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VCAA BulletinOfficial publication for Early Years, F–10, VCE, VCAL and VET
In this issue
V I C T O R I A N C U R R I C U L U MA N D A S S E S S M E N T A U T H O R I T Y
F–10
Early Years
Excellence and awards
VCE
Contents: page 2
Administrative advice
VET
No. 60 | July 2020 | ISSN 1448-2371
New videos take students on virtual agriculture tours Victoria’s own World Heritage–listed Budj Bim National Heritage Landscape was a natural choice for filming part of a new video series that takes VCE Agricultural and Horticultural Studies students on virtual field study trips.
The videos were filmed at locations around Victoria, carefully selected to tell the story of food and fibre production from local, state, national, and global perspectives, and are a valuable resource for the newly accredited study.
The seven videos provide an overview of Units 1–4, innovation and technology, and demonstrate practical teaching activities using scientific methodology and Indigenous agriculture and horticulture. They explore food and fibre production through an interdisciplinary approach. Land cultivation and the raising of plants and animals are seen through evidence-based, sustainable and ethical practices.
Budj Bim National Heritage Landscape, in southwest Victoria, provides an outstanding example of complex Aboriginal aquaculture and hydraulic engineering and is a unique part of global agriculture and horticultural history. Eileen Alberts, Greg Shelton, Talara Harrison and Denis Rose were involved in demonstrating some of these techniques.
The eel traps at Budj Bim comprise a vast network of weirs, dams and stone canals constructed to manipulate water levels in various lake basins. These structures provided the region’s Gunditjmara people with a year-round food supply, which was also important for trade. The site also features the remnants of almost 300 stone houses. The stone-walled traps have been carbon dated to 6600 years old, meaning they predate more internationally renowned examples of ancient engineering such as the Egyptian pyramids or Stonehenge.
The videos can be viewed on the VCE Agricultural and Horticultural Studies study design webpage.
L–R: Eileen Alberts, Greg Shelton, Talara Harrison and Denis Rose during filming at Budj Bim National Heritage Landscape.
Contents
Excellence and awards
It’s awards time for the VCE Season of Excellence 3
Early Years
Children are connected with and contribute to their world: New resources for this VEYLDF Learning and Development Outcome 4
Next Early Years Twilight Webinar: Tuesday 8 September 4
Foundation−10
Curriculum
Register for F–10 professional learning: English as an Additional Language implementation support 5
Professional learning opportunities in Term 3 5
New resources for implementing the capabilities 5
Dance resources for Foundation–2 teachers 5
New Career Education Framework and resources for all F–10 teachers, careers practitioners and school leaders 6
Victorian Certificate of Education
Curriculum
2020 School-based Assessment Audit: Unit 4 7
New assessment criteria and expected qualities for VCE Second Languages 7
VCE Australian History examination 2020 8
Reminder: VCE Adjusted Study Designs for 2020 only 8
VCAA School-assessed Coursework performance descriptors survey 8
VCE Adjusted Study Designs for 2020 only – correction to VCE Dance and VCE Music Style and Composition 8
VCE Agricultural and Horticultural Studies School-based Assessment webinar 8
VCE Applied Computing: Unit 4 School-based Assessment webinars 8
VCE Adjusted Examination Specifications for 2020 only – correction to VCE Classical Studies 8
VCE Physical Education professional learning webinar: Developing School-based Assessment tasks 9
VCE Studio Arts: School-assessed Coursework webinar 9
Additional advice for the administration of School-based Assessment: VCE Studio Arts 2020 9
Victorian Certificate of Education
Assessment
Publication of the 2020 VCE examination timetable 9
VCE Assessors information 9
Examination centre arrangements for the 2020 VCE written examinations 9
Vocational Education and Training
Get VET resources to arrive in schools 10
VET Agriculture video 10
New Get VET videos 10
VCE VET Health: Supplementary Advice 10
Structured Workplace Learning recognition 11
Webinar about Structured Workplace Learning recognition 11
VCE or VCAL Student Eligibility Reports 11
State Reviewer Vacancy 11
Administrative advice
International students enrolled in VCE Unit 3–4 sequences and currently overseas 12
The VCAA Bulletin is authorised and published by the Victorian Curriculum and Assessment Authority. Principals are advised to encourage teaching staff to have an individual subscription. Notices to Schools are also available on the VCAA website.
The VCAA does not endorse the products or services of any external organisation’s articles published in the VCAA Bulletin.
Editorial and subscription enquiries: (03) 9032 1634 or [email protected].
© VCAA 2020 | ISSN 1448-2371
VCAA Bulletin July 2020 3
A scene from Lies by Ivy Windred-Wornes (pictured on left)
Portrait of Murrundindi, Ngurungaeta (head man) of the Wurundjeri by Shae Jones
A scene from Three in the Night by Joshua Wong
Excellence and awards
It’s awards time for the VCE Season of ExcellenceCongratulations to this year’s winners of the VCE Season of Excellence VCAA Board Appreciation Awards. Collingwoord College student, Ivy Windred-Wornes, who studied Media at Fitzroy High School, was awarded the prize for Top Designs, and Shae Jones, from St Margaret’s School, for her work in Top Arts.
The VCAA Board Appreciation Award recognises student works that are aesthetically impressive and show innovation. Both winners will receive a cheque for $1000 and a certificate recognising their achievement.
VCE Media student Ivy created the striking music video Lies for her band Charm of Finches. Lies depicts an innocent, young girl being invited to a large mansion where two mysterious women prepare for an extravagant feast. Showcased in Top Designs and Top Screen, the film stood out for its sumptuous production design and gothic imagery.
‘I wanted to evoke unease and mystery in the audience within a Victorian-style set inspired by the work of Peter Greenaway and the Pre-Raphaelites,’ she said. ‘The song is about how social media can be toxic and psychologically eat you alive.’
Top Arts exhibitor Shae Jones was recognised for her outstanding portrait of Murrundindi, Ngurungaeta (head man) of the Wurundjeri. In this remarkable life-size work, Shae sought to capture Murrundindi’s presence and celebrate his role as a prominent cultural leader. While Shae is currently studying for a Bachelor of Science, with a view to completing a medical degree, she intends to pursue her love of painting.
‘I could not live without painting and want to keep this as a dominant element in my life. To me, painting has always been a release, and I intend to continue it in unison with medicine, as I believe science and art can be brought together,’ Shae said.
Congratulations also goes to Joshua Wong from Lavalla Catholic College for taking out this year’s People’s Choice Award for Top Screen.
The Top Screen People’s Choice Award goes to the film that garners the highest number of votes in the audience poll. Joshua received the most votes for his outstanding horror short film. Featuring three intertwined stories shared by teenage friends around a campfire, the crowd favourite Three in the Night had people jumping out of their seats.
‘My piece was heavily influenced by the styles of directors Paul Thomas Anderson and David Fincher. I researched horror tropes, which allowed me to play around with audience expectations,’ Josh said.
The VCE Season of Excellence is an annual arts festival showcasing outstanding work by senior secondary students from Victorian schools. The season presents works created by VCE students in design, technology, multimedia and the cinematic, visual and performing arts through exhibitions, screenings and performances. Produced by the VCAA in collaboration with some of Melbourne’s leading cultural venues, the Season also involves talks, forums, education programs and online resources.
VCAA Bulletin July 2020 4
Early Years
Children are connected with and contribute to their world: New resources for this VEYLDF Learning and Development Outcome We have released two new resources for early childhood professionals:
• Assessment of children as connected with and contributing to their world in early childhood education and care: Literature review, by Kate Noble and Dr Jen Jackson from the Mitchell Institute (Victoria University) and Pru Mitchell from the Australian Council for Educational research (ACER)
• Connection & Contribution Practice Guide, by Kate Noble, Dr Jen Jackson and Pru Mitchell.
These two new resources are the final in a series of literature reviews and practice guides to support Victorian early childhood professionals to assess children’s learning and development in relation to the five Learning and Development Outcomes in the Victorian Early Years Learning and Development Framework (VEYLDF).
The literature review unpacks the concept of connection and contribution for children from birth to eight years, and explores tools that can be used to assess children’s learning and development against this Outcome, described in the VEYLDF as including children:
• developing a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active civic participation
• responding to diversity with respect
• becoming aware of fairness
• becoming socially responsible and showing respect for the environment.
Building on Bronfenbrenner’s Ecological Model, early childhood professionals can extend their thinking about what connection means for a child to involve orientation, curiosity and participation, and their thinking about contribution to involve decision-making, negotiation and responsibility.
This perspective of children as being active citizens in the world beyond their family and early childhood education and care (ECEC) setting, in a range of environments such as built, natural and digital, aligns with the United Nations Convention on the Rights of the Child (1989).
The practice guide further explores these concepts of connection and contribution through reflective scenarios, which demonstrate how early childhood professionals, in a range of contexts and settings across Victoria, can reflect on their own practice in relation to this Outcome.
Both resources are available on the VCAA website.
Next Early Years Twilight Webinar: Tuesday 8 SeptemberThe Twilight Webinar on Tuesday 8 September will focus on the literature review and practice guide for the VEYLDF Learning and Development Outcome Children are connected with and contribute to their world, and will feature early childhood consultant and VCAA Board member Catharine Hydon, in conversation with Kate Noble (Mitchell Institute) and Pru Mitchell (ACER).
Book now for the next Twilight Webinar via our online registration form.
About the webinarsThe webinars are held from 5.30pm to 6.30pm.
There is no cost to participate in these webinars and they are open to all professionals working with children birth to eight years, as well as students of early childhood education.
Please contact the Early Years Unit for further information: [email protected].
Subscribe to the Early Years Alert for updates on professional learning and new resources.
VCAA Bulletin July 2020 5
Foundation−10
Curriculum
Register for F–10 professional learning: English as an Additional Language implementation support From 2021, all government and Catholic schools are required to implement the new Victorian Curriculum F–10 for English as an Additional Language (EAL) curriculum.
To assist teachers, we are providing a comprehensive program of professional learning webinars. Developed with the Department of Education and Training, Catholic Education Commission of Victoria, Independent Schools Victoria and VicTESOL, the program has been designed to enable teachers to select webinars relevant to their setting, prior knowledge and experience.
All teachers are encouraged to participate in this program to support the implementation of the new EAL curriculum within their classroom. These webinars will be recorded and made available online.
Registrations are now open on the VCAA website.
Professional learning opportunities in Term 3Teachers are advised that more professional learning opportunities will be available in Term 3, including webinars focusing on ‘Making visible: Aboriginal perspectives in the curriculum’ and ‘Implementing the capabilities’.
These opportunities will be promoted through the VCAA Bulletin and the F–10 Curriculum Update. To keep up-to-date, please subscribe to these newsletters if you haven’t done so already, or visit the F–10 professional learning webpage.
New resources for implementing the capabilitiesWe have published a new resource for developing a whole-school curriculum plan for implementing the capabilities, Levels 7–10. This resource has been produced to assist school leadership teams and teachers in implementing the capabilities school-wide. It describes one way of developing a whole-school curriculum plan for implementing the capabilities.
The resource includes examples from a ‘case study’ in a fictional Victorian secondary college, and templates that schools can use to develop a whole-school curriculum plan.
The resource is available on the VCAA website.
Dance resources for Foundation–2 teachersThis series of short videos provides teachers with examples of ways to introduce students in lower primary settings to the fundamental body parts, shapes and movements used to create dance patterns.
VCAA Bulletin July 2020 6
Foundation−10
New Career Education Framework and resources for all F–10 teachers, careers practitioners and school leadersWe have published a new Career Education Framework and resources to support teachers wishing to enrich their existing teaching and learning practice by embedding career education into classroom activities.
Why embed career education in the curriculum?Research shows that teachers are one of the top sources of career-related advice for students. In order to plan for their future and make informed decisions, students need to be able to connect their current learning with the world of work and their future opportunities in tangible ways. Building skills and knowledge together with a supportive and trusted adult who has expertise in the learning area provides career-building skills and wellbeing benefits.
What’s in the Framework?The Framework sets out the key knowledge and skills that students need to successfully navigate multiple complex careers across their lifetime. It also houses downloadable resources for teachers in each learning area and capability.
Teachers can access professional reading and useful links to increase their understanding of key career education concepts. Schools can use the Framework to inform their planning for an effective whole-school career education program that suits their own context.
The Framework supports the Victorian Government’s career education reforms, which encourage schools to start early, connect learning to work, and prioritise career education. It complements the Department of Education and Training’s career education initiatives and supports schools from all sectors to enhance their delivery of career education across the school.
What’s in the resources?We have developed resources for each learning area and capability, across all levels of the Victorian Curriculum F–10. Each resource outlines how an aspect of the curriculum can be enriched by choosing to embed career-related learning in an existing teaching and learning activity.
Fifteen resources are available on the VCAA website, and additional resources will be uploaded throughout the remainder of 2020.
The Framework and resources can be explored on the VCAA website.
VCAA Bulletin July 2020 7
Victorian Certificate of Education
Curriculum
2020 School-based Assessment Audit: Unit 4All schools are audited each year for at least one VCE study, and all VCE studies are subject to the annual School-based Assessment Audit.
On Monday 20 July, schools were notified of their Unit 4 School-based Assessment Audit requirements through VASS. Schools that have chosen to defer their Unit 3 School-based Assessment Audit for one or more studies, will be audited for those studies during the Unit 4 School-based Assessment Audit.
The screen in VASS where schools can access the list of studies selected for audit at their school is School Program > VCE > School-based Assessment Audit (please ensure the search function is filtered to view Unit 4 studies only).
In the first stage of the School-based Assessment Audit, teachers of VCE studies complete a study-specific audit questionnaire on behalf of their school with support from the principal (or principal’s delegate).
Prior to completing the audit, schools are advised to:
• Download a PDF copy of the audit questionnaire from VASS Downloads by searching ‘AUDIT’. The PDF is for reference purposes and can be used to prepare answers to the audit before completing it online.
• Refer to the instructions provided at the beginning of each questionnaire. If there is not enough detail provided in response to the audit, or if an error is detected, schools will proceed to the second stage of the audit and be asked to provide further evidence.
The response to the audit questionnaire must detail the planned approach to assessment for Unit 4 in 2020 (using the adjusted study designs for 2020 only). The purpose of the audit is to enable the VCAA to determine if School-based Assessment is following the specifications and requirements set out in the accredited VCE study design and the VCE assessment principles. The audit is a necessary component of the VCAA’s management of quality; its purpose is not punitive or personal.
Responses to the audit questionnaire must be completed by Monday 10 August 2020.
Further information on the School-based Assessment Audit, including detailed instructions and links to the online audit questionnaires, can be found on the School-based Assessment Audit webpage.
Any queries can be directed to the School-based Assessment Audit team: (03) 9032 1735 or [email protected].
New assessment criteria and expected qualities for VCE Second LanguagesThere is a new form of assessment for Section 2, Part B of the VCE Second Language written examinations for 2020–2023. The assessment is based on two main criteria:
• the first criteria refers to a student’s understanding of general and specific aspects of texts in the language of study
• the second criteria refers to a student’s ability to convey information and opinions accurately and appropriately.
Assessors will mark a student’s responses holistically by referring to the ‘Expected qualities for the mark range’, which contains descriptions of the level of achievement expected of students at a particular mark or mark range. For example, at the highest ranking, the student will have logically and clearly organised information and ideas throughout their response, and accurately identified the main relevant points of the provided text. At a lower ranking, the student will have adequately organised information and ideas, and identified some of the main points.
The new assessment applies to the 12 VCE Second Languages. For more information, refer to the respective VCE examination webpage for each study and Notice to Schools 85/2020.
VCAA Bulletin July 2020 8
Victorian Certificate of Education
VCE Australian History examination 2020In 2020, the following adjustments will be made to the VCE Australian History examination to reflect the corresponding 2020 adjusted study design:
• In Section C, two questions will each consist of four parts making a total of 25 marks. The additional sub-part will be worth five marks and will assess the same skills as the previous year’s six-mark sub-part question. The number of sources used for Section C will remain the same as in previous years and as reflected in the sample examination.
• In Section D, the questions will remain as extended-answer questions, and should not be regarded as an essay. Students must attempt one of the five questions. The increase from 10 to 15 marks for this section in 2020 reflects a commensurate increase in the length required to respond to a question.
For further information, refer to the VCE Australian History examination webpage and Notice to Schools 99/2020.
Reminder: VCE Adjusted Study Designs for 2020 onlyThis is a reminder that the VCAA undertook a review of the Unit 4 component of every study design, with a focus on reducing School-based Assessment tasks, where possible, to relieve some pressure on students due to the move to remote and flexible learning arrangements during 2020 in response to COVID-19.
Refer to Notice to Schools 91/2020.
VCAA School-assessed Coursework performance descriptors surveyThe School-assessed Coursework (SAC) performance descriptors published in advice for teachers are currently under review.
Refer to Notice to Schools 90/2020.
VCE Adjusted Study Designs for 2020 only – correction to VCE Dance and VCE Music Style and CompositionMinor corrections have been made to the VCE Dance and VCE Music Style and Composition Adjusted Study Designs for 2020 to correct the breakdown of the contribution of the Unit 3 and 4 School-assessed Coursework to the final assessment.
Refer to Notice to Schools 88/2020.
VCE Agricultural and Horticultural Studies School-based Assessment webinarRegistrations are now open for this webinar.
Refer to Notice to Schools 86/2020.
VCE Applied Computing: Unit 4 School-based Assessment webinarsRegistrations are now open for this webinar.
Refer to Notice to Schools 87/2020.
VCE Adjusted Examination Specifications for 2020 only – correction to VCE Classical StudiesThere has been a minor revision to the Adjusted Examination Specifications for VCE Classical Studies and the associated Assessment Criteria for Section B of the examination.
Refer to Notice to Schools 101/2020.
VCAA Bulletin July 2020 9
Victorian Certificate of Education
VCE Physical Education professional learning webinar: Developing School-based Assessment tasksRegistrations are now open for these two webinars.
Refer to Notice to Schools 89/2020.
VCE Studio Arts: School-assessed Coursework webinarRegistrations are now open for this webinar.
Refer to Notice to Schools 92/2020.
Additional advice for the administration of School-based Assessment: VCE Studio Arts 2020Additional advice has been provided for teachers of students who are enrolled in VCE Studio Arts and are unable to make their planned artwork(s) in Unit 4 for the School-assessed Task.
Refer to Notice to Schools 102/2020.
Assessment
Publication of the 2020 VCE examination timetableThe 2020 VCE examination timetable has been endorsed by the VCAA Board and is now available online.
Refer to Notice to Schools 78/2020.
VCE Assessors informationAssessor training meeting dates for the 2020 General Achievement Test (GAT) and VCE Performance examinations, Languages Oral examinations, Extended Investigation Oral presentation are available on the VCAA website.
Examination centre arrangements for the 2020 VCE written examinationsVCE providers with students enrolled in one or more VCE or scored VCE VET Unit 3–4 sequence must meet VCAA requirements for managing the conduct and administration of VCE examinations, as outlined in the 2020 Agreement to conduct and administer VCE external assessments.
Refer to Notice to Schools 100/2020.
VCAA Bulletin July 2020 10
Vocational Education and Training
Get VET resources to arrive in schoolsFollowing the release of the Get VET publication in 2018, we have continued to produce a valuable collection of resources for teachers, including short videos for each VCE VET program, student success stories, and educational posters available on the VCAA website.
To support careers discussions and subject selection in 2020, the following Get VET materials are being distributed to all secondary schools in Victoria at the beginning of Term 3:
• a trifold flyer for each Year 9 enrolment (Year 10 if no Year 9, Year 11 if no Year 10)
• two posters to promote the online resources including the VET program video library
• a flyer to inform teachers about how they can utilise resources to promote VET within the school community.
Get VET is focused on giving students, parents and teachers the information they need to make informed decisions about educational and career pathways.
We invite you to take this opportunity to update the knowledge of VET within your school community by sharing the Get VET website with teachers and parents through your newsletter and other communication channels.
VET Agriculture videoShow your students what VET Agriculture, Horticulture, Conservation and Land Management is really like with the latest video added to the Get VET resources.
Explore every VET program video in one place at the VET program video library.
New Get VET videos
How do you like to learn? A new self-reflection video for Year 7 and 8 students How do you like to learn? is a short and sharp new video designed to support the self-reflection that takes place during Year 7 and 8 career education. Students are encouraged to reflect on what they like to learn and how they like to learn, while being introduced to the wide range of opportunities available in secondary school through VET.
VET prepares students for the future: A new video for parents and school staffVET prepares students for the future is an informative four-minute video (perfect for information nights and staff meetings) that is designed to inform parents and school staff about the opportunities and outcomes that VET can offer students during secondary school. Former VCAA CEO, Dr David Howes, and VET teachers from across the state share success stories and valuable insights about VET in the VCE and VCAL.
Hear what VET students say: A new video for students and parentsHear what VET students say is a three-minute video filled with students undertaking a diverse range of VCE VET programs and talking about their experiences and outcomes. This video is an effective way to introduce students and parents to the diverse and valuable opportunities that VET can provide students during secondary school.
VCE VET Health: Supplementary Advice The VCAA published the new VCE VET Health: Supplementary Advice in March 2020. This resource provides teaching and learning advice for Units 1 to 4 of the VCE VET Health program. It has been developed by subject matter experts and gives teachers information about the health industry, health sector skills and knowledge, pathways, learning activities, sequencing and clustering, and maintaining sector knowledge.
Download a copy of the VCE VET Health Supplementary Advice. Printed copies of the resource will be distributed early Term 3 to schools and RTOs with enrolments.
VCAA Bulletin July 2020 11
Vocational Education and Training
Structured Workplace Learning recognitionIf students have had reduced opportunity to participate in Structured Workplace Learning (SWL) in 2020 they can still access SWL recognition. They can also access credit if their total enrolment in the related VET certificate does not reach 180 hours. When assessing students, schools need to make a judgment about whether students have undertaken enough training and been exposed to enough time in a workplace to be able to respond to the reflection questions in their Workplace Learning Record. School-based apprentices and trainees can access two credits where they have been engaged for most of the year in training and employment. Students commencing school-based apprenticeships and traineeships (SBATs) in second semester will be able to access one credit.
Webinar about Structured Workplace Learning recognition We are providing a webinar to support schools and Local Learning and Employment Networks (LLENs) interested in implementing SWL recognition. The webinar will focus on how SWL recognition works, the assessment and administrative requirements, using the Workplace Learning Record and recording results on VASS. It will also provide an update on the revised SWL recognition arrangements for 2020.
The webinar will be held on Thursday 6 August at 3.00pm. Register on the SWL recognition workshops webpage, ensure you register with your work email address to streamline the registration process.
SWL recognition resources available for download include:
• SWL recognition assessment guidelines
• Workplace Learning Records for VCE VET programs
• Workplace Learning Record for SBATs.
VCE or VCAL Student Eligibility ReportsIt is critical for schools to determine if any adjustment to their students’ VET learning program will impact on the award of the VCE or VCAL in 2020.
Schools are encouraged to run a VCE or VCAL Student Eligibility Report on VASS for all students, particularly those undertaking a VET certificate (Student program > VCE or VCAL Reports > VCE or VCAL Student eligibility).
It is important to ensure that students will have enough credit from their VET certificate to achieve their VCE or VCAL certificate.
State Reviewer VacancyExpressions of interest are invited for the vacant VCE VET Kitchen Operations State Reviewer for the remainder of 2020. Teachers of the Units 3–4 level are encouraged to apply for the State Reviewer position. The VCE VET State Reviewer is required to undertake a range of activities, including:
• participating in VCAA professional development activities,
• assisting in VCE VET program reviews (where appropriate)
• providing feedback and advice to schools/registered training organisations
• assisting in the preparation of published advice regarding scored assessment
• conducting coursework audits and preparing feedback as a result of the coursework audits.
For more information and details on how to apply, contact the VET Unit: [email protected].
VCAA Bulletin July 2020 12
Administrative advice
International students enrolled in VCE Unit 3–4 sequences and currently overseasOn Friday 25 June the Minister for Education issued a Ministerial Direction to allow international students in government and non-government schools to study remotely in their home countries for the duration of the COVID-19 pandemic.
Refer to Notice to Schools 98/2020.
