WELCOME TO SENIOR SCHOOL
The senior years of secondary schooling are where students develop their independence in order to get them ready for the world beyond school. We want every Kingswood student to successfully achieve their VCE and be able to reach their tertiary goals, whether that means university study, other environments such as TAFE courses or even straight into the workforce.
Years 10 to 12 are a time of increased focus, as students pursue their preferred subjects and work hard to get where they wish to be. We expect every student to develop self-regulation and diligence, in order to strive for their personal best and develop their perseverance and independence. While study is important, student wellbeing is also a focus. As students enter into the final phase of their learning journey it is important to know that at Kingswood College we will support them in navigating the challenges and triumphs ahead.
With dedicated Mentors, Year Level Coordinators, our College Chaplain and College Counsellors, we want our students to be assured there is a team
of staff taking this journey with them to support and ensure that each student has access to the resources needed to grow and develop into an independent and resilient person.
Furthermore, our Careers and Pathways Coordinator supports students in course planning, tertiary selection and to plan courses that assist each individual in meeting their aspirations beyond school.
It is important that students embrace all the opportunities provided, develop strategies to work through the many challenges they will be faced with and take the time to get to know their teachers and to enjoy the experience shared with their peers.
We wish all of our students well as they navigate Years 10-12.
Rob Fuller Head of Senior School
LIFE IN THE SENIOR SCHOOL
Year 10
Year 10 is where students are introduced to the Senior School. They move from wearing the College wardrobe daily to casual dress and physically move from the Middle School environment. Year 10 students undertake careers programs, have more elective choices and some take on advanced studies, completing a VCE subject.
Year 10 is also a time of increased leadership opportunities, including House positions and working with Year 7 students in a mentoring capacity.
It is a time of significant personal development and an increased understanding of themselves and their pathways ahead.
Year 10 students embark on their final outdoor education experience, where they can exercise choice in their level of challenge.
It is an exciting and engaging year of learning and growth.
Year 11
Year 11 is where students exercise enormous choice in choosing their path. All subjects (except one from the English group) are chosen by the students themselves. Students become more responsible for their study habits and completion of work. Whilst Year 11 subjects are only
reported as a Satisfactory (S) or Not Satisfactory (N) result, it is vital that students develop their skills and aim high in this year, as it will give them a good understanding of how they may perform in Year 12.
There are several leadership roles available to students and we encourage them to take on activities that they enjoy in order to round out their development and experience. Many students take on part-time paid work during Years 11 and 12. We recommend that students work a maximum of 12 hours per week in paid employment.
Year 12
Year 12 is often seen as a highpressure year, however it is so much more than that. Proper preparation and steady work makes the demands manageable. At Kingswood College we want all of our students to do well and to study hard, however, we also want them to recognise that their performance in this year does not define them as a person. It is critical that our Year 12 students maintain a balance of study, physical activity, good sleep habits, socialising and paid work (where students wish to do so) in order to help them best manage their health, mindset and time.
Year 12 students often have many milestones in their final year, such as
the formal, valedictory, 18th birthday parties, achieving their probationary licenses and so much more. We encourage our students to be sensible and moderate in their approach to all these things, so that they get the most out of their experience and look back with pride at their achievements.
IMPORTANT INFORMATION ABOUT SENIOR SCHOOL
2024 KEY STAFF
The following College staff are available to assist and support students.
• Rob Fuller – Head of Senior School
• Jana Walter – Year 12 Coordinator
• Lee Dalton – Year 11 Coordinator
• Michelle O’Keeffe – Year 10 Coordinator
• Ara Shivanath – Senior School Administrator
• Grant Exon – College Chaplain
• Sarah Sage – Careers & Pathways Coordinator
CONTACT DETAILS
Senior School Reception: 9896 1723 senior@kingswoodcollege.vic.edu.au College Reception: 9896 1700
2024 TERM DATES
• Term 1: Monday 29 January –Thursday 28 March
• Term 2: Monday 15 April – Friday 28 June
• Term 3: Monday 22 July – Friday 20 September
• Term 4: Monday 7 October –Tuesday 10 December
SCHOOL HOURS
Senior School: 8.20am – 3.10pm Outside these times, the Senior School may not be staffed, unless specific programs are running. Students will be asked to leave the buildings if insufficient supervision is available.
DAY STRUCTURE
Period Time
Greeting 8.20am - 8.30am
Period 1 8.30am - 9.20am
Period 2 9.20am - 10.10am
Recess 10.10am - 10.30am
Period 3 10.30am - 11.20am
Period 4 11.20am - 12.10pm
Period 12.10 12.10pm - 12.50pm Lunch 12.50pm - 1.30pm
Period 5 1.30pm - 2.20pm
Period 6 2.20pm - 3.10pm
PERIOD 12.10PM
In Senior School, this time is used to provide a range of programs and activities that minimise disruption to class times. It is typically allocated in the following ways:
• Monday: Wellbeing time in mentor groups
• Tuesday: EISM Sport training
• Wednesday: Early lunch prior to EISM competitive sport
• Thursday: Daily Physical Activity program
• Friday: Middle and Senior School Assembly
TIMETABLE STRUCTURE
Each subject is allocated nine periods per fortnight. See Appendix 1 for a list of all subjects in the Senior School.
For VCE students, Periods 1 and 2 on one Monday morning per fortnight (currently Week B) can be used to conduct Units 3 & 4 School Assessed Coursework and Units 1 & 2 Outcomes, as well as important other year level activities. Attendance at any scheduled assessments or activities in these times is compulsory. Year 11s must be at school whether they have scheduled activities or not, and are to use this as study time if they are not required elsewhere. This time is standard class time for Year 10 students.
This time is also a wonderful opportunity for VCE students to catch up with teachers, utilise the study centre and library to make sure that they are keeping up to date with their class work and revision.
Students should not organise personal appointments in this time, as this is a normal component of the school day. Year 12 students who do not have an assessment are not required to be at school until the commencement of Recess. Year 11 students may study in the Senior School building or Library during this time.
LATE ARRIVALS, EARLY DEPARTURES & ABSENCES
All students in Years 10 – 12 arriving after 8.20am must sign in at the Senior School office before going to class.
The morning rolls are completed throughout the school day via Compass.
It is the responsibility of the parent or guardian to personally notify the College when:
• a student is absent from school; or
• a student is required to leave early from school during the school day.
Notification can be provided via Compass or by contacting the Senior School Office directly.
If a student is sick and requires three consecutive school days or more of absence, a medical certificate must be forwarded into the Senior School Reception upon their return.
Whilst we actively encourage our Year 12 students to utilise their study periods at school, we understand that some prefer to study at home.
Year 12 students are permitted to sign in and arrive at school in time for their first scheduled class and sign out and depart any day as soon as their scheduled classes are finished. It is important to note that there might be extra classes and school assessed coursework (SAC) run after school. Attendance at these sessions is compulsory. Please note – students with study periods in the middle of the day that had classes Period 1 or 2 are not permitted to leave and come back during those times, unless signed out with parent notification.
DRIVING TO SCHOOL
Once a student has their P plates and they wish to drive to school the following process must be followed:
• An application requesting consent to drive to school is collected from the Senior School Office.
• Once completed, this form is required to be given to the Year 12 Coordinator, together with a copy of the student’s licence. Note that students are not permitted to park on the campus.
A student may not carry as passengers any other members of the school, without the written permission of all parents concerned and the approval of Year 12 Coordinator.
The school accepts no responsibility for the students’ vehicles or any property contained within those vehicles.
STUDY CENTREPRIVATE STUDY TIME
Each student in Year 12 is allocated one study block for private study. This equates to nine periods per fortnight and they are encouraged to utilise this time in an effective manner. They will have access to the Senior School lounge and library. There is also the opportunity to book a classroom for small group study. Contact the Senior School Office to assist you with this.
VET STUDENTS - PRIVATE STUDY TIME
Each VET student is allocated one study block for private study. This equates to nine lessons per fortnight. This time is provided to ensure they have sufficient time to complete set tasks they may have missed due to their VET commitments and they are encouraged to utilise this time in an effective manner. They will have access to the lounge for these periods. Year 11 students with VET study blocks at the beginning or the end of the day are required to stay at school to utilise their teachers and seek support to catch up on missed work.
WELLBEING AT KINGSWOOD COLLEGE
Often the Senior School years are portrayed with certain images and expectation; the student hunched over a desk, stressing about exams and assessments quickly jumps to mind. Instead, while study is very important, the Senior School years should be years of enhancing friendships, leading the school community, meeting new challenges and importantly enhancing learning of increasingly sophisticated ideas. Our aim is that the peak experiences that VCE offer provide targeted moments of manageable stress. Building a student’s belief, they can achieve and gain mastery of their studies.
One of the key components to the VCE is using time management to maintain balance. We introduce these ideas to Year 10 students and help develop their understanding of what is required across the senior years.
Knowing you have used your time well is one important way to take pride in your achievements. As students sit their final examinations and assessments, our aim is for them to already be proud of what they have achieved, knowing they have worked hard and prepared well. The examination is then just the confirmation of this process, which will help give direction to where their journey will continue after school. The Wellbeing program offered over
Years 10 to 12 is designed to support this aim, focusing on a variety of topics including time management, revision strategies, goal setting, the pathways program, wellbeing and targeted life skills such as road safety and consent education.
Should you have any concerns about how your child is progressing please contact the relevant Wellbeing Mentor or the Year Level Coordinator.
To be successful in their studies, students should:
Work Efficiently
Reduce the amount of time on busy work. ‘Work smart not hard’ - Learn to ‘read it once and read it well’ by highlighting and annotating what you read - It is also better to summarise your work regularly – at least as you finish each topic or unit of work. It is unreasonable to think that you will have time to summarise all of your work and learn it just before major assessment tasks - Learn to use techniques such as Mind Maps, Concept Maps, etc. - Utilise flipped learning opportunities such as: Youtube tutorials, guided animations and Edrolo.
Plan Your Study Time
Develop good work habits from Week 1 Term 1.
• Be realistic and reasonable. You
need to maintain a balanced and healthy lifestyle
• Be pro-active. Arrange and manage your time to spread the workload. It helps if you make a study plan for the week ahead as well as a broad term or semester plan including key tasks. Put the study plan over your desk so that it is a visible reminder
• Give yourself a chance to develop good study habits. Use class time effectively: be punctual, be prepared and be active. Engage in all class activities. Do not rely on your memory – record each class in some way by taking effective notes.
Take Effective Notes
This will vary for different subjects and different students.
• Be selective in what you write down or record (not every word of the teacher)
• Put the date on each page as this helps to organise your notes
• Keep your notes in a secure folder (to avoid loss)
• Date and label sheets and keep with the notes for the topic - It is useful to have a wide margin to record ‘key words’ – this could form the basis of summaries
• Ensure that notes and summaries are reviewed often
• Use abbreviations
• Remember that the notes should suit your needs and preferred learning style - Structure notes using colour, headings, subheadings, underline, colour, different sizes, and capitals
Study Actively
• Summarise topics.
• Compose and refine lists of suitable definitions and formulae that need to be learned
• Self-reflection. Always go through teacher-assessed work to ensure full understanding of specific concepts or aspects where you could have gained more marks
• If you do not understand something, try and find out the answer and if necessary ask for assistance
• Pre-reading in some subjects can be beneficial
• Review work daily and weekly
• Make connections with previous work
• Ensure that your study environment is effective for you.
Manage Stress
Tips for reducing stress:
• Set realistic goals
• Prioritise important tasks
• Break large tasks into smaller manageable tasks
• Ensure you know how you relax, and plan to, and then take time, to relax
• Ensure that you are getting enough sleep (9–10 hours)
• Being busy does not mean you are stressed – know the difference – if you feel overwhelmed, speak to someone about it.
ASSESSMENTS IN SENIOR SCHOOL & SUBJECT CHANGES
ASSESSMENTS
Assessments and work undertaken by students varies across Years 10-12. The greatest variance is across the different subjects, however, project work is more common in Years 10 and 11, whilst assessments under timed conditions (a frequent component of School Assessed Coursework) is common in Year 12.
It is vital that students are vigilant of their due dates and assessment times and make the appropriate steps to ensure they are prepared and complete the work in a timely manner.
All students in the Senior School will undertake examinations. Mid-year and End-of year examinations occur for most Year 10 subjects and all Year 11 subjects.
Students undertaking Units 3 and 4 subjects have externally assessed examinations (typically from midOctober to mid-November) as published by the Victorian Curriculum and Assessment Authority. All students completing Units 3 & 4 subjects also complete the General Achievement Test (GAT) in June.
A practice exam period for Units 3 & 4 subjects occurs in the final week of the Term 3 break. It is compulsory for all students of these subjects to attend. Parents, please do not book holidays for this time when your child is undertaking any Units 3 & 4 subjects.
See later sections of this handbook for more information.
SUBJECT CHANGES
If a student is experiencing difficulty in a subject or has changed their pathway direction, then there is scope for changing a subject, albeit within the confines of our blocking grid and class numbers.
Pathways related conversations must be held with our Careers and Pathways Coordinator, to ensure that these pathways are still open.
If it is due to experiencing difficulty in the subject, then the student should first see their subject teacher to discuss strategies that could be used to assist with easing this difficulty.
Once these options have been explored and a subject change is still intended, the student must contact their Year Level Coordinator. This will include liaising with the relevant subject teachers, Careers and Pathways Coordinator, and parents and Daily Organiser.
This process should be completed by:
• Week 2 of Term 1 for Unit 1 or a Units 3 & 4 sequence; and
• Week 1 of Term 3 for Unit 2 subjects.
In summary, a subject change will be given consideration where:
• The change is approved by parents in writing and the current subject teacher has reported on the student’s progress;
• Class size and timetable feasibility permit the change; and
• The student has investigated the effects on tertiary course selection and career choice of the change.
A change may not be possible when:
• It requires changes to other subject groupings;
• The class the student wishes to enter is already full; and/or
• The student has not successfully completed prerequisite studies or demonstrated sufficient readiness.
UNIFORM & CLOTHING EXPECTATIONS
All Kingswood College students in Years 10 to 12 may wear comfortable ‘non-uniform’ attire such as:
• dress, skirt, pants or shorts
• chinos, jeans, cargo pants
• plain leggings
• tracksuit pants
• shirts, blouses or plain t-shirts or polo shirts
• jumpers, cardigans, hoodies, rugby tops
Senior School students are expected to wear the College wardrobe on Wednesdays for EISM sport as a team uniform:
• Team X comfort t-shirt
• Team X shorts
Senior School students are expected to maintain a neat, clean and appropriate standard of dress and appearance, cognisant that the Senior School is a workplace for students and staff.
Students are also welcome to wear any garments they choose from the Kingswood College 2XU branded range of garments. For example, a student can wear the jacket with other non-wardrobe items.
In addition, the following guidelines apply:
• No ‘distress’ holes or transparency
• No underwear should be visible
All tops should:
• have short, long or cap sleeves (no singlet tops, ‘work-out tops’ or ‘muscle shirts’)
• cover all of the torso (no midriff, chest or back exposure)
• be appropriately cut in the front
• be worn appropriately buttoned
• logos, text and images which are discrete and respectful
• Dresses/skirts: minimum length to the middle of the thigh. Note that sleeveless dresses are permitted
• Tailored dress shorts or loose fitting shorts only; minimum length middle of the thigh
• Clothing must cover tattoos at all times (e.g., swimwear must cover tattoos when swimming)
Appropriate footwear:
• should be comfortable and suitable for the occasion
• should provide protection and support (e.g., sandals must have both a heel strap and toe fastening)
• does not include thongs, Ugg boots, crocs and slippers
Extremes in attire are not appropriate. If in doubt, reconsider your options or seek advice from staff before you wear the clothing in question.
Where an excursion requires specific clothing, students will be informed.
At other times, excursions and assemblies require a slightly higher standard of dress than already described in the ‘Everyday school wear’ section. Specifically:
• closed shoes are required
• tracksuit pants and leggings are not appropriate
Senior students involved on stage during assemblies and other formal events may be asked to wear:
• collared shirts or blouses
• trousers, chinos, skirts or dresses
• jackets
For Special Occasions, in addition to the above, additional guidelines apply:
• dress or pants (no denim)
• chinos or trousers (no denim)
• jacket (no denim)
• gowns designed without a sleeve or strap may be worn
Kingswood College staff will provide explicit instructions for engagement with special activities, particularly in relation to health and safety, or industry expectations. Additional rules may relate to:
• Hair – tying back and/or covering hair
• Jewellery (e.g. removal of sleepers, necklaces, bracelets)
• Footwear – closed toe shoes must be worn in various settings
MOBILE PHONE POLICY
Rationale
In our fast-paced, technologically advanced world, access to digital spaces has countless benefits for our students. Technology enables collaboration, access to vast information, problem-solving, and content creation. However, research suggests we must monitor students’ screen time and its impact on their social, developmental, and academic wellbeing.
Scope
• This policy applies to all students within the Kingswood College Community.
• This policy applies during the school hours 8.20am to 3.10pm.
• This policy includes all school days including camps, sport days, excursions etc.
Policy
During The School Day (8.20am to 3.10pm)::
• Mobiles phones and other personal devices (including but not limited to Airpods/ headphones) must be kept in locked lockers during the school day;
• They may not be accessed at all during the school day;
• Students may not use social media (including but not limited to TikTok, Snapchat, Instagram,
Facebook, Skype and other social networking or messaging apps) on personal devices, including laptops, during the school day;
• Students may not use headphones/listen to music unless instructed to do so as part of a teacher directed learning activity;
• Students in Years 11 and 12 are permitted to use their headphones connected to their laptop within the shared study space in the Walker building during break times and study periods while studying;
• At times teachers may require students to bring their mobile devices to class for a specific learning activity. Students must then return their phones to their lockers at the next available break;
• Staff should be alerted and exceptions requested if a student has special circumstances requiring the use of their mobile phone or other devices during school hours (e.g. health issues);
• If parents need to make contact with their child during the hours of 8.20am and 3.10pm, they are to contact the relevant school administration:
Students repeatedly in breach of this policy will be required to sign in their mobile phone upon arrival at the College and sign it out at the end of the day.
USING COMPUTERS FOR ASSESSMENT
We encourage every Senior School student to hand write their notes and work as frequently as possible, as this builds the strength and speed required for the demands of their examinations. Students who require a laptop to complete Units 3 & 4 assessment will need to have special provision to do so, unless the task already allows the use of technology. When using either a notebook or desktop computer, the student is responsible for ensuring that the work is regularly backed up (on an alternative platform), and submitted in an acceptable form.
Note that problems with technology are NOT acceptable grounds for extensions of time or for any special internal provisions.
THE VCE (VICTORIAN CERTIFICATE OF EDUCATION)
The VCE is the certificate that most students in Victoria receive on satisfactory completion of their secondary education. It is an outstanding qualification that is recognised around the world, and provides diverse pathways to further study or training at university or TAFE and to employment.
Any queries regarding the administration of the VCE should be directed to your Year Level Coordinator or the Head of Senior School.
The VCE is awarded on the basis of a satisfactory completion of units, according to VCE program requirements. For satisfactory completion of a VCE Unit, a student must demonstrate achievement of the set of outcomes for the Unit as specified in the study design. The decision about satisfactory completion of outcomes is based on the teacher’s professional judgement of the student’s performance over the unit. This decision is distinct from the assessment of levels of performance. In those studies where the set of assessment tasks for SAC scores covers all outcomes designated for the Unit, satisfactory performance in these tasks is sufficient evidence to award S for the unit.
Achieving Outcomes
To achieve an outcome the student must:
• Produce work that meets the required standard;
• Submit work on time
• Submit work that is clearly their own; and
• Observe the VCAA and school rules
If a teacher judges that all outcomes are achieved, the student satisfactorily completes the Unit.
To obtain the VCE each students program must include satisfactory completion of:
• Three units of English studies, including Unit 3 and Unit 4;
• Three sequences of Units 3 & 4 of any other VCE/VET study, other than an English study.
Each study in the VCE consists of semester-length units:
Units 1 & 2
In some studies, these units may be taken separately. The School is responsible for the assessment of Units 1 & 2.
Units 3 & 4
Units 3 & 4 must be taken as a sequence. Units 3 & 4 are assessed both by the school and externally by the VCAA. A Kingswood College VCE course comprises of the following:
• Six VCE units per semester in Year 11
• Five VCE units per semester in Year 12
*Requests to vary the VCE program will be considered on a case by case basis and any decision will need to take into account academic ability and pathways, previous VCE results, and special needs or time constraints outside of the curriculum, including elite sport, medical issues etc. Parents should note that the standard school fees apply even if students undertake a reduced load in Years 11 and 12.
Vocational Education & Training (VET) & the VCE
• VET programs are available as part of a student’s VCE program. These are coordinated by our Careers and Pathways Leader and any enquires regarding VET should be directed here.
• VET programs are delivered off-campus and therefore students, who undertake a VET subject, will be absent from Kingswood College once a week.
• Students who wish to undertake a VET subject must be conscious of their time management and it their responsibility to communicate with their class teacher and to ensure all missed work is completed.
• VET students will be allocated a study block on their timetable to allow them the opportunity to keep up to date with any missed lessons.
• The library will be the allocated space for students during these times. Students will report to the librarian to have their attendance checked.
• On occasion a student may miss an assessment due to timetabled VET commitments. It is the student’s responsibility to notify their teacher and to organise an alternate time with their teacher and the relevant Year Level Coordinator. This will normally be rescheduled for the first Tuesday or Thursday following the assessment date, commencing at 3:30pm.
• VET students are reminded that attendance at their VET program falls under the Kingswood College attendance policy, which is a minimum of 95% attendance. If a student is likely to be absent from their VET program, they are to follow the same absent processes and contact the school.
Assessment
& Reporting Units 1 & 2
• VCE Units 1 & 2 will be assessed in two ways:
• Completion of each Learning Outcome in a unit will be assessed as Satisfactory (S) or Not Satisfactory (N). For a unit as a whole to be satisfactorily completed, all the Learning
Outcomes must receive an S.
• Graded results indicating the level of achievement/ performance reached in aspects of each study are also used and at Kingswood these are recorded on an A+ to E scale and these are school based decisions and are not shared with the VCAA.
VCE Enrolment Form
Students are required to complete and sign a Personal Details Form and an agreement to abide by the VCAA regulations, which is completed early in the School year. VCE Students have their own identification number provided by the VCAA. The school also keeps a copy of student VCAA numbers.
If a student has enrolled to study a subject at another Registered Training Organisation (RTO), they must ensure that details of this are provided to the Head of Senior School to ensure it is recorded correctly through the VASS System and thus becomes a part of their academic record.
Students will be asked to confirm their VCAA enrolments at key stages throughout the academic year and it is their responsibility to accurately check the VCAA enrolment details provided and to advise the School of errors in subject enrolment, enrolment in studies offered by outside providers, change of address,
VCE Attendance
All students need to attend sufficient class time to complete this work. At Kingswood College we expect VCE students to attend a minimum of 95% of all of their scheduled classes. Any missed class is counted as an unexcused absence unless the student has a medical certificate indicating that the student was unfit for school on that day or that the student needed to attend an unavoidable medical appointment. The exceptions to requiring a medical certificate are:
• When a student is on a school excursion or representing the school;
• When a student is attending a VET subject; or
• When a student is attending a VCAA externally assessed performance examination.
If a student anticipates missing a class or classes for any other reason, they must seek special leave of absence in writing and in advance, where possible, from the Head of Senior School.
It is the student’s responsibility to find out the work that was covered and set during their absence and to complete all required work. Students have access to all work missed via Compass.
They also have all their assessment dates readily available here and should utilise this for forward planning.
Students need to attend sufficient class time to complete work. Students who do not meet the attendance requirements and who do not qualify for an excused absence may be given an ‘N’ (not satisfactory) for the VCE unit.
If a student is going to be absent from a SAC/SAT/Outcome then the process must be followed and the ‘Application for Internal Provisions’ (SAC/Outcome) form completed
In the case of a student knowing they will be absent for an assessment, or that they may require additional time, they must apply for an extension in advance, not on or after the due date/date of the assessment task or SAC.
All VCE students must have a medical or other professional certificate if they are absent on a day which there is a SAC/AT or Outcome scheduled. A note from a parent does not suffice VCAA regulations.
Learning Outcomes (S/N)
- VCE Units 1, 2, 3, & 4
To obtain their VCE students are required to display a set of skills and knowledge relevant to each specific subject. Teachers are required to assess against a set of standards outlined by each subject’s Study
Design. These are known as Outcomes and together they form a Unit (eg Unit 1, Unit 2, Unit 3 or Unit 4). The subject teacher decides whether a student has satisfactorily completed a Unit based upon whether the student has achieved each of the Outcomes for the Unit. This can be met by assessment tasks, class work, homework, oral presentations etc.
Redemption Tasks
If the student is deemed to be at risk of not meeting the requirements to gain an S, parents will be notified in the first instance by the subject teacher via email or telephone call and followed up with a subsequent letter from the school. Each student then has an opportunity to redeem the potential N by completing a redemption task, which will be outlined in the communication provided by the school.
A redemption task will be designed by the subject teacher and can be an assessment task, part of an assessment task, class work and/or homework activities.
The classroom teacher and Head of Senior School will organise an alternate time with the student, which will normally be the first Thursday following the assessment date, commencing at 3:30pm. The purpose of this redemption task is to afford the student with the opportunity of gaining an S. The
initial numerical score/grade provided will stand.
VCE Assessment
All VCE Units 1 & 2 offered by Kingswood College will be assessed through several different instruments such as tests, projects, assignments, oral presentations etc.
The Assessment Tasks will provide the percentage or numerical score for that task. They are used to indicate the level of achievement for that particular Outcome. NA is used when a student is formally exempted from an assessment task or when they were absent due to an unexcused absence. At the start of each Unit, the subject teacher will provide details of the assessment tasks forming the basis of the unit of study. Student performance on these tasks is internally assessed.
Student performance is not reported to the VCAA but is provided on Compass and on school reports. If a student misses an assessment task due to unexcused absences, the student will be afforded with the opportunity to gain an S for that task, and consequently for the relevant outcome. However, an NA will be recorded against that task resulting in a score of 0. This could have implications in regards to the calculation of awards and prizes
All VCE Units 3 & 4 offered by Kingswood College will be assessed by either School assessed coursework, known as SACS and/ or School Assessed Tasks, known as SATS, and an end-of-year Exanimation.
School Assessed Coursework (SACs)
Coursework assesses each student’s overall level of achievement. SACs are a part of the normal teaching and learning program and should be, in most cases, completed within class time. This does not preclude some of the work being completed out of class, for example, preparation for the assessment; however, in allowing students to complete part of the work out of class time, teachers must be able to authenticate that the work is that students own work. These SAC’s are internally assessed.
School Assessed Tasks (SATs)
Art Creative Practice, Visual Communication & Design, Computing and Product Design & Technology have School-Assessed Tasks as well as Coursework. Tasks are used in studies where products and models are assessed. The kind of tasks used for SATs will be the same for every School, with specifications being provided by the VCAA; however, the School will decide the content of the tasks. The VCAA specifies how marks
and grades are to be allocated. The teacher completes the assessment and forwards to the VCAA a score indicating how each student performed in the SAT. These tasks are internally assessed using VCAA performance criteria guidelines.
If a student misses a SAC/SAT due to unexcused absences, the student will be afforded with the opportunity to gain an S for that task, and consequently for the relevant outcome. However, a score of 0 will be recorded against that task. This will have implications in regards to the subject study score, and ultimately the student’s ATAR ranking.
SAC/SAT Protocols
Units 3 & 4 teachers will provide the following to their students by end of the first full week of Term 1, via their class pages on Compass:
• This week’s learning outlining the week’s topics which includes SAC/SAT/Outcome weeks and dates;
• An overview of each component of assessment, including weighting contributing to the final assessment; and
• An overview of the topics for each summative assessment.
Students are reminded that results are confidential. Students should not feel pressure to share this information with other students. The
purpose of providing feedback/ advice to the student is to assist them in learning from their attempt at the task.
Summative Assessments (SACs) are generally returned to students within 14 days of the completion/due date. This will provide students with the opportunity to complete revision purposes of that topic and to add to their examination revision.
Completion of VCE Units
Each VCE unit includes a set of two to four outcomes. These outcomes must be achieved for satisfactory completion of the unit. In accordance with VCAA requirements, the subject teacher determines satisfactory completion.
Parents/Guardians are notified if a VCE student is at risk of not achieving an outcome or has not completed an assessment task by the due date. A student may not be granted satisfactory completion if:
• There is doubt about whether the work is the student’s own;
• The work is not of the required standard;
• The student has not met a School deadline for the assessment task, including where an extension of time has been granted; or
• There has been a substantive breach.
Special Provisions for Summative Assessments (Internal)
Students eligible for special provision are not exempt from meeting the requirements for satisfactory completion of the VCE, or from being assessed against the Outcomes for a study. Special Provision ensures that the most appropriate arrangements and options are available for students whose learning and assessment programs are affected by illness, impairment or personal circumstances, in order to be able to demonstrate their capabilities.
The guiding principles, which must be satisfied in all forms of Special Provision, are:
• The provision should provide equivalent, alternative arrangements for students.
• The provision should not confer an advantage to any student over other students.
Students are eligible for Special Provision for School-based assessment if their ability to demonstrate achievement is adversely affected by:
• An acute or chronic illness (physical or psychological)
• Factors relating to personal circumstances
• An impairment or disability including learning disorders.
Schools have many ways of making alternative arrangements to enable students to be assessed against the outcomes of the study design, following guidelines issued by the VCAA.
At Units 1 & 2 level these arrangements are decided internally and are overseen by the Head of Individual Differences and the Head of Senior School. Evidence must be provided outlining the learning/ wellbeing diagnosis.
At Units 3 & 4 level these arrangements are determined following an application to the Victorian Curriculum and Assessment Authority (VCAA) and this process is overseen by the Head of Senior School in consultation with the Head of Individual Differences and the relevant Heads of Department.
Communication is sent to all Units 3 & 4 families informing them of this process and requesting evidence be provided to the school with the required due dates.
Until the school receives formal decisions from the VCAA special provisions will be provided to the student based on VCAA guidelines and evidence provided.
Statistical Moderation (Units 3
& 4)
Schools are responsible for the initial assessment of Coursework, which
will then be transferred to the VCAA. Statistical moderation processes will be applied to the initial assessments after VCE examinations have been assessed. Results of Coursework contribute towards a student’s Study Score in each VCE study.
School assessment is an important part of the VCE. In many studies it counts for at least 50% of students’ assessments. For equity across the State it is important that the assessments made by all schools throughout the State are comparable and fair to all students. Moderation is needed to ensure that schools’ assessments are comparable and thus fair for all students throughout Victoria.
Moderation is a process of ensuring that the same assessment standards are applied to students from every school doing a particular study. Statistical moderation is a process for adjusting schools’ assessments to the same standard, while maintaining the students’ rank order given by the School.
The VCAA will use moderation to ensure that the assessments given by each school are comparable throughout the State.
The process will involve adjusting the level and spread of each school’s assessments of its students in a particular study, to match the level and spread of the same students’ scores on the common external
EXAMINATIONS
... examination.
A copy of the VCAA’s statistical moderation policy is found on the VCAA website.
All Units 3 & 4 studies have three graded assessments, which comprise of School-Assessed Coursework, School-Assessed Tasks and the external examination component.
Breaches of VCCAA Assessment Rules
Where a teacher believes a breach of VCAA assessment rules has occurred in a SAC/SAT, the teacher will report this to the Head of Senior School. A preliminary investigation into the allegation will be conducted according to the guidelines provided by the VCAA in the VCE and VCAL Administrative Handbook. These guidelines form Kingswood College ‘VCE Breaches’ policy.
Year 10 and Units 1 & 2 examinations are conducted at the end of each semester. They are a great opportunity for students to demonstrate an understanding of their Year 10 or Unit 1/Unit 2 course work and should be seen as building skills for their final Units 3 & 4 examinations. Success in the examinations also impact on the overall student result and impact on end of year subject and year level dux awards as part of our Celebration Evening.
They can also be used for students to achieve a satisfactory completion (S) for the Unit if the student is a potential for non-satisfactory (N) completion.
Lateness to Examinations
Students who arrive at school late for an examination are to report to Senior School Reception. Senior School Reception will contact the Head of Senior School to inform them of the late arrival.
If a student arrives within the first 30 minutes of the exam they will be permitted to enter and complete their examination.
If a student is more than 30 minutes late after the writing time has commenced, it is at the discretion of the Head of Senior School as to whether or not to admit the student into the examination. If permitted, no additional writing time will be given.
UNITS 3 & 4 SPECIAL EXAMINATION ARRANGEMENTS
For VCE external assessments, which include all VCE examinations, oral presentations and the General Achievement Test (GAT), the VCAA is responsible for determining eligibility and for granting approval in the form of Special Examination Arrangements and the Derived Examination Score (DES). Students are eligible for Special Examination Arrangements if it can be shown that achievement on the examination is adversely affected by:
• an acute or chronic illness (physical or psychological)
• factors relating to personal circumstance
• an impairment or disability, including learning disorders.
The VCAA does not approve Special Examination Arrangements solely on the grounds of an intellectual disability. Applications for special examination arrangements must be accompanied by recent supporting medical or other specialist documentation and are administered by the Head of Individual Differences and the Head of Senior School.
Special Examination Arrangements may take the form of:
• Extra reading time in addition to the official reading time; and/or
• Extra time designated for the examination; and/or
• Normal time but with appropriate rest periods; and/or
• Use of a computer; and/or
• Permission to sit the examination in a separate room.
Students with specific illnesses or disabilities may be assisted by other measures designated by the VCAA. Students who have been granted EAL status on the basis of unfamiliarity with the English Language, are not eligible for Special Examination Arrangements on this ground alone. Communication will be sent to all Units 3 & 4 families in December with details regarding the special exam arrangements process. Any family who feels that they meet the criteria are invited to contact the Head of Senior School to discuss and submit their application.
Derived Examination Score
The Derived Examination Score (DES) is calculated by the VCAA and may be used as the student’s 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 her learning or achievement in the study.
The purpose of a DES is to ensure that a student’s final result on an examination reflects, as accurately as possible, the level of achievement
that would be expected based on the learning and achievement they have demonstrated in their study over the semester/year.
Students are eligible for a DES if they can demonstrate that illness, personal trauma or other circumstances occurring immediately before or during the examination period has affected their performance on an examination or has prevented them from attending an examination.
‘Immediately before’ applies to the two-week period prior to a performance or oral examination or the first written examination in the October/November examination period.
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 over the year.
Students who believe they may be eligible for the DES should contact the Year 12 Coordinator and/or the Head of Senior School. The School is responsible for making the initial decision on eligibility and recommending approval to the VCAA. Final approval rests with the VCAA. The calculation for the DES uses all available scores for the student in the affected study and the indicative grade for the examination provided by the school and the GAT
GENERAL ACHIEVEMENT TEST (GAT)
.... componentt scores. For each approved application for a specific examination, the VCAA will calculate a range of possible DES scores, which will be calculated statistically from the student’s other assessments, including moderated School-based Assessments, GAT component scores, other examination scores if available and indicative grades provided by the school.
All VCE students enrolled in one or more sequences of Units 3 & 4, including Year 11 students, must sit the GAT. This includes Year 12 students that may have decided not to sit the external examinations at the conclusion of the year. The GAT is typically held in June each year as published by the VCAA. It consists of written tasks and multiple-choice questions. A confidential statement of GAT results is sent to each student at the end of the year. The results are not provided for either tertiary selection or employment purposes. The statement will indicate the student score, with descriptive comments about the student’s performance on each component.
The General Achievement Test (GAT) is a pen-and-paper test of general knowledge and skills taken by students in the course of completing their senior secondary studies.
The GAT plays an important role in the quality assurance of VCE assessments and also provides students with an opportunity to demonstrate they meet the Victorian Literacy and Numeracy Standards expected at a senior secondary level. No special study is needed. Past study of subjects like English, Mathematics, Science and History prepares students for the GAT by building their general knowledge and skills in writing, numeracy and reasoning.
Purposes of the GAT and how it is Reported
VCAA stipulate that Section A of the GAT assesses whether students have demonstrated the literacy and numeracy skills typically expected of someone completing their secondary schooling – giving another indication of their readiness to move onto further education, training or employment.The Victorian Literacy and Numeracy Standards are derived from Australian Core Skills Framework (ACSF).. A GAT Statement of Results is mailed to each student. Student literacy and numeracy skills are assessed against new standards in reading, writing and numeracy introduced into Part A of the GAT. The GAT Statement of Results indicates if the student has met the standard, not met the standard, or met the standard and demonstrated a level of excellence. In addition, where a student has completed both Sections A and B their results will include a score for each GAT component. The components are:
• Writing (Section A) and written communication (Section B)
• Numeracy (Section A) and mathematics, science and technology (Section B)
• Reading (Section A) and humanities, the arts and social sciences (Section B).
UNITS 3 & 4 TRIAL EXAMS, SENIOR SCHOOL FINAL EXAMS & REPORTING FINAL RESULTS
Unit 3 & 4 Trial exams are generally scheduled in the last week of the Term 3 School Holidays. Trial exams are compulsory for Year 12 students and for those Year 11 students enrolled in a Unit 3 & 4 subject. Although completion is not part of the awarding of satisfactory completion of Units or the VCE, trial exams are a vital part of feedback and learning for both students and teachers as follows:
• To provide feedback to teachers to assist with the planning of revision classes;
• To provide feedback to teachers so as to guide individual students with revision as it relates to areas of strengths and areas which require further revision; and
• To give students feedback so that they can establish focus areas for revision and study in preparation for the VCAA exams. This includes areas of strength and weakness, skills that need further refinement, and feedback regarding time management within an exam. These exams are scheduled in a short time-frame to enable marking to take place promptly. External markers are used in some subjects. These markers are often VCE assessors who work with our teachers to provide accurate, timely feedback in preparation for the VCAA exams.
Year 10 and 11 students undertake final exams towards the end of Semester 2.
For Units 3 & 4 subjects, the final examination is produced and administered by the Victorian Curriculum Assessment Authority (VCAA) and these dates cannot be altered.
VCAA Exam Supervisors are appointed by Kingswood College to administer and supervise the VCAA external exams, using VCAA exam conditions. Exam conditions and related information is provided in the VCAA Exam Navigator which is issued to each student in September each year.
Please Note: Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices such as Smart watches, etc into an assessment task or examination. Failure to adhere to this rule may result in the forfeiture of marks or cancellation of scores for this assessment/examination (as per VCAA policy for Units 3 & 4).
Year 10 and 11 students will receive interim reports in Terms 1 and 3 and semester reports at the conclusion of Semester 1 and 2.
On completion of the VCE, Year 12 students receive a statement of results from the VCAA. They will not receive a College Semester 2 report.
The VCAA statement contains:
A cumulative record of achievement for all VCE and VCE VET units undertaken, and the year in which the result was obtained.
Graded Assessments and a Study Score for each sequence of Unit 3 & 4 studies undertaken either in the current year or earlier.
Any University Enhancement studies with the titles of the studies and the university listed if successfully completed.
Any Credit obtained for study undertaken overseas, interstate or in the International Baccalaureate, or for a Vocational Certificate.
A declaration that the student has or has not been awarded the VCE.
Where a student has been granted English as an Additional Language (EAL) status, this will be stated on the final results, along with the year in which that status was conferred.
Year 12 students will also receive from the Victorian Tertiary Admissions Centre (VTAC) their ATAR score.
APPENDIX 1: SENIOR SCHOOL SUBJECTS
IN
BLOCKS
APPENDIX 2: RESOURCES FOR STUDENTS
REACHOUT
ReachOut is a leading youth mental health website. It provides practical tools and support to help young people get through everything from everyday issues to tough times. The website has factsheets, tools, apps, videos and forums.
GENERATION NEXT
Generation Next is a website that provides education and information about the prevention and managements of mental illness in youth. There are resources for young people, professionals and the community.
YOUTH BEYOND BLUE
Youth Beyond Blue provides information on a range of topics and issues that are relevant for young people. The website also allows young people to link in with free confidential counselling either by phoning 1300 22 4636 or webchat.
HEADSPACE
Headspace is a national mental health service for young people. The website has a number of fact-sheets on a range of topics and helps young people link in with their local centre. There is also ‘eheadspace’ which
offers free confidential counselling via webchat or phoning 1800 650 890.
KIDS HELPLINE - TEENS
Kids Helpline has a section just for teens which offers information and counselling for people aged 13–25 years. The counselling is free and confidential and can be accessed by calling 1800 55 1800, emailing counsellor@kidshelpline.com.au or webchat.
APPENDIX 3: RESOURCES FOR PARENTS
PARENT LINE
Supports and nurtures positive, caring relationships between parents, children, teenagers and the significant other people who are important to the well-being of families. Visit the website for more information or call 13 22 89.
RAISING CHILDREN NETWORK
An Australian parenting website that provides comprehensive, practical child health and parenting information and activities covering children aged 0–15 years.
FAMILY RELATIONSHIPS ONLINE
The advice line complements the information and services offered by Family Relationship Centres. The website offers access to information about family relationship issues, ranging from building better relationships to dispute resolution.
LIFELINE
Lifeline provides all Australians experiencing a personal crisis with access to 24-hour counselling support and suicide prevention services that can be accessed by
calling 13 11 14 or on their website.
BEYOND BLUE
A national, independent, not-forprofit organisation working to address issues associated with depression, anxiety and related substance-use disorders in Australia. If you need help you can contact 1300 22 4636 or visit the website to seek support.
