3 October, 2011 - Parliament of Victoria · 3 October, 2011 . Ms Kerryn ... To receive a study score ... contribute a 10% increment towards a student’s ATARscore as a fifth or sixth

3 October, 2011 Ms Kerryn Riseley Executive Officer Education and Training Committee Parliament House Spring Street EAST MELBOURNE 3002 Dear Ms Riseley Please find attached a joint submission by the VCAA and DEECD to the Victorian Parliament’s Education and Training Committee’s Inquiry into Agricultural Education and Training in Victoria. Yours sincerely

JOHN FIRTH Chief Executive Officer

Parliament of Victoria

Inquiry into Agricultural Education and Training

Joint Submission: Victorian Curriculum and Assessment Authority; and

Department of Education and Early Childhood Development:

Office of Government School Education

Office of Policy, Research and Innovation

The Education and Training Committee will consider:

a. An evaluation of the current extent of agricultural‐related courses delivered in Victoria;

b. An evaluation of the effectiveness of current agricultural programs;

c. Whether the workforce training needs of agriculture are being met; and

d. An overview of well regarded agricultural education in other Australian States and Territories, or other countries

This submission addressesthe following aspects in relation to the Terms of Reference:

Agricultural education and training courses considered to be best practice;

Key benefits and issues surrounding agricultural education and training courses, including any identified gaps in existing educational opportunities;

Relevant projects currently underway specific to agricultural education and training;

New skill sets and competencies that should be incorporated into agricultural education and training courses to ensure courses meet the future needs of the agriculture sector; and

How to improve public perceptions around pursuing a career in agriculture, and potentially increase the enrolment of young people in agriculture and training courses.

1

Introduction

Agriculture within school education can be considered a cross‐disciplinary study that draws from science (in particular, plant and animal biology, genetics, soil and growing media composition and water, chemistry, life cycles, scientific methodology); geography (climate and weather, topography); mathematics (quantity calculations); technology (machinery/engineering, tools and equipment, production cycles and processes, ICT(including predictive modelling) and business (business planning, budgeting, resource use, markets and marketing). It also requires skills and knowledge for implementation of appropriate agricultural processes including social and legal responsibilities incorporating sustainable practices, animal welfare and biosecurity, risk assessment and occupational health and safety with the aim of producing quality food and fibre and other primary resources.

Education and Training in Victoria

Schools are responsible for the implementation of the Victorian Essential Learning Standards (VELS), the standards that schools in the Government and Catholic sectors use to plan and design curriculum.

Schools use elements from the VELS including Science and Design, Creativity and Technology to develop courses to equip students with the skills and knowledge associated with agricultural education. Such programs in the early and middle years of schooling are typically focused on contexts that relate to the local area such as environmental programs,animal husbandry, local community gardens with elective programs that are more common in Years 9–10. Teachers and principals in liaison with school councils are responsible for the selection of teaching and learning resources and contexts for learning.

Students at the senior secondary level can elect to study VCE Agricultural and Horticultural Studies and/or VCE VET Agriculture, Horticulture and Conservation and Land Management programs and other VET Agriculture related qualifications.

VCE and VCAL

Students undertaking the Victorian Certificate of Education or the Victorian Certificate of Applied Learning may include VCE Agricultural and Horticultural Studies,VCE VET Agriculture, Horticulture and Conservation and Land Management programs or units of competency from a VET qualification as part of these senior secondary school certificates.

VCE Agricultural and Horticultural Studiescomprise four units. There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. Each unit involves at least 50 hours of scheduled classroom instruction. Schools report a result for each unit to the Victorian Curriculum and Assessment Authority as an S (Satisfactory) or an N (Not Satisfactory). Students’ level of achievement in Units 3 and 4 is determined by School‐assessed Coursework and an end‐of‐year examination. To receive a study score (that contributes to the calculation of the ATAR) students must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0–50; it is a measure of how well the student performed in relation to all others who took the study. The VCE VET programs in Agriculture, Horticulture and Conservation and Land Management is also structured to be offered over a two year period and may contribute a 10% increment towards a student’s ATARscore as a fifth or sixth subject.

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Students undertaking VCAL at Intermediate levelmay include Units 1 and 2 VCE Agricultural and Horticultural Studies or VET Certificate II level units of competency. At VCAL Senior level, students may include VCE Agricultural and Horticultural Studies Units 3 and 4 and/or VET Certificate II and above units.

The following data is provided as appendices:

Appendix 1: Enrolments by Region in Units 1–4 of VCE Agricultural and Horticultural Studies: 1995–2010

Appendix 2: Male and Female completion rates of VCE Agricultural and Horticultural Studies Units 1–4: 2005–2010

Appendix 3: School providers in 2011 of VCE Agricultural and Horticultural Studies

Appendix 4: Number of students concurrently enrolled in both in VCE Agricultural and Horticultural Studies (any unit) and one of the VCE VET programs in the same year: 2008–2011.

Vocational Education and Training (VET)

VET programs are drawn fromcurrent National Training Packages. The following qualifications are available as part of the VCE:

RTE03 Rural Production Training Package:

Certificate II in Agriculture (VCE VET Program)

Certificate III in Agriculture

Certificate II in Rural Operations

Other Certificate III, IV and Diploma qualifications as appropriate.

RTF03 Amenity Horticulture Training Package:

Certificate II in Horticulture (VCE VET Program)

Certificate II in Horticulture (Parks and Gardens)

Other Certificate III qualifications as appropriate.

RTD02 Conservation and Land Management Training Package:

Certificate II in Conservation and Land Management(VCE VET Program)

Other Certificate IIIand IV qualifications as appropriate.

From 2012, the AHC10 Agriculture, Horticulture and Conservation and Land Management Training Package will supersede the RTD02, RTE03 and RTF03 Training Packages and qualifications.

The following data is provided as appendices:

Appendix 5: Enrolments in all VET Agriculture, Horticulture and Conservation and Land Management qualifications: 2008–2011

Appendix 6: Enrolments in both Certificate II and Certificate III in Agriculture by Region: 2004–2010.

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Best Practice

VCE Agricultural and Horticultural Studies

Over the past decade, the mandated curriculum document, the VCE Agricultural and Horticultural Study Design has beenreviewed twice. Accreditation periods of the study have been from 2000–2005 and 2006–2010.The most recently developed study design is being implemented this year and is accredited until 2015. Study designs are reviewed on a five year cycle to ensure currency. VCE studies are reviewed in accordance with the Principles and guidelines for the development and review of VCE studiespublished in the March 2009 VCE, VCAL and VET VCAA Bulletin available at:<www.vcaa.vic.edu.au/correspondence/bulletins/2009/mar/2009MARSUP1.pdf>.

The current VCE Agricultural and Horticultural Studies Study Design is available on the VCAA website at:<www.vcaa.vic.edu.au/vce/studies/agrihorculture/agrihorindex.html>. The study design includes Areas of study, and the outcomes, key knowledge and key skills it is expected students will demonstrate. A key feature of the study design is its flexibility in catering for individual student interests within the constraints of available resources for the small agricultural and/or horticultural business they undertake in each unit. Unit titles and Areas of study are:

Unit 1: Agricultural and Horticultural operations comprising: Area of study 1: Influences on agricultural and horticultural systems and Area of study 2: Agricultural and Horticultural operations

Unit 2: Production comprising: Area of study 1: Biological and environmental factors and Area of study 2: Production systems and processes

Unit 3: Technology, Innovation and business practices comprising: Area of study 1: Current management techniques; Area of study 2: New and emerging technology and Area of study 3: Business design

Unit 4: Sustainable management comprising: Area of study 1: Sustainability in agriculture and horticulture; Area of study 2: Resource management and maintenance and Area of study 3: Business plan implementation and evaluation

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As part of their study in all units, students select from and conduct the following types of small businesses:

Aquaculture Aquaponics Bee keeping

Container growing of ornamental plants

Field growing of a vegetable, herb or flower crop

Worm farming

Growing a grain or pulse crop Growing flowering plants in a

glass house Growing indigenous plants

for revegetation use

Horses agistment, grooming and training

Hydroponic crop production Intensive animal systems for

meat, fibre, egg or milk markets

Landscape design, installation and maintenance

Managing poultry for fresh eggs or meat market

Managing trees to produce a crop of fruit, seed or oil

Managing vines to produce a crop of grapes

Milk production Rearing cattle for the beef

market

Rearing dairy heifer replacements

Rearing lambs for meat Rearing piglets for sale

Rearing rabbits for the pet or meat market

Rearing sheep to produce wool or prime lambs

Rearing fish or yabbies for farm dams

Seedling production Turf management/sporting

turf management

The current study emphasises sustainable practices,animal welfare, biosecurity plans, climatic extremes, risk assessment and new technologies in line with recent developments in the field of agriculture.

Assessment in Units 1 and 2 is flexible and includes a range of assessment task types selected by individual teachers from those listed in the study design. In Units 3 and 4 a range of school based assessment is included such as tests, reports and multimedia presentations. All students produce and are assessed on a written business plan for their own small business, production work and a record of production, an interim report, and an evaluation report. Scored assessment is based on Units 3 and 4 School‐assessed Coursework (33% contribution each to the study score) and an end of year examination (34% contribution to the study score).

Students and teachers have noted the complementary nature of VCE Agricultural and Horticultural Studies and VCE VET agriculture programs. VCE Agriculture and Horticulture provides complementary learning and or pathways for further education in VET qualifications.

VETin the VCE or VCAL

The VCAA packages a range of Agricultural qualifications into VCE VET programs which provide pathways intofurther Vocational and Higher education and employment in the agricultural industry. Full details of the current VCE VET Agricultural program can be accessed at: <www.vcaa.vic.edu.au/vet/programs/agriculture/agriculture.html>.

The structure of VCE VET programs are developed with the advice and recommendations of a VCAA convened reference group. The members may include representatives from Victorian Industry Training Boards, Industry bodies such as employer, unions and peak industry organisations, Curriculum Maintenance Managers for the Training Package, trainers, schools and RTO’s.

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Current programs are based on a Certificate II qualification with compulsory Units of competency including: Follow OHS procedures, Observe environmental work practices, Work effectively in the industry, Participate in workplace communications and Apply chemicals under supervision. Sector specific units for each qualification follow:

Certificate II in Agriculture: Beef production, dairy production, goat production, horse breeding, pig production, poultry production, sheep and wool production and grain production

Certificate II in Horticulture: Arboriculture, floriculture, landscape, retail nursery, wholesale nursery, parks and gardens and turf

Certificate II in Conservation and Land Management: Working with plants, working with animals, construction and maintenance, machinery and equipment, pests and diseases, resource management, health and safety, working with people and administration and business.

Further support is gathered from national industry bodies and other organisations or groups as required for example: Agrifoods Industry Skills Council, Rural Skills Australia, Primary Skills Victoria and the Department of Primary Industries.

The recently revised and approved VCE VET programs in Agriculture, Horticulture and Conservation and Land Management will be available for implementation from 2012.

Additionally, secondary school students may engage in other VET qualifications outside of the VCE VET programs or School Based Apprenticeship or Traineeships and receive block credit towards their VCE or VCAL for completed Units of Competency.

Key summary:

VCE Agricultural and Horticultural Studies provides a contemporary, flexible curriculum, developed according to the VCAA’s VCE principles and guidelines for the development and review of VCE studies

Provision of VCE VET programs provides a recommended and industry endorsed pathway into Agriculture and Horticulture qualificationsor employment and provides prescribed credit into the VCE

Other VET Agricultural qualifications may be undertaken and contribute to the VCE through Block Credit recognition

Current VCE VET programs structures include compulsory Units of Competency (OHS, environmental work practices, work effectively in the industry, workplace communications, apply chemicals) and a range of electives reflecting diverse employment pathways

Small student groups may be accommodated throughschool cluster arrangements to access training, industry standard equipment, specialist teachers or industry environments

There are multiple delivery methods for VET. Training may be at school (where schools are registered training organisations or through auspiced arrangements ) or students may train offsite (cluster school or RTO sites)

Secondary school students may commence VET at any year level, however, it is common for them to commence at year 10. Structured workplace learning and school based apprenticeships or traineeshipsmay be available for students aged 15 years or older

School based apprenticeships or traineeships allow students to integrate employment and training whilst undertaking the VCE or VCAL.

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Key benefits of Agricultural education

The Agricultural industry is at a new stage of evolution and it is critical that young Victorians can embrace the indicators of current and emerging trends as part of their school curriculum. The provision of Agricultural education is important for Victorian students to ensure they can explore their own interests, participate in community projects and have the opportunity to contribute to the future needs and demands of the industry sectors.

Agricultural education provides a pathway into further education, training and work in the field; there are a number of documented success stories including anagricultural student receiving a VCE Achiever Award and others gaining scholarships (see Appendix 7 and 8).

Agricultural education creates opportunities for schools to be engaged with the localcommunity, enterprises and employers.It provides exposure to the industry and industry contacts through industry visits, and participation in agricultural shows.

Key issues and identified gaps

The number of students and providers of VCE Agricultural and Horticultural Studies has shown an overall decline over the past decade (see data provided in the Appendices).

Currently (as at 17 September 2011) there are 41 providers of VCE Agricultural and Horticultural Studies, an increase of four providers from 2010. These providers comprise 28 government, seven Independent and six Catholic schools. In 2001, there were 70 providers. In 2010, 1150 students were enrolled in one or more units of this study, compared with 3761 enrolments in 1995. There is approximately half the number of females enrolled than males across all units.

The Southern Metropolitan Region had the largest number (300) of student enrolments in 2010,Northern Metropolitan Region did not have any enrolments. The highest number of enrolments in a non‐metropolitan area was 218 students in 2010 in the Barwon South‐West Region.

The number of students concurrently enrolled in any one unit of VCE Agricultural and Horticultural Studies and one of the VCE VET Agriculture programs has declined from 58 students in 2008 to 21 students in 2011 (based on preliminary enrolments).

There are currently 85 schools with students enrolled in the VCE VET Certificate II in Agriculture with 15 RTOs being responsible for the issuing of the qualification. 69 schools have enrolments in the VCE VET Certificate II in Horticulture with 14 RTOs and 25 schools have enrolments in the VCE VET Certificate II in Conservation and Land Management with 9 RTOs. There are only 10 providers with in excess of 15 students across the three VCE VET programs. The opportunity for students to undertake training in each of these VCE VET program areas is due to school cluster arrangements or students being able to access VET training at TAFE as part of VET in Schools arrangements.

Additional issues are:

Although the student cohort falls below that nominated for continued viability the VCAA Board has continued to support the VCE study due to fact that it caters for a niche group of students interested in this field

Specialist human and physical resources are required for the delivery of programs especially in new skills and knowledge areas(e.g.sustainability)

Combined classes that deliver VCE Agricultural and Horticultural Studies, Units 1 and 3 and 2 and 4, or a combination of VCE and the VCE VET course within a single class can make delivery of content difficult. Very small classes are often not viable within a school setting

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Farms (including school farms) require upkeep and animals require continuous care, including during weekends and vacations; this requires an assistant or parental support and added responsibility for the teacher‐in‐charge

VET training is dependent on access to current industry environments/animals/trainer

Travel and time to access to offsite VETfacilities is often a prohibitive factor for schools or school and RTO partnerships

Opportunities for students to engage in VET programs above Certificate II are limited to those that are able to do so through an apprenticeship (school based or part‐time)

Opportunities for gaining an Apprenticeship may be limited in some regions and may be dependent on transition support services that are not aligned with professional industry networks.

Relevant projects currently underway

Australian Curriculum Development

The Australian curriculumwillinclude Agriculture and Primary industries in the Technologies learning area.

VCE Agricultural and Horticultural Studies

The new VCE Agricultural and Horticultural Studies Study Design is being implemented in 2011. It has been received favourably by teachers during implementation workshops held during 2010.

VCE VET

The revised VCE VET Agricultural programs being implemented from 2012incorporate:

Banks of specialisation electives that align with industry identified needs

References to current industry resources to strengthen industry requirements and engagement with professional associations (e.g. Rural Skills Victoria)

Consultation with Department of Primary Industries to develop resources that will compliment and support the implementation of the VCE VET programs.

DEECD

Energising Science and Mathematics Education in Victoria Strategy was released in 2009 and has four key focus areas that compliment and support areas of Agricultural Education.

Full details of this strategy can be found on the following website: <www.education.vic.gov.au/about/directions/mathsciencestrategy.htm>.

1. Infrastructure

Victorian Maths and Science Centres provide students state‐wide with specialist science and mathematics programs, using a range of delivery modes such as face‐to‐face, outreach, distance, online and mixed mode.

Centres provide a range of engaging, contemporary, real‐world experiences for students and are available for access to all schools. Each Centre provides students with access to innovative digital and online resources, enabling knowledge sharing and collaboration within the school system, extending learning experiences for students beyond the physical boundaries of the classroom.

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http://www.education.vic.gov.au/about/directions/mathsciencestrategy.htm#1

2. Strategic Partnerships

Encouraging schools to build sustainable partnerships with industry, business, research, higher education and non‐government organisations is a key focus of the Maths and Science Strategy and the work of schools as they design and deliver curriculum.

Engagement with these partners can make a significant contribution to student learning outcomes, enhancing interest among students and broadening their awareness of the applications and career opportunities in science and mathematical fields. Effective partnership can also ensure that education programs reflect the contemporary and practical use of science and mathematics.

Science and Mathematics Education Excellence Awards recognise and celebrate innovative partnerships connecting schools with industry, business and higher education institutions.

Examples are included in the appendices (Appendix 9).

3. Workforce Capacity

Increasing the support and learning opportunities available for current science and mathematics teachers, whilst also attracting more qualified teachers to science and mathematics.

4. Curriculum Resources

The Department is creating innovative and engaging online science and mathematics teaching and learning resources.

$1m will be provided to enhance curriculum resources, and ICT infrastructure to support rollout and delivery. Examples of diverse and engaging curriculum resources include:

FUSE(Find, Use, Share): An online directory providing educational resources for students, teachers, parents and the wider community

Mathematics Domain: this resource provides a comprehensive collection of information regarding mathematics teaching within Victorian education system

Science Domain: this contains information about teaching science within our Victorian education system

Specialist Science and Mathematics Centres curriculum resources (forthcoming).

Primary Industries Education Foundation

Primezone<www.primezone.edu.au>has recently been launched by the Primary Industries Education Foundation and is a one‐stop web portal for primary industries resources for schools, teachers and the broader community. VCAA representatives have been involved in contributing to the work of the Primary Industries Education Foundation and providing resources for Primezone.

The first 50–60 resources currently on the site will be supplemented by additional resources and filtering mechanisms over the coming months.

Strategies for improving public perceptions

Careers

Positive and engaging information for children and parents about Agricultural career pathways that can be started at school.

Improved and current career resources that reflectjob roles and qualification pathways.

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https://fuse.education.vic.gov.au/pages/teacher.aspx

http://www.education.vic.gov.au/studentlearning/teachingresources/maths/default.htm

http://www.education.vic.gov.au/studentlearning/teachingresources/science/default.htm

http://www.primezone.edu.au/

Raising awareness of Careers teachers about Industry skills shortages and the vast range of job roles and opportunities in agriculture for employment and tertiary study.

Industry

Coordinated promotion through schools of industry supported cadetships (e.g. Horticulture through the Nursery and Garden Industry of Victoria) or other initiatives such as try a trade (e.g. shearing) or other skills development activities.

Other

Building on the popularity of a variety of kitchen garden and healthy eating programs in schools to provide students with foundation skills and awareness of food production, particularly growing fruits and vegetables.

Inclusion of Certificate II Agriculture or Horticulture qualifications in the suite of the proposed National Training Cadetships (NTC) with federal government and industry support for appropriate work placements.

Strategic Partnership initiatives for regional locations to develop industry specific relationships between industry, employers and schools using established frameworks such as LLEN’s.

Greater recognition of established and successful programs such as Kitchen gardens, Cows create careers, young farmers, to showcase student and community achievements.

References

VCE Agricultural and Horticultural Studies study page: www.vcaa.vic.edu.au/vce/studies/agrihorculture/agrihorindex.html

VCE VET Programs: www.vcaa.vic.edu.au/vet/programs/index.html

VELS: http://vels.vcaa.vic.edu.au/

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Appendix 1:

Enrolments by Region in Units 1–4 of VCE Agricultural and Horticultural Studies: 1995–2010 (Source: VCAA APS Database)

Region 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Barwon South‐West Region 651 521 505 469 430 374 403 284 258 180 230 209 204 257 240 218

Eastern Metropolitan Region 366 352 387 326 282 304 284 274 214 204 164 164 138 112 119 103

Gippsland Region 504 582 565 463 355 353 362 363 299 191 213 125 130 127 116 67

Grampians Region 193 205 258 255 269 229 243 208 183 195 224 212 157 160 152 134

Hume Region 579 494 372 482 467 323 406 312 331 350 261 168 165 164 128 79

Loddon‐Mallee Region 458 506 472 471 417 301 274 267 298 181 215 204 116 151 133 140

Northern Metropolitan Region 323 236 148 143 203 63 60 100 18 3 1 0 2 0 0 0

Southern Metropolitan Region 412 488 358 360 455 421 425 391 322 342 323 262 234 218 266 300

Western Metropolitan Region 275 394 324 189 128 114 183 195 153 107 188 164 226 162 108 109

Grand Total 3761 3778 3389 3158 3006 2482 2640 2394 2076 1753 1819 1508 1372 1351 1262 1150

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Appe

M2

2005

ndix 2:

ale and Female completion rates of VCE Agricultural and Horticultural Studies Units 1–4: 2005–010(Source: VCAA APS Database)

Unit 1 (49 providers) Unit 2 (45 providers) Unit 3 50( providers) Unit 4 (50 providers)

Enrolment S S % Enrolment S S % Enrolment S S % Enrolment S S %

Male:

number

364

317

309

279

289

277

273

267

% 69.6 68.5 87.1 70.1 69.4 90.3 66.0 66.0 95.8 65.5 65.8 97.8

Female:

number

159

146

132

123

149

143

144

139

% 30.4 31.5 91.8 29.9 30.6 93.2 34.0 34.0 96.0 34.5 34.2 96.5

Total 523 463 88.5 441 402 91.2 438 420 95.9 417 406 97.4

2006 Unit 1 (42 providers) Unit 2 (40 providers) Unit 3 (45 providers) Unit 4 (45 providers)


Male:

number

273

239

235

214

274

259

259

240

% 68.8 67.9 87.5 70.4 70.2 91.1 69.0 68.5 94.5 68.2 67.4 92.7

Female: number

124

113

99

91

123

119

121

116

% 31.2 32.1 91.1 29.6 29.8 91.9 31.0 31.5 96.7 31.8 32.6 95.9

Total 397 352 88.7 334 305 91.3 397 378 95.2 380 356 93.7



Male:

number

272

238

264

239

213

204

204

196

% 69.6 67.8 87.5 65.2 65.5 90.5 72.7 71.8 95.8 72.1 71.5 96.1

Female:

number

119

113

141

126

80

80

79

78

% 30.4 32.2 95.0 34.8 34.5 89.4 27.3 28.2 100 27.9 28.5 98.7

Total 391 351 89.8 405 365 90.1 293 284 96.9 283 274 96.8



Male: number

239

215

223

197

252

236

239

227

% 73.1 71.7 90.0 73.8 72.7 88.3 68.3 67.6 93.7 67.7 67.8 95.0

Female: number

88

85

79

74

117

113

114

108

% 26.9 28.3 96.6 26.2 27.3 93.7 31.7 32.4 96.6 32.3 32.2 94.7

Total 327 300 91.7 302 271 89.7 369 349 94.6 353 335 94.9

Appendix 2 (continued):

Male and Female completion rates of VCE Agricultural and Horticultural Studies Units 1–4: 2005–2010(Source: VCAA APS Database)



Male: number

238

215

223

204

172

164

161

156

% 63.0 62.3 90.3 62.8 63.4 91.5 63.7 62.8 95.3 62.2 61.9 96.9

Female: number

140

130

132

118

98

97

98

96

% 37.0 37.7 92.9 37.2 36.6 89.4 36.3 37.2 99.0 37.8 38.1 98.0

Total 378 345 91.3 355 322 90.7 270 261 96.7 259 252 97.3



Male: number

185

176

175

160

210

197

199

190

% 72.0 72.4 95.1 71.7 71.1 91.4 63.3 62.1 93.8 62.8 62.3 95.5

Female: number

72

67

69

65

122

120

118

115

% 28.0 27.6 93.1 28.3 28.9 94.2 36.7 37.9 98.4 37.2 37.7 97.5

Total 257 243 94.6 244 225 92.2 332 317 95.5 317 305 96.2

S = Satisfactory completions

S% = Percentage satisfactory

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Appendix 3:

School providers in 2011 of VCE Agricultural and Horticultural Studies (Source: VCAA APS Database)

School or provider Location Region Sector

Assumption College Kilmore Hume Region Catholic

Avila College Mount Waverley Eastern Metropolitan Region Catholic

Ballarat Grammar Wendouree Grampians Region Independent

Balmoral P‐12 Community College Balmoral Grampians Region Government

Beaconhills College ‐ Valley Pakenham Southern Metropolitan Region Independent

Bellarine Secondary College Drysdale Barwon South‐West Region Government

Benalla College ‐ Faithfull Campus Benalla Hume Region Government

Birchip P‐12 School Birchip Grampians Region Government

Cann River P‐12 College Cann River Gippsland Region Government

Caulfield Grammar School ‐ Caulfield Campus St Kilda East Southern Metropolitan Region Independent

Cobden Technical School Cobden Barwon South‐West Region Government

Colac Secondary College Colac Barwon South‐West Region Government

Drouin Secondary College Drouin Gippsland Region Government

Echuca College Echuca Loddon‐Mallee Region Government

Elisabeth Murdoch College Langwarrin Southern Metropolitan Region Government

Essendon Keilor College Essendon Western Metropolitan Region Government

Footscray City College Footscray Western Metropolitan Region Government

Geelong Grammar School Corio Barwon South‐West Region Independent

Good Shepherd College Hamilton Barwon South‐West Region Independent

Grovedale College Grovedale Barwon South‐West Region Government

Heywood And District Secondary College Heywood Barwon South‐West Region Government

Hillcrest Christian College ‐ Ayr Hill Campus Clyde North Southern Metropolitan Region Independent

Kaniva P‐12 College Kaniva Grampians Region Government

Kyabram P‐12 College Kyabram Loddon‐Mallee Region Government

Manangatang P‐12 College Manangatang Loddon‐Mallee Region Government

Melton Secondary College Melton Western Metropolitan Region Government

Mildura Senior College Mildura Loddon‐Mallee Region Government

Mortlake College Mortlake Barwon South‐West Region Government

Mount Lilydale Mercy College Lilydale Eastern Metropolitan Region Catholic

Nhill College Nhill Grampians Region Government

Notre Dame College Shepparton Hume Region Catholic

Ouyen P‐12 College ‐ Secondary Campus Ouyen Loddon‐Mallee Region Government

Padua College Mornington Southern Metropolitan Region Catholic

Rainbow Secondary College Rainbow Grampians Region Government

Rutherglen High School Rutherglen Hume Region Government

Sandringham College Sandringham Southern Metropolitan Region Government

Sherbrooke Community School Sassafras Eastern Metropolitan Region Government

Thomas Carr College Tarneit Western Metropolitan Region Catholic

Tyrrell College Sea Lake Loddon‐Mallee Region Government

Warragul Regional College Warragul Gippsland Region Government

Woodleigh School Baxter Southern Metropolitan Region Independent

Appendix 4:

Number of students concurrently enrolled in both in VCE Agricultural and Horticultural Studies (any unit) and one of the VCE VET programs in the same year: 2008–2011 (Source: VCAA APS Database)

Certificate Year

2008 2009 2010 2011*

Certificate II in Agriculture 35 40 23 8

VES 35 40 23 8

Certificate II in Conservation and Land Management 4 2 1

VES 4 2 1

Certificate II in Horticulture 19 6 9 7

VES 19 5 8 7

VFE 1 1

Certificate II in Horticulture (Parks & Gardens) 1

VFE 1

Certificate II in Rural Operations 1

VFE 1

Certificate III in Agriculture 4 4 2 4

VFE 4 4 2 4

Grand Total 58 55 36 21

*2011: preliminary data only

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Appendix 5:

Enrolments in all VET Agriculture, Horticulture and Conservation & Land Management by VCE or VCAL students, 2008 – 2011(Source: VCAA APS Database)

Certificate Code

CertificateType

Certificate Title 2008 2009 2010 2011*

RTD10102 Certificate I in Conservation & Land Management 0 0 4 6

RTD20102 Certificate II in Conservation and Land Management 29 36 57 74

RTD20102 VCE VET Certificate II in Conservation and Land Management 216 299 242 282

RTD30102 Certificate III in Conservation & Land Management 0 4 13 2

RTD40102 Certificate IV in Conservation & Land Management 0 1 1 0

RTE20103 Certificate II in Agriculture 135 122 139 83

RTE20103 VCE VET Certificate II in Agriculture 318 366 440 363

RTE20303 Certificate II in Wool Handling 0 6 6 0

RTE20403 Certificate II in Shearing 0 0 5 0

RTE20603 Certificate II in Production Horticulture 0 0 0 0

RTE20603 VCE VET Certificate II in Production Horticulture 11 3 1 2

RTE20703 Certificate II in Rural Operations 31 18 18 5

RTE30103 Certificate III in Agriculture 29 23 49 54

RTE31603 Certificate III in Production Horticulture 1 5 4 8

RTE31903 Certificate III in Rural Operations 0 0 3 1

RTE40103 Certificate IV in Agriculture 1 2 1 0

RTE50103 Diploma of Agriculture 1 0 1 0

RTF10103 Certificate I in Horticulture 91 77 62 55

RTF20103 Certificate II in Horticulture 110 109 42 87

RTF20103 VCE VET Certificate II in Horticulture 378 400 453 267

RTF20703 Certificate II in Horticulture (Parks & Gardens) 67 100 118 81

RTF30103 Certificate III in Horticulture 4 33 5 1

RTF30203 Certificate III in Horticulture (Arboriculture) 0 1 1 0

RTF30403 Certificate III in Horticulture (Landscape) 0 0 7 4

RTF30803 Certificate III in Horticulture (Turf Management) 1 2 2 3

Totals 1423 1607 1674 1378

Many of the non VCE VET programs at Certificate II or above would be school based or part time apprenticeships or traineeships.

* Interim data for 2011, many school based apprenticeships and traineeships are unknown at the extract date.

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Appendix 6:

Enrolments in both Certificate II and Certificate III in Agriculture by Region: 2004–2010 (Source: VCAA APS Database)

Region/Certificate 2004 2005 2006 2007 2008 2009 2010

Barwon South‐West Region 16 64 62 50 84 95 141

Certificate II in Agriculture 16 63 60 42 67 80 119

Certificate III in Agriculture 1 2 8 17 15 22

Eastern Metropolitan Region 5 13 13 7 8 10

Certificate II in Agriculture 5 13 13 7 8 10

Gippsland Region 1 48 92 73 89 94 95



Grampians Region 62 99 80 82 85 88



Hume Region 12 62 42 38 51 56 98



Loddon‐Mallee Region 9 91 90 143 128 143 162



Northern Metropolitan Region 16 3 4 8 10 6 13


Certificate III in Agriculture 1

Southern Metropolitan Region 5 15 21 27 24 22


Western Metropolitan Region 9 14 10 6 4 1


Grand Total 54 349 431 436 484 515 630

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Appendix 7:

VCE Achiever: Dromana Secondary College (Source: VCAA Bulletin, November 2010)

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Appendix 8:

Student success story: Elisabeth Murdoch College (Source: VCAA Bulletin, February 2010)

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Appendix 9: The Science and Maths Excellence Awards (Source: DEECD)

The Science and Maths Excellence Awards encourage schools to develop partnerships with business, industry, tertiary institutions and community organisations. These partnerships reveal to students the many applications of science and maths beyond the classroom and open up career pathways. In 2010 and 2011 many schools from rural and metropolitan regions have demonstrated how engaging with an industry partner can motivate students to pursue further study in agriculture and horticulture career pathways.

Full details are available at www.education.vic.gov.au/about/events/vsmea/default.htm

2011 Winner

The Patch Primary School

The Patch Primary School offers its students a “Learning Landscape” in which maths and science activities take place not just in classrooms, but in an Eco‐Centre, award‐winning gardens and wetlands.

Partnership with the Yarra Ranges Council and the University of Melbourne’s School of Land and Environment have enabled the school to develop an exciting environmental studies program for students from Prep to Year 6. The partnerships have offered students the opportunity to access specialist tutelage and to immerse themselves in habitats where they can see what they have learnt in action.

Students have designed dry gardens, estimated seed sowing rates, researched fire retardant plants and tested soil properties, with the school’s partners providing equipment, facilities, materials and staff.

They have been able to work with an arborist, horticulturalist, invertebrate ecologist and a forestry research and development scientist, seeing not only how maths and science can combine in a practical way but also getting an insight into potential careers.

At The Patch Primary School, teachers need only turn to their professional backyard for an engaging way to teach problem solving, such as looking to the prevalence and type of aquatic invertebrates in a water source to determine its health.

As to the health of the program, student engagement is up by 50 per cent between 2008 and 2010 and average results for a number of science domains have also increased significantly.

2011 Finalists

Grovedale West Primary School

A program at Grovedale West Primary School has allowed students to discover the satisfaction of designing and building model solar boats, drawing on their own research, experimentation and ingenuity.

The school’s partnership with Schumacher Ag Services reflects a renewed emphasis on science at Grovedale West Primary School. The school is running a number of other science initiatives, including a program on crime scene investigation techniques and forensic science. So whether they’re solving problems in boat design or cracking forensic cases, students at Grovedale West Primary School are putting science into action.

Cohuna Secondary College

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Cohuna Secondary College, based on 10 hectares in a productive dairy region in northern Victoria’s Murray Valley, has worked hard to show students the links between science and the agriculture that forms the economic base of its community.

By partnering with dairy industry experts, farm suppliers and manufacturers, the school has been able to show students local innovations such as fish ladders, rotary dairy sheds and computerised feeding systems in action.

Students in the Years 9 and 10 Global Gateways program have also been able to rear calves and follow the food production chain in an elective entitled Paddock to Plate.

Copperfield College – Sydenham Junior Campus

The Environmental Leadership Team (ELT) at Copperfield College is as in tune with its local landscape as it is with environmental issues of global concern, thanks to strong school support and high level partnerships.

A dynamic relationship between the Sydenham Junior Campus and the environmental education officer at Brimbank City Council has grown from invitations to ELT students to attend environment conferences to sponsorship for them to hold their own.

Together with the council, City West Water and the Iramoo Sustainable Centre at Victoria University, the students have organised a second Sustainable Schools Youth Conference, securing the participation of another six schools.

Korumburra Secondary College

A strong ongoing partnership with a successful dairy production company has enabled Korumburra Secondary College to introduce industry‐related science activities across year levels, offer sponsored awards for high performing science students and even offer a ‘gap year’ industry placement.

The relationship, established two years ago with the support of the Local Learning and Employment Network, has grown significantly to benefit students living in a region where dairying is one of the largest agricultural contributors to the economy.

Working with Burra Foods Australia scientists has enabled the school to provide its students with the opportunity to see scientific concepts in action.

2010 Science and Maths Excellence Awards Finalists

Warrnambool College

in partnership with Portland Aluminium, Wannon Water, the Midfield Group, GlaxoSmithKline, WestVic Dairy and the South West Sustainability Partnership.

A strong relationship with significant local industries is helping to shape a cutting‐edge science and technology program at Warrnambool College. The college has established industry partnerships with Portland Aluminium, Wannon Water, the Midfield Group, GlaxoSmithKline, WestVic Dairy and the South West Sustainability Partnership.

Touring workplaces enabled school leaders to see first‐hand how innovative science and engineering make a difference to business performance.

South Gippsland and Bass Coast secondary schools in partnership with Phillip Island Nature Park, Monash University and the South Gippsland and Bass Coast Local Learning and Employment Network.

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The Little Penguin and the Australian Fur Seal were just part of this Gippsland group of schools’ innovative approach to teaching maths students how to pose a research question and find their way to an answer.

South Gippsland, Korumburra and Leongatha Secondary Colleges and Mary Mackillop and Newhaven Colleges have all benefited from a partnership with Phillip Island Nature Park, which was brokered by the South Gippsland and Bass Coast Local Learning and Employment Network (LLEN) and contributed to by Monash University, the Department of Education and Early Childhood Development, and Gippsland Youth Commitment Maths Science Focus Group.

High‐achieving Year 11 maths students were invited to a special maths camp in 2009 and given a presentation of interesting biological facts about the Little Penguin (formerly known as the Fairy Penguin) and the Australian Fur Seal.

Wangaratta High School in partnership with Flanagan Vineyards, Judds Warby Range Estate, Avalon Winery, Miranda Vineyard and Zork Pty Ltd.

Wangaratta High School is looking to grow its already successful Vine to Wine program, capitalising on major building works to bring all the elements together under one roof and offer the experience to more students. The school is one of a number that have turned their environment – a region with a growing reputation for hospitality, gourmet food and wineries – into a learning opportunity.

Partnerships with four local vineyards, three wineries and five winemakers have provided Merlot, Shiraz and Cabernet Sauvignon grapes, expertise in viticulture and a very hands‐on experience for students whose skills have been recognised at both the Victorian Wine Show (College/School category) and the Australian Schools Wine Show.

Kennington Primary School in partnership with La Trobe University. Kennington Primary School students are exposed to science through a wide range of partnerships, including one with La Trobe University that has strengthened over more than 20 years.

During their time at Kennington Primary, students at every year level can expect to visit and learn from various science education centres or take part in an environmental program conducted by industry.

The Science and Discovery Centre, Scienceworks and the Centre for Education and Research in Environmental Strategies (CERES) have provided engaging excursions for students, who can also expect to take part in activities such as Coliban Water’s Shower Water Saver Challenge, a water watch program with North Central Catchment Management Authority, and VISY’s recycling and packaging challenge.

Documents

3 October, 2011 - Parliament of Victoria · 3 October, 2011 . Ms Kerryn ... To receive a study score ... contribute a 10% increment towards a student’s ATARscore as a fifth or sixth