Victorian Certificate of Education
(VCE)
Lauriston Girls’ School - Handbook 2025
VCE Handbook
This handbook has been prepared to assist students and parents/guardians at Lauriston Girls’ School in matters relating to Victorian Certificate of Education (VCE) studies and as a resource to reinforce our desire to be consistent in our practices, expectations and assessment guidelines.
The Victorian Curriculum Assessment Authority (VCAA) is responsible for the development, maintenance and implementation of the VCE. The information in this booklet is based on the VCE Administrative Handbook, an official publication of VCAA.
Please use this Handbook in conjunction with the VCAA curriculum, assessment and reporting policies and guidelines: https://www.vcaa.vic.edu.au/
Students and parents are advised to read the VCE Handbook carefully and consult the VCAA website for further information. With the end of compulsory schooling at age 17, enrolment in the VCE assumes students and parents agree to abide by the Lauriston VCE policies and procedures, particularly those pertaining to Assessment and Attendance. It is important that students and parents understand their obligations to support the consistent and fair management of the VCE according to Lauriston guidelines.
For Overseas students an English Language Proficiency Test, the AEAS test, is used by the school for the purpose of assessing proficiency with the English language and determining the year level entry.
Students entering Year 10 or 11 must achieve a minimum AEAS test score of 80 and a minimum stanine score of 5 for Year 10 entry and a minimum stanine score of 7 for Year 11 entry to have their enrolment progressed.
Contents
VCE School Term 2025
Introduction
Glossary
Key VCE Dates 2025
Consequences
Failure to automate work submitted
Students at Risk
Attendance
VCE Curriculum Policy Statement
The Victorian Certificate of Education
Year 11 students undertaking units 3&4 study
Changing or withdrawing from subjects
Eligibility Requirements for some VCE Students
VCE Second Language
Achieving VCE minimum requirements
Satisfactory completion of VCE units of study
VCE Assessment and Results in unit 3&4
Special Provisions and Examination Arrangements
VCAA Examinations
Preparation
VCAA Examination Period
Study Allowance Year 11 units 3&4
Stress
Effective Study
Careers Counselling Program
ATAR Timeline for subjects and Careers Counselling
Statement of Results
VCE Assessment per Study
Assessment and Work Guidelines
Submission of Work
Scheduling of units 3&4 SACS and Year 11 Assessment
Absence from school based assessment
SAC Policy for students ill with Covid
Applications for extension
Homework Tasks
Academic Honest
Investigating Procedure
SEAS Applications
VCE School Team 2025
Key Contacts
VCE Coordinator Year 11
VCE Coordinator Year 12 Claire Martin
Kate Gilchrist
Marina Leggatt
VASS Coordinator Natalie Lane
International Students’ Coordinator Joseph Zhou
Future Pathways and Careers Coordinator Jenny D’altera
Senior School Psychologists
Year 12 Tutors
Andrews
Irving Kirkhope
Mitchell
Year 11 Tutors
Andrews
Irving Kirkhope
Mitchell
Heads of Faculty
English, Literature & EAL English
Mathematics
Emma Steer & Sarah Ballantyne-Brodie
Anna Corney
Echo Gu
Science Andrea
Humanities Jonathan Collenette
Social Sciences
Art & Design
Edward Harris
Giuliana D’Angelo
Music Elizabeth Tindall
Health & Physical Education Leanne Guinea
Lote Fiona Curnow
Drama Jannah Davies
Librarian Kathryn McKendry
Student Services Nicola Molloy
Health Centre
Deanne Read & Karen Parker
correct at time of publication, 20 Decemeber 2024. All information is subject to change.
Introduction
It is our mission to inspire Lauriston girls to be courageous lifelong learners. They are ethical and compassionate young women who seek to resolve new-world problems and strive to be responsible, global citizens working with others to shape their world.
Learning programs at Lauriston Girls’ School are based around the School’s five core values:
Relationships
We communicate openly, honestly and respectfully allowing us to have meaningful connections with each other in the community and beyond. We foster a culture of optimism, collaboration and celebration.
Courage
We are courageous in our approach to managing change; embracing physical, moral and intellectual challenges; and standing up for what we believe. Courage enables us to understand our strengths and act accordingly.
Creativity
We approach learning and teaching with creativity as our cornerstone. We are imaginative, inventive and entrepreneurial. We are open to and champion new ideas and new ways.
Intellectual Curiosity
We engage proactively with the world; determined to better understand, reflect upon and question ourselves, our experiences and the society in which we live. We are critically engaged and curious about all that we encounter and learn.
Engagement in Life
We learn how to connect with others, manage the highs and lows and reap the rewards of our commitment by our purposeful engagement in all aspects of school life. We are motivated to participate and respond to changes in our world.
Glossary Assessment
Unit 1 & 2
Students undertaking a Unit 1 & 2 VCE sequence will be graded internally, i.e., at the school level, but no results are recorded with VCAA and Unit 1 & 2 results do not contribute to the calculation of a study score or ATAR. Nonetheless, students must satisfactorily meet the learning objectives of a subject according to VCAA guidelines. An S for Satisfactory Completion will be recorded by VCAA. Alternatively, if a student fails to meet the learning objectives/outcomes of a study, they will receive an N for the unit, and this is recorded by VCAA.
Unit 3 & 4
Students undertaking Unit 3 & 4 VCE sequences are assessed by a combination of internal and external assessments and accorded both a Satisfactory Completion and a Study Score which is recorded by the VCAA and used in the calculation of an ATAR. The weighting of internal versus external assessment which contributes to the overall study score varies from subject to subject.
Australian Tertiary Admission Rank (ATAR)
This is the acronym for the Australian Tertiary Admission Rank. The ATAR is a percentile/number between 0.00 and 99.95 that indicates a student’s position relative to other students. The ATAR is used by tertiary institutions to compare student achievement, despite the different subject combinations students may have.
The ATAR is calculated combining:
• The VTAC scaled study score for a study in one of English, EAL English, English Language or Literature.
• The next best 3 VTAC scaled study scores; and
• 10% of the fifth and/or sixth scores available
Note: only two Mathematics subjects can be calculated in the best 4 scores. Only 6 subjects can contribute to an ATAR.
Scaling
Each student at the completion of Units 3 & 4, receives a Study Score out of 50. This score reflects a student’s relative position against other students doing that study. However, VTAC consider that different students undertake different subjects and therefore ranking students based on subject performance alone may be unfair.
Scaling attempts to statistically address this difference. VTAC takes a study score and scales it either up or down a number of points to increase fairness and to take away any advantage or disadvantage in undertaking a particular subject. VTAC publishes a scaling report each year, which indicates scaling for that year. Nonetheless, students are encouraged to select subjects on the basis of interest and aptitude and not on the basis of scaling.
Scaling assesses students across subjects, it does not award points or subtract points as it were, according to the difficulty of the subject. Note too, that the further a student’s performance is away from the mean, the less they are affected by negative scaling. Example: a score of 30 in Health and Human Development might be scaled down to 26, but a score of 45 is likely to be scaled down to 44. Scaled scores are used to calculate the ATAR.
https://www.vtac.edu.au/reports https://www.vtac.edu.au/atar-scaling-guide2022.html?highlight=WyJzY2FsaW5nIiwic2NhbGVkIiwic2NhbGUiLCInc2NhbGVkIiwic2NhbGVzIl0
School Assessed Coursework (SAC)
A student’s Study Score is calculated by combining coursework assessed by teachers at school and external exam results. The contribution of internally assessed coursework to a Study Score, varies for each subject. Coursework which is internally assessed at school is usually referred to as a SAC. SACs are conducted under exam conditions or according to VCAA guidelines.
School Assessed Task (SAT)
Subjects which require students to undertake tasks across a period of time, such as work in Studio Arts, Visual Communication etc. are generally referred to as School Assessed Tasks or SATs. This coursework is assessed by teachers at the school and must be authenticated over time as the student’s own work.
SEAS Applications (Special Entry Access Scheme)
SEAS is an application submitted in Year 12 through the VTAC, which invites the Admission Centres of universities and tertiary institutions to consider any adverse circumstances a student may have experienced in their schooling and adjust the ATAR ranking to reflect the impact of these circumstances.
SEAS allows selection officers to grant special consideration for course entry, to applicants who may have achieved a lower ATAR then required for their preferred course due to these adverse circumstances, to be offered a place in that course. Note: this generally applies to ATARs which are close to the prerequisite score required for the course.
SEAS applications cannot advance students into courses which are significantly discrepant with the ATAR the student achieves. SEAS applications generally open in August.
Special Provisions / Examination Arrangements
Students with physical, sensory or psychological disorders or impairments may need special provisions/accommodations to support them in undertaking assessment and learning commensurate with their peers. Special Provisions are awarded by the VCAA and the school must provide documentation to substantiate applications.
Statistical Moderation
In order to ensure parity in grading and assessment across multiple classes with different teachers, teachers will routinely compare multiple samples of work from different classes. These are blind marked and assessed according to VCAA Study Design criteria. In situations where class sizes are 5 or less, teachers may form a partnership with teachers from another school and ‘cross-mark’, i.e. mark each other’s work to ensure consistency in grading and assessment.
Study Designs
Each VCE subject follows a course outline which guides teachers in ensuring specific knowledge and key skills are taught to students. The Study Design canvasses Units 1 – 4 and advises teachers on assessment and content. Each study design articulates specific Learning Outcomes or objectives which must be met by students to achieve a pass in the subject.
Study Score
Each VCE Unit 3 & 4 subject is scored out of 50. The study score will be an aggregate of both internal and external assessment. Study scores are based on a standard distribution with a mean of 30. Students will receive results which indicate raw scores; these are study scores which have not been scaled. For subjects with large enrolments (1000 or more) the table below shows an estimate of the percentage of students potentially scoring higher than the score stated.
The Victorian Curriculum and Assessment Authority (VCAA)
The Victorian Curriculum and Assessment Authority (VCAA) is the governing body which administers the Victorian Certificate of Education, as well as other Victorian curriculum initiatives such as NAPLAN. The VCAA provides guidelines to school in the administration of the VCE and administers the conduct of exams and external assessment. School Principals sign a declaration each year, committing to administering the VCE according to its guidelines and principles.
Victorian Certificate of Education (VCE)
The VCE is a Victorian certificate most students attain with satisfactory completion of their secondary education. Students intending to continue into tertiary education, must complete external exams in order to receive study scores and a tertiary ranking (ATAR). In this way, students receive both a Victorian Certificate of Education and an ATAR.
Alternatively, in some circumstances a student may decide to attain a VCE without undertaking the external assessment and receiving an ATAR, commonly known as an “unscored VCE”. Students who decide to complete an unscored VCE will need to seek the guidance of the Careers Counsellor for advice in pursuing further education options without an ATAR. See further notes regarding requirements for the award of the VCE.
VCE Identification Number
Each student enrolled in a VCE study with VCAA receives an identification number. This number is used by both VCAA and VTAC. Students will receive their identification number when confirming their personal details, as well as when they receive their advice about the GAT. It is important that students record this number and keep it safe, as it will be needed when registering for courses with VTAC and when registering to receive results
VCE VET
From time-to-time students may seek permission to study a VCE VET subject not offered at Lauriston. VCE VET subjects are of two years duration and are vocational in nature. They lead to the award of a Certificate and further studies at TAFE. Students must be independent learners, as they will miss classes at school and will be required to be self-managed in respects to catching up on work missed. Students interested in exploring this option should make contact with the Careers Counsellor.
Victorian Tertiary Admissions Centre (VTAC)
The VTAC is the administrative body which administers students’ applications for tertiary courses. Students apply for tertiary courses through the VTAC website by making an account and registering preferences for various courses, universities and TAFEs. VTAC does not make decisions about entry into courses, it is the vehicle by which students apply for courses. Drawing on the information provided by VTAC, tertiary admission centres make decisions about students’ applications and VTAC on behalf of the institution, alerts students to any offers being made to them by an institution. Students then accept or reject offers using the VTAC website.
SEAS applications are conducted through VTAC. See Careers Counselling Program section for more details. Submission of course preferences generally open in August.
Some useful websites:
VCAA: https://vcaa.vic.edu.au/Pages/HomePage.aspx
VTAC: https://www.vtac.edu.au/
is subject to change.
Key VCE Dates 2025
Date
Tuesday 30 January
Tuesday 4 February
Thursday 6 February
Friday 7 February
February
Thursday 20 March
Friday 28 March
March
Beginning of March
Friday 4 April
Wednesday 23 April
May
Monday 3 June – Friday 7 June
Tuesday 17 June
Friday 27 June
July
Tuesday 22 July
August
Beginning of August
September
Thursday 18September
Friday 19 September
Monday 29 September – Friday 3 October
Monday 6 October
October
October
Thursday 16 October
Description
Year 12 Conference Day
Senior School Photos
Senior Years Welcome Evening
Swimming Sports
Final enrolment into Units 1 - 4
Cross Country
Year 12 Formal
Schools submit 2024 Agreement to administer the VCE
Last day for Special Examination Arrangement applications
End of Term One
Term Two Begins
Last day to withdraw from Unit 3-4 sequence
SAC week
General Achievement Test (GAT)
End of Term Two
Last day for Unit 3 SAT scores
Term Three Begins
Release of Performance and Languages Oral examination timetables (advice slips)
SEAS applications open through VTAC
Student Examination timetables available.
Special Examination Arrangements advice slips available
Year 12 Celebration Day
End of Term 3
VCE Practice Exams
Term Four Begins
Performance and Language oral examinations conducted
Last day for 2025 applications to study Chinese Language and Society, Chinese Second Language and Chinese Second Language Advanced and English as an Additional Language (EAL)
CCAFL Languages written exams
Last Day Year 12 - Valedictory
Tuesday 28 October
VCE written examinations
December TBA Results available to students
Course duration
The course duration is as such
• Term 1: 9 weeks
• Holiday break: 3 weeks
• Term 2: 10 weeks
• Holiday break: 3 weeks
• Term 3: 10 weeks
• Holiday break: 3 weeks
• Term 4: 2 weeks
Total course duration: 31 weeks
For all term dates click on this link
VCE Curriculum
The Victorian Certificate of Education (VCE)
The VCE is undertaken usually over two years. Typically, students complete Units 1 & 2 in their first year and Units 3 & 4 in their second year. At Lauriston students study six subjects in Year 11 and five in Year 12. Year 11 students are invited to study one Unit 3 & 4 sequence in Year 11. Unit 3 & 4 subjects offered to Year 11 students are limited and are chosen to ensure success, despite students not undertaking the study as a Unit 1 & 2. Units are a semester length.
Students who undertake an advanced mathematics course, taking Maths Methods Units 1 & 2 in Year 10, may choose Maths Methods Units 3 & 4 in Year 11, as well as an additional Unit 3 & 4 study.
Students undertaking a Unit 1 & 2 VCE study externally in Year 10, are expected to continue Units 3 & 4 in Year 11. This will constitute their Unit 3 & 4 subject at Lauriston in Year 11. (e.g. students studying Units 1 & 2 Chinese externally in Year 10 and who decide to continue with Units 3 & 4 in Year 11 will not be permitted to study an additional Unit 3 & 4 study in Year 11).
Typical VCE Program
Year 11
5 x Unit 1 & 2 subjects + 1 x Unit 3 & 4 subject
Year 12
Or 6 x Unit 1 & 2 subjects 5 x Unit 3 & 4 subjects
Total VCE units typically studied 20–24
When selecting a course of study, students are advised to:
• Consult tertiary websites and consult the Careers Counsellor at school regarding prerequisites for courses, paying particular attention to maths and science prerequisites
• Choose Unit 1 & 2 subjects with the intention of continuing with these subjects in Year 12
• Consider the workload of multiple folio subjects and consult with their teacher for advice
Note the benefits of continuing with a LOTE
Note the school policy regarding the undertaking of one Unit 3 & 4 course of study in Year 11
Students in Year 11 Undertaking a Unit 3 & 4 Study
Year 11 students may undertake a Unit 3 & 4 study. However, where a student’s previous performance and/or work history may render them unsuitable for acceleration, the student may be invited to discuss the appropriateness of acceleration with the VCE Coordinator and the Assistant Principal Learning and Innovation,
Year 11 students are cautioned to give equal priority to their Year 11 studies, as concentrating on their Unit 3 & 4 study may impede skills development in their Year 11 subjects and ultimately be to the detriment of their success in Year 12.
Changing or Withdrawing from Subjects
Students may inquire about changes to their program within the first two weeks of Term One and for Year 11 students the first two weeks of Term Three.
Beyond this timeframe, subjects have begun assessment, and too much content has been covered to reasonably allow changes. Where possible requests will be accommodated, subject to availability and viability.
Note that Year 11 students withdrawing from a Unit 2 subject will be expected to choose another to make up their full program. Students should confer with the VCE Coordinator to determine if changes are possible or desirable.
Note: VCAA also imposes deadlines for enrolment and withdrawal from subjects.
Specific eligibility requirements for some VCE studies
There are specific eligibility requirements for:
• Chinese Language, Culture and Society
• English as an Additional Language (EAL)
• VCE Second Language studies in Chinese, Indonesian, Japanese, Korean and Vietnamese.
Students enrolled in Unit 1 & 2 Languages should notify the VCE coordinator by the end of Term 1 in order that Lauriston can ensure their enrolment with VCAA.
All enrolments in VCE Second Language studies in Units 3 and 4 must be approved by the VCAA. Students are advised to have the necessary documentation prepared by the end of Term 3, the year prior to the 3 & 4 study, in readiness for submission in October.
English as an Additional Language (EAL) Enrolment is available only to students who have approved EAL status. A student may be eligible for EAL status if:
• They have been a resident in Australia or New Zealand or other predominantly English-speaking country for no more than seven years (and they have not arrived after 1 January 2012), or they are a student of Aboriginal or Torres Strait Islander descent whose first language is not English (Note: The period of seven years is to be calculated cumulatively over the student’s whole life. The calculation of time spent in Australia is made from the date of last arrival plus any previous periods of time spent in Australia or any predominantly English-speaking country. Time spent out of Australia during school vacations should be included in the accumulation towards the seven years because there would have been no disruption to education during these periods.)
• English has been the student’s major language of instruction for a total period of not more than seven years over the period of their education.
is subject to change.
VCE second languages
VCE Second Language studies in Chinese, Indonesian, Japanese, Korean and Vietnamese cater for students who have learnt all they know of the language in an Australian school or similar environment. All enrolments in VCE Second Language studies in Units 3 and 4 must be approved by the VCAA.
Achieving a VCE – Minimum Requirements
Students undertaking a VCE must successfully complete 16 units. These units must include:
• Three units from the English group (English, EAL English or Literature), which must include a Unit 3 & 4 sequence and at least three additional Unit 3 and 4 sequences
Satisfactory Completion of VCE Units of Study
For satisfactory completion of a unit, a student must demonstrate achievement of the outcomes for each unit as specified in the Study Design. This decision will be based on the teacher’s judgment of the student’s performance on assessment tasks and class work designated for the unit. The key knowledge and skills and the Advice for Teachers included in the Study Design will assist teachers in making this judgment. The judgment of satisfactory completion is a school responsibility.
To achieve an outcome the student must:
• Produce work that meets the required standard
• Submit work on time or under negotiated timelines
• Submit work that is clearly their own
• Observe the VCAA and school rules
• If a teacher judges that all outcomes are achieved, the student satisfactorily completes the unit
If all outcomes are achieved, the student receives “S” for the unit. If any of the outcomes are not achieved, the student receives “N” for the unit.
Student at risk of receiving an N
The student receives an N for the unit when one or more of the requirements is not achieved:
• The work is not of the required standard
• The student has failed to meet a school deadline for the assessment task/s, including where an extension of time has been granted for any reason, including Special Provision
• The work cannot be authenticated
• There has been a substantial breach of rules including class attendance rules
VCE Assessment and Results Unit 3 & 4
Students receive an S or N for each unit 3 & 4 study as well as a grade from A+ to E or UG (ungraded) or NA (not assessed). There are 3 graded assessments for each VCE study at unit 3 & 4 level, two graded assessments conducted at school and the final grade is externally assessed. In calculating the ATAR, VTAC combines the best 4 study scores (including an English) and the next best 3 scores + 10% of the 5th unit 3 & 4 study + 10% of the 6th unit 3 & 4 study.
Note: Scaled cores are used in the calculation of the ATAR. ATAR calculators can assist as they use the previous year’s scaling report to give an estimate ATAR.
A scaled English score + next best three scaled study scores + 10% of 5th best study score and 10% of 6th best study score determines the ATAR
Statement of Results
When a student completes the VCE, VCAA produces a statement of results. Each Unit 3 & 4 sequence completed will be reported on the student’s Statement of Results with the following:
• Unit result (S = Satisfactory pass. Or N = Not satisfactorily passed) for both Year 11 and 12 subjects
• Three graded assessments for Unit 3 & 4 studies (letter grades, e.g., B+)
• One study score for each unit 3 & 4 study (maximum 50)
The first two Graded Assessments (GA’s) most often represent internal assessment across semesters one and two. GA1 = Sem 1 Unit 3; GA2 = Sem 2 Unit 4 and GA3 being the external exam result. However, there is some variation. (E.g. Maths Methods GA2 and GA3 refers to the two papers undertaken in the external exam and GA1 is the summation of all internal assessment).
It is also important to note that internal and external assessment is weighted differently; so external assessment maybe calculated as worth more than internal assessment etc. The weighting of internal and external assessment varies from subject to subject. To that end, school assessed coursework may change because of statistical moderation.
VCE Assessment Per Study
The results of School-based Assessments and external assessments (including examinations) contribute towards a student’s study score in each Victorian Certificate of Education (VCE) study and towards their Australian Tertiary Admission Rank (ATAR).
All VCE studies have three graded assessments in each Unit 3–4 sequence and include at least one external assessment. Unless otherwise noted, examinations are held at the end of the academic year.
correct at time of publication, 20 Decemeber 2024. All information is subject to change.
LAURISTON GIRLS’ SCHOOL VCE HANDBOOK
Assessment and Work Guidelines
Submission of Work
Students are expected to submit work by the deadlines set by their teacher, this includes both homework and assessed coursework. SACs and Unit 1 & 2 assessed tasks are governed by VCAA regulations and must be adhered to; principally that assessment must be conducted equitably amongst students. Usually, SACs and assessment will be conducted under exam conditions.
Scheduling of Unit 3 & 4 SACS and Year 11 Assessment
Where possible, subjects with multiple classes will undertake their Unit 3 & 4 graded assessments at the same time as the VCAA advises. This means that as much as possible, such assessments will be conducted after school. We are confident that conducting assessment in ‘exam like’ conditions will help students be better prepared for the final exams at the end of the year, as well as maintaining equity across classes.
To support both student and teacher planning, a SAC Calendar is released to students undertaking Units 3 & 4. As much as possible teachers attempt to spread assessment so as to avoid multiple SACs in a given week or day. However, in order to allow sufficient study and mastery of course content, SACs often occur at the end of a term. Students should be mindful of these peak periods and manage their study in advance of the assessment period. The SAC Calendar nonetheless is a guide only, as teachers may make changes to SAC and assessment dates to accommodate unexpected events which have interrupted learning or if students may benefit from further class time and instruction before assessment. Any changes to SAC and assessment dates will be communicated to students by classroom teachers as soon as possible, both verbally and in writing.
Each subject teacher provides a Course Outline with an anticipated assessment schedule to students.
Absence from School-Based Assessment
In circumstances where a student is absent due to illness for an extended period of time in advance of an impending SAC/SAT deadline and as a consequence, determines that they will be unable to undertake the assessment fairly, despite their return to school, the Student MUST source a medical certificate during the course of their illness to validate a reschedule/extension. Please note that VCAA stipulates that absence due to sporting commitments and personal circumstances of the student’s own choosing, are not grounds for absence from scheduled assessment. In circumstances where a student experiences extended absence due to the exacerbation of an existing condition, a medical certificate is required. The presence of an existing medical condition does not exempt students from assessment of outcomes as determined by the school, and students absent for prolonged periods of time must still submit work for authentication.
Rescheduling of School-Based Assessment
Where a student has missed school-based assessment and has supplied a medical certificate, the assessment will be rescheduled after school and on a day closest to the original assessment date.
SAC Policy for Students ill with Covid
When a student has tested positive for COVID we understand that they will need support to return to school and continue with their academic program.
Students returning to school after a period of absence will be assisted in their recovery with modifications to their formative assessment. Such modifications may include:
• Reduction to the amount of set homework
• Extension to due dates of formative tasks
• Waiving the requirement to submit a task where appropriate
• Providing additional resources
We would encourage the student to maintain communication with their teachers during this recovery time. Students who are unable to sit a scheduled SAC/assessment due to COVID related issues must obtain a medical certificate on the day of the SAC/assessment. We would not expect that the student is in attendance on the day of the School Assessed Coursework if they are advised by a doctor that they are unfit to undertake assessment.
The standard practice is for the task to be rescheduled to the next Tuesday or Thursday after school or to be held on a day which is close to the actual day of the SAC/assessment. If the student requires more time than this, then the medical certificate must specify the length of time required for the student to be fit to sit the task. In order to ensure parity SACs/assessment must be conducted in a timely manner.
We have sought advice from the VCAA regarding School Assessed coursework for students suffering from long COVID. They have advised that we are able to offer special provisions to students to assist them to undertake the task as scheduled. The student would be permitted rest breaks and permission to have food/drink as required.
Applications for an Extension for School-Based Assessment
In extreme circumstances students may need to apply for an Extension for the submission of an assessed task. Students must make an application for an Extension through the VCE Coordinator before the due date for submission. Extensions can only be granted for exceptional circumstances beyond the student’s control, or due to extended periods of ill health etc. Extensions cannot be granted for activities of the student’s own choosing, such as holidays. Applications need to be supported with documentation.
Note that extensions cannot be granted for SACs without a medical certificate. Rescheduled assessment must be conducted within a timeframe comparable to their peers.
Homework Tasks
Homework tasks are an important opportunity to apply skills and knowledge as well as enabling teachers to give valuable corrective feedback. Where a student fails to submit a homework task:
• An email will be sent to the student and copied to parents/guardians providing students with a week’s extension to submit the work.
• In the event that the student does not submit the work by the revised deadline, an email will be sent and copied to parents/guardians notifying them that the time for submission and feedback has lapsed.
• Where a student consistently fails to submit homework, the student will be invited to have a conversation with the VCE Coordinator, and the student may be instructed to complete the homework at school and under supervision.
Academic Honesty
In order to meet the requirements for satisfactory completion of a unit, students must submit work that is clearly their own. Apart from reference to, and incorporation of appropriate texts and source material, no part of a student’s work may be copied from any other person’s work.
The integrity of student work is of primary importance in ensuring equity and fairness in assessment. In making a commitment to implement the VCE, Lauriston also makes a commitment to ensuring students submit their own work. This is particularly important in respects to work undertaken over a period of time and at home. In such instances, students will be required to submit work in progress in order that teachers can attest to the work as belonging to that student.
The teacher may consider it appropriate to ask the student to demonstrate his or her understanding of the outcome task at or about the time of submission of the work. If the teacher is not satisfied that the work is the student’s own, then the student may be required to:
• provide evidence of the development of the work
• discuss the content of the work with the teacher and answer questions to demonstrate their knowledge and understanding of the work
• provide samples of other work
• provide relevant source material or unacknowledged work referenced in their own work
• complete, under supervision, a supplementary assessment task related to original task
• attend an interview or complete a test to demonstrate an understanding of the work.
Modes of Study:
Students will participate in classroom activities which include direct instruction from the teacher, presentations from external speakers and group and individual learning tasks linked to the topics being studied. The students will be undertaking independent research
is subject to change.
Unacceptable forms of assistance include:
• use of, or copying, another person’s work or other resources without acknowledgement
• corrections or improvements made or dictated by another person
• collusion: unacknowledged collaboration with another person in the writing of an assessment
• a student must not submit the same piece of work for assessment in more than one study, or more than once within a study
• falsification of data, (E.g. collection of experimental results)
• a student must not circulate or publish written work that is being submitted for assessment in a study in the academic year of enrolment
• a student must not knowingly assist another student in a breach of rules, including giving their work to another student
• breaching VCAA rules by cheating in a test or examination
You can find our Academic Honest Policy here.
Caution: From time to time a student may request a friend to give them a copy of their work, with the promise that they will amend their work sufficiently so that it is not the same. Firstly, the work then submitted, irrespective of the amendments is not their own research, thinking or response. This is a breach of VCAA rules. Secondly, it is difficult to amend another’s work sufficiently to disguise copying. It is important to note that students giving their work to others are regarded as equally culpable in breaching academic honesty guidelines, as the student submitting the work of another student.
Investigation Procedures
Students found to have, or suspected of, breaching the academic honesty policy will be subject of an investigation conducted by the VCE Coordinator in consultation with the Head of Faculty and the Assistant Principal - Learning and Innovation.
• If a malpractice or breach of academic honest is suspected, the teacher will notify the VCE Coordinator immediately and provide supporting documentation.
• The student will be interviewed by the VCE Coordinator and one other member of staff (the Head of Faculty or the Assistant Principal - Learning and Innovation). The student will be given an opportunity to provide an explanation
• The VCE Coordinator will determine if malpractice or a breach of academic honest has occurred, based on the information gathered.
• Parents/guardians will be informed of the process by the VCE Coordinator or the Assistant PrincipalLearning and Innovation regardless of the outcome.
• If malpractice or a breach of academic honest has been confirmed the student and parents will be notified in writing and informed of the consequences.
• All records of the investigation, including copies of the assessment item will be retained by the School as part of the student’s confidential record.
Consequences
Students found to have submitted work that is not their own or have breached the academic honesty policy, will be awarded a zero/UG for the work. They will nonetheless’ be expected to submit the work in order to ensure a Satisfactory Completion of unit outcomes. Students responsible for giving their work to others will equally be investigated and may receive a zero for their work.
Students should be aware that submitting work that is not their own may potentially jeopardise Satisfactory Completion of a Unit.
information is subject to change.
Failure to Authenticate Work Submitted
Tasks completed over a period of time and outside the classroom must be authenticated as the student’s own work. To this end, teachers will require students to show their work in progress/development and students will be asked to submit a Declaration of Authentication.
Where a student:
• fails to show work in progress
• and/or submits work which is substantially divergent from their usual work
The following procedures will apply:
• The student will be invited to a meeting with the subject teacher and VCE Coordinator. (Preliminary Investigation)
• It is assumed that students will have signed a Declaration of Authentication
• The student will be interviewed and asked to provide all sources/resources used in the assessment and discuss their use and utility to demonstrate their knowledge and skills as applicable to the assessment.
• The student will be invited to discuss their work and its development.
• The discussion may involve comparisons with previous work.
• In the event that the work cannot be adequately substantiated as the student’s own work, the decision will be forwarded to the Learning and Innovation Assistant Principal.
• The Assistant Principal in conjunction with the VCE Coordinator will communicate to the student and parent, the opportunity for the student to complete a ‘like for like’ task, with appropriate guidelines for authentication and an appropriate timeline for completion and submission. The task would be assessed without penalty re grades.
Students at Risk of Being Awarded an N – Not Satisfactory
Students are actively monitored and flagged re impending failure to meet Outcomes. Where a student does not meet an Outcome as articulated in the subject Study Design, the following procedure will apply:
• The VCE Coordinator will be notified and the result discussed with student, teacher and parents
• The student will be given an opportunity to redeem the result by resubmitting the task/s or submitting a ‘like for like’ task/s which meets the Outcome.
• Teachers will articulate the standard and requirements needed to meet the Outcome and a deadline for submission set.
• Resubmission may amend the result from N to S (Satisfactory Completion) but will not alter the grade
Attendance
Students are expected to attend all classes. On occasion, students may experience illness, school commitments and adverse circumstances which may preclude full attendance. It will be important that students’ attendance can demonstrate sufficient engagement with course material and their understanding and performance can be authenticated. In circumstances where a student is absent for a prolonged period of time, the student and parents/guardians will be invited to meet with the VCE Coordinator to discuss the ramifications of the absence on grading and assessment, issues pertaining to Satisfactory Completion, and the appropriateness of implementing special provisions, including alternative post-school pathways. If a student fails to attend at least 90% of all timetable classes in a subject, then they are at risk of not satisfactorily passing that unit.
Parents/guardians are asked to follow school procedures in notifying Student Services of impending absence. Tutors will follow up with students and parents regarding any unexplained absence.
Policy Statement
At Lauriston all students should be given an opportunity to complete a scored VCE.
Satisfactory completion of a VCE unit is based on successful completion of outcomes. Satisfactory unit completion is determined by the school, in accordance with VCAA requirements. (VCE Administrative Handbook 2025)
However, there may be circumstances where a student and their parent/guardian make an informed decision to complete their VCE without Study Scores and an ATAR. The timing of such a decision is made based on individual circumstances. Students may request to complete an Unscored VCE if they experience adverse circumstances in the leadup to or during their VCE.
Where a student receives a NA (Not Assessed) grade for two out of three graded assessment tasks in units ¾ in a subject they will not receive a Study Score for that subject.
If a student does not receive a Study Score in at least 4 unit ¾ subjects they will not receive an ATAR.
Unscored VCE
Students who undertake an Unscored VCE acknowledge the following consequences of not taking the end of year exams and School Assessed Coursework:
• They will receive an NA grade for each subject in which they will not sit any assessments
• Their scores for Unit 3&4 assessment tasks will not be provided to VCAA
• They will not receive an ATAR score that can be used to apply for tertiary education courses
Students also agree to the following requirements in order to successfully pass each Unit:
• Maintain satisfactory attendance as per the attendance policy.
• Complete all required coursework.
• Satisfactorily complete all required tasks and meet all outcomes as set by the teacher.
Lateness to Class
Being punctual to school demonstrates a mature approach to learning and a commitment to the VCE. Punctuality is a basic courtesy expected of people in workplaces and the community and school is no exception.
• A student reported as late to school, 10 minutes or more, at least 3 times in a term will be given an after- school detention on a Friday.
• A student who incurs any additional ‘late to school’ will be given an additional school detention on a Friday
• A student who incurs 5 or more ‘late to school’ within a term will be invited to have a conversation with the VCE Coordinator and appropriate action determined.
correct at time of publication, 20 Decemeber 2024. All information is subject to change.
Special Provisions and Examination Arrangements
The VCAA recognises that some students affected by disability, illness, impairment or other circumstances may require Special Provisions/alternative arrangements to demonstrate their learning and achievement throughout the school year. Special Provisions apply to internal coursework, specific application must be made for adjustments to external examination arrangements.
A student is eligible for Special Provision for:
• Coursework
• School-assessed Tasks
• Examinations
• The GAT
If during the completion of any of these tasks, she is adversely affected by:
• Illness – acute and chronic
• Impairment – long term
• Personal circumstances
• Special provision may take one or more of the following forms:
• Rescheduling classroom activities and/or an assessment task
• Allowing the student extra time to complete work or an assessment task. Students who are granted an extension of time are required to complete the work and undertake the task in the same way as all other students.
• Setting a substitute task of the same type
• Replacing a task with a different type
• Using a planned task to assess more outcomes, or aspects of outcomes, than originally intended
• Using technology, aides or other special arrangements to complete classroom learning
• And/or undertake assessment tasks
• Students are eligible for Special Examination Arrangements if it can be demonstrated that their capacity to access a VCE external assessment is impaired due to one or more of the following:
• mental health condition
• health impairment
• physical disability
• specific learning disorder
• language disorder
• hearing impairment
• vision impairment
Specific eligibility criteria apply to various special provisions and the school adopts these criteria in determining eligibility of students for internal school-based assessment at Years 11 and 12. Students wishing to apply for Special Provisions must apply to VCAA through the School Psychologist Ms Tammie Lovett and must be supported by documentation. Similarly, students believing they are eligible for special arrangements for their unit 3 & 4 external exams, must apply through the school psychologist. Applications typically close by the end of March.
NOTE: The VCAA is of the understanding that students enrolling in the Victorian Certificate of Education do so with the view to participating fully in the certificate and are able to meet task and assessment expectations. Students who believe they cannot participate reasonably, despite special accommodations, may need to consider the appropriateness of the course. Alternatively, students may wish to discuss an ‘unscored VCE’ pathway with the VCE Coordinator and Careers Counsellor, noting that an unscored VCE will not lead to an ATAR and consequently pursuit of tertiary study must be accessed via a different pathway.
Students granted special provisions are not exempt from meeting the requirements for satisfactory completion of units. Students are still required to demonstrate their achievement fairly in meeting the outcomes of the study design as well as completing School-based Assessments and VCE external assessment. Special provisions whilst supportive of student difficulties, do not make up for missed learning and are limited in their capacity. It is important therefore, that students look to resolve issues in more tangible ways beyond the support of special provisions.
information is subject to change.
VCAA Examinations
Preparation for the VCE Examinations
Practice Examinations for all Unit 3 & 4 VCE subjects are held in the last week of the September holidays.
All students studying a Unit 3 & 4 subject are expected to complete a practice examination. Any student missing the practice exam period will be provided with a practice paper and may undertake the paper for their own learning.
VCAA Examination Period
The VCAA determines the timing of VCE examinations. The dates for the VCE examination periods are published on the VCAA website. The scheduled assessment period during the year is October – November.
The VCAA develops the VCE examination timetable using actual, finalised enrolments to:
• minimise the number of students required to sit more than two examinations on a given day
• minimise the number of clashes of two examinations in the same session
• avoid scheduling another examination on the same day as English and English as an Additional Language (EAL) ensure the VCAA has sufficient time to complete marking within the available timeframe.
The VCAA publishes the VCE examination timetable on the VCAA website after it has been approved by the VCAA Board. The VCE examination timetable is also printed in the VCE Exams Navigator, which will be issued to all students undertaking a unit 3 & 4 study.
Students are responsible for noting and recording the times and locations of exams in their courses and for arriving to their exams on time.
Study Allowance: Year 11 Students Studying a Unit 3/4 Study
A Year 11 student may use the day prior to the examination, as a study day with the exception of exams scheduled for a Monday as the weekend is deemed adequate preparation for the exam.
Students are responsible for notifying their classroom teacher of their impending absence. If there is a clash with the Year 11 and 12 examination, then the Year 11 examination will be rescheduled. Students are asked to note any clashes and alert the VCE Coordinator immediately to arrange a reschedule of the Year 11 exam.
Note About Examinations
External examinations are an integral component of the VCE for a number of reasons. Principally exams are a mechanism for comparing students as equitably as possible. Students studying a subject are asked the same questions and student responses are blind marked, that is, the assessor does not know the student. The issue for most students regarding examinations is the timed conditions. Once again, the exams are conducted in the same way across the state and students are given the same timeframe for completion. In this way students are faced with the same stresses and demands.
However, exam conditions are more than just a practical tool for determining tertiary placement, the timed conditions also assess cognitive agility. Most ability tests, whether they be IQ tests or psychometric aptitude tests, are conducted within a time limit because they are also testing speed of processing and cognitive agility etc.
Exam conditions demand the following skills:
• Ability to recall and retrieve information quickly
• Ability to recognise and comprehend what is being asked quickly
• Ability to organise thoughts and responses quickly
• Ability to prioritise quickly.
• Degree of embedded and automatised knowledge and skills.
• Ability to think coherently despite the stress and time constraints.
• Ability to master emotional states to perform to the best of their abilities.
While faster does not necessarily mean smarter, cognitive agility is valued in many workplaces and in life. Doctors in emergency departments, air traffic controllers, policemen and firemen, all need to process and assess information quickly. But these professions, notable for their stressors, are not the only workplaces demanding quick thinking; we all work in places that demand people to respond to situations relatively quickly and we value the people who can do so calmly and with wisdom and accuracy.
It is important therefore, that students recognise the inherent underlying skills assessed in exam situations and work to develop their own cognitive agility.
Stress
Stress is a biological response to the environment; it primes the brain and body for action and can facilitate optimal mental performance.
Regular exposure to short defined stressful events, can improve emotional resilience and mental performance. Too much stress and the brain and body shut down. It is important therefore, for students to a) experience some stressful situations and b) develop emotional control.
A culture which does not demonise stress, aids students in perceiving stress as necessary and manageable, rather than something to avoid.
How to Beat the Timed Conditions
One of the criticisms of exams is that faster is not necessarily smarter and students who perform well may have just overlearned course material and they may not be cognitively agile or the problem solvers we might imagine.
If we examine the skills necessary to do well in an exam, they can be achieved by knowing course material really well and rehearsing response tasks such as essays, short answer questions etc. Overlearning the course material and practising responses will help a student master the exam and beat the nerves.
All students should aim to beat the timed conditions through consistent study.
Effective Study
While learning begins in the classroom, consolidation of learning occurs outside the classroom and at home. While it is difficult to prescribe the time needed for effective study, in general the guidelines below may be useful.
Year 11: 15 to 18 hours per week.
Year 12: 18 to 21 hours per week.
For Year 11 and 12 students there is an expectation that they will manage their time for home learning, study and assessment completion. Students are encouraged to consult with their teachers to develop the most effective strategies for each study.
Each study has an essential component of core content knowledge and skills students will be assessed on. How this will be assessed and the nature of content knowledge will guide the most effective method of study. For example:
Nature of Content and Skills and Assessment
Recall of factual information
Making links between ideas
Writing short answer responses
Study Strategy
Rote learning – study cards, mnemonics, cloze exercises,
Mind maps
Mnemonic strategies to ensure responses reference key components
Writing essays Practice essays, practice introductions, creating quotes tables, reading study guides
correct at time of publication, 20 Decemeber 2024. All information is subject to change.
Careers Counselling Program
Year 11 to 12 Course Counselling
• Subject information
• Subject selection procedures and dates Course Information
• Open Days
• Course Prerequisites
• Overseas study
• UCAT etc.
Year 12 Post-School Procedures
To support students in making plans for after school, whether it be Tertiary studies, overseas study, employment or a GAP year, Lauriston implements a detailed and supportive Careers and Counselling program to assist students in planning for their first steps beyond the school gates.
Guidance for Course Applications
• VTAC procedures and timelines
• SEAS
• Dates
• Student obligations
• Offers
Timeline for Subject and Course Counselling
Year 10
Term 2/3
One-on-one Course and subject counselling Look at Morrisby Results, students interests, students plans, IB/VCE courses, subjects, possible courses
Year 11
Term 2 One on one catch up with Year 11 students
Term 3 Open Days
Term 4 One on one catch ups as required following exams and results release
Year 12
Term 1 One on one catch with student
Term 2 Catch up with students as required
Term 3 Open Days
VTAC Briefing
One on One meeting with students
Look at how their Year 11 is travelling, possible tertiary courses, interstate and/or overseas plans
Students encouraged to attend Open Days at institutions of interest
Meet with students who need assistance following the release of their Year 11 results
Touching base for additional selection tasks, changes in focus, interstate/overseas applications.
Working through any issues with study, illness etc
Students are encouraged to re-visit their institutions of choice
Provide students with information on current year VTAC application process, SEAS applications, timelines, deadlines
Set up VTAC account (if required), submit preferences, begin SEAS application if appropriate, apply for scholarships, apply for accommodation, finalise interstate/overseas applications.
Follow up one on one meeting with student Follow up meeting with student if additional support is required
Term 4 Release of ATAR, one on one catch up with students Talk through ATAR results, prerequisite subject scores, proposed courses and their ATARs, change any courses and order of courses, pathway options if appropriate
December/Janu ary Release of tertiary offers
SEAS Applications
Available for one on one catch up with student to talk through offer, accepting and enrolling process. Re-ordering preferences if required.
SEAS is an application submitted in Year 12 through the VTAC, which invites admission centres of universities and tertiary institutions to consider any adverse circumstances a student may have experienced in their schooling, and adjust the ATAR ranking to reflect the impact of these circumstances. SEAS allows selection officers to grant special consideration for course entry to applicants so that a student with a lower rank may be offered a place with a lower rank than otherwise required. This does not mean a student can leap frog into a course with a much
higher ATAR prerequisite than the ATAR they achieved. But it does allow students whose ATAR falls just short of the required ATAR to be potentially offered a place in their preferred course.
There are four categories students may apply for:
• Category 1: Personal information and location
• Category 2: Disadvantaged financial background
• Category 3: Disability or medical condition
• Category 4: Difficult circumstances
Typically, applications open through the VTAC website in August. Students wishing to apply for SEAS should register with VTAC using their VCAA ID, provided to students at the time of the GAT in June. Students needing assistance with their registration should seek advice from the Careers Counsellor Ms Jenny D’altera.
SEAS applications generally require supporting documentation, so students needing documentation from medical professionals and specialists should look to begin the process early. So too, students requiring supporting statements from Lauriston must do so before the second last week of Term Three. SEAS applications close the first week of Term Four and late requests may not be accommodated, as teachers may not have time to supply statements before applications close.
The school provides some guidance to students and parents alerting them to the SEAS application process. However, it is the responsibility of students and parents to pursue this post-school process and submit their applications.
38 Huntingtower Road
Armadale VIC 3143 Australia
CRICOS No. 00152F
Primary Years Course Code: 015713K
Secondary Years Course Code: 005356J
ABN 15 004 264 402
+61 3 9864 7555
student@lauriston.vic.edu.au
lauriston.vic.edu.au