

12

VCE

PART-‐TIME STUDY AT A

TAFE

COLLEGE

UNIVERSITY OR

COLLEGE

DIPLOMA OR DEGREE

COURSES

TAFE

ASSOCIATE DIPLOMAS

ADVANCED

CERTIFICATES


SUBJECTS THAT MAY BE OFFERED IN YEAR 11 2015 **Subject availability is subject to surveying students and then determining student

numbers in a subject.

COMPULSORY SUBJECTS • Islamic Studies • Quran

VCE SUBJECTS

• English 1 & 2 • Biology 1 & 2 • Business Management 1 & 2 • Chemistry 1 & 2 • Environmental Science 1&2 • Global Politics 1 & 2 • Health & Human Development 1&2 • Information Technology 1 & 2 • Legal Studies 1 & 2 • Mathematics: General Mathematics 1 & 2 • Mathematics: Mathematical Methods (CAS) 1 & 2 • Physics 1 & 2 • Psychology 1 & 2 • Visual Communication and Design 1 & 2

A CHART FOR YOUR STUDY PROGRAM

Use the chart below to plan your study program of VCE subjects for Year 11

Year 11

English

1

ISLAMIC

STUDIES

&

QURAN

English

2

• At Year 11, VCE students must select 6 subjects offered as Unit 1 & 2 • At Year 12, VCE students may choose to drop of subject. • By the end of Year 12, VCE students should have completed a total of 5 VCE

subjects


VCE UNIT 1& 2 SUBJECT DESCRIPTIONS

ENGLISH: UNIT 1 & 2 ENGLISH (ESL): UNIT 1 & 2

VCAA Code: EN011 & EN012

The English study aims to enable all students to develop their critical understanding and control of the English language so that they can use it effectively in a wide range of situations and develop sufficient competence in it for their future needs as tertiary students, employees, citizens and human persons. The study promotes an integrated approach to the teaching and learning of knowledge and of the skills of reading, writing, speaking, listening and thinking. English Students will study four prescribed texts over the Year. ESL students will read and study three prescribed texts .

UNIT 1 Areas of Study: 1. Reading and responding to text 2. Creating and presenting 3. Using language to persuade School Assessed Coursework: Outcome 1: Identify and discuss key aspects of a set text, and construct a response in oral or written form. • An extended written interpretation of one

selected text in an analytical/expository mode.

Outcome 2: Create and present texts taking account of audience, purpose and context. • A piece of argumentative writing, a

personal writing task and a piece of informative writing.

Outcome 3: Identify and discuss, either in writing and/or orally, how language can be used to persuade readers and/or viewers. • Participate in an oral presentation on an

issue currently or recently prominent in the major mass media.

Written Examination

UNIT 2 Areas of Study: 1. Reading and responding to text 2. Creating and presenting 3. Using language to persuade School Assessed Coursework: Outcome 1: Discuss and analyse how texts convey ways of thinking about the characters, ideas and themes, and constructing a response in oral or written form. • A piece of writing or oral response in which

the student focuses on the themes and characters of a text.

Outcome 2: Create and present texts taking account of audience, purpose and context. • A brochure and essay. Outcome 3: Identify and analyse how language is used in persuasive text and to present a reasoned point of view in an oral or written form. • A written response, which critically

analyses the use of language in the presentation of ideas, arguments and evidence. Construction of a point of view in written and/or oral form on the selected issue.

Written Examination


BIOLOGY UNIT 1: UNITY AND DIVERSITY (VCAA Code: BI011) UNIT 2: ORGANISMS AND THEIR ENVIRONMENT

(VCAA Code: BI022) This is the study of organisms and the complex interactions that sustain life on Earth. Unit 1 focuses on the cell as the structural and functional unit of the whole organism, it investigates the needs of individual cells, how specialized structures carry out cellular activities, and how survival of cells depends on their ability to maintain a dynamic balance between their internal and external environments. There is great diversity among organisms as well as similarities and students will explore the diversity of organisms and look for patterns of similarities and differences in biological processes. Unit 2 examines the relationship between organisms and their environments along with the study of adaptations (structural, physiological and behavioural) of organisms that enable them to exploit environmental resources. Areas covered are cell theory, cell structure and function, biochemistry, digestion and nutrition, physiology and reproduction, photosynthesis, respiration and energy relationships, communities and ecosystems, relationships within ecosystems, populations, human impact, ecological techniques and option C – cells and energy.

UNIT 1 Areas of Study: 1. Cells in action 2. Functioning organisms School Assessed Coursework: Outcome 1: Design, conduct and report on a practical investigation related to cellular structure, organization and processes. • Student designed practical investigation • Practical activities • Annotated posters of photosynthesis and

cellular respiration • Problem-solving activities • Tests Outcome 2: Describe and explain the relationship between features and requirements of functioning organisms and how these are used to construct taxonomic systems. • Practical activities • Annotated poster • Multimedia presentation/model/poster

related to taxonomy (classification) • Problem-solving activity • Data analysis • Tests Written examination

UNIT 2 Areas of Study: 1. Adaptations of organisms 2. Dynamic ecosystems School Assessed Coursework: Outcome 1: Explain and analyse the relationship between environmental factors, and adaptations and distribution of living things. • Written report on fieldwork investigation • Practical activities, questions and problems • Presentations of structured written reports in

non-text formats such as poster, multimedia • Tests Outcome 2: Design, conduct and report on a field investigation related to the interactions between living things and their environment, and explain how ecosystems change over time. • Practical activities • Reports in non-text format such as poster,

multimedia • Questions and problems • Tests Written examination


BUSINESS MANAGEMENT

UNIT 1: SMALL BUSINESS MANAGEMENT (VCAA Code: BM031)

UNIT 2: COMMUNICATION AND MANAGEMENT

(VCAA Code: BM032) Small rather than large businesses make up the large majority of all businesses in the Australian economy. It is the small business sector that provides a wide variety of goods and services for both consumers and industries, such as manufacturing, construction and retail. This, combined with employment opportunities, makes the small business sector a vital component in the success, growth and stability of Australia. Small businesses are tangible to students as they are visible and accessible in daily life. This unit provides an opportunity for students to explore the operations of a small business and its likelihood of success. Unit 2 focuses on the importance of effective communication in achieving business objectives. It includes communication both internally and externally to business with special attention to the functions of marketing and public relations. Students develop knowledge of fundamental aspects of business communication and are introduced to skills related to its effective use in different contexts.

UNIT 1 Areas of study: 1. Introducing business 2. Small business decision-making, planning and

evaluation. 3. Day-to-day operations. Outcome 1: On completion of this unit the student should be able to explain a set of generic business characteristics and apply them to a range of businesses. Outcome 2: On completion of this unit the student should be able to apply decision-making and planning skills to establish and operate a small business, and evaluate the management of an ethical and a socially responsible small business. Outcome 3: On completion of this unit the student should be able to discuss one or more of the day-to-day operations associated with an ethical and a socially responsible small business, and apply the operation/s to a business situation. Assessment:

• Analytical exercises. • Business research (print and online). • Business simulation exercise. • Business survey and case study analysis. • Essay. • Glossary. • Interview and report of contact with business. • Test.

Written examination

UNIT 2 Areas of study: 1. Communication in business. 2. Managing the marketing function. 3. Managing the public relations function. Outcome 1: On completion of this unit the student should be able to explain, apply and justify a range of effective communication methods used in business-related situations. Outcome 2: On completion of this unit the student should be able to analyse effective marketing strategies and processes and apply these strategies and processes to business-related situations. Outcome 3: On completion of this unit the student should be able to apply public relations strategies to business related situations and analyse their effectiveness. Assessment:

• Use of computer applications and/or software to record and analyse data.

• Classroom presentations. • Folio of exercises. • Glossary. • Case study analysis. • Assignments. • Tests.

Written examination


CHEMISTRY UNIT 1: THE BIG IDEAS OF CHEMISTRY (VCAA Code: CH011) UNIT 2: ENVIRONMENTAL CHEMISTRY (VCAA Code: CH022) This study examines a range of chemical processes and activities; the study of common materials is explored through investigation of their properties and their modification. Wide ranges of everyday chemical reactions are also introduced to enable the evaluation of the environmental impact of human activity on the biosphere. Unit 1 focuses on Atomic theory, Bonding, Organic Chemistry, Surface Chemistry, Stoichiometry and Periodicity. Unit 2 is the study of Acids and Bases, States of matter, Oxidation and Reduction, Equilibrium and Kinetics.

UNIT 1 Areas of Study: 1. The periodic table 2. Materials School Assessed Coursework: Outcome 1: Explain how evidence is used to develop or refine chemical ideas and knowledge. Outcome 2: Use models of structure and bonding to explain the properties and applications of materials. Assessment: • One extended experimental

investigation OR one annotated portfolio of at least four practical activities. AND at least one from the following:

• Response to stimulus material • Presentation in multimedia format • Data analysis • Report in written, oral or visual format • Web page presentation Written examination

UNIT 2 Areas of Study: 1. Water 2. The atmosphere School Assessed Coursework: Outcome 1: Write balanced equations and apply these to qualitative and quantitative to investigations of reactions involving acids and bases, the formation of precipitates and gases, and oxidants and reductants. Outcome 2: Explain how chemical reactions and processes occurring in the atmosphere help to sustain life on earth. Assessment: • One extended experimental investigation OR

one annotated portfolio of at least four practical activities. AND at least one from the following:

• Response to stimulus material • Presentation in multimedia format • Data analysis • Report in written, oral or visual format • Web page presentation Written examination


ENVIRONMENTAL SCIENCE Unit 1: The environment (VCAA Code: EVO31) Unit 2: Monitoring the environment (VCAA Code: EV032)

Environmental Science provides the opportunity for students to understand the structure, function and diversity of natural ecosystems on this planet and evaluate the impacts of human activities on them. Students examine strategies to maintain and protect the ecological health of the environment while meeting the needs and desires of human populations. Environmental Science investigates the interactions between natural and human systems. This study examines the application of environmental science to ecologically sustainable development and environmental management. Students should understand the values and attitudes that underpin environmental decisions and reflect on effective ways for modifying behaviour of individuals and groups for positive environmental outcomes.

While undertaking this study, students will develop skills in practical scientific investigations, environmental fieldwork techniques, report writing, research and analysis.

UNIT – 1 Areas of Study

1. Ecological components and interaction

2. Environmental Change 3. Ecosystems

Outcome 1 Identify and describe the components and natural processes within the environment. Outcome 2 Analyse one human-induced environmental change and options for remediation. Outcome 3 On completion of this unit the student should be able explain the flow of energy, nutrient exchange and environmental changes in ecosystems Assessment: Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student’s performance on a selection of assessment tasks. • Fieldwork and reports • Oral presentations • Practical activities • Practical reports • Reports in multimedia and/or poster • Tests. Written Examination

UNIT – 2 Areas of Study

1. Environmental Indicators 2. Using Environmental Indicators

Outcome 1 Explain the nature of environmental indicators for pollution and ecological health of ecosystems. Outcome 2 Investigate and report on a local example of environmental degradation or environmental issue, using an appropriate monitoring program. Outcome 3 Analyse the scientific basis and use of standards for environmental indicators for pollution control and ecological health of ecosystems. Assessment: Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student’s performance on a selection of assessment tasks. • Fieldwork and reports • Oral presentations • Practical activities • Practical reports • Reports in multimedia and/or poster format • Tests. Written Examination


GLOBAL POLITICS

UNIT 1: THE NATIONAL CITIZEN (VCAA Code: PS041)

UNIT 2: THE GLOBAL CITIZEN (VCAA Code: PS042)

Global Politics is the study of the political, social, cultural and economic forces that shape interactions between state and non-‐state actors in the twenty-‐first century. It examines the interconnectedness of twenty-‐first century global citizens and the impact of globalisation on culture, language, human rights and the environment. It examines the nature and effectiveness of key global actors in the twenty-‐first century and global challenges, including human rights, people movements, and development issues and weapons proliferation. It explores the nature of global crises such as environmental degradation, war and terrorism, and the effectiveness of responses and proposed solutions by key global actors.

UNIT 2 Areas of Study:

1. Global Threads 2. Global cooperation and conflict

School Assessed Coursework: Outcome 1 On completion of this unit the student should be able to identify the ways in which the lives of citizens in the twenty-‐first century are interconnected globally. Outcome 2 Describe and analyse the extent to which the international community is cohesive, and whether it can effectively manage cooperation, conflict and instability in relation to selected case studies. Assessment: Includes a combination of any of the following: • An analysis of visual material • An audio-‐visual presentation • An oral presentation • A written research report • A web-‐based presentation • A case study • A debate • An essay • A test • A role-‐play Written Examination


1. Power, politics and democracy 2. Exercising and challenging power

School Assessed Coursework: Outcome 1 Describe and analyse the nature and purpose of politics and power in a broad sense and in the context of contemporary Australian democracy. Outcome 2 Explain why people seek political power, and the major political ideologies that influence political involvement and political movements. Assessment: Includes a combination of any of the following: • An analysis of visual material • An audio-‐visual presentation • An oral presentation • A written research report • A web-‐based presentation • A case study • A debate • An essay • A test • A role-‐play Written Examination


HEALTH AND HUMAN DEVELOPMENT

UNIT 1: The health and development of Australia’s youth

(VCAA Code: HH031)

UNIT: Individual human development and health issues (VCAA Code: HH031)

This subject provides students with the skills and knowledge to make informed decisions about their own health and to recognise the importance of health in society. In undertaking this study, they will be able to actively participate in making appropriate choices that allow for good health and be able to seek appropriate advice. Health and Human Development enables students to understand the current ideologies of health and human development in contemporary society. Students critically evaluate the health and development of the individual across the lifespan in the context of both Australia’s and global health and human development.


1. Understanding youth health and human development

2. Youth issues School Assessed Coursework: Outcome 1 Describe the dimensions of, and the Inter-‐relationships within and between, youth health and individual human development, and analyse the health status of Australia’s youth using appropriate measurements Outcome 2 Describe and explain the factors that have an Impact on the health and individual human development of Australia’s youth, outline health issues relevant to Australia’s youth and, in relation to a specific health issue, analyse strategies or programs that have an impact on youth health and development. Assessment: Includes a combination of any of the following:

• Case study analysis • Data analysis • Visual presentation, such as a concept/mind

map, poster or presentation file • Multimedia presentation, using more than

two data types (for example, text, still or moving images, sound or numeric) and involving some form of interaction such as hyperlinks

• An oral presentation, such as a debate or podcast (audio or visual)

• Blog • Test • Written response, such as a research

assignment or written report. Written Examination


1. Prenatal health and individual development 2. Child health and individual development 3. Adult health and individual development

School Assessed Coursework: Outcome 1 Describe and explain factors that affect the health and individual human development during the prenatal stage. Outcome 2 Describe and explain factors that affect the health and individual human development of Australia’s children. Outcome 3 Describe and explain the factors that affect the health and individual human development of Australia’s adults. Assessment: Includes a combination of any of the following:

• Case study analysis • Data analysis • Visual presentation, such as a concept/mind

map, poster or presentation file • Multimedia presentation, using more than

two data types (for example, text, still or moving images, sound or numeric) and involving some form of interaction such as hyperlinks

• An oral presentation, such as a debate or podcast (audio or visual)

• Blog • Test • Written response e.g. a research assignment

or written report Written Examination


INFORMATION TECHNOLOGY

UNIT 1: IT IN ACTION (VCAA Code: IT011)

UNIT 2: IT PATHWAYS (VCAA Code: IT012) This study focuses on the processing of data and the management of information and information systems to meet a range of individual and societal purposes.

The rapid pace of development in information and communications technology (ICT) is having a major influence on virtually all aspects of society. Not only does ICT provide the capacity to change how tasks and activities are undertaken, but it also creates new opportunities in work, study, recreation, and in relationships. Social relations and cultural values influence the way ICT is used.

With appropriate knowledge and skills, students will be equipped to make use of ICT and make informed personal and workplace choices about future developments and directions in this exciting and challenging field. Innovative approaches to the potential uses of ICT are developed, and students are encouraged to orient themselves towards the future, with an awareness of the implications of these uses.

The study of Information Technology may provide pathways to further studies in IT and to careers in ICT-based areas. It may also prepare students for programs that require either an IT-related subject or for a vast range of careers that require efficient and effective use of ICT.

UNIT 2 IT Pathways Areas of Study: 1. Data analysis and visualisation 2. Programming and pathways 3. Tools, techniques and procedures School Assessed Coursework: Outcome 1: Apply the problem solving methodology and use appropriate software tools to create data visualisations that meet users’ needs Outcome 2: Design, and develop using a programming or scripting language, limited solutions, record learning progress electronically, and explain possible career pathways that require the use of programming or scripting skills Outcome 3: Work collaboratively and apply the problem solving methodology to create an ICT solution, taking into account client feedback Assessment Tasks: • Using ICT tools and techniques, produce a

solution and an information product in response to a client brief

• Visual presentations such as multimedia presentations

• Oral presentations supported by a visual presentation

• A folio • An electronic learning journal • A written report using ICT • A test Written examination

UNIT 1 IT in action Areas of Study: 1. From data to information 2. Networks 3. ICT in a global society School Assessed Coursework: Outcome 1: Select data from data sets, design solutions and use a range of spreadsheet functions to develop solutions that meet specific needs Outcome 2: Recommend a networked information system for a specific use and explain possible security threats to this networked information system Outcome 3: Contribute collaboratively to the design and development of a website that presents an analysis of a contemporary ICT issue and substantiates a point of view. Assessment Tasks: • Using ICT tools and techniques, produce a

solution and an information product in response to an identified need

• Visual presentations such as multimedia presentations

• Oral presentations supported by a visual presentation

• A written report using ICT • A test Written examination


LEGAL STUDIES

UNIT 1: CRIMINAL LAW AND JUSTICE (VCAA Code: LS031)

UNIT 2: ISSUES IN CIVIL LAW (VCAA Code: LS032)

VCE Legal Studies investigates the ways in which the law and the legal system relate to and serve individuals and the community. This knowledge is central to understanding the workings of contemporary Australian society.

Legal Studies examines the processes of law making, dispute resolution and the administration of justice in Australia. Students develop an understanding of the impact of the legal system on the lives of citizens, and the implications of legal decisions and outcomes on Australian society. The study provides students with an appreciation of how individuals can be involved in decision-making within the legal system, encouraging civic engagement and helping them to become more informed and active citizens.

Students develop an understanding of the complexity of the law and the legal system and the challenges faced by our law-makers and dispute resolution bodies. They investigate the workings of the Australian legal system and undertake comparisons with international structures and procedures.

UNIT 1 Areas of Study: 1. Law in Society 2. Criminal Law 3. The criminal courtroom School Assessed Coursework: Outcome 1: Explain the need for effective laws and describe the main sources and types of law in society. Outcome 2: Explain the key principles and types of Criminal law, apply the key principles to relevant cases, and discuss the impact of criminal activity. Outcome 3: Describe the processes for the resolution of criminal cases, and discuss the capacity of these processes to achieve justice. Assessment Tasks for this unit are selected from the following: • Structured assignment • Essay • Mock court or role-play • Folio and report • Case study • Test • Report (written, visual, oral or multimedia) Written Examination


1. Civil law 2. The civil law in action 3. The law in focus 4. A question of rights

School Assessed Coursework: Outcome 1: Explain the principles of civil law, law-making by courts, and elements of torts, and apply these to relevant cases. Outcome 2: Explain and evaluate the processes for the resolution of civil disputes. Outcome 3: Explain one or more area/s of civil law, and discuss the legal system’s capacity to respond to issues and disputes related to the selected area/s of law. Outcome 4: Describe an Australian case illustrating rights issues, and discuss the impact of the case on the legal system and the rights of individuals. Assessment Tasks for this unit are selected from the following: • Structured assignment • Essay • Mock court or role-play • Folio and report • Case study • Test • Report (written, visual, oral or multimedia) Written Examination


MATHEMATICS (VCE) UNIT 1: GENERAL MATHEMATICS (VCAA Code: MA071) UNIT 2: GENERAL MATHEMATICS (VCAA Code: MA072) General Mathematics provides courses for diverse groups of students and may be implemented in a number of ways.

UNIT 1 Areas of Study: 1. Univariate data 2. Bivariate data 3. Linear relations and equations 4. Linear graphs and modelling School Assessed Coursework: Outcome 1: Define key concepts, in relation to the topics from the selected areas of study, and apply a range of related mathematical routines and procedures.

Outcome 2: Apply mathematical processes in non-routine contexts and analyse and discuss these applications of mathematics in at least three of the areas of study. Outcome 3: Use technology to produce results and carry out analysis in situations requiring problem solving, modelling or investigative techniques and approaches in at least three of the areas of study. Assessment: Tasks for this unit are selected from the following: • Assignments; • Tests; • Summary or review notes. • Projects; • Short written responses; • Problem-solving tasks; • Modelling tasks. Written Examination

UNIT 2 Areas of Study: 1. Financial arithmetic 2. Shape and measurement 3. Trigonometry 4. Coordinate geometry School Assessed Coursework: Outcome 1: Define key concepts, in relation to the topics from the selected areas of study, and apply a range of related mathematical routines and procedures. Outcome 2: Apply mathematical processes in non-routine contexts and analyse and discuss these applications of mathematics in at least three of the areas of study. Outcome 3: Use technology to produce results and carry out analysis in situations requiring problem solving, modelling or investigative techniques and approaches in at least three of the areas of study. Assessment: Tasks for this unit are selected from the following: • Assignments; • Tests; • Summary or review notes. • Projects; • Short written responses; • Problem-solving tasks; • Modelling tasks. Written Examination


MATHEMATICS (VCE) UNIT 1: MATHEMATICAL METHODS (CAS) (VCAA Code: MA111) UNIT 2: MATHEMATICAL METHODS (CAS (VCAA Code: MA112) In Year 11 Mathematics, students will develop skills necessary to do most of the Year 12 Mathematical subjects. Students are expected to do skills work, problem solving and projects; however, emphasis will be on the end of Semester examination. The topics covered in Year 11 are Indices, Matrices, Quadratic and Cubic Functions, Calculus, Probability and Trigonometry. This subject is a prerequisite for the following Year 12 subjects - Mathematical Methods (CAS), Specialist Mathematics (VCE)

UNIT 1 Areas of Study: 1. Functions and graphs 2. Algebra 3. Rates of change and calculus 4. Probability School Assessed Coursework: Outcome 1: Define and explain key concepts as specified in the content from the Functions and Graphs, Algebra, Probability and Calculus areas of study, and to apply a range of related mathematical routines and procedures. • Completion of problem solving activities • Completion of set exercises Outcome 2: Apply mathematical processes in non-routine contexts and to analyse and discuss these applications of mathematics. • Completion of set exercises • Completion of assignments and submission

of a report Outcome 3: Select and use a computer algebra system and other technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem solving, modelling or investigative techniques or approaches. • Completion of set exercises • Demonstrate use of graphics calculator and

computer technology Written Examination

UNIT 2 Areas of Study: 1. Functions and graphs 2. Algebra 3. Rates of change and calculus 4. Probability School Assessed Coursework: Outcome 1: Define and explain key concepts as specified in the content from the Functions, Graphs, Algebra, Probability and Calculus areas of study, and to apply a range of related mathematical routines and procedures. • Completion of problem solving activities • Completion of set exercises Outcome 2: Apply mathematical processes in non-routine contexts and to analyse and discuss these applications of mathematics. • Completion of set exercises • Completion of assignments and submission

of a report Outcome 3: Select and use a computer algebra system and other technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem solving, modelling or investigative techniques or approaches. • Completion of set exercises • Demonstrate use of graphics calculator and

computer technology Written Examination


PHYSICS UNIT 1: Human Endeavour. (VCAA Code: PH011) UNIT 2: Application of models to more complex phenomena.

(VCAA Code: PH022) Physics is the most fundamental of the experimental sciences in that it seeks to explain the basic features of the natural world primarily in terms of the interactions between matter and energy. Students are required to develop a qualitative and quantitative understanding of Physics ideas.

UNIT 1 Unit 1 consists of three areas of study: Nuclear and radioactivity physics; Electricity; and Energy from the nucleus. Areas of Study: 1. Nuclear and radioactivity physics 2. Electricity 3. Energy from the nucleus 1. Nuclear and radioactivity physics Outcome 1: Describe the sources and uses of nuclear reactions and radioactivity and their effects on living things, the environment and in industry.

• Practical reports • Skills and Analysis tests

2. Electricity Outcome 2: Apply a basic DC circuit model to simple battery operated devices, car and household (AC) electrical systems; and describe the safe and effective use of electricity by individuals and the community.


3. Energy from the nucleus Outcome 3.3: Describe and explain typical fission and fusion reactions, energy transfer and transformation phenomena of importance in stars and in the production of nuclear energy, and the benefits and risks of the use of nuclear energy as a power source for society.


Written Examination

UNIT 2 Unit 2 consists of three areas of study: Motion; Wave-like properties of light; and Investigations of sustainable energy sources. Areas of Study: 1. Motion 2. Wave-like properties of light 3. Investigations: Sustainable energy sources 1. Motion Outcome 1: Investigate, analyse and mathematically model motion of particles and bodies in terms of Aristotelian, Galilean and Newtonian theories.


2. Wave-like properties of light Outcome 2: Describe and explain the wave model of light, compare it with the particle model of light and apply it to observed light phenomena in practical investigations.


3. Investigations: Sustainable energy

sources Outcome 3.5: Use concepts of energy transfer and transformations to design, conduct and report on an experimental investigation into an aspect of a renewable energy supply sustem.


Written Examination


PSYCHOLOGY UNIT 1: INTRODUCTION TO PSYCHOLOGY

(VCAA Code: PY031) UNIT 2: SELF AND OTHERS

(VCAA Code: PY032) Psychology is the scientific the human mind and behaviour. Students explore the scope of psychology, its specialist disciplines such as neuropsychology, cognitive, and social and human developmental psychology, and its fields of application. Students consider influences on human behaviour from biological, behavioural, cognitive and socio-cultural perspectives. They study the contribution of classical and contemporary studies, the development of theories used to predict and explain the human mind, and behaviours associated with particular stages of development over a lifespan.

UNIT 1 Areas of Study: 1. What is Psychology? 2. Lifespan Psychology School Assessed Coursework: Outcome 1: Describe how research has informed different psychological perspectives to explain human behaviour, and explain visual perception through these perspectives. Outcome 2: Describe a range of psychological development theories and conduct an investigation into one stage of the lifespan of an individual. Assessment: Assessment tasks for this unit are selected from the following: • Research investigation • Annotated folio of practical activities • Media response • Oral presentation using two or more data types, for example still or moving images, written text, sound • Visual presentation, for example concept map, graphic organiser, poster • Test • Essay • Debate • Data analysis • Evaluation of research. Written examination

UNIT 2 Areas of Study: 1. Interpersonal and group behaviour 2. Intelligence and personality School Assessed Coursework: Outcome 1: Explain how attitudes are formed and changed, and discuss the factors that affect the behaviour of individuals and groups. Outcome 2: Compare different theories of intelligence and personality, and compare different methodologies used in the measurement of these. Assessment: Assessment tasks for this unit are selected from the following: • Research investigation • Annotated folio of practical activities • Media response • Oral presentation using two or more data types, for example still or moving images, written text, sound • Visual presentation, for example concept map, graphic organiser, poster • Test • Essay • Debate • Data analysis • Evaluation of research. Written examination


VISUAL COMMUNICATION AND DESIGN UNIT 1: INTRODUCTION TO VISUAL COMMUNICATION

(VCAA Code: VC011) UNIT 2: APPLICATIONS OF VISUAL COMMUNICATION DESIGN (VCAA Code: VC022) Unit 1 focuses on using visual language to communicate messages, ideas and concepts. Students practise their ability to draw what they observe and use visualisation-drawing methods to explore their own ideas and concepts. They will be introduced to the design process and develop and understanding of the diversity of visual communication. Unit 2 focuses on the application of visual communication design knowledge; design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation-drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design.

UNIT 1 Areas of Study: 1. Drawing as a means of communication 2. Design Elements and Design Principles 3. Visual communication design in context School Assessed Coursework: Outcome 1: Create drawings for different purposes using a range of drawing methods, media and materials. Outcome 2: Select and apply design elements and design principles to create visual communications that satisfy stated purposes. Outcome 3: Describe how visual communication has been influenced by past and contemporary practices, and by social and cultural factors. Assessment tasks are selected from the following: • Folio of observational, visualisation and

presentation drawings created using manual and/or digital methods

• Final presentations created using manual and/or digital methods

• Written report of a case study • Annotated visual report of a case study • Oral report of a case study supported by

written notes and/or visual materials Visual and Written examination

UNIT 2 Areas of Study: 1. Technical drawing in context 2. Type and imagery 3. Applying the design process School Assessed Coursework: Outcome 1: Create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field. Outcome 2: Manipulate type and images to create visual communications suitable for print and screen-based presentations, taking into account copyright. Outcome 3: Engage in stages of the design process to create visual communications appropriate to a given brief. Assessment tasks are selected from the following: • Folio of typography and image ideas and

concepts created using manual and digital methods

• Folio of technical drawings created using manual and/or digital methods

• Written and/or oral descriptions and analysis of historical and contemporary design examples

• Folio demonstrating the design process created using manual and/or digital methods

• Final presentations visual communications Visual and Written examination


OTHER SUBJECT OPTIONS

Subjects Offered through the Victorian School of Languages (VSL)

LOTE: ARABIC (VCE) UNIT 1: THE ARABIC SPEAKING COMMUNITIES (VCAA Code: LO021) UNIT 2: THE CHANGING WORLD (VCAA Code: LO022) This study is offered to students who are fluent in Arabic and is designed to extend students knowledge and skills in understanding, speaking and writing in a range of contexts. Students develop the ability to understand and respond to the language demands of transactional and social contracts as well as providing an insight into the countries where Arabic is spoken. In Units 1and 2 students study a variety of texts related to the individual, Arab speaking communities and the changing world, grammar and kinds of writing.

UNIT 1 Areas of Study: 1. The individual (personal identity) 2. The individual (family and friends) 3. Arabic-speaking communities (culture and

traditions) School Assessed Coursework: Outcome 1: Establish and maintain a spoken or written exchange related to personal areas of experience. • Informal conversation or a reply to personal

letter/email/fax. Outcome 2: Listen to, read and obtain information from written and spoken texts. • Read written texts to obtain information to

complete notes, charts or tables in Arabic or English.

Outcome 3: Produce a personal response to a text focusing on real or imaginary experience. • Oral presentation or review or article. Written examination


1. The individual (education and aspiration 2. The changing world (the natural world) 3. Arabic-speaking communities School Assessed Coursework: Outcome 1: Participate in a spoken or written exchange related to making arrangements and completing transactions. • Writing: formal letter, fax or email. Outcome 2: Listen to, read and extract and use information and ideas from spoken and written texts. • Listen to spoken texts and reorganize

information and ideas in a different text type and;

• Read written texts and reorganize information and ideas in a different text type.

Outcome 3: give expression to real or imaginary experience in written or spoken form. • Journal entry • Personal account or short story Written examination


LOTE: TURKISH (VCE) UNIT 1: THE INDIVIDUAL (VCAA Code: LO291) UNIT 2: THE CHANGING WORLD (VCAA Code: LO292) This study is offered to students who are fluent in Turkish and is designed to extend students knowledge and skills in understanding, speaking and writing in a range of contexts. Students develop the ability to understand and respond to the language demands of transactional and social contracts as well as providing an insight into the countries where Turkish is spoken. In Units 1 and 2 students study a variety of texts related to the Individual, the Turkish speaking community and the changing world.

UNIT 1 Areas of Study: 1. Personal identity 2. Leisure 3. Relationships with friends 4. Cultural diversity in Australia School Assessed Coursework: Outcome 1: Establish and maintain a spoken or written exchange related to personal areas of experience. • Informal conversation or reply to a personal

letter/e-mail Outcome 2: Listen to spoken texts and obtain information to complete notes, charts or tables in Turkish. • Read written texts to obtain information to

complete notes, charts or tables in Turkish. Outcome 3: Produce a personal response to a text focusing on real or imaginary experience. • Oral presentation or review or article Written examination

UNIT 2 Areas of Study: 1. Reasons for migration 2. Problems faced by Turkish migrants 3. Changing role of men and women in society School Assessed Coursework: Outcome 1: Participate in a spoken or written exchange related to making arrangements and completing transactions. • Formal letter or email Outcome 2: Listen to, read and extract and use information and ideas from spoken and written texts. • Read written texts and reorganize information

and ideas in a different text type. Outcome 3: Give expression to real or imaginary experience in written or spoken form. • Journal entry or personal account or a short

story Written examination


MY YEAR 11 SUBJECT SELECTIONS Once you have read through all the information and decided what subjects you would like to study in Year 11 fill in the following page. STUDENT NAME: __________________________________________ DATE:__________________ 1. WHAT ARE 3 COURSES YOU WOULD LIKE TO STUDY AFTER YEAR 12?

COURSE TITLE LIST THE UNIVESITIES / TAFE WHERE COURSE IS

OFFERED

ATAR NEEDED TO GET INTO COURSE

FOR EACH INSTITUTION

PRE-REQUISITE SUBJECTS / EXTRA

REQUIRMENTS

1.

2.

3.

2. WHAT ARE THE SUBJECTS THAT YOU NEED TO STUDY IN YEAR 11 2015 * Circle 5 subjects only OTHER THAN ENGLISH ENGLISH

BIOLOGY 1&2 7 9 1 13 14 16 17 CHEMISTRY 1&2

PSYCHOLOGY 1&2

ENVIRONMENTAL SCIENCE 1&2 1 11

HEALTH & HUMAN DEVELOPMENT 1&2

LEGAL STUDIES 1&2

BUSINESS MANAGEMENT 1&2

GLOBAL POLITICS 1&2

INFORMATION TECHNOLOGY 1&2

VISUAL COMMUNICATION & DESIGN 1&2

GENERAL MATHEMATICS 1&2

MATHEMATICAL METHODS (CAS) 1&2

OTHER – SUBJECT NOT PART OF THE LIST:


YEAR 12 2015 UNIT 3 & 4 SUBJECT DETAILS

ENGLISH: UNIT 3 & 4 VCAA CODE: EN013 & EN014 The English study aims to enable all students to develop their critical understanding and control of the English language so that they can use it effectively in a wide range of situations and develop sufficient competence in it for their future needs as tertiary students, employees and citizens. The study promotes an integrated approach to the teaching and learning of knowledge and of the skills of reading, writing, speaking, listening and thinking. Across the Units 3 and 4 sequence, English students must read and study four selected texts. ESL students must read and study three selected texts.

UNIT 3 Areas of Study: 1. Reading and responding 2. Creating and presenting 3. Using language to persuade School Assessed Coursework: Contributes 25% to the final assessment and consists of the following assessment tasks: Outcome 1: Analyse how a selected text constructs meaning, conveys ideas and values, and is open to a range of interpretations. • A written or oral response that analyses how a

text constructs meaning, conveys ideas and values, and is open to a range of different interpretations

• Outcome 2: Draw on ideas and/or arguments suggested by a chosen context to create written texts for a specified audience and purpose; and discuss and analyse in writing their decisions about form, purpose, language, audience and context.

• Complete at least one sustained written text or three to five shorter texts created for a specific audience and context. A written explanation of decisions about form, purpose, language, audience and context must accompany the finished piece(s) of work.

Outcome 3: Analyse the use of language in texts that present a point of view on an issue currently debated in the Australian media, and construct a sustained and reasoned point of view (orally or written) on the selected issue. • A written analysis of the use of language in 3 or

more persuasive texts that debate a current issue in the Australian media. and

• A sustained and reasoned point of view on the selected issue in written or oral form.

UNIT 4 Areas of Study: 1. Reading and responding 2. Creating and presenting 3. Using language to persuade School Assessed Coursework: Contributes 25% to the final assessment and consists of the following assessment tasks: Outcome 1: Develop and justify a detailed interpretation of selected texts. • An extended written interpretation of one

selected text. (All students) Outcome 2: Draw on ideas and arguments suggested by a chosen Context to create written texts for a specified audience and purpose, and to discuss and analyse in writing their decisions about form, purpose, language, audience and context. • Complete at least one sustained written text

or three to five shorter texts created for a specific audience and context. A written explanation of decisions about form, purpose, language, audience and context must accompany the finished piece(s) of work.

End of Year examination: Contributes 50% to the final assessment


BIOLOGY UNIT 3: SIGNATURES OF LIFE (VCAA Code: BI033) UNIT 4: CONTINUITY AND CHANGE (VCAA Code: BI034) End of Year examination: Contributes 60% to the final assessment.

UNIT 3 This unit examines the synthesis of bio-‐macromolecules and biochemical processes that are common to organisms. Students will gain an understanding of DNA and proteins as key molecules of life, and that DNA codes for the production of proteins. The unit also focuses on how cells detect biomolecules that elicit particular responses and how signaling molecules assist in coordinating and regulating cell activities. Mechanisms of organisms that protect them from invasions and infection by pathogenic organisms, and the immune response are also considered. Areas of Study: 1. Molecules of life 2. Detecting and responding School Assessed Coursework: Contributes 20% to the final assessment and consists of the following assessment tasks: Outcome 1: Analyse and evaluate evidence from practical investigations related to biochemical processes. Reports of three practical activities: • An investigation of cellular respiration or

photosynthesis • An investigation of enzyme action • An investigation of the movement of substances

across membranes. Outcome 2: Describe and explain the use of the stimulus-‐response model in coordination and regulation and how components of the human immune system immune respond to antigens and provide immunity. • A report of an investigation or simulation of a

selected organism’s response to a specific chemical or physical signal. And

• A response to an issue or an aspect related to the immune response using any one or a combination of the following: Ø Evaluation of research, data analysis, essay,

annotated poster, media response, oral presentation, multimedia presentation, test, visual presentation

UNIT 4 This unit explores the mechanisms and patterns of inheritance in sexually reproducing organisms, molecular genetics – genes and genomes, cell division (meiosis), and the causes of variation, both genetic and environmental. The unit also focuses on the processes of evolution, including natural selection, and examines how evolutionary biology has been based upon changes in evidence obtained by accumulation of information over time. It considers how the interaction between human, cultural and technological evolution may have affected evolutionary processes. Recent advances in technology, including biotechnology are also considered. Areas of Study: 1. Heredity 2. Change over time School Assessed Coursework: Contributes 20 % to the final assessment and consists of the following tasks: Outcome 1: Analyse evidence for the molecular basis of heredity, and patterns of inheritance. Reports of three practical activities: • An investigation related to a genetic cross • An investigation using a DNA tool or

manipulation technique • An investigation or simulation related to mitosis

and/or meiosis Outcome 2: Analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe mechanisms for change including the effect of human intervention on evolutionary processes through selective breeding and applications of biotechnology. • An oral or written report that demonstrates

evolutionary relationships using first-‐ or second-‐hand data. And

• A response to an issue related to human intervention in evolutionary processes using any one or a combination of the following: Ø Evaluation of research, data analysis, essay,

annotated poster, media response, oral presentation, multimedia presentation, test, visual presentation


CHEMISTRY UNIT 3: CHEMICAL PATHWAYS (VCAA Code: CH033) UNIT 4: CHEMISTRY AT WORK (VCAA Code: CH034) End of Year examination: Contributes 60% to the final assessment.

UNIT 3 This unit focuses on the scope of techniques available to the analytical chemist, and that each analytical technique depends on a particular property or reaction of the chemical being investigated. Students will also investigate organic chemical reactions, the chemistry of particular organic molecules and the role of organic molecules in the generation of biochemical fuels and medicines. Students will also investigate the application of principles of green chemistry to chemical processes and use the language and symbols of chemistry, chemical formulas and equations to explain observations and data collected from experiments. Areas of study: 1. Chemical analysis 2. Organic chemical pathways School Assessed Coursework: Contributes 20% to the final assessment and consists of the following assessment tasks: Outcome 1: Evaluate the suitability of techniques and instruments used in chemical analyses. • An extended experimental investigation that can

be drawn from either area of study 1 and 2. Outcome 2: Identify and explain the role of functional groups in organic reactions and construct reaction pathways using organic molecules. From the area of study NOT used for the extended experimental investigation:- • A written report of one practical activity

AND One task selected from the following: • A response to stimulus material in written, oral

of visual format • An analysis of first or second-hand data using

structured questions • A report in written, oral, multimedia or visual

format.

UNIT 4 This unit focuses on the industrial production of chemicals and the energy changes associated with chemical reactions. Chemical reactions produce a large range of products used by society. Continuous production of these useful chemicals depends on large quantities of raw materials and reliable energy supplies. Students explore how an understanding of these features is used to obtain optimum conditions in the industrial production of chemicals (one chemical selected from ammonia, sulfuric acid or nitric acid is studied in detail). Students will also investigated a range of energy sources by considering the production of the energy from available resources, the efficiencies, advantages and disadvantages of each energy resource. Students will also investigate the application of principles of green chemistry to chemical processes and use the language and symbols of chemistry, chemical formulas and equations to explain observations and data collected from experiments. Areas of Study: 1. Industrial chemistry 2. Supplying and using energy School Assessed Coursework: Contributes 20% to the final assessment and consists of the following assessment tasks: Outcome 1: Analyse the factors that affect the extent and rate of chemical reactions and apply this analysis to evaluate the optimum conditions used in the industrial production of the selected chemical. • The uses, equilibrium and rate considerations,

and safety issues involved in the industrial production of a selected chemical and its associated wastes, presented in one of the following formats: Ø A response to stimulus material in written,

oral or visual format; an analysis of first or second-hand data using structured questions; a report in written, oral, multimedia or visual format.

AND • A written report of one practical activity. Outcome 2: Analyse chemical and energy transformations occurring in chemical reactions. • A summary report including annotations of at

least three practical activities relating to energy transformations occurring in chemical reactions.


MATHEMATICS UNIT 3: FURTHER MATHEMATICS (VCAA Code: MA073) UNIT 4: FURTHER MATHEMATICS (VCAA Code: MA074) End of Year examinations: Examination 1 (multiple choice) contributes 33% to the final assessment. Examination 2 (extended answer) contributes 33% to the final assessment.

UNIT 3 Unit 3 involves the study of the core material in Data Analysis, and one of the optional modules. Areas of Study: 2. Data Analysis (Core material) 3. Applications (Module material), one of:

• Number patterns • Geometry and Trigonometry • Graphs and relations • Business related mathematics • Networks and decision mathematics • Matrices

School Assessed Coursework: Contributes 20% to the final assessment and consists of the following tasks: Outcome 1: Define and explain key terms and concepts as specified in the content and use this knowledge to apply related mathematical procedures to solve routine application problems. Outcome 2: Use mathematical concepts and skills developed in the Data Analysis to analyse a practical and extended situation and interpret the outcomes of this analysis in relation to key features of that situation. Outcome 3: select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modeling or investigative techniques and approaches. Assessment: Data analysis application task Analysis task Incorporation of technology in the tasks

UNIT 4 In Unit 4, the other two selected modules from the area of study ‘Applications’ will be covered. Areas of Study: 1. Applications (Module material), two of:

• Number patterns • Geometry and Trigonometry • Graphs and relations • Business related mathematics • Networks and decision mathematics • Matrices

School Assessed Coursework: Contributes 14% to the final assessment and consists of the following tasks: Outcome 1: Define and explain key terms and concepts as specified in the content and use this knowledge to apply related mathematical procedures to solve routine application problems. Outcome 2: Apply mathematical processes in contexts to the Applications area of study and analyse and discuss the applications of mathematics. Outcome 3: select and appropriately use technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modeling or investigative techniques and approaches. Assessment: Analysis task 1 Analysis task 2 Incorporation of technology in the tasks


MATHEMATICS UNIT 3: MATHEMATICAL METHODS (CAS) (VCAA Code: MA113) UNIT 4: MATHEMATICAL METHODS (CAS) (VCAA Code: MA114) End of Year examinations: Examination 1: Students are required to respond to a collection of short-answer questions covering all areas of the study in relation to outcome 1. To be completed in 1 hour and contributes 22% to final assessment. Examination 2: Students are required to respond to a collection of multiple-choice and extended-answer questions covering all areas of the study in relation to all three outcomes, with an emphasis on outcome 2. To be completed in 2 hours and contributes 44% to final assessment.

UNIT 3 This unit involves the study of functions and graphs; differential calculus and algebra. Students will be required to apply mathematical knowledge and skills to solve problems in unfamiliar situations, including real-life situations; learn and practise mathematical algorithms, routines and techniques, and use them to find solutions to problems. Students are required to use appropriate technology including computer algebra systems and/or computer software packages. Areas of study: 1. Functions and graphs 2. Algebra 3. Calculus School Assessed Coursework: Contributes 20% to the final assessment and consists of the following assessment tasks: Outcome 1:Define and explain key concepts, as specified in the content and apply a range of related mathematical routines and procedures. Outcome 2:Apply mathematical processes in non-routine contexts, analyse and discuss these applications of mathematics. Outcome 3:Select and appropriately use computer algebra systems and other technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. To demonstrate achievement of the above outcomes, students will be required to complete the following tasks: • A function and calculus application task. • Two tests.

UNIT 4 This unit involves the study of calculus; algebra and probability. Students will be required to apply mathematical knowledge and skills to solve problems in unfamiliar situations, including real-life situations; learn and practise mathematical algorithms, routines and techniques, and use them to find solutions to problems. Students are required to use appropriate technology including computer algebra systems and/or computer software packages. Areas of study: 1. Calculus 2. Algebra 3. Probability School Assessed Coursework: Contributes 14% to the final assessment and consists of the following assessment tasks: Outcome 1:Define and explain key concepts, as specified in the content and apply a range of related mathematical routines and procedures. Outcome 2:Apply mathematical processes in non-routine contexts and to analyse and discuss these applications of mathematics. Outcome 3:Select and appropriately use computer algebra systems and other technology to develop mathematical ideas, produce results and carry out analysis in situations requiring problem-solving, modelling or investigative techniques or approaches. To demonstrate achievement of the above outcomes, students will be required to complete the following tasks: • Analysis task 1 related to calculus. • Analysis task 2 related to probability.


PSYCHOLOGY UNIT 3: THE CONSCIOUS SELF (VCAA Code: PY033) UNIT 4: BRAIN, BEHAVIOUR AND EXPERIENCE (VCAA Code: PY034) End of Year examination: Contribute 60% to the final assessment.

UNIT 3 This unit focuses on the study of the relationship between the brain and the mind through examining the basis of consciousness, behaviour, cognition and memory. Students study the structure and function of the human brain and nervous system, and explore the nature of consciousness and altered states of consciousness including sleep. Students consider the function of the nervous system in memory and investigate the ways in which information is processed, stored and utilised. Research methods are integrated within the different approaches to psychology and students learn to make evaluations of the appropriateness of each model. Areas of Study: 1. Mind, brain and body 2. Memory School Assessed Coursework: Contributes 20% to the final assessment and consists of the following assessment tasks: Outcome 1: Explain the relationship between the brain, states of consciousness including sleep, and behaviour, and describe the contribution of selected studies and brain research methods to the investigation of brain function. • Essay

And • Test Outcome 2: Compare theories that explain the neural basis of memory and factors that affect its retention, and evaluate the effectiveness of techniques for improving and manipulating memory. • Report of a research investigation related to

memory conducted by the student

UNIT 4 This unit focuses on the interrelationship between learning, the brain and its responses to experiences, and behaviour. Students study cognitive psychological methods and mental processing through the concepts of memory and learning. Students use a bio-psychosocial framework to investigate how biological, psychological and socio-cultural factors contribute to the development of an individual’s mental functioning and mental health. Research methods continue to be integrated within different methodological approaches to psychology. Research studies are used to illustrate the application of statistical procedures and ethical principles are investigated. Areas of Study: 1. Learning 2. Mental Health School Assessed Coursework: Contributes 20% to the final assessment and consists of the following assessment tasks: Outcome 1: Explain the neural basis of learning, and compare and contrast different theories of learning and their applications. • Folio of practical activities – at least five

practicals and annotations of at least three of these activities to illustrate selected aspects of learning.

Outcome 2: Differentiate between mental health and mental illness, and use a biopsychosocial framework to explain the causes and management of stress and a selected mental disorder. • Report – using the biopsychosocial framework

to explain the causes and management of a selected mental disorder And

• Test


APPENDIX I

IMPLICATIONS OF STUDENT ABSENCES FROM SCHOOL-‐ASSESSED COURSEWORK & SCHOOL-‐ASSESSED TASKS

EVENT RULE/ACTION EFFECT SUPERVISION

Student does not sit test or class assessment task.

• Medical certificate is supplied or Special Provision is granted by Head of School.

• No medical certificate

and no Special Provision.

Student sits at some other suitable time. Work will be graded. Alternative work may be set. Student will receive a mark of zero for that task. The student then sits at some other suitable time. Work will be judged to be S or N only. Alternative work may be set.

Students (from all studies together) are supervised by allocated staff on the designated date set for the assessment. As above

Student does not sit a section of the assessment task when the assessment is entirely in class time.

• Medical certificate is supplied or Special Provision is granted by Head of School.

• No medical certificate

and no Special Provision.

Student sits this section at some other suitable time. Work will be graded. An alternative section of work may be set. Student sits at some other suitable time. This section of the work must be completed but will be judged to be S or N only. (Student loses just the marks for this section of the work.)

As above As above

Work is submitted but is not satisfactory.

Work to be second-‐marked by another teacher. Notify the Head of School and Faculty Co-‐ordinator.

Student does further work at the teacher’s direction in order to reach a satisfactory standard. If work is still N, then matter to be referred to the Head of School.


APPENDIX II

Application to Reschedule an Assessment Task

(To be completed by the student) NAME: ___________________________________FORM: __________________ DATE: SUBJECT: __________________________________ TEACHER: _______________________ ASSESSMENT TASK: ___________________________________________________________________ PUBLISHED DATE: __________________________ TIME REQUIRED: _____________________ Reason (Tick a box below) Evidence Required (To be attached when form

returned) £ Illness • Student’s signed statement of reason for application

£ Family/Personal issue • Medical Certificate/Detailed Medical

Report • Social Worker/Psychologist Report • Letter from Guardian/Parent • Teacher/Co-‐ordinator Report Student’s Signature: __________________________________ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

-‐

ACCEPTANCE/NON-‐ACCEPTANCE TO RESCHEDULE ASSESSMENT TASK (To be completed by Head of Senior School/VCE Co-‐Co-‐ordinator)

Based on the results of an interview and supporting documentation, the Application to Reschedule an Assessment Task has been:

£ Not accepted

£ Accepted Head of School / VCE Co-‐Co-‐ordinator’s Signature: _____________________________ Date: __________________ -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐


ACCEPTANCE TO RESCHEDULE ASSESSMENT TASK TEACHER’S COPY (To be completed by VCE Co-‐ordinator)

NAME: ________________________________________________ FORM:______________ SUBJECT: _________________________ ASSESSMENT TASK: _______________________ Reason:

£ Illness £ Family/Personal Issue

Original Date: ________________________ Rescheduled date/time: __________________ VCE Co-‐ordinator’s Signature: _______________________________________________________________ Please attach this from to an alternative assessment task and give to the VCE Co-‐ordinator by 8:30am on the day of the rescheduled task.

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

STUDENT’S COPY (To be completed by VCE Co-‐ordinator) NAME: ________________________________________ FORM: ________________ SUBJECT: _________________ ASSESSMENT TASK: __________________________ Reason:

£ Illness £ Family/Personal Issue

Original Date: _________________ Rescheduled date/time: ___________________ VCE Co-‐ordinator’s Signature: _______________________________________________________________


APPENDIX III YEAR 10, 11 AND 12 STUDENTS CONTRACTS

YEAR 12 VCE CONTRACT 2015

BETWEEN ________________________________________________ AND AL SIRAAT COLLEGE

I declare that all of the following requirements have been fully explained to me, and that I understand that I may be asked to leave the College at any time, if in the opinion of the Principal, Head of School, and VCE Co-‐ordinator, I have not seriously endeavoured to fulfil the conditions set down in this contract. 1. I must complete all School Assessed Coursework and School Assessed Tasks that are set by

my teachers. 2. I must keep to all deadlines set by my teachers, Co-‐ordinator and VCAA (Victorian

Curriculum and Assessment Authority). This includes all School Assessed Coursework, School Assessed Tasks and any other additional set work.

3. I will continue to improve the quality of my coursework, tasks and other internal assessment until my teacher is satisfied with its standard according to academy policy.

4. I understand that I must attend the scheduled class or session for School Assessed Tasks. 5. I understand that I must attend all classes and will ensure that my absence (including

lateness) does not exceed the academy limit of 5% (5 lessons/subject/Semester). 6. I will ensure that I will make myself available for extra classes (after school and holidays) as

determined by my subject teacher. 7. I will maintain regular communication with all my teachers outside of timetabled class

time. 8. I understand that the individual marks given by my teachers for my School Assessed

Coursework and School Assessed Tasks may change following statistical moderation with the external examination scores.

9. I will attend parent information sessions with my parent/guardian. 10. I give permission for the use of my academic results, ATAR score and tertiary placement in

college publications. 11. I fully understand all rules and guidelines as outlined in the Year 11 & 12 VCE Manual in

regards to punctuality & attendance, deadlines, drafts, acceptable standard of work and authentication of work.

12. I fully understand the consequences of breach of rules as outlined in the Year 11 & 12 VCE Manual.

I understand that the points above are designed to maximize my achievements in Year 12 and I will adhere to them throughout the Year. I also understand that failing to observe and comply with any of the above requirements, and the College policies and conditions governing student performance and conduct as set out in the Year 11 & 12 VCE Manual may lead to the termination of my enrolment at Al Siraat College. Date:_______________________

Student’s Signature:________________________________Parent/Guardian Signature: ______________________

VCE Co-‐ordinator’s Signature: _______________________________________

College Principal Signature: __________________________________________


YEAR 11 VCE CONTRACT 2015 BETWEEN ___________________________________________________________AND AL SIRAAT COLLEGE

I declare that all of the following requirements have been fully explained to me, and that I understand that I may be asked to leave the College at any time, if in the opinion of the Principal, Head of Senior School, and VCE Co-‐ordinator, I have not seriously endeavoured to fulfil the conditions set down in this contract. 1. I must complete all School Assessed Coursework and School Assessed Tasks that are set by my

teachers. 2. I must keep to all deadlines set by my teachers and Co-‐ordinator. This includes all School Assessed

Coursework, School Assessed Tasks and any other additional set work. 3. I will continue to improve the quality of my coursework, tasks and other internal assessment until

my teacher is satisfied with its standard according to academy policy. 4. I understand that I must attend all classes and will ensure that my absence (including lateness) does

not exceed the academy limit of 5% (5 lessons/subject/Semester). 5. I will ensure that I will make myself available for extra classes (after school and holidays) as

determined by my subject teacher. 6. I will maintain regular communication with all my teachers outside of timetabled class time. 7. I give permission for the use of my academic results ATAR score and tertiary placement in College

publications. 8. I will attend parent information sessions with my parent/guardian, and I fully understand the

minimum requirements for promotion to the next Year level. 9. I fully understand all rules and guidelines as outlined in the VCE Manual in regards to punctuality &

attendance, deadlines, drafts, acceptable standard of work and authentication of work. 10. I fully understand the consequences of breach of rules as outlined in the VCE Manual. 11. I will attend all induction classes to be scheduled immediately after the November Entrance

Examinations to the last day of school for 2014. I understand that failure to attend every day of induction may result in termination of my enrolment in 2015.

I understand that the points above are designed to maximise my achievements in Year 11 and that I will adhere to them throughout the Year. I also understand that failing to observe and comply with any of the above requirements, and the College policies and conditions governing student performance and conduct as set out in the VCE Manual may lead to the termination of my enrolment at Al Siraat College. I further understand that I may not be promoted to Year 12 if I do not gain the minimum Internal Assessment (C grade) and minimum Entrance (November) examination mark (55%).

Date:_______________________

Student’s Signature:__________________________________________________

Parent/Guardian Signature: _________________________________________




YEAR 10 CONTRACT 2015 BETWEEN _______________________________________________________________AND AL SIRAAT COLLEGE

I declare that all of the following requirements have been fully explained to me, and that I understand that I may be asked to leave the College at any time, if in the opinion of the Principal, Head of Senior School and VCE Co-‐ordinator, I have not seriously endeavoured to fulfil the conditions set down in this contract. 1. I must complete all School Assessed Coursework and School Assessed Tasks that are set by my

teachers. 2. I must keep to all deadlines set by my teachers and Co-‐ordinator. This includes all School Assessed

Coursework, School Assessed Tasks and any other additional set work. 3. I will continue to improve the quality of my coursework, tasks and other internal assessment until

my teacher is satisfied with its standard according to college policy. 4. I understand that I must attend the scheduled class for School Assessed Tasks. 5. I understand that I must attend all classes and will ensure that my absence (including lateness) does

not exceed the academy limit of 5% (5 lessons/subject/Semester). 6. I will ensure that I will make myself available for extra classes (after school and holidays) as

determined by my subject teacher. 7. I will maintain regular communication with all my teachers outside of timetabled class time. 8. I fully understand all rules and guidelines as outlined in the Senior School and VCE Handbook in

regards to punctuality & attendance, deadlines, drafts, acceptable standard of work and authentication of work.

9. I will attend parent information sessions with my parent/guardian, and I fully understand the minimum requirements for promotion to the next Year level.

10. I fully understand the consequences of breach of rules as outlined in the Senior School Handbook. 11. I will maintain a quiet working environment in class at all times. 12. I will not leave the classroom at any time without written teacher’s permission. 13. I will attend all induction classes to be scheduled immediately after the November Entrance

Examinations to the last day of school for 2014. I understand that failure to attend every day of induction may result in termination of my enrolment in 2015.

I understand that the points above are designed to maximise my achievements in Year 10 and I will adhere to them throughout the Year. I also understand that failing to observe and comply to any of the above requirements, and the College policies and conditions governing student performance and conduct as set out in the Senior School and VCE Handbook may lead to the termination of my enrolment at Al Siraat College. I further understand that I may not be promoted to Year 11 if I do not gain the minimum required achievement level per Semester due to achieving less than an Internal Assessment (C grade) and minimum Entrance (November) examination mark (55%). Date:________________________________________

Student’s Signature:__________________________________________________

Parent/Guardian Signature: ___________________________________________




APPENDIX IV

Year 10-‐12 Dates & Extension of Time Policy

INTRODUCTION To enable students to be well organized and plan accordingly teachers are required to provide all students in Years 10 – 12 with detailed timelines and deadlines for the submission of School-‐assessed Coursework and Tasks. Dates of Assessment Tasks and SACs will be published for students. GUIDELINES It is the responsibility of all students to observe and meet the deadlines published. School-‐assessed Coursework and Tasks should be submitted to the relevant subject teacher before the expiry of the deadline (time & day). Subject teachers shall not accept any school-‐assessed work/tasks submitted after the published deadline. If a student fails to submit their school-‐assessed coursework/tasks to the relevant subject teacher or Year level Co-‐ordinator (where an extension has been granted) by the specified deadline, the work will not be accepted and the following alternatives may apply: • Student may be awarded an N (fail) in that Unit or piece of work • Student may be awarded NA (not assessed) IMPLEMENTATION EXTENSION OF TIME If a student has a genuine and acceptable reason for a delay in meeting a deadline, an application for extension of time may be lodged by the student through Head of Senior School or the VCE Co-‐ordinator (Year 11 & 12). The Head of Senior School may only approve an extension of time for 24 hours. Extension of time greater than 24 hours must be approved by the VCE Co-‐ordinator. Any further delays in the submission of work/tasks shall be dealt with through the Head of Senior School or College Principal. Application forms are available from VCE Co-‐ordinator. Applications are to be lodged at least 48 hours prior to the published deadline. All applications should be accompanied by appropriate and current supporting documentation (medical certificates, etc.). Following an interview and consideration of the supporting documentation, the student will be advised whether an extension of time has been granted or not. Acceptable reasons for an application for extension of time may include: • Severe illness which has adversely affected the student’s ability to complete the work. Having a cold or a

headache would not be considered as a severe illness. • Factors that have impacted on the student’s personal environment (e.g., death of a family member,

parents separating, or other traumatic events). Reasons not acceptable for an application for extension of time may include: • Going to the airport to farewell or welcome family members of friends. • Medical, dental or other form of appointments. • Part time work. • Computer malfunctions. • Not understanding the work or not having enough time to complete the work. Extension of time will only be granted in genuine cases where students have been severely affected. LACK OF ORGANISATION AND PLANNING WILL NOT WARRANT AN EXTENSION OF TIME.


APPENDIX V

ACADEMIC PERFORMANCE AND BEHAVIOURAL AGREEMENT YEAR 10

BETWEEN ______________________________________AND AL SIRAAT COLLEGE

I understand that the following contract and policies outlined in school publications, during meetings and assemblies are designed to maximise my achievements in Year 10 and I will adhere to them throughout Semester 2, 2014. I agree: 13. To complete all School Assessed Coursework that is set by my teachers. 14. To keep to all deadlines set by my teachers. This includes all School Assessed

Coursework, and any other additional set work. 15. To continue to improve the quality of my coursework, tasks and other internal

assessment until my teacher is satisfied with its standard according to College policy. 16. That I must attend all classes and will ensure that my absence (including lateness) does

not exceed the limit of 5% (5 lessons/subject/Semester). 17. That I fully understand all policies, rules and guidelines as outlined in the Senior School

Handbook. 18. That I must behave in the appropriate manner in all my classes and not be distracted or

distract others from learning. 19. I must adhere to all teacher instructions in all my classes. 20. To attend all induction classes to be scheduled immediately after the Year 10 November

Examinations until the last day of school. I understand that failure to attend induction classes may result in termination of my enrolment.

21. That I fully understand that if my progress in a particular subject is not satisfactory, I may not be permitted to continue in that subject.

22. That I understand that at the end of Year 10, I may not be promoted to Year 11 if I do not gain the minimum Internal Assessment mark of C and minimum November examination marks of 55%.

I fully understand the consequences of breach of the above rules and/or any College policies as set out in the Senior School Handbook may result in the termination of my enrolment at Al Siraat College any time. Date:_______________________

Student’s Signature:______________________________________

Parent/Guardian Signature:_________________________________

Head of Senior School Signature:____________________________


YEAR 11

ACADEMIC PERFORMANCE AND BEHAVIOURAL AGREEMENT

BETWEEN ______________________________________AND AL SIRAAT COLLEGE

I understand that the following contract and policies outlined in school publications, during meetings and assemblies are designed to maximise my achievements in Year 11 and I will adhere to them throughout Semester 2, 2014. I agree: 23. To complete all School Assessed Coursework that is set by my teachers. 24. To keep to all deadlines set by my teachers. This includes all School Assessed

Coursework, and any other additional set work. 25. To continue to improve the quality of my coursework, tasks and other internal

assessment until my teacher is satisfied with its standard according to College policy. 26. That I must attend all classes and will ensure that my absence (including lateness) does

not exceed the limit of 5% (5 lessons/subject/Semester). 27. That I fully understand all policies, rules and guidelines as outlined in the Senior School

Handbook. 28. That I must behave in the appropriate manner in all my classes and not be distracted or

distract others from learning. 29. I must adhere to all teacher instructions in all my classes. 30. To attend all induction classes to be scheduled immediately after the Year 11 November

Examinations until the last day of school. I understand that failure to attend induction classes may result in termination of my enrolment.

31. That I fully understand that if my progress in a particular subject is not satisfactory, I may not be permitted to continue in that subject.

32. That I understand that at the end of Year 11, I may not be promoted to Year 12 if I do not gain the minimum Internal Assessment mark of C (VCE) and minimum November examination marks of 55%.

I fully understand the consequences of breach of the above rules and/or any College policies as set out in the Senior School Handbook may result in the termination of my enrolment at Al Siraat College any time. Date:_______________________

Student’s Signature:______________________________________

Parent/Guardian Signature:_________________________________

Head of Senior School Signature:____________________________


APPENDIX VI

ACADEMIC HONESTY

Al Siraat College Academic Honesty Rules

VCE STUDENTS Background At Al Siraat we place a high value on honesty and this extends to work submitted for assessment. Our expectations are set out below. All members of the community need to be aware that the school treats academic dishonesty as a very serious matter. These practices will also be clearly articulated – for the students in the Senior School student handbook.

SCHOOL -‐ ASSESSED COURSEWORK (SACS) THE VCAA RULES 1. Students must ensure that all unacknowledged work is genuinely their own. 2. A student must acknowledge all resources used e.g.: text, websites and source material. 3. A student must not receive undue assistance from any other person in the preparation and submission of work. 4. A student must not submit the same piece of work for assessment in more than one study. 5. A student should not knowingly assist other students. 6. A student must sign an authentication record for work done outside class at the time of submitting the completed task. 7. A student must sign a general declaration stating that they will obey the rules. AUTHENTICATION Work related to the outcomes will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student’s own. To achieve an outcome the student must: •Produce work that meets the required standard. •Submit work on time. •Submit work that is clearly their own. •Observe VCAA and school rules relating to VCE.


The academically honest student:

DOES q Acknowledge explicitly and appropriately help provided by another person q Ask beforehand what kind of external help is permissible q Acknowledge, in a specific manner, information taken from books, magazines, CD-‐ROM’s

and the Internet q Acknowledge the source of direct quotations q Acknowledges reference materials in a bibliography q Use direct quotations appropriately q Understand the concept of plagiarism q Document source material in a formal and appropriate manner q Knows what constitutes cheating, malpractice and collusion and abides by the rules both for

school-‐based work and external examinations and assessments q Keep and maintain accurate, personal course notes q Follow all exam rules.

DOES NOT q Copy from another student q Copy from the homework of another student school-‐based work and external assessments q Copy the internal assessment work of other students q Hand in work as his/her own that has been copied q Do homework for another student q Give another student his/her own work to copy. q Submit work done by another student, a parent, a friend or a private tutor q Present material written by another student as his/her own q Purchase and submit pieces written by someone else (including electronic sources) q Use notes during a test unless allowed to by the teacher or permitted by the examination

rules. q Write essays for other students q Present artistic or creative work in any medium that has literally been reproduced except in

a manner allowed by the teacher or permitted by the examination rules. In a cohesive and comprehensive way, students will receive instruction in:

1. The rules for acknowledging source material based on standard practice (regarding such areas as footnotes and bibliographies).

2. Research writing techniques. 3. Data gathering techniques. 4. The planning, preparation and execution of research writing assignments. 5. Considering bias in reference material.


Documents

VICTORIAN CERTIFICATE OF EDUCATION VCE HANDBOOK 2015 · VCE Handbook – Year 10-12 4 ) VICTORIANCERTIFICATE)OF)EDUCATION(VCE)))! The! Victorian! Certificate! of! Education! is! a