VCE Policy Handbook 2015

The purpose of this handbook is to provide teachers, parents and students with a reference manual of current Victorian Certificate of Education policy at both the state and School level. It contains general rules about the VCE and specific procedures followed at Sherbrooke Community School.

ReferencesVCAA, VCE and VCAL Administrative Handbook, 2015

www.vcaa.vic.edu.au

Philosophy

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Sherbrooke’s VCE philosophy is to provide equal access and opportunity for success to all students undertaking a VCE program of study. We expect all students to aim for their Personal Best. Our School aims to offer a broad range of studies and to encourage students to strive for excellence within their studies. We aim to prepare students for post-school study, employment and participation in a global community. All Year 11 and 12 students are engaged in courses which lead to the Victorian Certificate of Education issued by the Victorian Curriculum and Assessment Authority (VCAA). In most areas, the School is bound by VCAA regulations and these have to be more formally implemented than rules which students have experienced in earlier years.

ENROLMENT Enrolment in a VCE course of study is conditional upon completion of the:

Declaration on the final page of this handbook VCE student personal details form The VCE subject selection form VCE permission to use ATAR form

CONTENTS Section A: Subject selection Section B: Assessment and satisfactory completion Section C: Authentication policy and procedures Section D: Breaches of authentication rules Section E: Attendance Section F: Special Provision Section G: Work Submission Policy Section H: School based arrangementsSection I: Declaration

SECTION A: VCE COURSE SELECTION Students in Year 11 undertake 12 units consisting of 6 units in Semester 1 and 6 units in Semester 2. These units may be a mix of Unit 1-2 and Unit 3-4 studies (see policy below). Students do not need to take sequences of Unit 1 and 2 subjects and there will be an opportunity to apply for (limited) subject change at the end of Unit 1. Students need to ensure that they undertake a Year 11 Program that follows through to a sufficient number of subjects to constitute a full program at Year 12 in the following year. Students in Year 12 undertake 10 units consisting of 5 units in Semester 1 and 5 units in Semester 2. Unit 3 and 4 studies need to be taken as a sequence. Students permitted to do 10 units (5 subjects) in Year 11 Students will be exempted from the requirement to take 6 subjects in Year 11 if: a. they are undertaking additional study such as TAFE or a University subject outside of Sherbrooke (with a minimum of 40 hours of class time per unit).

OR b. they are a Special Needs/Special Provision student.

OR c. they are undertaking a special program outside of school necessitating significant amounts of training and/or competition and/or absence from school (usually refers to elite sport) that could not reasonably be put off until after VCE.

AND their VCE program will not be disadvantaged by the omission of a subject. Year 11 students undertaking 5 subjects MUST attend all spares in the common room or other school study space. No Year 11 student will be permitted to leave early or arrive late due to spare periods.

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There will be a “sign in” book, to record student movements during spare periods. Notwithstanding the above, students are permitted to undertake just 5 subjects at Year 11 only with the permission of the VCE co-ordinator.Students will be exempted from the requirement to take 5subjects in Year 12 if: a. they have already successfully completed 2 x Unit 3-4 subjects in Year 11 with a study score of 35 or above

OR b. they are undertaking additional study such as TAFE or a University subject outside of Sherbrooke (with a minimum of 40 hours of class time per unit)

OR c. they are a Special Needs/Special Provision student

OR d. they are undertaking a special program outside of school necessitating significant amounts of training and/or competition and/or absence from school (usually refers to elite sport) that could not reasonably be put off until after Year 12.

Notwithstanding the above, students are permitted to undertake just 4 subjects at Year 12 only with the permission of the VCE co-ordinator.

English A student who has met the English requirements for Satisfactory Completion of the VCE prior to Year 12 entry will be exempt from requirement to complete Units 3-and4 English. Students undertaking Unit 3-4 subjects in Year 11 No student will be permitted to take more than 2 x Unit 3-4 subjects in Year 11 without special permission from the VCE co-ordinator, or unless they are undertaking an accelerated program.Health And Human development Unit 3 & 4 will be a compulsory higher study for all year 11 students. Exceptions can be made in consultation with the VCE co-ordinator.Year 10 students will only be permitted to undertake up to two Unit 1 and 2 Studies, from a limited range of subjects offered.Health And Human development Unit 1 & 2 will be a compulsory higher study for all year 10 students,Exceptions can be made in consultation with the VCE co-ordinator.

SECTION B: ASSESSMENT AND SATISFACTORY COMPLETION OF THE VCE SATISFACTORY COMPLETION OF THE VCE Learning outcomes are specified in the relevant Study Design for each study. Students should familiarise themselves with the Study Design. It describes the knowledge and skills students should have by the time they have completed each unit. Each unit of study has several outcomes. The outcomes must be achieved for satisfactory completion of the unit. Achievement of the outcomes is based on the teacher’s assessment of the student’s performance on set learning tasks and assessment tasks for the unit. Achievement of an outcome means:

the work met the required standard the work was submitted on time the work is clearly the student’s own there has been no substantive breach of rules

If all outcomes are achieved the student receives an S (Satisfactory Completion) for the unit. A student may not be granted satisfactory completion if:

the work is not the required standard the student has failed to meet a school deadline for an 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 substantive breach of rules including school attendance rules.

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If any of the outcomes are not achieved, the student receives an N (Not Satisfactory) for the unit. Where the student has completed work but there has been a substantive breach of class attendance, the student may be awarded an N. Satisfactory completion of a unit is determined by the School in accordance with Victorian Curriculum and Assessment Authority requirements.

Units 1 and 2 Assessment In order to make a decision that a student has satisfactorily completed an outcome the School will set assessment tasks. These tasks will be set and marked within the school. Assessment methods used by Year 11 teachers are consistent with VCAA Policy and the School’s Assessment Policy. At Year 12, students are assessed on their assessment tasks (SACs and SATs) according to the assessment guides published by the VCAA. The overall S/N for each Area of Study is determined by whether or not students have demonstrated sufficient key knowledge and skills to meet the outcome and satisfied the attendance requirement. A student CAN fail an assessment task or tasks and still demonstrate an outcome in other ways. VCAA clearly states that students should be given the opportunity to demonstrate outcomes in a variety of ways. Reports SATs will be scored and reported in line with the School’s Assessment and Reporting Policy at Year 11 At Year 11, examination grades will also be reported. At Year 12, SAC and SAT grades will not be reported formally, although students will be given feedback regarding scores from their class teachers. Students should note that any quantitative feedback given is indicative, and will not be finalised until VCAA s statistical moderation processes are complete. ‟A SAC/SAT cannot be “late . Only students, who provide a medical certificate, are involved in an officially ‟sanctioned school based activity, or who have Special Provision, will be able to make up a missed SAC or have an extension on a SAT, and still have the grade awarded. Students who do not meet these conditions will be given one opportunity to complete the SAC or SAT, but only towards demonstrating an outcome (S or N). (At Units 3 -and 4, the study score for the unit will be greatly reduced thus affecting the student’s overall ATAR score).

SThe student has met the requirements through the course work tasks to demonstrate the key skills and knowledge in the outcome as outlined in the Study Design.

NThe student has not met the requirements to demonstrate the key knowledge and skills in the outcome through the course work tasks as outlined in the Study Design

NANA will be used to indicate „not applicable or „not ‟assessed . The reason for awarding an „NA will be‟ ‟ explained in the teacher comment section of the report.

The “pass/fail” is determined by observing whether or not students have met individual outcomes through the completion of coursework tasks. If a student has not satisfactorily demonstrated any one outcome, the overall unit result is an “N”.

Late Work If a substantial piece of course work is not submitted by the due date, the classroom teacher will register the non-submission with the VCE co-ordinator. The process of dealing with late work is finite. The VCE Coordinator will issue notification of a catch up learning class. If the work is not submitted on the day following the catch up learning class, written notification will be sent home giving 7 days’ notice of the work needing to be submitted. If the work is still not submitted after the stipulated 7 days, the student will explain themselves to a panel consisting of a parent, subject teacher and principle/co-ordinator. If the work is not submitted on the day following the panel, the work will no longer be accepted. This may affect the student’s ability to demonstrate an outcome and may jeopardise their unit result.

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Any student who receives a score below 50% for a SAC or a SAT will be given the opportunity to resubmit in order to demonstrate an outcome. A grade below 50% may be considered as an “N” in terms of meeting outcomes. The student will be given the opportunity to demonstrate the outcome in other ways, including resubmission of the task. However, THE ORIGINAL GRADE FOR THE WORK MUST STAND while the work may reach an “S standard through resubmission. ‟Only one opportunity to resubmit will be given for each outcome. This opportunity could be in the form of a new due date, or a re-sit date for a test. This is managed by the teacher. Class work that is below standard follows the same procedure. Students are given ONE opportunity for resubmission. Resubmission of class work is handled by the teacher. Students are encouraged to resubmit unsatisfactory class work in order to satisfy outcomes requirements. The focus is on the student demonstrating improvement in their learning. Teachers are not expected to chase work for resubmission. Deadlines and due dates are set by the School for the completion of tasks. Failing to meet a school deadline may jeopardise a student’s chances of receiving an “S” for the unit. Students with Special Provision status are the only students who may be permitted to submit work after a deadline. This is allowed in consultation with the VCE co-ordinator and the subject teacher.

Examinations for Units 1 and 2 There will be an examination period at the end of Unit 1 (Semester 1) and Unit 2 (Semester 2). Each Area of Study will conduct an examination using the Unit 3 and 4 examination procedures as a model. The exam for each Year 11 unit will appear as an individual assessment task.

Units 3 and 4 Assessment There are additional types of assessment for Units 3 and 4 for which students receive grades as well as an S or N result. These graded assessments are either school assessments or examinations. There are two types of school assessment:

(i) School assessed coursework and SACs School assessed coursework is made up of a number of assessment tasks that are specified in the study design. These assessment tasks are used to assess the learning outcomes. The assessment tasks are part of the regular teaching and learning program, and are also important preparation for examinations. They must be completed during class time, mostly under exam conditions, and within a limited time frame. School-Assessed Coursework is completed under examination conditions, within a limited period. A SAC result below a 50% indicates insufficient demonstration of the skills and knowledge required to achieve an outcome. Students should be given the opportunity to repeat the SAC towards demonstrating the outcome, although the original grade will stand. Students may be allowed to demonstrate their skills and knowledge in another way to meet the outcome. Students must be given one week’s notice before sitting a SAC.

(ii) School assessed tasks (SATs) There are several studies which use SATs as an assessment method. school assessed tasks are undertaken in: Art, Design and Technology, Food and Technology, Media, Studio Arts, Systems Engineering and Visual Communication and Design. A SAT usually reflects a long term piece of work, showing the development of the work through planning and drafting to completion. This requires regular sightings of the work in progress by the teacher. In order to satisfy VCAA requirements and to ensure fairness and comparability for all students, the following policy is providing regarding SATs: 1. The requirements, including authentication requirements, for each SAT and the due date will be provided in writing to all students in that unit. 2. All SATs are to be the student’s own work, and must comply with the authentication provisions. 3. SATs should be submitted with the appropriate front cover page. 4. All SATs are due before 8.50 am on the set date, and must be submitted to the classroom teacher. 5. If a student is ill on the due date, a responsible courier may submit the SAT to the subject teacher by 9 am on that day. In extreme cases of difficulty, the student must notify the teacher before 9 am.

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Examinations It is Sherbrooke policy that all students will attend and attempt the examinations to the best of their ability and stay for the duration of each exam. If a student cannot attend an examination it is imperative that they notify the VCE co-ordinator as soon as possible. Where a student is eligible, an application for a Derived Examination Score can be made (see Special Provision). The examinations are conducted under VCAA Rules. There are two formal exam periods – June and November, and a 3 day trial exam period in Term 4. The majority of studies have November examinations, with some studies having an exam in June and another in November.

All studies will provide in - examinations in October and students are expected to take these exams seriously and prepare vigorously for them. All students undertaking a Unit 3 and 4 Study will complete the General Achievement Test (GAT) in June. It is important that all students attempt the GAT and aim to do their best. The VCAA will use a student’s GAT scores to: - contribute to statistical moderation of School-assessed Coursework. - review school assessments of School-assessed Tasks. - calculate a Derived Examination Score if required. - check the accuracy of examination marking.

The June and November examination timetable is available from www.vcaa.vic.edu.au. VCAA examination rules are also published on the website and will be given out to students prior to the June examination period.

Students should note that no allowances are made for students missing examinations due to misread timetables, late buses, broken down cars etc.

Due Dates (i) A deadline is the date by which work for a learning outcome must be completed. (ii) A set date is imposed by the subject teacher for completion of each learning outcome. (iii) School Assessed Coursework tasks (SACs). The dates for all assessed coursework tasks (SACs) are set by the subject teacher and clearly communicated to students. (iv) These dates are final. Students who are absent on these dates must consult the Attendance and Special Provision policies. (v) School assessed tasks (SATs): these dates have been set by the subject teacher and published at the beginning of a unit. These dates are final. If a student is on an excursion, camp, sporting activity or other extra-curricular activity on the day a SAT is due, they must still submit the work by 9 am on the due date. If a student is experiencing difficulty they may be eligible for Special Provision which may give them an extension of time. Students must consult the subject teacher for assistance regarding due dates well before the deadline. (vi) Set tasks for the achievement of learning outcomes: When dates are set by teachers for the completion of set tasks towards achieving a learning outcome, these dates are final. (vii) Student absence from a school assessed coursework task See Work Submission Policy, Section G.

Consideration when preparing work on computers A student who uses a computer to produce work for assessment is responsible for ensuring that: - there is an alternative system available for producing assessable work in case of computer or printer malfunction or unavailability. - hard copies of work in progress are produced regularly. - each time changes are made, the work is saved onto a backup file. The backup file should not be stored with the computer. Computer/printer problems will not be accepted as a reason for non-submission of a SAC or SAT by the due date.

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Demonstrating Outcomes

According to the VCAA, students are to complete work for a unit during the semester in which the unit is undertaken, and according to the deadlines set by the school. Students need to demonstrate knowledge and skills as set out in the Study Design in order to meet the requirements for satisfactory completion of an outcome. Teachers will determine whether students have met the requirements with a range of tasks, some of which may be formally assessed (SACs or SATs) and others which may be coursework tasks. Students are expected to complete all tasks including holiday homework to a satisfactory standard in order to demonstrate an outcome.

At Sherbrooke Community School it is expected that (i) Work for an outcome is to be completed within the time frame set out for the teaching and learning of that outcome

(ii) Teachers take into consideration other work students may have completed in workbooks or submitted in order to deem an outcome to have been “satisfactorily completed ‟

(iii) Students are provided within an outcomes checklist containing information about key knowledge and skills and assessment tasks/learning activities that are linked to that outcome (from the Study Design)

(iv) Homework is an integral part of the teaching and learning process and students will be required to complete learning tasks and SAC/SAT preparation at home. Where components of a SAT or SAC are completed away from school, the teacher must be able to attest that the work produced at home is consistent with the work produced in class time.

Overdue work and demonstrating outcomes There are a number of strategies teachers can implement to ensure work is considered for assessment and submitted on time. Students who fear they will be unable to meet a deadline for coursework need to consult with the teacher prior to the deadline. An extension may, in certain circumstances, be negotiated. Students who are unable to meet deadlines for coursework, SACs, or SATs due to circumstances beyond their control need to consult the Special Provision Policy in this handbook. If students do not complete coursework by the deadline and are not eligible for Special Provision, Late Work procedures apply (See Section A). Students are reminded that they may be unable to meet authentication requirements when work is overdue and therefore be penalised as outlined in the authentication procedures. Students create undue pressure on themselves when they fall behind. End of Unit Reports All students in Units 1, 2 and 3 will receive an end of unit report. Students who complete Unit 4 will not receive an end of unit report. These students will receive confirmation of their results directly from VCAA. A parent/teacher information evening for verbal feedback to parents of Unit 3 and 4 students will be held during Term 1. Parents of students in Year 11 will be able to receive verbal feedback from teachers at the end of Term 1 and Term 3. Record keeping The teacher is to keep records of work submission, due dates, overdue work, work in progress and authentication processes. Teachers should provide formal feedback to students regarding SACs and SATs and keep a record of the written feedback given.Teachers are required to notify VCE co-ordinator if they believe a student is at risk of receiving an “N” for a unit. The VCE co-ordinator will monitor students at risk. A teacher will not award an “N for a unit ‟unless consultation with VCE co-ordinator has occurred so that parents can be notified. Teachers must keep an accurate record of attendance and ensure that accurate attendances. All students must have access to descriptions of learning outcomes and assessment criteria for work and assessment tasks in all units. This will assist teachers and enable students to know how they are being assessed. Storage of SACs and SATs Work submitted for assessment must be stored securely during the assessment period. Teachers should take care in the transport of such work between home and school, and should not leave SACs/SATs in classrooms, staffrooms etc.

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Assessment sheets should be securely stored by the teacher until the end of the year. These sheets should not be accessible by students under any circumstances. School assessed coursework/school assessed task feedback to students: SACs may be returned to students once all students in the Study have completed the task and the SAC has been moderated. The SAC grade may be reported to students as a numerical grade with a clear disclaimer that it is a raw score that may change during VCAA statistical moderation. The feedback should be in the form of (a) elements of the task the students did well (b) suggestions for improvement and (c) an indicative score, emphasising that the score is likely to change as a result of VCAA moderation processes. A grade should NOT be given, as the grading scheme changes each year according to the task and the cohort of students. The following definition of “statistical moderation can be provided to students: ‟

“The process used to ensure that schools’ assessments are comparable throughout the state. It involves adjusting each school’s coursework scores for that study to match the level and spread of the combined examination and GAT scores for the students in that school doing that study.”

Awarding the VCE The VCE is awarded on the basis of satisfactory completion of units according to VCE program requirements. Study for the VCE is normally completed over at least two years, but students may accumulate units over any number of years. The minimum requirement for the award of the Victorian Certificate of Education is satisfactory completion of 16 units* which must include:

three units from the English group, with at least one unit at Unit 3 or 4 levels. at least three sequences of Unit 3 and 4 studies other than English, which may include any

number of English sequences once the English requirement has been met. NB: VCE / VET units may make a contribution towards satisfactory completion of the VCE. NB: The Victorian Tertiary Admissions Centre (VTAC) advises that for the calculation of a student’s ATAR, satisfactory completion of both Units 3 and 4 of an English sequence is required. *Units 1 and 2 = Year 11; Units 3 and 4 = Year 12

Study Score and ATAR A study score is calculated using the student’s moderated School-assessed Coursework scores, scores for School-assessed Tasks, and examination scores for each study. This score is used by VTAC for the calculation of the student’s ATAR. The study score indicates how a student performed in relation to all others who took the study. The study score has a maximum of 50. Study scores of 23 to 37 indicate the student is in the middle range. A score above 38 indicates that the student is in the top 15 percent of students in the study. To receive a study score, students must achieve two or more Graded Assessments in the study and receive S for both Units 3 and 4 in the same year. To obtain a study score, school assessments or examination scores are standardised using the state-wide mean and standard deviation for that assessment. To ensure comparability of assessments of School-assessed Coursework from different schools, the VCAA applies statistical procedures to each cohort of students in each school undertaking the study. This moderation adjusts the level and spread of each school’s assessment of its students in a particular study to match the level and spread of the same students scores on a common external score. For further ‟information, see www.vcaa.vic.edu.au.

VCAA RULES FOR SCHOOL ASSESSED COURSEWORK AND SCHOOL ASSESSED TASKS The VCAA sets down rules which a student must observe when preparing work for assessment by the school. They are: 1. A student must ensure that all unacknowledged work submitted for assessment is genuinely his/her own. 2. A student must acknowledge all resources used, including: - text, websites and source material. - the name/s and status of any person/s who provided assistance and the type of assistance provided. 3. A student must not receive undue assistance from another person in the preparation and submission of work. 4. A student must not submit the same piece of work for assessment in more than one study. 5. A student who knowingly assists other students in a breach of rules may be penalised.

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BREACHES OF RULES Suspected breaches of VCAA rules will be handled by the VCE co-ordinator Assistant Principal. Students will receive, in writing, a statement outlining the nature of the suspected breach of rules and will be given an opportunity to respond. A meeting of a Breach of Rules Panel (consisting of the Principle or Assistant Principal, the VCE co-ordinator and the Subject Teacher), the student and parent will be organised. The student will be notified of the outcome of the Breach of Rules Panel in writing. If the student disagrees with the outcome of the Breach of Rules Panel, they may formally appeal to the VCAA. SAC/SAT MARK APPEALS If a student believes that their SAC/SAT score is not indicative of their performance on the task, they may appeal the score. They need to speak to the VCE co-ordinator. If the VCE co-ordinator believes there are sufficient grounds for appeal, a second marking of the SAC/SAT by a third party will be arranged. Where the task has been moderated, no appeal will be considered. The Principal will make a determination as to the final score. The decision of the Principal is final. SECTION C: AUTHENTICATION POLICY AND PROCEDURES Students must submit for assessment only work that is their own. All assistance that is received by the student in producing the work must be acknowledged and obvious to the teacher and assessor. Strategies for avoiding authentication problems To reduce the possibility of authentication problems arising, or being difficult to resolve, the following strategies are useful: Teachers should:

ensure that significant amount of class time is spent on the task so that the teacher is familiar with the student’s work and can regularly monitor and discuss aspects of the work. Regular written records should be made of when student work was checked

ensure that students are working with a current copy of the accredited study design, the current assessment guide/criteria and advice so that they full understand the requirements of the set task

regularly rotate topics from year to year apply internal moderation and cross-marking procedures where there is more than one class in a

study. Where there is only one class in a study, endeavour to partner with a teacher from another school where possible to moderate

encourage students to acknowledge tutors, if they have them, and to discuss and show work done with tutors. Make sure tutors are aware of authentication requirements.

Identifying authentication problems Teachers must satisfy themselves about the authenticity of any student work that:

is not typical of other work produced by the student is inconsistent with the teacher’s knowledge of the student’s ability contains unacknowledged material has not been sighted and monitored by the teacher during its development.

Teachers should not accept such work for assessment until sufficient evidence is available to show that the work is the student’s own. The student must provide evidence that the work submitted is their own and was completed in accordance with VCAA s requirements. ‟Students may therefore be required to:

provide evidence of the development of the work, for example drafts 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 complete, under supervision, a supplementary assessment task related to the original task attend an interview where they will demonstrate an understanding of the work.

When breaches of authentication occur, students and teachers must consult Section D of the Sherbrooke VCE Handbook.

SECTION D: BREACHES OF AUTHENTICATION RULES

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Principals are responsible for the administration of VCAA rules and instructions in their schools. One of these rules is that a student must ensure that all unacknowledged work submitted for assessment is genuinely his/her own. If any part or all of the work cannot be authenticated, then the matter must be dealt with as a breach of rules. Teachers who believe that a breach of rules has occurred or that a student has behaved inappropriately should report the incident to the VCE co-ordinator, who will consult with the the Assistant Principal or Principle1. The VCE co-ordinator will inform the student within 48 hours of the breach of rules. If the nature of the breach relates to the authenticity of work, work will not be accepted for assessment until sufficient evidence is available to show that the work is the student’s own. If a breach is believed to have occurred, the original of the final version of the work will be retained by the school and the student will be given a copy. 2. Students must provide evidence that the work submitted is their own and/or was completed in accordance with VCAA requirements. In order to obtain the necessary evidence, students 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. complete, under supervision, a supplementary assessment task related to the original task. attend an interview or complete a test to demonstrate understanding of the work.

3. Prior to a decision being made by the school which results in a penalty being imposed, the student will be requested to attend an interview: The interview panel will consist of at least two and no more than three staff members consisting of the Study Teacher, The VCE co-ordinator and/or their representative. The student will be given 24 hours' notice in writing of the interview, clearly stating the purpose of the interview, the details of the interview, the composition of the panel and advice that a parent or other adult may accompany the student to the interview in a support role but not as an advocate. 4. The school will keep appropriate documentation regarding the breach of rules. (For more detailed information, see the VCAA and VET Administrative Handbook)

SECTION E: VCE ATTENDANCE POLICY All students undertaking Units 1 and 2 and Units 3 and 4 studies must demonstrate a minimum of 90% attendance in each of their subjects in order to receive “Satisfactory” for their outcomes, unless they have medical certification or Special Provision.Should a student’s attendance fall below 90% the School may assign N for one or more outcomes and thus the unit. Students who have approved reasons for not meeting the 90% attendance requirement may have it varied. Approved reasons do not include family holidays, driving lessons, social occasions or other events that are of the student or family’s choosing. Students whose attendance is borderline MUST PROVIDE MEDICAL CERTIFICATION as evidence that all further absences are medically related and hence approved. The necessity for regular attendance is for legal requirements, as well as being essential for authentication purposes and maintaining regular progress in all units. Teachers should notify The VCE co-ordinator if they are concerned about a student’s attendance. On resumption of study following an absence, a note of explanation from the student’s parents, and/or other relevant documents (medical certificates etc.) must be brought to the office. If a SAC has been missed, the VCE co-ordinator must be notified.

Early Leaving Students are not to leave the School grounds during the school day; however Year 12 students may leave at the end of their last timetabled period for the purpose of doing their private study at home ONLY WITH PERMISSION FROM THE VCE CO-ORDINATOR negotiated in advance. Students will be assumed to be under the care of their parents after this time.

SECTION F: SPECIAL PROVISION

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Special Provision will apply where students have legitimate grounds (i.e. circumstances outside their control) for not working to the best of their ability, including submission of work or attendance at SACs. It is designed to allow students who are experiencing significant hardship to demonstrate both what they know and what they can do. These provisions are not allowances. The objective is, as far as possible, to remove the barriers to a student demonstrating his or her capabilities in a particular study. Each student’s case will be evaluated individually. Special Provision is designed to assist those students who, under normal circumstances, are able to cope with the standard of achievement required for the VCE as specified in the Study Designs. The guiding principles which must be satisfied in all forms of Special Provision are: a. the provision should provide equivalent, alternative arrangements for students. b. the provision should not confer an advantage to any student over other students.

Guidelines for Special Provision There are three main ways we implement Special Provision at Sherbrooke: a. School level strategies approved by the Principal; not reported to VCAA (documented using our Special Provision proforma). b. VCAA provisions including special examinations and GAT arrangements, interrupted studies, compassionate late withdrawal and GAT exemption. These provisions are adjudicated by VCAA on the basis of an application by the Principal. c. Derived examination score – calculated by VCAA and used as the student’s examination result where the student has met the eligibility requirements of the provision.

Eligibility for Special Provision A student may be eligible for Special Provision at any time while studying for the VCE if he or she is:

affected significantly by documented illness, by any factors relating to personal environment or by any other serious cause.

disadvantaged by any permanent physical disability or impairment.

Examples include: illness (physical or psychological), depression, death in the family, family breakdown, other severe circumstances, disability or impairment. To apply for Special Provision Any application must be supported by evidence such as medical certification, psychological assessment or reports, or a report from a relevant professional. Telephone calls to parents can only be used as verification when another form of verification is not feasible. Notes of conversations, certificates etc. must be recorded in the student’s file. Students must apply to the VCE co-ordinator who will keep records of the application and file the documentation. The VCE co-ordinator will decide each case on its merits and report the decision via the Special revision Proforma to the student, the teachers concerned, and (if appropriate) parents. The VCE co-ordinator will document the Special Provision using the following descriptions:

Type of impairment: physical and/or environmental Degree of impairment: mild/moderate/severe The VCE co-ordinator should nominate the dates for which the Special Provision status will apply. It is the responsibility of the VCE Team to notify all subject teachers via the Special Provision proforma. This information is confidential and it is the responsibility of the subject teacher to implement the Special Provision details as prescribed by the VCE Team. The VCE co-ordinator will keep records of Special Provision cases.

Special Provision Strategies Including:

the rescheduling an assessment task. This will ONLY occur if medical certification is provided in cases where the student is absent for the task. The student must complete the task within five school days of their return to school.

students with Special Provision status who are undergoing significant hardship, may have an alternative SAC date negotiated prior to the actual SAC date. This must be clearly discussed with the subject teacher.

allowing the student extra time to complete the task. setting a substitute task of the same type.

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replacing a task with a task of a different kind. using the planned task to assess more outcomes, or aspects of outcomes, than originally

intended. using technology, aides or other special arrangements to undertake assessment tasks. deriving a score from other assessments or work completed by the student (ONLY in

circumstances where the above provisions are not feasible or reasonable). for SATs, an extension of time can be allowed but it must be within the time frame for the school

to lodge the score by the submission date.

Special Provision is not: Special Provision will NOT be granted for:

absence from school or study without evidence of significant hardship. circumstances affecting students that are of the student’s own choosing. comparative unfamiliarity with the English language. the effect of teacher absence or other teacher-related difficulties. the effect of faulty technology in the preparation of work.

Special Provision will not be granted retrospectively. For more detailed information, refer to the VCE and VCAL Administrative Handbook 2011. Information Technology Problems and Special Provision In most circumstances, Special Provision will NOT be granted to students who are unable to complete work due to ICT failure. It is the student’s responsibility to ensure that:

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

work is saved in a backup file each time changes are made. The backup file (USB stick/CD) should NOT be located in the same place as the computer.

hard copies of work in progress may need to be regularly produced to meet drafting and authentication procedures.

Derived Examination Scores The Derived Examination Score (DES) is calculated by the VCAA and may be used in lieu of an examination result where the student has met the eligibility requirements for the provision. The DES is intended for the student who is ill or affected by other personal circumstances at the time of an examination and whose examination result is unlikely to be a fair or accurate indication of their learning or achievement in the study or where they have been unable to attend the examination due to such circumstances. An examination score in these circumstances is determined by VCAA from the student’s SAC/SAT grades and GAT scores and the teacher’s prediction of the exam grade. Students must have completed the course of study leading to the examination to be eligible for a DES.

The DES is not intended to compensate for learning or achievement that has not been possible because of long term illness or other ongoing conditions that have been present during the year. Evidence will be required for a DES application. If a student is ill in the lead up to or on the day of an examination, even if they are able to attend the examination, or if other personal circumstances affect their capacity to perform in the examination, they should contact the school immediately. Information will be handled sensitively and confidentially.

SECTION G: WORK SUBMISSION POLICY A SAC/SAT cannot be “late . Only students who provide a medical certificate, are involved in an approved‟ school based activity, or who have Special Provision, will be able to make up a missed SAC or have an extension on a SAT, and still have the grade awarded. Students who do not meet these conditions will have to complete the SAC or SAT, but only towards demonstrating an outcome (S or N). A student who is absent on the day of a SAC, or who is unable to submit a SAT/SAC on the due date must contact VCE co-ordinator immediately. Documentation must be provided for the student to have the opportunity to sit the SAC for a score, i.e. a medical certificate or a written note from parents/guardians requesting for special consideration due to personal circumstances.

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Backdating of medical certificates is illegal and Sherbrooke Community School does not accept backdated medical certificates, or certificates stating only that a student attended a medical clinic. The certificate must clearly state that the student was unfit for school on the date of the SAC. The classroom teacher should provide VCE co-ordinator with a copy of the relevant SAC and with the relevant proforma filled in ASAP. The student will be informed of the date for re-sitting the SAC. If the student does not attend on the notified date, there will be no further opportunity to complete the SAC. A SAT may only be accepted after VCE co-ordinator has approved Special Provision status for a student. Illness on the day of submission of the SAT, even if verified by medical certificate, is not sufficient to award an extension as a SAT is a long term task. A student who is ill on the day of a SAT submission should make other arrangements to submit the SAT on time. Only in extenuating circumstances will an extension be granted for illness on the day of SAT submission where there has been no previous history of illness or other relevant circumstances.

IMPLICATIONS OF STUDENT ABSENCES ON ASSESSMENTEvent Circumstance Action ResponsibilityStudent does not present for the SAC or SAT

Medical certificate supplied and/or Special Provision granted and/or school based activity verified.

Student will sit the task. The work will be graded. Alternative work may be set.

Time and date determined by VCE co-ordinator (usually Wednesday afternoon) as soon as possible after the student’s return. The student is given one opportunity to sit the task, supervised by the VCE co-ordinator.

No medical certificate supplied and/or no Special Provision granted.

Student will receive a mark of zero for the task. The student is given a new time to complete the task so that the work can be judged S or N for satisfactory completion of the outcome. Alternative work may be set.

The student will be given one opportunity to complete the task at a date and time specified by The VCE co-ordinator and supervised in the FLC.

Student does not sit a section of the SAC or SAT. For example, the student is absent for one or two days of the task.

Medical certificate is supplied or Special Provision is granted or school based activity is verified.

Student sits the section of the task at some other time, usually during class time if the task is still in progress. The task will be graded.

Class teacher, if the task is still in progress. At a date and time as determined by VCE co-ordinator if the task is completed.

No medical certificate supplied and/or no Special Provision granted.

The student loses the marks for this section only. The incomplete task is assessed.

Class teacher.

Work is submitted for a SAC but it does not reach the word limit or is not satisfactory.

Teacher may consult Learning Area Leader or the VCE co-ordinator for advice.

Student does further work at the teacher’s discretion to obtain an „S‟, within a specified time frame and with a due date given. The original work is graded as per VCAA criteria.

Class teacher.

A School-assessed task (SAT) is not submitted on the due date.

Student contacts the VCE co-ordinator and Special Provision is granted.

The SAT will be accepted and marked without penalty (unless VCAA deadlines preclude this).

VCE co-ordinator

Contact is not made and/or Special Provision is not granted.

The student will need to make an application to the VCE co-ordinator for the work to be submitted for assessment. It is likely the work will receive a „0‟, although it may be accepted for Satisfactory Completion.

VCE co-ordinator

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Arrangements for Arrival at School All students must be at the School and ready their first class by 9 am. Students arriving after 9 am must sign in at the office immediately on arrival. All lateness requires a note of explanation addressed to the Attendance Officer. Students should expect to make up the time missed by avoidable lateness. Early Leaving Students who wish to leave the School early must have a note written by their parents. They are to sign out at the Office. It is expected that medical and other appointments will be made out of school hours wherever possible. VCE CalendarThe VCE google calendar is provided to all students and maintained by the staff. It is a work planner, not a personal diary, and should be used to keep track of SAC’s assessment dates, homework, coursework, excursions etc. It should not be shared with anyone outside of the school community.Use of the VCE Common Room (Library or FLC)Year 11 and 12 students have the use of the Common Room during study periods. The purpose of the Room is to provide Year 11 and 12 students with a high quality study area. Computer facilities are available in both the library and FLC. Because the rooms are primarily a study area it is not a place for general socialising. These rooms are an area provided for quiet study during students’ study periods.

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SECTION I: DECLARATION

Please detach this page, sign, and return to the school office with your enrolment paperwork.VCE enrolment will be conditional on agreement to the policies contained within the handbook.

I have read and understood the policies as outlined in this handbook, and agree to adhere to them:

Student Name: _____________________________________________________________________________

Student Signature: _________________________________________________________________________

Parent Signature:__________________________________________________________________________

Date: _____________________________

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