VCE Student and Parent Handbook
INTRODUCTION
We would like to take this opportunity to welcome students and their families to VCE at John Paul College for 2025.
The Victorian Certificate of Education (VCE) is the formal, nationally recognised qualification certificate that students receive after satisfactorily completing their secondary education. The VCE provides diverse pathways to further study or training at university or TAFE and to employment. A ‘study’ within the VCE is broken up into four units. Each VCE study unit is numbered 1, 2, 3 or 4.
VCE at John Paul College is a challenging, exciting time for students as they strive to achieve their desired results in learning, establishing the required skills, knowledge, and personal traits necessary for life beyond secondary school. Our teachers are exemplary educators and are passionate and professional in their approach to their subject areas, willing to support students and guide them in their learning.
The VCE and learning in the Senior School requires students to take greater ownership of their learning and to be active learners in and outside of the classroom. By encouraging students to be diligent, reslient and to take on challenges with confidence and optimism, we support them as they strive to achieve their personal best. To ensure a smooth progression as students enter their VCE journey, there are a number of external rules and regulations that need to be adhered to as prescribed by the Victorian Curriculum and Assessment Authority (VCAA). The purpose of this handbook is to ensure that both students and their parents have a resource that clearly outlines procedures, expectations and timelines related to the VCE.
We encourage students and their parents to continually refer to this document and the relevant school policies and procedures. Our teachers and staff are here to support students in their learning, especially as they progress through this exciting time in their education.
MR TOM SENIOR Head of Senior School – Learning
CONTACTS
For subject specific information, please contact the student’s relevant subject teacher. For wellbeing support, please contact the student’s Pastoral Group Teacher or Senior Wellbeing Leader.
Tom Senior HEAD OF SENIOR SCHOOL – LEARNING seniorto@jpc.vic.edu.au
Peter Molan HEAD OF SENIOR SCHOOL – WELLBEING peter.molan@jpc.vic.edu.au
Donna Matthews VET COORDINATOR matthewd@jpc.vic.edu.au
JOHN PAUL COLLEGE www.jpc.vic.edu.au
Janine Cavanagh
VCE-VM LEARNING AREA LEADER janine.cavanagh@jpc.vic.edu.au
Michelle Sambell CAREERS ADVISOR michelle.sambell@jpc.vic.edu.au
PARENT COMMUNICATION GUIDELINES
At John Paul College, we value open and effective communication between Parents/ Guardians and our staff. These guidelines are designed to help you connect with the right person to address your interests and needs efficiently and respectfully.
1. START WITH THE SOURCE:
Connect with the right person that is best placed to address your inquiry.
2. CONNECT THROUGH PAM:
Visit the Parent Access Module (PAM) to connect with staff.
3. PATIENTLY AWAIT A RESPONSE:
Our staff will aim to reply within 2 Business Days
4. MAINTAIN RESPECT:
We appreciate and expect courtesy in all communications
CONNECTING WITH THE RIGHT PERSON
AREA OF INTEREST OR SUPPORT
Overall Wellbeing & General Academics
Subject Specific Learning Inquiries
All enquires via 03 9784 0200 or email through PAM CONTACT
Pastoral Care Teacher
Subject Teacher
Student Absence & Early Collection Via PAM (preferred Method)
All other Student Inquiries
Subject Offerings and VCE Guidance
Pastoral Care Teacher
Learning Area Leader
Stewart Centre for Individual Learning Year Level Case Manager
VET Inquiries
VM Program Career and Pathway Support
VET Coordinator
VM Learning Area Leader Careers Advisor
THE VICTORIAN CERTIFICATE OF EDUCATION (VCE)
The VCE includes VCE curriculum components and programs from VET qualifications and is designed to be completed over a minimum of two years.
Students have two enrolment options:
• the VCE, which includes studies with schoolbased and external assessments that can provide a study score towards an Australian Tertiary Admissions Rank (ATAR).
• the VCE Vocational Major (VM), which includes studies with school-based assessments that do not provide a study score towards an ATAR.
The VCE opens pathways to university, higher-level TAFE or Vocational Education and Training (VET) certificate courses, apprenticeships and traineeships and the workforce.
VCE-VM
The VCE Vocational Major (VM) is a vocational and applied learning program within the VCE. The VCE-VM will give students greater choice and flexibility to pursue their strengths and interests. It will enable students to develop the skills and capabilities needed to succeed in further education, work, and life.
The purpose of the VCE-VM is to provide students with the best opportunity to achieve their personal goals and aspirations in a rapidly changing world by:
• equipping them with the skills, knowledge, values, and capabilities to be active and informed citizens, lifelong learners, and confident and creative individuals.
• empowering them to make informed decisions about the next stages of their lives through reallife workplace experiences.
STUDIES IN THE VCE
Each study in the VCE consists of four semester length units:
• Units 1 & 2 : in some studies, these units may be taken separately. The school is responsible for the assessment of Units 1 & 2 .
• Units 3 & 4 must be taken as a sequence. Units 3 & 4 are assessed by the school and externally by the VCAA.
Over the course of Year 11 and 12, the usual program is for students to take 22 units of study consisting of:
• six VCE units per semester in Year 11;
• five VCE units per semester in Year 12.
Individual student needs are also an important factor is considering student program load. To be awarded the VCE, students must satisfactorily complete at least 16 units of study.
The program must include satisfactory completion of:
• three units of English studies (English, English Language, or Literature), of which two are Units 3 & 4 ;
• three sequences of Units 3 & 4 other than an English study.
The VCE VM includes additional requirements for completion. More details regarding this can be found in the section on VCE VM later in this handbook.
OPTIONS IN THE VCE
At John Paul College there is a wide variety of studies on offer. The focus of the VCE curriculum is to offer breadth and depth of experience within which students can select subjects that offer challenge and enjoyment, whilst also fulfilling tertiary entrance pre-requisites. The opportunity also exists for students with specific interests and talents to include within their VCE program, VET (Vocational Education and Training) or a pre-tertiary segment of Higher Education subjects, drawn from University and TAFE institute undergraduate programs.
HOW DO I CHOOSE WISELY?
We believe that the best approach to subject selection is one that takes into account individual interests and abilities. This requires reflection and careful planning, and should be informed by experiences from Years 7-10, as well as experiences in extra-curricular acitivites, community engagement, and life outside John Paul College. We recommend that students keep in mind the following:
• Choose subjects that you have aptitude for and enjoy. This helps you to remain motivated and to learn in an optimum way.
• At Years 11 and 12 choose subjects that are prerequisites for your chosen field of study or work. You are encouraged to see our Careers Advisor for assistance.
A NOTE ABOUT SCALING
The scaling process is a system of accounting for differences in competitiveness between subjects. It is an external process administered by VTAC and is part of the calculation of the ATAR. This means that some subjects are likely to be ‘scaled up’ if VTAC determines that they have a higher degree of difficulty or require a greater amount of study; for example, the various languages other than English on offer in the VCE.
Experience shows that it is not wise for students to choose subjects based on the scaling. Selecting your VCE program based on studies that are scaled up will not guarantee you a high ATAR. Rather, let your subject choices be guided by what interests you and what you are good at, rather than the scaling of individual subjects. Your ATAR is based on your overall performance in VCE studies. If you perform well across all studies, you are likely to get a good ATAR.
WHO SHOULD I CONSULT?
If you are unsure of future pathways, you are advised to choose as broadly as possible from a variety of subject areas. Try not to limit your study to one area only. Every student will be offered an appointment with the College’s
JOHN PAUL COLLEGE www.jpc.vic.edu.au
Careers Counsellor to seek advice about VCE subject selection and tertiary pathway planning. Students should also consult with the VCE subject teachers to ensure they are making informed choices.
SUBJECT CHANGES AND CHANGES TO A VCE PROGRAM OR ENROLMENT RECORDS
Most students will have finalised their VCE program by the start of the new school year as any changes to programs are completed during the rollover period of the previous calendar year; however, some students may still want to make a change to their program as they progress through the VCE.
A student should first see their VCE subject teacher when they are experiencing difficulty. Difficulty in a subject is not necessarily a reason to change subjects.
Changes to subjects in the VCE are not possible midsemester during Year 11 with changes only occurring at the end of Semester 1, and are not possible at all during Year 12 as subjects must be completed as a sequence. If a student needs to change a subject, they must then consult with the Head of Senior School – Learning. This process should be completed by:
• Early February for Unit 1 or a Unit 3 & 4 sequence;
• Friday 6 June for Unit 2 only.
A subject change will be given consideration where:
• Class size and timetable feasibility permit the change; and
• The change is approved by parents/guardians in writing and the current subject teacher has reported on the student’s progress (if applicable); and
• The student has investigated the effects on tertiary course selection and career choice of the change.
A change may not be possible when:
• It requires changes to other subject groupings;
• The class the student wishes to enter is already full; and/or
• The student has not successfully completed the recommended studies or demonstrated sufficient readiness.
Students are required to maintain a full program in their VCE. Reducing the subject load in order to prioritise other subjects is not recommend, and experience shows that students who do this perform no better than other students, and often have a lower final result in the ATAR as they have fewer contributing subjects. A subject however may be dropped in exceptional circumstances. Each case will be considered on its merits.
FACTORS AFFECTING COURSES OF STUDY
Every effort will be made to provide students with the subjects of their choice. Parents and students should be aware, however, that the availability of a subject depends on sufficient numbers to form a viable class. Should a subject be unavailable due to insufficient demand, enrolment in the subject through other means may be dicussed with the student. Alternate options must be carefully considered as they often require independent study skills and do not suit every student.
Whilst the VCE timetable is built from students’ subject selections, the resultant blocking of subjects may present clashes for some students. In these situations, students may be asked to reselect a subject. In all cases the school supports every student to develop a course that meets their interests, aptitudes and future tertiary course goals.
UNDERTAKING AN ACCELERATED STUDY IN THE VCE
An accelerated VCE subject (in addition to the compulsory VCE Unit 1 & 2 Religion and Society study undertaken by all Year 10 students) is an advanced option that may not necessarily suit all students. Interested students must consider the overall demands this will place on their availability to manage the additional workload with co-curricular and other commitments.
It is vital that the additional demands of undertaking an accelerated VCE subject in Year 10 and Year 11 does not negatively impact on the student’s performance in their Year 10 and Year 11 subjects. These Year 10 and 11 subjects form the basis for a solid grounding in future Year 12 subjects and thus, the overall ATAR. Particularly, before applying to undertake a Unit 3 & 4 subject in Year 11, students should consult with their subject teachers and the Head of Senior School - Learning.
Students who have undertaken a Unit 1 & 2 subject in Year 10 may progress to a Unit 3 & 4 VCE subject in Year 11 if they have met the following criteria:
• Overall strong academic results in Year 10.
• Strong results in the subject in which they undertook VCE Unit 1 & 2.
• An exemplary record of attendance.
• A mature and resilient outlook and attitude towards their studies.
• An ability to balance their VCE subject with their overall co-curricular and other commitments.
* Please note: there is a requirement for all students undertaking a Unit 3-4 sequence to sit the GAT. For further information please consult the VCAA website.
THE ADVANTAGES AND DISADVANTAGES OF ACCELERATED STUDY
There are potential advantages that come from the completion of an Accelerated VCE Study as part of a student’s Senior School learning program. These include:
• Exposure to the VCE program, learning standards, and expectations while in Year 10.
• The completion of an additional 6th subject for the purposes of the calculation of the ATAR.
• Accelerated study may provide greater challenge and engagement for some students, leading to a more fulfilling learning program.
There are however possible disadvantages that should be carefully considered when considering the potential of an Accelerated Study:
• Additional stress and pressure undertaking a VCE subject prior to the intended timeframe of a student’s learning journey.
• Being a year younger and less academically skilled or experienced, particualry when undertaking a Unit 3 & 4 subject in Year 11.
• Neglecting other subjects and learning and not gaining the fundamental core skills and knowledge required for future VCE study.
VCE VOCATIONAL MAJOR (VM)
The VCE Vocational Major (VM) is a vocational and applied learning program within the VCE. The College’s attendance policy and satisfactory completion of units are also a requirement of students undertaking VCE VM. The ‘At Risk’ and ‘Provisional N’ process will be followed for students who fail to adhere to these conditions.
VCE VOCATIONAL MAJOR (VM) STRUCTURE
Students in the VCE VM complete three days of learning at John Paul College, and two days of offsite learning. This is to ensure that students are completing the required components of classroom learning as set out by the VCAA while also having the opportunity to engage with real world learning, developing vital skills and networks for future succes beyond John Paul College. While onsite at John Paul College, VCE VM student undertake the following studies:
• VCE VM Literacy
• VCE VM Numeracy
• VCE VM Work-Related Skills;
• VCE VM Personal Development Skills;
• VET Community Services Level II
Students will attend offsite learning over the remaining two days to attend:
• TAFE: One day per week to complete their Cert II or Cert III Vocational Education & Training course (VET).
• Structured Workplace Learning (SWL): One day per week.
• Structured workplace learning provides students with the opportunity to integrate on-the-job experience to align with their VET studies.
• Students will work with an employer in their related VET industry one day per week.
All students completing an SWL must complete:
• The Structured Workplace Learning (SWL) Arrangement Form;
• The Structured Workplace Learning Travel and Accommodation Form before they can begin work.
The arrangement forms must be signed by the following parties:
• the employer
• the student
• the parent/carer of the student (if the student is under 18 years of age)
• the Principal or Acting Principal
Please note that there are additional fees for VET courses.
SCHOOL-BASED APPRENTICESHIPS AND TRAINEESHIPS (SBATS)
School-Based Apprenticeships and Traineeships (SBATs) enable students to combine their senior secondary school certificates with part-time employment and training.
SBATs are available to secondary school students who are over 15 years old and enrolled in the Victorian Certificate of Education (VCE) or the VCE Vocational Major.
SBATs must be established through a training contract between an employer and the apprentice or trainee. The training contract is then submitted to the Apprenticeship Network Provider (ANP), and a training plan is endorsed by the school.
The minimum number of employment and training hours for SBAT arrangements is 13 hours per week. That is made up of 7 hours of employment and 6 hours of training.
The vocational training components of SBATs also contribute credit towards a student’s senior secondary certificate. Many SBAT students move on to a full-time contract with their employer after leaving school.
Students who undertake an SBAT typically spend three days a week at school, one day a week at TAFE and one day a week at work. Students may complete their SBAT VET studies in a Block Placement. Typically, they will attend TAFE for one week per month during the year.
Students are expected to maintain their current VCEVM studies in addition to their employment and training responsibilities. SBATs rely on the employer agreeing to take on the student as an apprentice.
ASSESSMENT AND REPORTING IN THE VCE
This section outlines general assessment in the VCE as well as the reporting practices at John Paul College. Additional information in relation to Assessment at John Paul College can be found in the VCE Assessment Policy (on the College website). The VCAA website also contains information in relation to both School Based Assessment and External Assessment in the VCE. Students are responsible for ensuring they are aware of the assessment requirements for both School Based Assessment and External Assessment.
SATISFACTORY COMPLETION OF VCE UNITS
Satisfactory completion of a VCE unit depends on a student’s satisfactory completion of learning outcomes and on their meeting the College’s attendance requirements.
Decisions about satisfactory completion rest with the VCE subject teacher who makes clear to students, both in writing and verbally, the requirements for satisfactory completion of the unit. Satisfactory completion is determined in line with the Study Design for each subject, developed and published the VCAA and under which the College is obliged to adhere to. Achievement of an outcome means:
• The work is clearly the student’s own.
• It meets the required standard.
• The work was submitted on time.
• There has been no substantive breach of rules.
If all outcomes are achieved, the student receives an S (Satisfactory) for the Unit.
A student receives N (Not Satisfactory) for a unit when one or more of the outcomes are not achieved because:
• The work is not of the required standard.
• The student has not met a school deadline for the assessment task, including where an extension of time has been granted for any reason, including Special Provision.
• The work cannot be authenticated.
• There has been a substantial breach of rules including school attendance rules.
These guidelines are in line with the VCAA policies around the VCE and the College’s VCE Assessment Policy.
The successful completion of work requirements contribute to a student’s satisfactory completion of an outcome. Work requirements are formative tasks such as classwork, homework, contribution to group tasks, and practice writing. Students must ensure that they complete
all set formative tasks. In the event that formative tasks are not completed, the subject teacher will contact the student’s parents/guardians to advise them of the noncompletion, and the relevant Head of Department and Head of Year will also be informed. In the event that a student is at risk of being marked as Not Satisfactory (N) for an outcome, formative tasks may also be used to determine if the student has satisfied the requirements of the outcome.
The decision to award an S for Satisfactory completion of a unit is separate from the assessment of levels of achievement for study score calculation at Unit 3 & 4.
VCE unit results (S or N) contribute to satisfactory completion of the VCE certificate. Assessment of levels of achievement are reported to the VCAA for Unit 3 & 4. Asessments of levels of achievement at Units 1 & 2 are internal only are not used as part of the calculation of a Study Score. Students may not resubmit work to improve a school-based assessment score.
SCHOOL ASSESSED COURSEWORK (SACS)
Coursework Assessment is an assessment of each student’s level of achievement based on the School Assessed Coursework tasks (SACs) set by the subject teacher as required in the Study Design published by VCAA. These tasks must be completed within a limited timeframe and must be completed mainly in class time, though some work can be set for completion out of class. Any out of class work must be authenticated by the subject teacher.
In each case teachers will indicate, as part of the instructions for the coursework assessment, the method by which the work is to be submitted. Students must only have authorised materials during assessment. Electronic devices must be switched off and kept in student lockers or handed in at the beginning of the task.
Students whose work does not satisfactorily demonstrate knowledge and skills may receive an ‘At Risk N’. If after assessing further evidence, including resit tasks, a student may receive a ‘Provisional N’.
Students may only resubmit work to meet satisfactory completion requirements of a unit. Students are encouraged to keep all coursework notes in order as this may provide further evidence of satisfactory completion of an outcome.
SCHOOL-ASSESSED TASKS (SATS)
This form of graded assessment is applied to the studies of Applied Computing: Software Development, Art Making and Exhibiting, Product Design and Technology, Media, and Visual Communication and Design.
Students are required to submit School-Assessed Tasks (SATs) on or before the College determined due date according to the instructions outlined by the teacher. These School-Assessed Tasks will be graded against criteria set by the VCAA.
RESUBMISSION OF WORK
Students may be given opportunity to resubmit work to meet satisfactory completion requirements of a unit. Students may not resubmit SATs or SACs for the reconsideration of scores awarded by the school.
ABSENCE FROM SAC/ASSESSMENT
All students must attend and complete scheduled assessments. If a student is unable to attend due to illness, a medical certificate verifying their unfitness to attend is required, even for rescheduled assessments or resit tasks. Absent students with legitimate cause, substantiated by documentary evidence, may be granted dispensation to complete an equivalent task at an alternative date. Further information regarding absence from assessment, including documentary evidence, can be found in the VCE Assessment Policy on the College website.
If students do not submit their work by the specified date, the College may still accept the work to indicate a satisfactory achievement of an outcome, but will be awarded a zero-percentage grade for the task.
GRANTING OF ALTERNATIVE SUBMISSION DATES
Generally it is not possible to provide an extension of time for a SAC/SAT or a rescheduled date. To ensure fairness and equity students are required to complete the same task under the same conditions at the same time. Requesting an alternative submission date/ extension before the due date for any type of graded school assessment is only possible within strict limits. Any student suffering extreme difficulty in completing Graded School Assessments by the due date should see their Subject Teacher and the Head of Senior School - Learning. Requests for extensions should be made prior to the due date of the assessment and will only be granted in exceptional circumstances.
USING COMPUTERS FOR VCE ASSESSMENT
When using either a notebook or desktop computer, the student is responsible for ensuring that:
• There is an alternative system available in case of computer or printer malfunction or unavailability;
• Hard copies of the work in progress are regularly produced;
• Each time changes are made the work is backed up. The backup file must not be stored with the computer.
Problems with technology are not acceptable grounds for extensions of time or for Special Provision.
Where a student has been approved the use of a computer for an assessment, as per the Special Provisions Policy on the College website, the student must use one of the school provided assessment laptops. The student’s teacher will organise access to this. Student’s may not use their own device for any School Assessed Coursework in line with the VCAA rules around assessment and authentication.
Students must ensure they comply with all VCE regulations regarding authentication of work, including classwork. Further details regarding Authentication as well as plagiarism, colluding, and cheating can be found in the VCE Assessment Policy on the College website.
FEEDBACK ON PERFORMANCE IN ASSESSMENT TASKS & THE RETURN OF STUDENT WORK
The VCAA recommendation is that students should receive meaningful feedback about their performances in SACs and SATs. As a result, students enrolled in Units 3 & 4 will receive an unmoderated percentage score for each SAC/ SAT. This percentage score and comment will be conveyed via SIMON to both students and parents/guardians. It is important to note that the letter grade awarded by VCAA is the result of its statistical moderation processes at the end of the year and may differ from that recorded on SIMON.
Students are reminded that results are confidential to the individual student. Students should not feel pressure to share this information with other students. The purpose of providing feedback/advice to the student is to assist their to learn from their attempt at the task.
SACs are returned to students according to the timeline for each Subject Department, so as to assist with examination preparation or for other revision purposes.
Teachers do not report projected study scores or student class rank order.
REPORTING
Parent-student-teacher interviews, online reporting and informal conversations provide feedback to students and parents/guardians. Parents/guardians should consult the College calendar for the dates of parent-student-teacher interviews, which occur in Semester 1 and Semester 2. Continuous online reporting is available through PAM during the semester.
In mid-December, the school receives from the VCAA, a Statement of Results showing S or N for each unit attempted by each student enrolled in VCE studies. These results will contribute to the award of the full VCE. For Year 10 and 11 students, these statements will be distributed to students at the commencement of the next school year. Concluding Year 12 students will receive these statements as part of their VCE Certification.
VCE study scores and grades are distributed by the VCAA and are made available to students in December. VTAC is responsible for the distribution of the ATAR in December to Year 12 students only.
AT RISK PROCEDURE
If a teacher believes that a student is at risk of not successfully completing their VCE units or VCE-VM units, this process will follow.
Subject teachers will:
• Contact families by phone or PAM to inform them that their child is at risk of receiving an N for an Outcome and the Unit. A ‘Student at Risk’ letter will be generated by teachers. An email will be sent to parents informing them of a generated letter available in PAM.
• This letter will inform students and families of the action(s) required for a student to complete a Satisfactory result for the unit.
• Enter a record on Simon of incomplete so that a record of the student’s progress (or lack of progress) is kept.
The student is required to:
• Discuss the assessment task with the teacher and the key skills and knowledge which they did not meet.
• Ensure they complete the resit or further evidence task to a satisfactory standard by the due date.
If a student does not satisfactorily complete the required work by the due date, they will not be eligible for a redemption and will receive a ‘Provisional N’, which may result in a final result of N for the outcome.
STUDY ATTENDANCE
Each Unit in the VCE has been developed by the VCAA to be equivalent to 100 hours of study. Students will, through their attendance of classes and other learning activities at John Paul College, complete around 60 hours worth of study. Therefore students are also expected to complete at least 40 hours of independent learning per VCE Unit they are completing.
Generally speaking, the amount of study a student completes each week should be:
• In Year 11, 1.5-2 hours per subject each week.
• In Year 12, 2-2.5 hours per subject each week.
Study is different to homework. Study involves the revision and reinforcement of learning, while homework is the completion of work set by the teacher or work unfinished from class. Study is a skill that takes time and discipline to develop.
Students are encouraged to speak with their subject teacher about recommended activities for study for each particular subject as there may be specific areas or strategies unique to that subject. However, some general study tips for students are:
• Testing yourself by creating and using flash cards.
• Interleaving – strategically mixing up study time to ensure students are studying different subjects rather than trying to cram one subject for long periods.
• Utilising the Leitner System, a method based on spaced repetition, where students space out their revision of concepts based on efficacy.
• Mind-mapping and brainstorming to connect different topics of study together.
• Completion of practice writing tasks whereby the student is required to apply knowledge to a new situation. Students should ask their subject teacher for practice questions they can complete as part of their study.
It is important to recognise that many students still rely on outdated and debunked educational theories, like ‘Learning Styles’, when approaching study. A student may believe they are a ‘visual learner’, however this theory is no longer seen as valid. What is important is that students implement evidence backed study such the techniques suggested above, and that they are consistent in their study. Cramming may be effective in the short term, but will not lead to long term success in the VCE. Re-reading and highlighting notes has also been shown to have minimal impact on retention and application of knowledge. We encourage students to speak with their subject teachers for further guidance on effective study.
All students enrolled in a VCE program in Senior School are required to attend at least 85% of scheduled classroom instruction unless reasonable and valid grounds exist for them to be absent. At the discretion of the Principal, Deputy Principal, or Head of Senior School - Learning, there may be unique situations where attendance is approved outside this requirement.
John Paul College believes that in order to maximise students’ potential and achievement in the VCE, students must be punctual and attend all timetabled classes. This will allow students sufficient class time to develop the key skills and knowledge for their subject, and successfully complete set class work, School Assessed Tasks (SAT’s), School Assessed Coursework (SAC’s) and other schoolbased assessment.
ABSENCE FROM A SAC/SAT
Students who are absent from a SAC must provide appropriate documentation to the school within a timely manner. A student cannot be scored for a missed SAC unless they have an approved absence. Examples of approved absences include:
• Medical illness (with a medical certificate)
• Interschool sport
• School excursion/incursion or camp
• Medical appointments (e.g. Doctor, Specialist appointments, Psychologist) – where possible, these should be scheduled outside of class time.
Examples of unapproved absences include:
• Unexplained absences
• Parent choice
• Family holidays
• Illness without a medical certificate
• Truancy.
As per the VCE Assessment Policy, the school reserves the right to determine if the evidence provided is suitable and may reject the evidence provided if it is deemed unsuitable.
EXAMINATIONS
VCE UNITS 3 & 4: EXTERNAL EXAMINATIONS
VCAA External Assessments are centrally set tasks assessed by the VCAA. This includes written, oral or performance tasks according to the requirements of study designs and taken under examination conditions. Examinations are set by panels, which are appointed by the VCAA. There are two major external examinations for VCE Units 3 & 4:
• General Achievement Test (GAT)
• End of year exams
GENERAL ACHIEVEMENT TEST (GAT)
All VCE students, including VCE VM, enrolled in one or more sequences of Units 3 & 4 must sit the GAT. It consists of written tasks and multiple-choice questions. A confidential statement of GAT results is sent to each student at the end of the year. The GAT is an essential part of the VCE assessment procedure, in that the results play an important role in checking that School-based Assessments and examinations have been accurately assessed. GAT results are used in the calculation of the Derived Examination Score (DES). The VCAA will use GAT scores in:
• statistical moderation of School-based Assessments;
• checking the accuracy of student scores in examinations; and
• the calculation of a DES.
The Statement of Results received by students will also indicate their results in relation to the literacy and numeracy standards. The results will be recorded as one of the following – that the student:
• Has met the standard;
• Has not met the standard; or
• Has met the standard and demonstrated a level of excellence.
Students will also receive an overall score for each GAT component – Writing, Numeracy and Reading.
END OF YEAR EXAMS
The end of year exams are conducted by the VCAA. Schools host the exams on behalf of the VCAA. John Paul College staff are not involved in the writing of or assessment of these exams, and are not permitted to interact with students during a VCAA examination. These exams occur in October-November each year, with the timetable published by VCAA around June each year. During Term 3, students will receive an individual copy of the VCE Exam Navigator. This contains detailed information regarding the rules, regulations and protocols for the conduct of the VCE examinations.
The Navigator contains information regarding permitted materials for each of the examinations, along with the protocols surrounding Derived Examination Scores, lateness to examinations, and all additional matters relating to the examinations.
Students should ensure that they read this document carefully, and familiarise themselves with the content.
TRIAL UNIT 3 & 4 EXAMS
Trial Unit 3 & 4 Exams are scheduled during the final week of Term 3. These exams provide feedback for students on their grasp of the skills and knowledge studied in Unit 3 & 4, and assist in the identification of areas for further focus. Trial exams are compulsory for Year 12 students and for those Year 11 students enrolled in a Unit 3 & 4 subject. Although completion is not part of the awarding of satisfactory completion of Units or the VCE, trial exams are a vital part of feedback and learning for both students and teachers as follows:
• To provide feedback to teachers to assist with the planning of revision classes;
• To provide feedback to teachers so as to guide individual students with revision, as it relates to areas of strengths and areas which require further revision; and
• To give students feedback so that they can establish focus areas for revision and study in preparation for the VCAA exams. This includes areas of strength and weakness; skills that need further refinement and feedback regarding time management within an exam.
UNIT 1 & 2 EXAMINATIONS
John Paul College will conduct internal Unit 1 and Unit 2 examinations at the end of each semester. These exams will provide students will the opportunity to test their grasp of the skills and knowledge studied during the semester, and to develop exam techniques in preparation for their Unit 3 & 4 external examinations.
Unit 1 & 2 exams will be conducted according to VCAA exam regulations and protocols to familiarise students with these procedures. While the College will endeavour to provide provisions similar to those offered by VCAA for external assessments, the availability of these provisions will vary depending on individual needs, the nature of the assessment, and the resources available.
Students will be briefed on the regulations and protocols prior to the commencement of the exams. It is each student’s responsibility to be aware of, and adhere to, these protocols. Failure to do so may impact a student’s examination result. This includes bringing any unauthorised electronic devices into the examination room (i.e. phones, smart watches). These devices may be confiscated by the school as part of investigations into the impact of this device on a student’s result.
SPECIAL PROVISIONS
John Paul College is committed to supporting students to complete their studies. Special Provision at JPC is designed to provide support that is consistent with what the student would be eligible for during VCE external assessments.
JPC is able to provide School Based Provisions (SBPs) to support students during assessments. These Provisions complement other interventions supporting student learning. These Provisions do not replace interventions or negate the need for students to continue to develop their skills and capabilities. The Provisions available will vary based on need, the assessment being completed, and resources available.
When a student commences a VCE Unit 3 & 4 study, there are two types of Special Provision that become relevant:
• School Based Provisions – these are overseen by JPC and should be consistent with approved arrangements for VCE external assessments.
• Special Exam Arrangements – these are overseen by the VCAA. JPC on behalf of the student must apply to VCAA for Special Exam Arrangements. Special Exam Arrangements must be supported by a range of evidence. If a student is not approved by the VCAA for a Special Exam Arrangement then the student should not have access to that during school based assessments.
APPLYING FOR SPECIAL PROVISION
The onus is on the student/family to apply to the Year Level Case Manager to begin the process for Special Provision, as per the Special Provision Policy at John Paul College.
Students who are eligible for Special Provision are not exempt from meeting the requirements for Satisfactory Completion of the VCE or from being assessed against the outcomes for a study. The VCAA advise that absence from school is not a reason for Special Provision.
Further information regarding Special Provisions in the VCE can be found in the Special Provisions Policy.
YEAR 11 AND 12 CURRICULUM
CORE SUBJECTS
Year 11 Electives: Students are required to select 5 units
Year 12 Electives: Students are required to select 4 VCE units
(Three VCE Subjects for students studying VCE Religion and Society Units 3 & 4)
YEAR LONG SUBJECTS
English & Language Students are required to select a minimum of one English Literature
Religious Education Students are required to select one of the following
ACE & CSYMA Youth Academy - 2 year program
Religion & Society
School Based Religious Education
Text & Traditions
ELECTIVE UNITS
SEMESTER BASED SUBJECTS
English & Language
Italian
Health & Physical Education
Health & Human Development
Outdoor Education & Environmental Studies
Physical Education
VET Allied Health Assistance
VET Sports & Recreation
Humanities
JOHN
Accounting
Business Management
Economics
Geography
History
Legal Studies
Politics
Sociology
VET Business Management
Mathematics
Performing Arts
Science
General Mathematics
Mathematical Methods
Specialist Mathematics
Drama
Music Contemporary Performance
Visual Arts
VOCATIONAL MAJOR YEAR LONG SUBJECTS
Applied Learning
Literacy Skills
Numeracy Skills
Personal Development Skills
Work Related Skills
Structured Workplace Learning
VET Community Services (Religious Education)
Vocational Education & Training (Offsite) OR
VET Allied Health Assistance (Onsite)
Technology
Art Making and Exhibiting Media
Visual Communication Design
Applied Computing
Data Analytics
Food Studies
Product Design & Technology
Software Development
VET Fashion
Biology
Chemistry
Environmental Science
Psychology
Physics
FREQUENTLY ASKED QUESTIONS
WHAT IS A VCE STUDY SCORE?
In every Unit 3 & 4 VCE study where a student completes at least two graded assessments and completes the end-of-year external examination, they will receive a Study Score in that study. A Study Score is a number between 0 to 50 that indicates your ranking against every other student in the state that is also completing that study in that year.
STUDY SCORE CALCULATION (UNITS 3 & 4 )
To calculate the study score, the VCAA combines the standardised scores for each of your graded assessments. Each graded assessment in a study contributes a specific percentage, or weighting, to the final study score.
Once the scores have been standardised, weighted and totalled your total score is compared with the scores of all other students in that study and then converted to a score out of 50.
WHAT IS AN ATAR?
Tertiary institutions use the Australian Tertiary Achievement Rank (ATAR) as a selection instrument to determine which VCE students are offered positions in tertiary degree courses for the following year.
For a student to achieve an ATAR they need to have a satisfactory result in at least four Unit 3 & 4 sequences, one of which must come from the English group. The ATAR is calculated by the Victorian Tertiary Admissions Centre (VTAC) and is represented as a number between 0.00 and 99.95 indicating your ranking relative to every other VCE student in the state in that year.
FURTHER RESOURCES
The VCAA website includes a wealth of information, including Study Designs for each subject, Past Exams and Examination Reports, and information on how Study Scores are calculated. Students and parents are encouraged to explore the resources available on this website:
www.vcaa.vic.edu.au/Pages/HomePage.aspx
The VTAC website contains information including examples and videos on the calculation of the ATAR and tertiary entry information: https://vtac.edu.au/
JOHN PAUL COLLEGE
www.jpc.vic.edu.au
JOHN PAUL COLLEGE
www.jpc.vic.edu.au
ABBREVIATIONS USED IN THE VCE
ATAR: Australian Tertiary Admission Rank
DES: Derived Examination Score
EAL: English as an Additional Language
GAT: General Achievement Test
N: Non-Satisfactory Completion
NA: Not Assessed - task not completed or not undertaken
RTO: Registered Training Organisation
SAC: School-Assessed Coursework
S: Satisfactory Completion
SAT: School-Assessed Task
SEA: Special Examination Arrangements
VASS: VCE Administrative Software System
VCAA: Victorian Curriculum and Assessment Authority
VCE: Victorian Certificate of Education
VCE VM: Victorian Certificate of Education Vocational Major
VET: Vocational Education and Training
VTAC: Victorian Tertiary Admissions Centre
QUICK LINKS
JPC POLICIES
www.jpc.vic.edu.au/discover-jpc/policies
JPC CAREERS
www.jpc.vic.edu.au/wellbeing-for-learning/pathwaysand-careers
VCAA www.vcaa.vic.edu.au