VICTORIAN CERTIFICATE OF EDUCATION 2021 - Lauriston Girls ...
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VICTORIAN
CERTIFICATE OF
EDUCATION
2021
A school for life.
This handbook has been prepared to assist students and parents/guardians at Lauriston Girls’ School in matters
relating to Victorian Certificate of Education (VCE) studies and as a resource to reinforce our desire to be consistent
in our practices, expectations and assessment guidelines.
The Victorian Curriculum Assessment Authority (VCAA) is responsible for the development, maintenance
and implementation of the VCE. The information in this booklet is based on the VCE Administrative
Handbook, an official publication of VCAA.
Please use this Handbook in conjunction with the VCAA curriculum, assessment and reporting policies
and guidelines: https://www.vcaa.vic.edu.au/
ENROLLING IN THE VICTORIAN CERTIFICATE OF EDUCATION
Students and parents are advised to read the VCE Handbook carefully and consult the VCAA website for further
information. With the end of compulsory schooling at Year 10, enrolment in the VCE assumes students and parents
agree to abide by the Lauriston VCE policies and procedures, particularly those pertaining to Assessment and
Attendance. It is important that students and parents understand their obligations to support the consistent and fair
management of the VCE according to Lauriston guidelines.
2 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021
A school for life.
Contents
INTRODUCTION
• Senior School Team
• Glossary of Terms
• Key Dates
VCE CURRICULUM
• Victorian Certificate of Education
• Minimum Requirements
• VCE Assessment and Results Units 3 & 4
• VCE Statement of Results
• Changing or withdrawing from subjects
• Students at Risk
ASSESSMENT & WORK GUIDELINES
• Submission of Work
• SAC Dates
• Absence from scored assessment
• Rescheduling
• Attendance
• Academic Honesty
VCE EXAMINATIONS
• Preparations for examinations
• Study Expectations
• Examination period
• Study Allowance Year 11
• Special Provisions and Examination Arrangements
• Examination Conditions
Appendix
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 3
A school for life. INTRODUCTION It is our mission to inspire Lauriston girls to be courageous lifelong learners. They are ethical and compassionate young women who seek to resolve new-world problems and strive to be responsible, global citizens working with others to shape their world. Our vision is to be a School for Life. Learning programs at Lauriston Girls’ School are based around the School’s five core values: Relationships We communicate openly, honestly and respectfully allowing us to have meaningful connections with each other in the community and beyond. We foster a culture of optimism, collaboration and celebration. Courage We are courageous in our approach to managing change; embracing physical, moral and intellectual challenges; and standing up for what we believe. Courage enables us to understand our strengths and act accordingly. Creativity We approach learning and teaching with creativity as our cornerstone. We are imaginative, inventive and entrepreneurial. We are open to and champion new ideas and new ways. Intellectual Curiosity We engage proactively with the world; determined to better understand, reflect upon and question ourselves, our experiences and the society in which we live. We are critically engaged and curious about all that we encounter and learn. Engagement in Life We learn how to connect with others, manage the highs and lows and reap the rewards of our commitment by our purposeful engagement in all aspects of school life. We are motivated to participate and respond to changes in our world. 4 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021
A school for life.
VCE SCHOOL TEAM 2021
VCE CURRICULUM & PASTORAL CARE COORDINATOR Mrs Marina Leggatt
11 & 12
VASS COORDINATOR Ms Natalie Lane
INTERNATIONAL STUDENTS COORDINATOR Mr Joseph Zhou
CAREERS COUNSELLOR Ms Jenny D’Altera
DIRECTOR STUDENT WELLBEING Ms Kate Gilchrist.
SENIOR SCHOOL PSYCHOLOGISTS Dr Emma Steer & Ms Tammie Lovett
YEAR 12 TUTORS
ANDREWS Mandi Varmalis
IRVING Veronica Parsons
KIRKHOPE Danny Tisnado-Ortiz
MITCHELL Leanne Guinea
YEAR 11 TUTORS
ANDREWS Peter Edwards
IRVING Joseph Zhou
KIRKHOPE Ed Harris
MITCHELL Amy Davies
HEADS OF FACULTY
ENGLISH, LITERATURE & EAL ENGLISH Ms Elspeth Maddocks
MATHEMATICS Ms Vanessa MacDonald
SCIENCES Ms Sue Fryer
HUMANITIES Ms Claire Martin
SOCIAL SCIENCES Mr Peter Edwards
ART & DESIGN Mr David Morrison
MUSIC Ms Kate Kennedy & Ms Sarina Walter
HEALTH & PHYSICAL EDUCATION Ms Leanne Guinea
LOTE Ms Fiona Curnow
DRAMA Ms Jannah Davies
LIBRARIAN Ms Diana Kelly
STUDENT SERVICES Ms Gina Fisher
HEALTH CENTRE Ms Deanne Read
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 5
A school for life. GLOSSARY SOME COMMON VCE TERMS & EXPLANATIONS ASSESSMENT Unit 1 & 2 Students undertaking a Unit 1 & 2 VCE sequence will be graded internally, i.e., at the school level, but no results are recorded with VCAA and Unit 1 & 2 results do not contribute to the calculation of a study score or ATAR. Nonetheless, students must satisfactorily meet the learning objectives of a subject according to VCAA guidelines. An S for Satisfactory Completion will be recorded by VCAA. Alternatively, if a student fails to meet the learning objectives/outcomes of a study, they will receive an N for the unit and this is recorded by VCAA. Unit 3 & 4 Students undertaking Unit 3 & 4 VCE sequences are assessed by a combination of internal and external assessments and accorded both a Satisfactory Completion and a Study Score which is recorded by the VCAA and used in the calculation of an ATAR. The weighting of internal versus external assessment which contributes to the overall study score varies from subject to subject. ATAR – (Australian Tertiary Admission Rank) This is the acronym for the Australian Tertiary Admission Rank. The ATAR is a percentile/number between 0.00 and 99.95 that indicates a student’s position relative to other students. The ATAR is used by tertiary institutions to compare student achievement, despite the different subject combinations students may have. The ATAR is calculated combining: • The VTAC scaled study score for a study in one of English, EAL English, English Language or Literature. • The next best 3 VTAC scaled study scores; and • 10% of the fifth and/or sixth scores available Note: only two Maths subjects can be calculated in the best 4 scores. Only 6 subjects can contribute to an ATAR. ATAR CALCULATORS There are a number of websites which can estimate a student’s possible ATAR. Students enter subjects and a predicted score 6 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021
A school for life.
in that study, and using previous scaling, the site will provide an estimate ATAR. Whilst we caution against trusting these
calculators as a precise predictor of performance and achievement, they can be useful in examining a number of scenarios;
they allow students to compare possible ATARs with and without various subject combinations and with worst and best
performance outcomes. It is often best to start a predicted calculation using 30 as a baseline for each subject (30 is the mean)
and then make incremental adjustments to the scores. Adjust assuming the worst and adjust assuming the best. Remember,
this is just information based on historic scaling and ‘guesstimates’ and is not a precise indication of performance.
AUTHENTICATION
This is the process teachers undertake to ensure a student has submitted work that is genuinely their own. Essentially
Authentication is the process by which teachers view drafts and work in progress, so that they can see the progression of
ideas from development to production and submission of the piece. For example, English teachers may view creative pieces or
essays through various drafts, and visual and performing arts’ teachers may also view work in progress, reading and monitoring
the progression of ideas and work in journals and diaries.
DERIVED EXAM SCORE – (DES)
Occasionally students may experience adverse events at the time of the external examinations. In circumstances where the
result is unlikely to be a fair or accurate indication of a student’s ability and learning, the student may apply for a DES. The
exam score is then “derived” from a combination of the GAT score and internal assessment. The VCAA advises that a DES
is not guaranteed to be approved and cannot be used with regard to the impact of long-term conditions and pre-existing
difficulties.
GENERAL ACHIEVEMENT TEST (GAT)
The GAT is a 3-hour test of general ability undertaken by all students doing a Unit 3 & 4 sequence of study. The GAT is used by
the VCAA to compare the level and spread of school-based scores with that of the same group for the external assessment.
The GAT is also used in calculating a DES; it does not count directly towards a VCE, but it is reported on a student’s statement
of results. In general, the GAT occurs in June.
OUTCOMES
Each study in the VCE requires students to meet curriculum and learning goals termed Outcomes. To achieve a Satisfactory
Completion of a VCE study, students must successfully meet the learning objectives outlined in the VCE curriculum.
SATISFACTORY COMPLETION S or N
The VCE operates on a two-tier system. In the first instance students must demonstrate a Satisfactory Completion of unit
outcomes. This is recorded with the VCAA. Students who do not meet learning outcomes will be assessed as not having met
unit requirements. They will be reported as N – Not Satisfactory Completion. Students who fail to achieve an S must work
with the VCE Coordinator and the. subject teacher to determine if there are ways to “redeem” the result. The VCAA permits
students to have more than one attempt at gaining a Satisfactory completion for each Outcome. The student will still receive
the initial grade/mark for the first submission of the assessment but may, subject to approval by the VCE Coordinator and
subject teacher, resubmit work or complete a different task in order to gain an S. S or N is reported for all VCE Units 1 to 4 and
Satisfactory Completion of 16 units is required for the award of a VCE. Units 3 & 4 are assessed as S or N and graded if students
wish to attain an ATAR for further Tertiary study.
SCALING
Each student at the completion of Units 3 & 4, receives a Study Score out of 50. This score reflects a student’s relative position
against other students doing that study. However, the VCAA consider that different students undertake different subjects and
therefore ranking students based on subject performance alone may be unfair. Scaling attempts to statistically address this
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 7
A school for life. difference. VTAC takes a study score and scales it either up or down a number of points to increase fairness and to take away any advantage or disadvantage in undertaking a particular subject. VTAC publishes a scaling report each year, which indicates scaling for that year. Nonetheless, students are encouraged to select subjects on the basis of interest and aptitude and not on the basis of scaling. Scaling assesses students across subjects, it does not award points or subtract points as it were, according to the difficulty of the subject. Note too, that the further a student’s performance is away from the mean, the less they are affected by negative scaling. Example: a score of 30 in Health and Human Development might be scaled down to 26, but a score of 45 is likely to be scaled down to 44. Scaled scores are used to calculate the ATAR. https://www.vtac.edu.au/reports https://www.vtac.edu.au/atar-scaling-guide-2022. html?highlight=WyJzY2FsaW5nIiwic2NhbGVkIiwic2NhbGUiLCInc2NhbGVkIiwic2NhbGVzIl0 SCHOOL ASSESSED COURSEWORK (SAC) A student’s Study Score is calculated by combining coursework assessed by teachers at school and external exam results. The contribution of internally assessed coursework to a Study Score, varies for each subject. Coursework which is internally assessed at school is usually referred to as a SAC. SACs are conducted under exam conditions or according to VCAA guidelines. SCHOOL ASSESSED TASK (SAT) Subjects which require students to undertake tasks across a period of time, such as work in Studio Arts, Visual Communication etc. are generally referred to as School Assessed Tasks or SATs. This coursework is assessed by teachers at the school and must be authenticated over time as the student’s own work. SEAS APPLICATIONS (Special Entry Access Scheme) SEAS is an application submitted in Year 12 through the VTAC, which invites the Admission Centres of universities and tertiary institutions to consider any adverse circumstances a student may have experienced in their schooling, and adjust the ATAR ranking to reflect the impact of these circumstances. SEAS allows selection officers to grant special consideration for course entry, to applicants who may have achieved a lower ATAR then required for their preferred course due to these adverse circumstances, to be offered a place in that course. Note: this generally applies to ATARs which are close to the prerequisite score required for the course. SEAS applications cannot advance students into courses which are significantly discrepant with the ATAR the student achieves. SEAS applications generally open in August. SPECIAL PROVISIONS/EXAMINATION ARRANGEMENTS Students with physical, sensory or psychological disorders or impairments may need special provisions/accommodations to support them in undertaking assessment and learning commensurate with their peers. Special Provisions are awarded by the VCAA and the school must provide documentation to substantiate applications. 8 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021
A school for life.
STATISTICAL MODERATION
In order to ensure parity in grading and assessment across multiple classes with different teachers, teachers will routinely
compare multiple samples of work from different classes. These are blind marked and assessed according to VCAA Study
Design criteria. In situations where class sizes are 5 or less, teachers may form a partnership with teachers from another school
and ‘cross-mark’, i.e. mark each other’s work to ensure consistency in grading and assessment.
STUDY SCORE
Each VCE Unit 3 & 4 subject is scored out of 50. The study score will be an aggregate of both internal and external assessment.
Study scores are based on a standard distribution with a mean of 30. Students will receive results which indicate raw scores;
these are study scores which have not been scaled. For subjects with large enrolments (1000 or more) the table below shows
an estimate of the percentage of students potentially scoring higher than the score stated.
Study Score (Relative Position) Approximate % of students above this position
45 2
40 8
35 24
30 50
25 76
20 92
STUDY DESIGNS
Each VCE subject follows a course outline which guides teachers in ensuring specific knowledge and key skills are taught
to students. The Study Design canvasses Units 1 – 4 and advises teachers on assessment and content. Each study design
articulates specific Learning Outcomes or objectives which must be met by students to achieve a pass in the subject.
THE VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY (VCAA)
The Victorian Curriculum and Assessment Authority (VCAA) is the governing body which administers the Victorian Certificate
of Education, as well as other Victorian curriculum initiatives such as NAPLAN. The VCAA provides guidelines to school in the
administration of the VCE and administers the conduct of exams and external assessment. School Principals sign a declaration
each year, committing to administering the VCE according to its guidelines and principles.
VICTORIAN CERTIFICATE OF EDUCATION (VCE)
The VCE is a Victorian certificate most students attain with satisfactory completion of their secondary education. Students
intending to continue into tertiary education, must complete external exams in order to receive study scores and a tertiary
ranking (ATAR). In this way, students receive both a Victorian Certificate of Education and an ATAR. Alternatively, in some
circumstances a student may decide to attain a VCE without undertaking the external assessment and receiving an ATAR,
commonly known as an “unscored VCE”. Students who decide to complete an unscored VCE will need to seek the guidance
of the Careers Counsellor for advice in pursuing further education options without an ATAR. See further notes regarding
requirements for the award of the VCE.
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 9
A school for life. VCE IDENTIFICATION NUMBER Each student enrolled in a VCE study with VCAA receives an identification number. This number is used by both VCAA and VTAC. Students will receive their identification number when confirming their personal details, as well as when they receive their advice about the GAT. It is important that students record this number and keep it safe, as it will be needed when registering for courses with VTAC and when registering to receive results. VCE VET From time-to-time students may seek permission to study a VCE VET subject not offered at Lauriston. VCE VET subjects are of two years duration and are vocational in nature. They lead to the award of a Certificate and further studies at TAFE. Students must be independent learners, as they will miss classes at school and will be required to be self-managed in respects to catching up on work missed. Students interested in exploring this option should make contact with the Careers Counsellor. VICTORIAN TERTIARY ADMISSIONS CENTRE (VTAC) The VTAC is the administrative body which administers students’ applications for tertiary courses. Students apply for tertiary courses through the VTAC website by making an account and registering preferences for various courses, universities and TAFEs. VTAC does not make decisions about entry into courses, it is the vehicle by which students apply for courses. Drawing on the information provided by VTAC, tertiary admission centres make decisions about students’ applications and VTAC on behalf of the institution, alerts students to any offers being made to them by an institution. Students then accept or reject offers using the VTAC website. SEAS applications are conducted through VTAC. See Careers Counselling Program section for more details. Submission of course preferences generally open in August. Some useful websites: VCAA: https://vcaa.vic.edu.au/Pages/HomePage.aspx VTAC: https://www.vtac.edu.au/ 10 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021
A school for life.
KEY VCE DATES 2021
DATE DESCRIPTION
Thursday 28 January Year 12 Conference Day
Tuesday 2 February Senior School Photos
Monday 8 February Senior Years Welcome Evening
Monday 22 February Final enrolment into Units 1 - 4
Thursday 4 March Schools submit 2021 Agreement to administer the VCE
Thursday 1 April Last day for Special Examination Arrangement applications
End of Term One
Friday 2 April – Friday 16 April Holidays
Monday 20 April Term Two Begins
Monday 3 May Last day to withdraw from Unit 3-4 sequence
Wednesday 5 May VCE Theatre Studies play
Monday 7 June – Friday 11 June SAC week
Wednesday 9 June General Achievement Test (GAT)
Friday 11 June Last day for Unit 3 SAT scores
Friday 18 June End of Term Two
Monday 21 June – Friday 9 July Holidays
Tuesday 13 July Term Three Begins
Monday 2 August Release of Performance and Languages Oral examination
timetables (advice slips)
Friday 6 August Year 12 Formal
Monday 6 September Student Examination timetables available.
Special Examination Arrangements advice slips available
Wednesday 15 September Year 12 Celebration Day
Friday 17 September End of Term 3
Monday 20 September – Friday 1 October Holidays
Wednesday 29 September – Tuesday 5 October VCE Practice Exams
Monday 4 October – Sunday 31 October Term Four Begins
Performance and Language oral examinations conducted
Friday 15 October Last day for 2022 applications to study Chinese Language
and Society, Chinese Second Language and Chinese Second
Language Advanced and English as an Additional Language
(EAL)
Tuesday 19 October CCAFL Languages written exams
Wednesday 20 October Last Day Year 12 - Valedictory
Wednesday 27 October – Wednesday 17 November VCE written examinations
Tuesday 13 December Results available to students
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 11A school for life.
VCE CURRICULUM
THE VICTORIAN CERTIFICATE OF EDUCATION (VCE)
The VCE is undertaken usually over two years. Typically, students complete Units 1 & 2 in their first year and Units 3 & 4 in their
second year. At Lauriston students study six subjects in Year 11 and five in Year 12. Year 11 students are invited to study one unit 3 &
4 sequence in Year 11. Unit 3 & 4 subjects offered to Year 11 students are limited and are chosen to ensure success, despite students
not undertaking the study as a unit 1 & 2. Units are a semester length.
Students who undertake an advanced maths course, taking Maths Methods units 1 & 2 in Year 10, may choose Maths Methods units
3 & 4 in Year 11, as well as an additional unit 3 & 4 study.
Students undertaking a unit 1 & 2 VCE study externally in Year 10, are expected to continue units 3 & 4 in Year 11. This will constitute
their unit 3 & 4 subject at Lauriston in Year 11. (e.g., students studying units 1 & 2 Chinese externally in Year 10 and who decide to
continue with units 3 & 4 in yr11, will not be permitted to study an additional unit 3 & 4 study in yr11).
Typical VCE Program
YEAR 11 YEAR 12
5 x Unit 1 & 2 subjects + 1 x Unit 3 & 4 subject 5 x Unit 3 & 4 subjects
or
6 x Unit 1 & 2 subjects
Total VCE units typically studied 20–24
When selecting a course of study, students are advised to:
• Consult tertiary websites and consult the Careers Counsellor at school regarding prerequisites for courses, paying particular
attention to maths and science prerequisites
• Choose unit 1 & 2 subjects with the intention of continuing with these subjects in Year 12
• Consider the workload of multiple folio subjects and consult with their teacher for advice
• Note the benefits of continuing with a LOTE
• Note the school policy regarding the undertaking of one Unit 3 & 4 course of study in Year 11
STUDENTS IN YEAR 11 UNDERTAKING A UNIT 3 & 4 STUDY
Year 11 students may undertake a Unit 3 & 4 study. However, where a student’s previous performance and/or work history may
render them unsuitable for acceleration, the student may be invited to discuss the appropriateness of acceleration with the VCE
Coordinator and the Assistant Principal Learning and Innovation,
Year 11 students are cautioned to give equal priority to their Year 11 studies, as concentrating on their unit 3 & 4 study may impede
skills development in their Year 11 subjects and ultimately be to the detriment of their success in Year 12.
CHANGING OR WITHDRAWING FROM SUBJECTS
Students may inquire about changes to their program within the first two weeks of Term One and for Year 11 students the first
two weeks of Term Three. Beyond this timeframe, subjects have begun assessment and too much content has been covered to
reasonably allow changes. Where possible requests will be accommodated, subject to availability and viability. Note that Year 11
students withdrawing from a Unit 2 subject will be expected to choose another to make up their full program. Students should
confer with the VCE Coordinator to determine if changes are possible or desirable. Note VCAA also imposes deadlines for
enrolment and withdrawal from subjects.
12 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021A school for life.
SPECIFIC ELIGIBILITY REQUIREMENTS FOR
SOME VCE STUDIES
There are specific eligibility requirements for:
• Chinese Language, Culture and Society
• English as an Additional Language (EAL)
• VCE Second Language studies in Chinese, Indonesian, Japanese, Korean and Vietnamese.
A student is not eligible for Chinese Language, Culture and Society if they have either:
• undertaken six months or more of education in a school where Chinese is the medium of instruction
• resided for 24 months or more in any VCAA-nominated countries or regions
Students enrolled in Unit 1 & 2 Languages should notify the VCE coordinator by the end of Term 1 in order that Lauriston can
ensure their enrolment with VCAA.
All enrolments in VCE Second Language studies in Units 3 and 4 must be approved by the VCAA. Students are advised to have
the necessary documentation prepared by the end of Term 3, the year prior to the 3 & 4 study, in readiness for submission in
October.
English as an Additional Language Enrolment in EAL is available only to students who have approved EAL status.
A student may be eligible for EAL status if:
• they have been a resident in Australia or New Zealand or other predominantly English-speaking country for no more than
seven years (and they have not arrived after 1 January 2012) or they are a student of Aboriginal or Torres Strait Islander
descent whose first language is not English (Note: The period of seven years is to be calculated cumulatively over the
student’s whole life. The calculation of time spent in Australia is made from the date of last arrival plus any previous periods
of time spent in Australia or any predominantly English-speaking country. Time spent out of Australia during school vacations
should be included in the accumulation towards the seven years because there would have been no disruption to education
during these periods.)
• English has been the student’s major language of instruction for a total period of not more than seven years over the period of
their education.
VCE SECOND LANGUAGES
VCE Second Language studies in Chinese, Indonesian, Japanese, Korean and Vietnamese cater for students who have learnt all
they know of the language in an Australian school or similar environment. All enrolments in VCE Second Language studies in Units
3 and 4 must be approved by the VCAA.
ACHIEVING A VCE – MINIMUM REQUIREMENTS
Students undertaking a VCE must successfully complete 16 units. These units must include:
• Three units from the English group (English, EAL English or Literature), which must include a Unit 3 & 4 sequence and at least
three additional Unit 3 and 4 sequences.
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 13A school for life. SATISFACTORY COMPLETION OF VCE UNITS OF STUDY For satisfactory completion of a unit, a student must demonstrate achievement of the outcomes for each unit as specified in the Study Design. This decision will be based on the teacher’s judgment of the student’s performance on assessment tasks and class work designated for the unit. The key knowledge and skills and the Advice for Teachers included in the Study Design will assist teachers in making this judgment. The judgment of satisfactory completion is a school responsibility. To achieve an outcome the student must: i. Produce work that meets the required standard ii. Submit work on time or under negotiated timelines iii. Submit work that is clearly their own iv. Observe the VCAA and school rules. v. If a teacher judges that all outcomes are achieved, the student satisfactorily completes the unit. If all outcomes are achieved, the student receives “S” for the unit. If any of the outcomes are not achieved, the student receives “N” for the unit. Student at risk of receiving an N The student receives an N for the unit when one or more of the requirements is not achieved: i. The work is not of the required standard. ii. The student has failed to meet a school deadline for the assessment task/s, including where an extension of time has been granted for any reason, including Special Provision. iii. The work cannot be authenticated. iv. There has been a substantial breach of rules including class attendance rules. VCE ASSESSMENT AND RESULTS UNIT 3 & 4 Students receive an S or N for each unit 3 & 4 study as well as a grade from A+ to E or UG (ungraded) or NA (not assessed). There are 3 graded assessments for each VCE study at unit 3 & 4 level, two graded assessments conducted at school and the final grade is externally assessed. In calculating the ATAR, VTAC combines the best 4 study scores (including an English) and the next best 3 scores + 10% of the 5th unit 3 & 4 study + 10% of the 6th unit 3 & 4 study. Note: Scaled cores are used in the calculation of the ATAR. ATAR calculators can assist as they use the previous year’s scaling report to give an estimate ATAR. ATAR A scaled English score + next best three scaled study scores + 10% of 5th best study score and 10% of 6th best study score = ATAR 14 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021
A school for life.
STATEMENT OF RESULTS
When a student completes the VCE, VCAA produces a statement of results. Each Unit 3 & 4 sequence completed will be
reported on the student’s Statement of Results with the following:
• Unit result (S = Satisfactory pass. Or N = Not satisfactorily passed) for both Year 11 and 12 subjects
• Three graded assessments for Unit 3 & 4 studies (letter grades, e.g., B+)
• One study score for each unit 3 & 4 study (maximum 50)
The first two Graded Assessments (GA’s) most often represent internal assessment across semesters one and two. GA1 = Sem 1
Unit 3; GA2 = Sem 2 Unit 4 and GA3 being the external exam result. However, there is some variation. (E.g. Maths Methods GA2
and GA3 refers to the two papers undertaken in the external exam and GA1 is the summation of all internal assessment).
It is also important to note that internal and external assessment is weighted differently; so external assessment maybe
calculated as worth more than internal assessment etc. The weighting of internal and external assessment varies from subject
to subject. To that end, school assessed coursework may change as a result of statistical moderation.
VCE ASSESSMENT PER STUDY
The results of School-based Assessments and external assessments (including examinations) contribute towards a student’s
study score in each Victorian Certificate of Education (VCE) study and towards their Australian Tertiary Admission Rank
(ATAR). All VCE studies have three graded assessments in each Unit 3–4 sequence, and include at least one external
assessment. Unless otherwise noted, examinations are held at the end of the academic year.
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 15A school for life.
STUDY Graded Type of Assessment Contribution to study
Assessment score
Accounting 1 Unit 3 School-assessed Coursework 25
2 Unit 4 School-assessed Coursework 25
3 Written Examination (2 hours) 50
Biology 1 Unit 3 School-assessed Coursework 16
2 Unit 4 School-assessed Coursework 24
3 Written Examination (2 ½ hours) 60
Business Management 1 Unit 3 School-assessed Coursework 25
2 Unit 4 School-assessed Coursework 25
3 Written Examination (2 hours) 50
Chemistry 1 Unit 3 School-assessed Coursework 16
2 Unit 4 School-assessed Coursework 24
3 Written Examination (2 ½ hours) 60
Economics 1 Unit 3 School-assessed Coursework 25
2 Unit 4 School-assessed Coursework 25
3 Written Examination (2 hours) 50
English 1 Unit 3 School-assessed Coursework 25
EAL English 2 Unit 4 School-assessed Coursework 25
3 Written Examination (3 hours) 50
History: 1 Unit 3 School-assessed Coursework 25
Australian 2 Unit 4 School-assessed Coursework 25
Revolutions 3 Written Examination (2 hours) 50
Legal Studies 1 Unit 3 School-assessed Coursework 25
2 Unit 4 School-assessed Coursework 25
3 Written Examination (2 hours) 50
Literature 1 Unit 3 School-assessed Coursework 25
2 Unit 4 School-assessed Coursework 25
3 Written Examination (2 hours) 50
Further Mathematics 1 Unit 3 & 4 School-assessed Coursework 34
2 Written Examination 1 (1½ hours) 33
3 Written Examination 2 (1½ hours) 33
Maths 1 Unit 3 & 4 School-assessed Coursework 34
Methods 2 Written Examination 1 (1 hour) 22
3 Written Examination 2 (2 hours) 44
Specialist 1 Unit 3 & 4 School-assessed Coursework 34
Maths 2 Written Examination 1 (1 hour) 22
3 Written Examination 2 (2 hours) 44
Media 1 Unit 3 & 4 School-assessed Coursework 20
2 Unit 3 & 4 School-assessed Coursework 40
3 Written Examination (2 hours) 40
Music 1 Unit 3 & 4 School-assessed Coursework 30
Performance 2 Performance Examination. (25-40 minutes) 20
3 Aural and Written Examination (1½ hours) 50
16 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021A school for life.
Physical Education 1 Unit 3 School-assessed Coursework 25
2 Unit 4 School-assessed Coursework 25
3 Written Examination (2 hours) 50
Physics 1 Unit 3 School-assessed Coursework 21
2 Unit 4 School-assessed Coursework 19
3 Written Examination (2 ½ hours) 60
Global Politics 1 Unit 3 School-assessed Coursework 25
2 Unit 4 School-assessed Coursework 25
3 Written Examination (2 hours) 50
Psychology 1 Unit 3 School-assessed Coursework 16
2 Unit 4 School-assessed Coursework 24
3 Written Examination (2½ hours) 60
Sociology 1 Unit 3 School-assessed Coursework 25
2 Unit 4 School-assessed Coursework 25
3 Written Examination (2 hours) 50
Studio Arts 1 Unit 3 & 4 School-assessed Coursework 10
2 Unit 3 & 4 School-assessed Task 60
3 Written Examination (1½ hours) 30
Theatre Studies 1 Unit 3 & 4 School-assessed Coursework 45
2 Monologue Examination (8 minutes. Max) 25
3 Written Examination (2 hours) 30
French 1 Unit 3 School-assessed Coursework 25
2 Unit 4 School-assessed Coursework 25
3 Oral Examination (15 min approx.) 12.5
Written Examination (2½ hours) 37.5
Chinese Language, 1 Unit 3 School-assessed Coursework 25
Culture and Society 2 Unit 4 School-assessed Coursework 25
3 Oral Examination (15min approx.) 15
Written Examination (2 hours) 35
Visual Communication & 1 Unit 3 School-assessed Coursework 35
Design 2 Unit 3& 4 School-assessed. Task 40
3 Written Examination (1½ hours) 35
ASSESSMENT AND WORK GUIDELINES
SUBMISSION OF WORK
Students are expected to submit work by the deadlines set by their teacher, this includes both homework and assessed
coursework. SACs and Unit 1 & 2 assessed tasks are governed by VCAA regulations and must be adhered to; principally that
assessment must be conducted equitably amongst students. Usually, SACs and assessment will be conducted under exam
conditions.
SCHEDULING OF UNIT 3 & 4 SACs AND YEAR 11 ASSESSMENT
Where possible, subjects with multiple classes will undertake their Unit 3 & 4 graded assessments at the same time as the
VCAA advises. This means that as much as possible, such assessments will be conducted after school on a Thursday. We are
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 17A school for life.
confident that conducting assessment in ‘exam like’ conditions will help students be better prepared for the final exams at the end
of the year, as well as maintaining equity across classes.
To support both student and teacher planning, a SAC Calendar is released to students undertaking Units 3 & 4. As much as possible
teachers attempt to spread assessment so as to avoid multiple SACs in a given week or day. However, in order to allow sufficient
study and mastery of course content, SACs often occur at the end of a term. Students should be mindful of these peak periods
and manage their study in advance of the assessment period. The SAC Calendar nonetheless is a guide only, as teachers may make
changes to SAC and assessment dates to accommodate unexpected events which have interrupted learning or if students may
benefit from further class time and instruction before assessment. Any changes to SAC and assessment dates will be communicated
to students by classroom teachers as soon as possible, both verbally and in writing.
Each subject teacher provides a Course Outline with an anticipated assessment schedule to students. The Unit 3 & 4 SAC Calendar
is available to students on the VCE information course page on Schoolbox.
ABSENCE FROM SCHOOL-BASED ASSESSMENT
Year 12 and 11 students failing to or unable to, attend a SAC or assessed task must submit a medical certificate to the VCE
Coordinator the day of, or the day after a SAC. This medical certificate validates the rescheduling of the SAC/assessment. In the
event that a student does not supply medical documentation to justify an absence from school-based and scored assessment, the
student will be expected to complete the assessment in order to achieve a Satisfactory completion, but will be awarded Ungraded
or UG for the task. Please note that VCAA stipulates that absence due to sporting commitments and personal circumstances of the
student’s own choosing, are not grounds for absence from scheduled assessment. In circumstances where a student experiences
extended absence due to the exacerbation of an existing condition, a medical certificate is required. The presence of an existing
medical condition does not exempt students from assessment of outcomes as determined by the school, and students absent for
prolonged periods of time must still submit work for authentication.
RESCHEDULING OF SCHOOL-BASED ASSESSMENT
Where a student has missed school-based assessment and has supplied a medical certificate, the assessment will be rescheduled
after school and supervised by the VCE Coordinator. Where possible, the assessment will be rescheduled for after school on a
Wednesday or Thursday, or alternatively a day closest to the original assessment date.
APPLICATIONS FOR AN EXTENSION FOR SCHOOL-BASED ASSESSMENT
In extreme circumstances students may need to apply for an Extension for the submission of an assessed task. Students must make
an application for an Extension through the VCE Coordinator before the due date for submission. Extensions can only be granted
for exceptional circumstances beyond the student’s control, or due to extended periods of ill health etc. Extensions cannot be
granted for activities of the student’s own choosing, such as holidays. Applications need to be supported with documentation. Note
that extensions cannot be granted for SACs without a medical certificate. Rescheduled assessment must be conducted within a
timeframe comparable to their peers.
HOMEWORK TASKS
Homework tasks are an important opportunity to apply skills and knowledge as well as enabling teachers to give valuable corrective
feedback. Where a student fails to submit a homework task:
• An email will be sent to the student and copied to parents/guardians providing students with a week’s extension to submit the
work.
• In the event that the student does not submit the work by the revised deadline, an email will be sent and copied to parents/
guardians notifying them that the time for submission and feedback has lapsed.
• Where a student consistently fails to submit homework, the student will be invited to have a conversation with the VCE
Coordinator and the student may be instructed to complete the homework at school and under supervision.
18 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021A school for life.
ACADEMIC HONESTY
In order to meet the requirements for satisfactory completion of a unit, students must submit work
that is clearly their own. Apart from reference to, and incorporation of appropriate texts and source
material, no part of a student’s work may be copied from any other person’s work.
The integrity of student work is of primary importance in ensuring equity and fairness in assessment. In making a commitment
to implement the VCE, Lauriston also makes a commitment to ensuring students submit their own work. This is particularly
important in respects to work undertaken over a period of time and at home. In such instances, students will be required to
submit work in progress in order that teachers can attest to the work as belonging to that student.
The teacher may consider it appropriate to ask the student to demonstrate his or her understanding of the outcome task at or
about the time of submission of the work. If the teacher is not satisfied that the work is the student’s own then the student may
be required to:
• provide evidence of the development of the work
• discuss the content of the work with the teacher and answer questions to demonstrate their knowledge and understanding
of the work
• provide samples of other work
• provide the relevant source material or unacknowledged work referenced in their own work
• complete, under supervision, a supplementary assessment task related to the original task
• attend an interview or complete a test to demonstrate an understanding of the work.
Unacceptable forms of assistance include:
• use of, or copying, another person’s work or other resources without acknowledgement
• corrections or improvements made or dictated by another person
• a student must not submit the same piece of work for assessment in more than one study, or more than once within a study
• a student must not circulate or publish written work that is being submitted for assessment in a study in the academic year
of enrolment
• a student must not knowingly assist another student in a breach of rules
Caution: From time to time a student may request a friend to give them a copy of their work, with the promise that they will
amend their work sufficiently so that it is not the same. Firstly, the work then submitted, irrespective of the amendments is
not their own research, thinking or response. This is a breach of VCAA rules. Secondly, it is difficult to amend another’s work
sufficiently to disguise copying. It is important to note that students giving their work to others are regarded as equally culpable
in breaching academic honesty guidelines, as the student submitting the work of another student.
Consequences
Students found to have submitted work that is not their own will be awarded a zero for the work and will be expected to submit
the work for their own learning without further grading. Students giving their work to others will be given a warning, but in the
event that it occurs a second time over the course of their VCE, they themselves will also be awarded a zero for the assessment.
Students should be aware that submitting work that is not their own may potentially jeopardise Satisfactory Completion of
a Unit. Students in these circumstances will be invited to a meeting with the VCE Coordinator and parents/guardians will be
notified of the breach of VCE regulations and the consequences.
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 19A school for life.
FAILURE TO AUTHENTICATE WORK SUBMITTED
Tasks completed over a period of time and outside the classroom must be authenticated as the student’s own work. To
this end, teachers will require students to show their work in progress/development and students will be asked to submit a
Declaration of Authentication.
Where a student:
• fails to show work in progress
• and/or submits work which is substantially divergent from their usual work
The following procedures will apply:
• The student will be invited to a meeting with the subject teacher and VCE Coordinator. (Preliminary Investigation)
• It is assumed that students will have signed a Declaration of Authentication
• The student will be interviewed and asked to provide all sources/resources used in the assessment and discuss their use
and utility to demonstrate their knowledge and skills as applicable to the assessment.
• The student will be invited to discuss their work and its development.
• The discussion may involve comparisons with previous work.
• In the event that the work cannot be adequately substantiated as the student’s own work, the decision will be forwarded
to the Learning and Innovation Assistant Principal.
• The Assistant Principal in conjunction with the VCE Coordinator will communicate to the student and parent, the
opportunity for the student to complete a ‘like for like’ task, with appropriate guidelines for authentication and an
appropriate timeline for completion and submission. The task would be assessed without penalty re grades.
STUDENTS AT RISK OF BEING AWARDED AN N – NOT SATISFACTORY
Students are actively monitored and flagged re impending failure to meet Outcomes. Where a student does not meet an
Outcome as articulated in the subject Study Design, the following procedure will apply:
• The VCE Coordinator will be notified and the result discussed with student, teacher and parents
• The student will be given an opportunity to redeem the result by resubmitting the task/s or submitting a ‘like for like’
task/s which meets the Outcome.
• Teachers will articulate the standard and requirements needed to meet the Outcome and a deadline for submission set.
• Resubmission may amend the result from N to S (Satisfactory Completion) but will not alter the grade
ATTENDANCE
Students are expected to attend all classes. On occasion, students may experience illness, school commitments and adverse
circumstances which may preclude full attendance. It will be important that students’ attendance can demonstrate sufficient
engagement with course material and their understanding and performance can be authenticated. In circumstances where
a student is absent for a prolonged period of time, the student and parents/guardians will be invited to meet with the VCE
Coordinator to discuss ramifications of the absence on grading and assessment, issues pertaining to Satisfactory Completion,
and the appropriateness of implementing special provisions, including alternative post-school pathways.
Parents/guardians are asked to follow school procedures in notifying Student Services of impending absence. Tutors will follow
up with students and parents regarding any unexplained absence.
20 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021A school for life.
LATENESS TO CLASS
Being punctual to school demonstrates a mature approach to learning and a commitment to the VCE. Punctuality is a basic
courtesy expected of people in work places and the community and school is no exception.
• A student reported as late to school, 10 minutes or more, at least 3 times in a term will be given an after- school detention
on a Friday.
• A student who incurs any additional ‘late to school’ will be given an additional school detention on a Friday
• A student who incurs 5 or more ‘late to school’ within a term will be invited to have a conversation with the VCE
Coordinator and appropriate action determined.
SPECIAL PROVISIONS AND EXAMINATION ARRANGEMENTS
The VCAA recognises that some students affected by disability, illness, impairment or other circumstances may require
Special Provisions/alternative arrangements to demonstrate their learning and achievement throughout the school year.
Special Provisions apply to internal coursework, specific application must be made for adjustments to external examination
arrangements.
A student is eligible for Special Provision for:
• Coursework
• School-assessed Tasks
• Examinations
• The GAT
If during the completion of any of these tasks, she is adversely affected by:
• Illness – acute and chronic
• Impairment – long term
• Personal circumstances
Special provision may take one or more of the following forms:
• Rescheduling classroom activities and/or an assessment task
• Allowing the student extra time to complete work or an assessment task. Students who are granted an extension of time
are required to complete the work and undertake the task in the same way as all other students.
• Setting a substitute task of the same type
• Replacing a task with a different type
• Using a planned task to assess more outcomes, or aspects of outcomes, than originally intended
• Using technology, aides or other special arrangements to complete classroom learning
• And/or undertake assessment tasks
Students are eligible for Special Examination Arrangements if it can be demonstrated that their
capacity to access a VCE external assessment is impaired due to one or more of the following:
• mental health condition
• health impairment
• physical disability
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 21A school for life. • specific learning disorder • language disorder • hearing impairment • vision impairment Specific eligibility criteria apply to various special provisions and the school adopts these criteria in determining eligibility of students for internal school-based assessment at Years 11 and 12. Students wishing to apply for Special Provisions must apply to VCAA through the School Psychologist Ms Tammie Lovett and must be supported by documentation. Similarly, students believing they are eligible for special arrangements for their unit 3 & 4 external exams, must apply through the school psychologist. Applications typically close by the end of March. NOTE: The VCAA is of the understanding that students enrolling in the Victorian Certificate of Education do so with the view to participating fully in the certificate and are able to meet task and assessment expectations. Students who believe they cannot participate reasonably, despite special accommodations, may need to consider the appropriateness of the course. Alternatively, students may wish to discuss an ‘unscored VCE’ pathway with the VCE Coordinator and Careers Counsellor, noting that an unscored VCE will not lead to an ATAR and consequently pursuit of tertiary study must be accessed via a different pathway. Students granted special provisions are not exempt from meeting the requirements for satisfactory completion of units. Students are still required to demonstrate their achievement fairly in meeting the outcomes of the study design as well as completing School-based Assessments and VCE external assessment. Special provisions whilst supportive of student difficulties, do not make up for missed learning and are limited in their capacity. It is important therefore, that students look to resolve issues in more tangible ways beyond the support of special provisions. 22 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021
A school for life.
SAC DATES 2021
The following calendar indicates the anticipated SAC schedule at the time of publication. These dates are subject to change.
TERM 1 TERM 2 TERM 3
Week Subject Week Subject Week Subject
1 1 Biology 1 English
2 2 Legal Studies 2 Chemistry
Media Business Management
Physics Maths Methods
Accounting Theatre Studies
Specialist Maths
Literature
3 Theatre Studies 3 Business Management 3 Legal Studies
Physics Specialist Maths Specialist Maths
Theatre Studies Further Maths
EAL English
4 Legal Studies 4 Legal Studies 4 French
Accounting Psychology Physical Education
English
EAL English
Physical Education
Theatre Studies
5 Chemistry 5 Studio Arts 5 Theatre Studies
French Further Maths Accounting
Business Management Physics Psychology
Psychology Physics
Studio Arts Chemistry
6 Biology 6 Maths Methods 6 Legal Studies
Theatre Studies Biology Business Management
Accounting Biology
Physical Education Studio Arts
7 Psychology 7 Media 7 Physical Education
English French EAL English
Physics Psychology Media
Literature English
Chemistry
Literature
8 Legal Studies 8 Legal Studies 8 French
Theatre Studies Theatre Studies Maths Methods
EAL English Business Management Physical Education
Studio Arts Literature
EAL English
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 23A school for life.
9 Business Management 9 Psychology 9 Further Maths
Media Studio Arts
Physical Education Biology
Further Maths French
Accounting Accounting
Theatre Studies
Psychology
English
10 Physical Education 10 10 Legal Studies
Physics Business Management
Further Maths Specialist Maths
Media
Physical Education
Studio Arts
24 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021A school for life.
VCAA EXAMINATIONS
PREPARATION FOR THE VCE EXAMINATIONS
Practice Examinations for all Unit 3 & 4 VCE subjects are held in the last week of the September
holidays.
All students studying a Unit 3 & 4 subject are expected to complete a practice examination. Any student missing the practice
exam period will be provided with a practice paper and may undertake the paper for their own learning.
VCAA EXAMINATION PERIOD
The VCAA determines the timing of VCE examinations. The dates for the VCE examination periods are published on the VCAA
website. The scheduled assessment period during the year is October – November.
The VCAA develops the VCE examination timetable using actual, finalised enrolments in order to:
• minimise the number of students required to sit more than two examinations on a given day
• minimise the number of clashes of two examinations in the same session
• avoid scheduling another examination on the same day as English and English as an Additional Language (EAL)
• ensure the VCAA has sufficient time to complete marking within the available timeframe.
The VCAA publishes the VCE examination timetable on the VCAA website after it has been approved by the VCAA Board. The
VCE examination timetable is also printed in the VCE Exams Navigator, which will be issued to all students undertaking a unit 3
& 4 study.
Students are responsible for noting and recording the times and locations of exams in their courses and for arriving to their
exams on time.
STUDY ALLOWANCE: YEAR 11 STUDENTS STUDYING A UNIT 3/4 STUDY
A Year 11 student may use the day prior to the examination, as a study day with the exception of exams scheduled for a Monday
as the weekend is deemed adequate preparation for the exam.
Students are responsible for notifying their classroom teacher of their impending absence. If there is a clash with the Year 11
and 12 examination, then the Year 11 examination will be rescheduled. Students are asked to note any clashes and alert the VCE
Coordinator immediately to arrange a reschedule of the Yr11 exam.
A NOTE ABOUT EXAMINATIONS
External examinations are an integral component of the VCE for a number of reasons. Principally exams are a mechanism for
comparing students as equitably as possible. Students studying a subject are asked the same questions and student responses
are blind marked, that is, the assessor does not know the student. The issue for most students regarding examinations is the
timed conditions. Once again, the exams are conducted in the same way across the state and students are given the same
timeframe for completion. In this way students are faced with the same stresses and demands.
LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021 | 25A school for life. However, exam conditions are more than just a practical tool for determining tertiary placement, the timed conditions also assess cognitive agility. Most ability tests, whether they be IQ tests or psychometric aptitude tests, are conducted within a time limit because they are also testing speed of processing and cognitive agility etc. Exam conditions demand the following skills: • Ability to recall and retrieve information quickly • Ability to recognise and comprehend what is being asked quickly • Ability to organise thoughts and responses quickly • Ability to prioritise quickly • Degree of embedded and automatised knowledge and skills • Ability to think coherently despite stress and time constraints While faster does not necessarily mean smarter, cognitive agility is valued in many work places and in life. Doctors in emergency departments, air traffic controllers, policeman and fireman, all need to process and assess information quickly. But these professions notable for their stressors, are not the only workplaces demanding quick thinking; we all work in places which demand people to respond to situations relatively quickly and we value the people who can do so calmly and with wisdom and accuracy. It is important therefore, that students recognise the inherent underlying skills assessed in exam situations and work to develop their own cognitive agility. A WORD ABOUT STRESS Stress is a biological response to the environment; it primes the brain and body for action and can facilitate optimal mental performance. Regular exposure to short defined stressful events, can improve emotional resilience and mental performance. Too much stress and the brain and body shut down. It is important therefore, for students to a) experience some stressful situations and b) develop emotional control. A culture which does not demonise stress, aids students in perceiving stress as necessary and manageable, rather than something to avoid. HOW TO BEAT THE TIMED CONDITIONS One of the criticisms of exams is that faster is not necessarily smarter and students who perform well may have just overlearned course material and they may not be cognitively agile or the problem solvers we might imagine. PRECISELY! If we examine the skills necessary to do well in an exam, they can be achieved by knowing course material really well and rehearsing response tasks such as essays, short answer questions etc. Overlearning the course material and practising responses will help a student master the exam and beat the nerves. All students should aim to beat the timed conditions through consistent study. 26 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE VCE 2021
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