__MAIN_TEXT__

Page 1

The Knox School CO-EDUCATIONAL | ELC TO VCE

Senior School Handbook Version 171120


Senior School Handbook

Table of Contents Welcome To The Senior School! .

.

.

.

.

.

.

.

.

. 4

Our Mission .

.

.

.

.

.

.

.

.

. 5

Patterns Of Study .

. 5

Information Evenings .

Our Vision .

. .

. .

School Values . Key Faces .

. .

.

.

.

.

.

. .

.

. .

.

.

.

School Times .

.

.

. .

.

.

.

.

.

Contacting The School . Term Dates .

.

. .

.

. .

.

. .

.

. .

.

. .

.

. .

.

. .

.

. .

.

. .

.

5

.

. 6

.

VCE Overview .

.

.

.

.

.

.

.

.

.

. .

.

.

.

. .

.

.

.

.

.

.

.

.

.

.

.

.

.

7

Statement Of Results .

.

.

.

.

.

.

.

.

.

.

.

8

Full Fee Paying Overseas Students .

.

.

.

.

.

.

.

.

.

.

.

. 24

.

.

23 . 23

.

.

.

. 23

.

.

.

.

.

.

.

23

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

. .

.

.

.

.

. .

.

.

.

.

Course Selection: Year 10 . VCE Overview .

.

.

.

.

25

.

. 25

.

.

.

.

.

.

.

.

.

.

.

.

. 8

Satisfactory Completion Of Units .

.

.

.

.

.

.

.

Attendances / Absences .

.

.

.

.

.

.

.

.

.

.

.

. 9

Academic Conduct And Assessments .

.

.

.

.

.

.

. 27

.

.

.

.

.

.

.

.

.

.

Book Supplies .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

9

Plagiarism And Authentication .

Canteen .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

10

Breach Of Authenticity .

Communications .

.

.

.

10

Penalties For Breach Of Rules .

.

.

.

Excursions & Incursions . Safety .

.

.

Transport . Uniform .

. .

. .

. .

. .

.

. .

.

.

.

. .

.

.

. .

.

.

. .

.

.

. .

.

.

. .

.

.

. .

.

.

. .

.

.

. .

.

.

. .

.

. 11

.

12

.

.

. 12

.

.

.

. .

.

.

.

.

.

.

.

.

.

.

.

.

29

.

.

.

.

.

.

.

30

Assessment Task Completion .

.

.

.

.

.

.

.

.

30

.

.

31

Redemption Policy .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

13

Extensions To Assessments .

.

.

.

.

.

.

.

.

.

.

.

.

14

Senior School Sac/Test And Exam Guidelines .

Student Matters .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

15

Camps .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

15

.

.

.

.

Special Provisions And Assistance . Special Provisions .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

. 15

Derived Examination Scores (Des) .

Health & Wellbeing .

.

.

.

.

.

.

.

.

.

.

.

. 15

VTAC - SEAS Applications .

House System .

.

.

.

.

.

.

.

.

.

.

.

.

. 16

Examination Rules .

.

.

.

. .

. .

.

.

.

.

. .

.

.

.

. .

.

. .

. 33

. .

. 34

.

.

.

.

.

.

16

VCAA Examination Rules .

Library .

.

.

.

.

.

.

.

.

.

.

.

.

.

17

Watches, Phones And Electronic Devices .

Lockers .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

Lost Property .

.

.

.

.

.

.

.

.

.

.

.

.

.

. 17

VCAA Information And Explanations .

.

.

.

.

.

.

.

38

. 17

General Achievement Test (GAT) .

.

.

.

.

.

.

.

38

. 17

Vocational Education And Training - (VET) .

.

.

.

.

38

Study Scores .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

39

The ATAR .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

Record Books . Reporting .

.

.

. .

.

. .

.

. .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

Attendance And Leave .

.

.

.

.

.

.

.

.

.

. .

.

. .

. .

.

How Is My ATAR Score Calculated? .

.

.

.

39 . 40

.

.

.

.

.

.

.

.

.

.

.

.

.

40

ATAR Calculations .

.

.

.

.

.

.

.

.

.

.

.

.

40

Assessments: Non-Attendance And Lateness .

.

.

. 19

University And Careers Information .

.

.

.

.

.

.

.

41

Head Start Attendance .

.

.

. 19

.

.

.

.

.

.

.

.

.

.

.

.

.

.

International Students: Leave At End Of Terms . Academic Overview .

.

.

. 36

Scaling .

.

.

.

.

. 18

.

.

.

.

34 . 36

. 18

.

.

18

.

.

.

.

.

.

. 17

Materials And Equipment For VCAA exams .

.

.

.

.

.

17

.

.

.

Leaving School During The Day .

.

.

.

. .

.

.

.

. .

.

.

.

.

Driving To School – Year 12 Students . Attendance And Leave .

.

.

.

. 33

.

.

.

33 . 33

.

Mobile Phones .

.

.

.

17

.

. .

.

.

.

. .

.

31 . 32

.

.

.

. .

.

.

.

.

.

.

.

.

.

.

. .

Information Technology . .

.

.

.

Co-Curricular Activities . .

27 . 28

.

.

.

.

Appeals: Procedures For Lodging .

Visitors To The School .

.

.

26

University Entry .

.

.

.

.

.

.

.

.

19

Tax File Numbers .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

20

Careers Counselling .

Private Study Periods .

.

.

.

.

.

.

.

.

.

.

.

20

VCE And Careers Web-Resources .

Academic Tutoring .

.

.

.

.

.

.

.

.

.

.

.

.

20

Homework .

. 20

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

Student Promotions .

.

.

.

.

.

.

.

.

.

.

.

.

Student Promotions Policy . Promotion Of Peak Students .

.

. .

. .

. .

. .

. .

. .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

41 . 41

.

. 42

.

.

.

.

.

.

.

42

.

.

.

.

.

.

.

43

. 21

. .

Glossary .

.

. .

21 . 22

3


Senior School Handbook

Welcome to the Senior School What a wonderful place to study and work: The Knox School is a vibrant and exciting place with abundant and diverse opportunities, providing high engagement and motivation for each individual. Our classes are smaller and the relationships between teachers and students are trusting and focus on improvement. At Knox, students perform with distinction in many fields of academic endeavour, cultural activities and sport. When parents, students and teachers work together young people undoubtedly benefit. As you read this information book it will become clear as to how you are able to follow up concerns, get to know your child’s teachers and keep track of your child’s progress. We wish to make ourselves as accessible as possible to our community; the various points of communication are open to all. If for any reason you are unable to contact the Tutor, Head of House, or Head of Senior School, please get in touch with the Executive Assistant to the Head of Senior School who will ensure that your enquiries are addressed by the right person. We are a School that celebrates diversity in culture, interests and skills, and we encourage the celebration of this breadth of difference. Attending functions and participating in the many, varied activities we provide at Knox is part of the life of our School. Schools are a very busy place, but they are a place of connection. The contributions of every member of the community are a valued part of the whole experience and we ask that parents support the School in ensuring students attend all the required activities. What each individual is able to contribute will vary; the important thing is that everyone gives of their best, feels listened to and respected, and takes each opportunity to be involved. We value the opportunity for improvement in smaller classes. VCE Students are expected to take responsibility for their own learning, and whilst VCAA identifies that on average 50 hours of student-managed learning in each unit of study is expected in addition to class time over the semester, ensuring success in such a competitive arena requires even greater diligence. The Knox School student will be well equipped by their teachers and Tutor with every tool necessary to set reasonable goals, develop focus, and work towards individual improvement and the acquisition of necessary skills and abilities. In the Senior School, all students are leaders. They represent the School to our community, providing a benchmark to which we hope others aspire. Through the virtue of their long-standing relationship with the School, and an evident commitment to their studies, peers, sports and activities, students in the Senior School naturally hold the respect of the School community. From this excellent base of support and service, together, we will ensure our students stand out in the community as young adults who show respect for themselves and others, are life-long learners and have integrity of thought and character. I wish all families in the Senior School success for the year ahead. Suzanne van Strien Head of Senior School

4


Senior School Handbook

Our Mission “To equip students to be the architects of, and advocates for, their learning through their lives”

Our Vision The Knox School is a secular, coeducational, Early Learning to Year 12 School committed to excellence in education. Our School has an environment which promotes learning as a means of discovery and enjoyment and where enthusiasm and diversity are the central tenets of the program. Each student is encouraged to aim high, to improve daily, to take pride in his or her achievements and to develop effective and worthy ethical values.

School Values It is expected that members of our community will do their best to implement the desired modelling of the values within the total life of the School.

Achievement Accomplishing a ‘personal best’ in the world of work, education or personal development.

Care & Empathy Being emotionally & physically supported, helping others and understanding their perspectives.

Resilience The mental/psychological skill to properly adapt to stress and adversity.

Responsibility Being personally accountable for and able to make decisions influencing a course of action.

Respect Honour or regard for the worth of others.

5


Senior School Handbook

Principal

Deputy Principal

Head of Senior School

Mr Allan Shaw

Ms Nikki Kirkup

Ms Suzanne van Strien

EA to the Head of Senior School Ms Sonia Lili

Careers Counsellor

Reception

Reception

Ms Jacky Burton

Mrs Carol Gardiner

Mrs Maria Last

Director of School Nurse International Program Mrs Colleen Norvill Dr Jingjing Wang

6


Senior School Handbook

Contacts Who

Contact

Phone

Email

Pre-Prep to Year 6 Absences

Nicola Thomas EA to Head of Junior School

8805 3824

Nicola.Thomas@knox.vic.edu.au

Year 7 to Year 12 Absences

Carol Gardiner Reception

8805 3800

Reception@knox.vic.edu.au

Update Contact Details

Tania Castles Registrar

8805 3800

Tania.Castles@knox.vic.edu.au

Payment of Accounts

Jenny Crampton Accounts Receivable

8805 3807

Jenny.Crampton@knox.vic.edu.au

Medical Enquiry

Colleen Norvill School Nurse

8805 3838

Colleen.Norvill@knox.vic.edu.au

Mental Health

School Counsellor

8805 3828

psychologist@knoxvic.edu.au

IT Helpdesk

Technology Services

8805 3888

HelpDesk@knox.vic.edu.au

Canteen

Canteen

8805 3834

Canteen@knox.vic.edu.au

Uniform Purchases

Uniform Shop

9801 0829

Junior School enquiries

Nicola Thomas EA to Head of Junior School

8805 3824

Nicola.Thomas@knox.vic.edu.au

Middle School enquiries

Claudia Chialastri EA to Head of Middle School

8805 3822

Claudia.Chialastri@knox.vic.edu.au

Senior School enquiries

Sonia Lili EA to Head of Senior School

8805 3820

Sonia.Lili@knox.vic.edu.au

Music enquiries

Shani Cossins EA to Director of Music

8805 3826

Shani.Cossins@knox.vic.edu.au

All other enquiries

Carol Gardiner / Maria Last Reception

8805 3800

Reception@knox.vic.edu.au

7


Senior School Handbook

Term Dates 2021

Term Dates 2022

Term 1: 28 January 2021 to 1 April 2021

Term 1: 31 January 2022 to 8 April 2022

Term 2: 19 April 2021 to 18 June 2021

Term 2: 26 April 2022 to 24 June 2022

Term 3: 12 July 2021 to 17 September 2021

Term 3: 18 July 2022 to 16 September 2022

Term 4: 4 October 2021 to 8 December 2021

Term 4: 3 October 2022 to 9 December 2022

School Times Monday, Wednesday, Thursday, Friday

8

Tuesday

8:30 – 8:40

Classrooms Open

8:30-8:40

Classrooms Open

8:40 - 9:45

Period 1

65mins

8:40-9:45

Period 1

65mins

9:50 - 10:55

Period 2

65mins

9:50-10:55

Period 2

65mins

10:55 – 11:15

Recess

20mins

10:55-11:15

Recess

20mins

11:20 – 12:25

Period 3

65mins

11:20-12:25

Period 3

65mins

Lunch eating

15mins

12:25 – 12:40

Lunch eating

15mins

12:25-12:40

12:40 – 1:20

Lunch

40mins

12:40-1:40

Lunch

60mins

1:25 – 2:30

Period 4

65mins

1:45-2:55

Period 4

70mins

2:35 – 3:40

Period 5

65mins


Senior School Handbook

Attendances / Absences The School fully expects all students to attend every lesson every day and students cannot expect to achieve strong results if their attitude to study and attendance is irregular. Students should be encouraged to be punctual. Lessons missed are often very difficult to catch up. Attendance is of particular importance to VCE students and, if not followed, can result in a student failing a VCE unit and possibly that Study. International students may lose their Australian Student Visa if absences remain unexplained. If students are unwell and unable to attend School, the parent/guardian/homestay is requested to notify the School before 9.00am. • For students in Years 5 to 12, please contact Main Reception on 8805 3800 or Reception@knox.vic.edu.au We ask that every effort is made for all students to be on time. Students arriving late to School are asked to sign-in at Reception prior to attending their first class for the day. The School will contact parents by SMS or telephone prior to 10.00am if there is an unexplained absence and will continue until they are able to make contact with a parent/guardian/homestay. Students who have approval to leave School early must sign out and provide written notice from a parent or guardian. • Years 7 to 12 students should sign out at Main Reception

Book Supplies The Knox School book supplier is: Campion Education 1/170-180 Rooks Road NUNAWADING VIC 3131 1300 433 982 sales@campion.com.au www.campion.com.au Normal Trading Hours:

Monday-Friday 9:00am to 5:00pm

January Trading Hours: 1:00pm

Monday-Friday 9:00am to 6:00pm and Saturday 9:00am to

We prefer all students to order their books online. Campion offers an excellent website assisting parents with the purchase and delivery of all school items. Hard copies of year level booklists will be provided to Primary students. The Registrar’s Office located in the IC has additional hard copies of all year level booklists.

9


Senior School Handbook

Canteen The Knox School provides a canteen service to all students. The canteen is located in The David Aitken Pavilion and is operated by an independent company, Metro Canteens. The Knox School is registered with Flexischools Online Ordering and Cashless Canteen System and families are encouraged to use this service. For more information, please contact Flexischools on 1300 361 769 or via email to help@flexischools. com.au or visit their website at www.flexischools.com.au to register. This service allows online ordering. Nutritional lunches can be purchased in Junior School (Pre-Prep – Year 6), with lunch orders submitted via Flexi Schools online system. Student monitors collect the lunch orders from the Canteen. Students in Years 5 and 6 may also purchase over the counter at Recess or Lunchtime.

Communications Knoxmail

10

Emailed every Friday afternoon from 2pm; contains messages from staff which may otherwise be mailed individually. Any upcoming excursion notifications through Operoo will be emailed to relevant families around the same time.

The Falcon

Produced electronically in Terms 1 and 3 and parents will be emailed a link to download it direct from our website

The Chronicle

The School’s community magazine, distributed at the end of Semester One

School Yearbook

Published at the end of each year


Senior School Handbook

Excursions & Incursions Excursions and incursions are seen as an integral part of the rich and stimulating school curriculum as they enable students to explore, extend and enrich their learning and their social skills development, in a non-school setting. Excursions/ incursions may have a cultural, environmental or outdoor emphasis and complement the educational programs offered at The Knox School. Regular excursions and incursions are planned for each year level. Parents are advised well in advance if students will be attending a program outside the school and will be asked to respond via Operoo with approval. On occasion there will be opportunities for parents to attend excursions to assist with supervision.

11


Senior School Handbook

Safety Child Safety The Knox School has zero tolerance for child abuse and is committed to the protection of all children from all forms of child abuse and demonstrates this commitment through the implementation of a comprehensive Child Protection Program designed to keep children safe.

Transport Car The commute to and from school is a daily undertaking that for all families involves considerable organisation. The peak time for vehicular traffic is 8:25-8:40am Monday-Friday, 3.20 to 4.00pm Monday, Wednesday, Thursday, Friday and 2.45 to 3.15pm Tuesday. We have several strategies in place to make drop-off and pick-up as safe and efficient as possible including Burwood Hwy entry and a ‘kiss and drop’ area for Junior School. Middle School and Senior School parents are encouraged to use the Merryn Grove entry and round-a-bout. For more information, please refer to our “Travelling to TKS” brochure.

Bus The Knox School is well-serviced by a variety of transport systems and we offer several chartered bus routes from surrounding suburbs, comprising coach services run specifically for the School as well as our own fleet of mini buses driven by qualified drivers. For more information, please refer to our “Bus Transport” brochure.

Bike Students, who are in Year 5 or above, may ride a bicycle to school, if they have received the necessary permission from the Head of School and their parents. Permission is dependent upon: (a) the wearing of an approved helmet (b) the secure locking of bikes in appropriate bays during school hours.

12


Senior School Handbook

School Uniform The Knox School Uniform Year 7 - 12 • The blazer • White, long-sleeve shirt, tucked-in shirt, school tie • Charcoal grey trousers or tartan skirt • Plain grey socks (trousers) or navy tights (skirt) • Black leather shoes (laceup or T-bar) • School jumper

Summer variations in Terms 1 and 4 include: • White open necked shirt with school crest • Charcoal grey shorts • Plain grey socks • Summer dress with white socks Charcoal grey shorts may be worn during Terms 2 and 3 except on formal occasions Plain white socks may be worn instead of navy tights except on formal occasions

Appearance and Fashion Clean, well-groomed and naturally coloured hair that is tied back if it touches the shoulders, and is free from an excess of style or product. Hair accessories should be in the school colours of blue and gold A cleanly shaven face Unobtrusive make-up and plain, natural coloured nail polish

A limit of two piercings per ear fitted with small, plain studs or sleepers Face or nose piercings, visible tattoos, prominently undercut hair, dreadlocks, acrylic nails and nail art, and jewellery such as bracelets, rings and necklaces, would all be considered contrary to expectations.

13


Senior School Handbook

Uniform (continued) Students of The Knox School are required to wear the relevant School uniform appropriate for classes, physical education, and sport. It is expected that they will wear their uniform appropriately. The School expects the uniform to be worn correctly at all times: at School, when travelling to and from School and on formal occasions. More information regarding the appropriate way in which to wear the uniform can be found in the student Record Book. All items of uniform are available for purchase through The Knox School Uniform Shop which is operated by Noone Imagewear. The shop is located in the Daniel Rechtman Information Common adjacent to the Health Centre.

Term Time Opening Hours: Mondays: 8.00am – 11.30am Wednesdays: 1.00pm – 4.00pm (Term 1 and Term 4 only) Thursdays 2.00pm – 5.00pm

Holiday Opening Hours: Please contact Reception for holiday hours. It takes some time to kit out a new student when starting at the school. As December and January are the busiest months of the year in the Uniform Shop, we encourage you to make an appointment to enable the Uniform Shop staff to give the attention required. Phone: 9801 0829

Visitors to the School For the safety of our students, all visitors to the School during the school day should go first to Main Reception and sign in. All visitors will receive a visitor badge which must be work for the duration of their stay. Visitors are also asked to sign out at Main Reception and return their visitor badge. If a meeting has been arranged with parents, the staff member will come to Reception after parents have signed in. This also applies to parent volunteers.

14


Senior School Handbook

Student Matters Camps The School’s camping program is an integral part of the learning for all students from Year One. There are compulsory Year level camps from Years 1 to 10. The cost of these camps is incorporated into the consolidated charge. Other non-year level camps are offered during the years, such as Music Camp, and may incur an additional cost to parents.

Co-curricular Activities The Co-Curricular Program is an integral part of the broad range of learning experiences offered to students at The Knox School. The School offers an extensive array of co-curricular activities and aims to cater for the diverse interests and talents of our students. Most activities take place after school and run between 1 hour and 1.5 hours unless otherwise stated. Some activities are taken by outside providers and others are taken by staff of The Knox School. As some programs do not finish until 5.00pm, it is recommended that students bring an additional snack to school for afternoon tea. The Secondary School Co-curricular booklet is available on the School website under the Essential Links tab. Each activity has its own eligibility requirements and these are clearly outlined in the booklet. If you are interested in any of the activities listed in this book, please register via the contact details for each activity.

Health & Wellbeing School Nurse The School employs a registered nurse who is on campus from 8.30am to 4.00pm Monday to Friday to administer the Health Centre. The Health Centre is located adjacent to the Staff Room in the Daniel Rechtman Information Common. School Counsellor Many students find their years at school enjoyable and rewarding. However, students also sometimes hit bumps in the road and may need a helping hand to get through. All students have ‘ups’ and ‘downs’. Sometimes these ‘downs’ have a huge effect on us, and those around us. The School Counsellor at The Knox School is a registered and experienced Psychologist. An initial appointment can be made by contacting the School Counsellor directly or discussing a referral with a teacher or head of sub school.

15


Senior School Handbook

House System The House system is an integral feature of our practice, particularly for competitions, festivals and student leadership. The Junior School holds a regular House Program each fortnight when students from each House work together on a wide variety of activities. This enables student leaders, particularly the House Captains to take an active role. The House system provides the sense of belonging to a small unit such as a House and the provision of individual attention form the basis of the House system. Each House develops its own spirit. House events are held in sports, performing and creative arts and other areas. All students belong to one of 4 houses at Knox.

Chisholm

Lawrence

Caroline Chisholm (1808-1877)

Marjorie Lawrence (1907-1979)

Progressive 19th-century English humanitarian known mostly for her involvement with female immigrant welfare in Australia.

Victorian soprano. Became an international operatic performer. Afflicted with polio in 1941, she continued to entertain troops during the war. She received the Légion d’honneur in 1946 and a CBE in 1976.

Flinders

Paterson

Captain Matthew Flinders (1774-1814)

Andrew Barton “Banjo” Paterson (1864- 1941)

Distinguished English navigator and cartographer who was the first to circumnavigate Australia and identify it as a continent.

Australian bush poet, journalist and author. He wrote many ballads and poems about Australian life, focusing particularly on the rural and outback areas.

Information Technology The Knox School is a digitally rich environment where engagement with learning technology is a normal aspect of student learning. The School’s use of technology throughout student learning programs is commensurate to the age group and mindful that technology is a tool to assist learning, not an end in and of itself.

16

Prep to Year 2

Class sets of iPads for use as part of a student’s learning program

Years 3 to 6

One to One Laptop program whereby devices are owned by the School and loaned to students during the year. Students in Years 5 and 6 are permitted to take their device home in order to assist their learning, including opportunities for home learning

Years 7 to 9

One to one laptop tablet program

Years 10 to 12

The Senior College Bring Your Own Technology (BYOT) Program requires students to bring their own technology, such as a laptop, to assist in their learning.


Senior School Handbook

Library The Knox School’s Library aims to provide a gateway through which our entire school community can enter an environment that supports and fosters lifelong learning, independent decision-making and cultural development on a ‘research and presentational’ model. To this end, the Library will acquire, preserve and make available the widest variety of print and electronic materials to support the school curriculum and reflect the needs and diversity within the school community. The School Library is open before school from 8.00am to 8.30am and after school from 3.30pm to 5.00pm.

Lockers Lockers for students in Years 7 to 12 will be issued on the first day of the school year. Year 7 students and new students in Years 8-12 will be supplied with a combination lock, as paid for in the book list. This lock is the only one to be used as it has a master key in the sub-school office which can be used should the combination be forgotten. Current students in Years 8 -12 will retain their combination lock from the previous year.

Lost Property Students are encouraged to name all items of clothing, belongings and learning resources. All named items, when found, should be returned to the student’s classroom teacher or tutor. Any unnamed items found will be held at Main Reception, Junior School (in the yellow Lost Property bin), Middle School office, Senior School office or the Physical Education Department Office (upstairs in the gym) until the end of term at which point they will be disposed if they remain unclaimed. Students wishing to claim unnamed items will need to provide some evidence that they are the rightful owner. Every endeavour is made to trace lost belongings.

The Record Book is also used as a means of communication between school and home. If you have any messages to convey (lateness, medical appointment or a request for an interview) please place this on the current week’s page. Your child is expected to show this message to the appropriate staff member. If a student misplaces their Record Book, they should obtain and complete a ‘Request for Replacement Record Book’ form from their sub-school office or main reception as soon as possible.

Reporting Parents and students receive information regarding their progress in subjects throughout the year via the parent portal for the Continuous Online Reporting system accessed from the school website. Students can access this information via SEQTA. Year 10 to 12 students receive an electronic End of Semester Report at the end of Term 2, and Year 10 and 11 students receive an additional report at the end of Term 4. Parent/ Teacher interviews are conducted throughout the year, and students are encouraged to attend these evenings with their parents to engage in the learning partnership.

Driving to School – Year 12 Students The Knox School experiences significant parking restrictions throughout the school day. Unfortunately, there are insufficient parks on campus to accommodate all of the staff including part-time teachers and support staff as well as coaching staff. Therefore, students seeking to drive to school must park off site, observing the posted signage and applicable road rules.

Mobile Phones Personal electronic devices and mobile phones are nowadays an integral part of the educational process. However, these can only be used in class to support learning if instructed by the teacher. All other use of personal devices is restricted to out of class time. Inappropriate or irresponsible use of personal devices may result in them being confiscated for a period of time. Parents will then be advised. The School takes no responsibility for personal electronic devices and mobile phones if lost or stolen on the school property.

Record Books Every student is given a Record Book, which contains information about the school calendar for the current year. It must also be used by students to record homework requirements. Parents are encouraged to sign the Record Book each week. 17


Senior School Handbook

Attendance and Leave Attendance and Leave

Unapproved Absences

It is School policy that students attend all classes. Students should be encouraged to attend every lesson, complete as much work as possible and be actively engaged as it is difficult to duplicate the learning environment at other times. Interaction and discussions are an important aspect of learning and will assist all students in reaching their full potential. In the event of absence, a written explanation from a parent or guardian and/or a doctor’s certificate is required.

Where one of the above criteria are not met, the student’s absence will be acknowledged but generally approval for that absence will not be given unless it is for a substantial reason. Please note that activities such as overseas travel or holiday arrangements with family would not, in normal circumstances, be regarded as a substantial reason.

Students having study periods at the beginning of the day or at the end of the day are expected to be at school as per any school day unless the Head of Senior School has determined alternate arrangements. Students are not permitted to leave the school premises and then return for later classes unless a specific appointment has been made and written permission from the parent or guardian is given to the Main Reception or Senior School Office. To satisfy the attendance requirements of VCE, the Senior School policy is that students must attend at least 90% of classes. All VCE units require a minimum of 50 hours of class time. In VCE units, where students have completed work but there is a substantive breach of class attendance, the student may be awarded an N (Not Satisfactory) for that unit. Leave for reasons of appropriately documented illness, bereavement and misadventure, along with activities deemed to be part of the wider development of the student, such as school-based excursions, camps, EISM and other sporting events are considered approved leave and do not count towards the attendance requirement.

Requests for Leave If a student will be absent from school for reasons other than a school activity, or illness or misadventure, prior written approval must be sought from the Head of Senior School by a parent or support provider.

Approved Leave Where an absence occurs for medical reasons or other special circumstances such as EISM activities, bereavement, misadventure, School sanctioned activities and excursions, or for elite sporting or cultural activities, the student’s records will show that their absence is approved. Where applicable, supporting evidence such as a medical certificate may be required.

18

All VCE units involve a minimum of 50 hours of scheduled classroom instruction over the duration of a semester. In accordance with the VCAA, if a student has completed work but there has been a substantial breach of attendance rules, the school may need to assign an N for one or more outcomes. This means that the student achieves an N for the unit. It is therefore the Knox School policy that all students are required to attend all scheduled classes/contact time/ structured learning activities for the units in which they are enrolled, unless there is due cause and adequate documentary evidence provided. For all day-to-day attendance communication, please ensure that Main Reception is contacted on 8805 3800 or reception@knox. vic.edu.au by 9am.

Leaving School During the Day Students are not permitted to leave the campus at any time unless they have written permission from their parent or guardian. Students wishing to leave the Campus from the Senior School must sign out at the Main Reception. Year 12 students are permitted to leave the campus in the afternoons when they have no scheduled classes providing that the appropriate permissions form has been received by the School. This specifically does not include Sport afternoons. Leave can only occur after the conclusion of Period 4 and when the student has no more scheduled classes for that day. Note that Sport is a scheduled class. All students, including Year 12s, must attend the school from 8:35am regardless of whether they have a study period unless the Head of Senior School determines other arrangements for the cohort or individual.


Senior School Handbook

Assessments: Non-Attendance and Lateness Students who are ill and unable to attend school to complete School Assessed Coursework / Assessment Tasks must obtain a medical certificate and present this to the Executive Assistant in the Senior School Office. Failure to follow these procedures must result in the student being given a zero for that task. The teacher will make arrangements with the student to undertake the assessment task at a mutually agreed upon time. This might be during the next class, before or after school, or it could be during a student’s study period if applicable. Students should be prepared to undertake the assessment on the first day they return to school. Internal examinations are a fundamental and important method of assessment in the Senior School. They are essential for determining promotion. Examinations are held in June and November. Examinations are only rescheduled due to illness or another significant event that prevented the examination being completed during its original scheduled time. Any student who is unable to attend an examination must notify the Head of Senior School on the day of their absence and provide a medical certificate to the Executive Assistant in the Senior School Office upon their return to school. Students who are late to a SAC or examination will be permitted to complete the task, however, they will have to conclude the assessment by the scheduled finishing time. Please note that tests and examinations will not be rescheduled for international students who leave Australia before the conclusion of the term or for any student going on holidays during the examination period.

Head Start Attendance The Head Start program begins at the conclusion of the Year 10 and Year 11 examinations. In this time, students will commence work in VCE studies for the coming year. The aim of this program is to outline the first work requirements and School assessed coursework, as well as provide homework over the vacation period. All academic work for this program must be completed. Attendance is expected at this program for students in Year 10 and Year 11.

International Students: Leave at End of Terms International students, and indeed all students, are expected to remain at Knox until the conclusion of classes at the end of each term and semester, and return in time for the commencement of each term and semester. At the end of the School year, students taking leave and returning home for the December and January vacations are also expected to attend until the final calendar day of the academic year. All students who leave Australia must provide the Director of International Program with a written request from their parents or support provider detailing the dates, times and airline by which they intend to first exit Australia and then later return.

19


Senior School Handbook

Academic Overview Private Study Periods Students in the Senior School may have allocated Private Study Periods. When these appear on a student timetable, the student is to sign in using the register in the Head of Senior School Office. Students are to record their presence and indicate their location for the period. Typically, students spend their Private Study Periods in either of the Multi-Purpose Areas in the Senior School Building, the Library, a designated study room, or the Common Room. The use of Private Study Periods should be largely for the purposes of completing assigned work, revision and course preparation. Students must not play online games or watch videos unrelated to their school work during these times.

Academic Tutoring The school provides an extensive Academic Tutoring Program available after school on Mondays – Thursdays throughout the year. Alumni and a supervising teacher are present in the Senior School from 3pm-4pm on these days, followed by the library from 4pm-5pm. Academic Tutors are exceptional Alumni with specialties in advertised areas. More information is available from the Senior School office.

Homework Students in the Senior School are encouraged to construct a homework timetable for themselves. This timetable should take into account a reasonable distribution of time that includes the use of study periods at School and time in the Library after School hours, with rest breaks provided for over long periods of study. Students with commitments outside of school hours may manipulate a homework timetable to accommodate their other needs. For example, by utilizing weekends more or less heavily, a student can ensure specific times are available to them for their non-academic commitments. • In order to succeed, evidence suggests that students at Year 12 should be undertaking a minimum of 20 hours of self-directed learning, consolidation and preparation per week – roughly 4 hours per subject. • At Year 11, The Knox School recommends that students should undertake at least 12.5 hours of self-directed learning, consolidation and preparation per week. • At Year 10, students should invest 10 hours of revision and set work per week.

20


Senior School Handbook

Student Promotions Student Promotions Policy The Knox School provides guidance and direction for students in shaping their pathway through the Senior School towards their future and in accordance with their academic needs and demonstrated skills. Guidelines All students will be treated fairly and equally and grades will be based solely on an individual’s performance within the academic program. This policy is intended to avoid students automatically entering a subsequent unit of study in an Elective subject if an appropriate level of success for that student is not likely to be attainable or if the student is not able or willing to work towards their Personal Best. The School will establish counsel and support for students who appear to be in danger of not satisfying the criteria for promotion in Elective subjects. If non-promotion appears to be a possibility, the relevant teacher will contact parents or support providers to identify the issues and to assist the student in improving their performance. The Tutor and Head of House will be alerted to this discussion. Students in personalised programs run by the Differentiated Learning Department are not subject to the same criteria for promotion as other students. Because a course in English (including EAL) is the only pre-requisite subject for VCE, a student’s promotion into the subsequent Year level may be withheld if the student does not demonstrate appropriate readiness for the demands of the course. The Principal, Vice Principal and Head of School have the discretion to waive the promotion requirements in individual cases where it is considered appropriate to the student’s needs.

21


Senior School Handbook

Promotion from Year 9 to Year 10 Guidelines Criteria to be evaluated: • Appropriate achievement in preceding courses to articulate into equivalent Year 10 studies • Positive attitude to learning and study • Consistently demonstrated, sound work habits • Availability of a suitable course in which the student has a very good chance of success and which meets their career aspirations

Promotion into Units 1, 2 and 3, and continuance into Unit 4 – Guidelines The advice of the Careers Development Practitioner will guide selections. All students must successfully undertake at least three Units from the English group, including a Unit 3-4 sequence. Whilst technically students are permitted to enter any other VCE study at Unit 1, Unit 2 or Unit 3, Teachers and Heads of Department are excellent gauges of likely student success in an area based on past performance indicators. In some circumstances key staff will work together to review student subject selections in consultation with the Tutor and Head of House to determine the best individual package for a given student.

Criteria to be evaluated: • Academic achievement – generally a student must demonstrate suitable achievement in any related course for the preceding year or Unit • In the event that a particular student has not met an appropriate level of achievement they (and their parents) will be advised that they may struggle with this subject and the School may recommend an alternate pathway. It is the goal of the school to provide the best opportunity for success for each student • The availability of appropriate pathways beyond school is crucial in the selection and allocation of Year 12 courses for all students and this may preclude changes to a student’s subject selection irrespective of demonstrated aptitude • Attendance guidelines must have been Insufficient attendance may lead to N at VCE.

met.

• Availability of a suitable course in which the student has a reasonable chance of success and which meets their career aspirations • Positive attitude to learning and study and the desire to give of their best

Promotion of Peak Students Procedures: • Pre-entry test and appropriate group placement.

Students who are accelerating in a Course are subject to specific review to guide their placement in subsequent Units.

• Parents are then informed of their student’s progress in regular reports of their academic performance and attendance.

Promotions reviews may result in advice to suspend a particular course of study the following semester or year.

• I f progress is deemed to be satisfactory at the end of the course, the student is promoted to the appropriate mainstream year level. • The student then chooses subjects for mainstream classes. • I f student progress is still unsatisfactory for promotion to mainstream classes following a fulllength program, student and parents are informed and alternate schools suggested.

22


Senior School Handbook

VCE Overview Patterns of Study

Information Evenings

Students in Year 10 undertake a stipulated set of core subjects and can choose from a variety of other offerings to suit their individual needs. See the section “Course Selection: Year 10” for further details.

Students are involved in their VCE studies from the moment they embark on a Unit 1 Area of Study. This typically happens for students of The Knox School in Year 10, where students may undertake one accelerated subject Year 10. During the year the School holds a VCE Information Evening for all students and parents/guardians from Year 10 to Year 12. These evenings provide crucial information regarding current VCE requirements and the School’s implementation of these practices. All students, parents and guardians are strongly encouraged to attend and be informed on these very important matters. The annual VCE Careers Expo is attended by representatives from tertiary institutions and industry professionals who provide literature, advice on course selection and entrance requirements.

For studies in Years 11 and 12, students will typically undertake 22 units over the two-year VCE period; 6 units each semester in Year 11 and 5 units each semester in Year 12. Ensuring specific criteria are met, this pathway leads to a VCE with an ATAR. Any changes to the usual number of subjects studied each semester will require approval from the Head of Senior School or the Principal.

School Assessed VCE Students not wishing to obtain an ATAR may instead undertake a School Assessed VCE. This enables students to complete the necessary requirements of each subject without completing examinations at the end of the year. The requirements of the course are similar to all other students, however, flexibility in assessment tasks can be applied to assist students to meet the course outcomes.

Course Selection: Year 10 Year 10 provides the last opportunity to trial a number of different subjects whilst still retaining key compulsory studies which provide access to a wide range of tertiary courses. It is therefore an exciting and challenging year where students are consolidating their learning and thinking seriously about their preferred pathways. Many students select a single VCE subject at Year 10 to begin their VCE pathway and gain skills and experience in higher levels of study. This is not compulsory. Refer to the Subject Selection Handbook for further details.

Other considerations: Studies in VET (Vocational Educational Training) A range of other VET studies may also be available. Information and advice for access to VET programs is available from the Career’s Office.

Acceleration to Units 1 and 2 studies (Year 11 Level) Students at Year 10 are able to access one of a number of studies at Unit 1 and Unit 2 level. The placement of a student into an accelerated class is subject to approval by the Head of Senior School in consultation with subject teachers, Heads of Department and/or Careers Practitioner. Poor scores/grades in related subjects, low attendance or attitude to studies are common reasons for non-placement into accelerated courses. Students who select Units 1 and 2 whilst in Year 10 usually progress to Units 3 and 4 in the same study when they are in Year 11, providing adequate attainment is achieved. Refer to the Promotions Policy and Subject Handbook for further details.

23


Senior School Handbook

VCE Overview Part of the information in this section has been supplied from the VCAA website: http://www.VCAA.vic.edu.au/ The VCE Certificate provides the opportunity for all students in Year 11 and 12 to gain a common credential. There are over 40 studies available within the VCE. Within each study there are at least 4 units of work. Each Unit is a semester, a half year in length. Students will typically undertake 22 units over the two-year VCE period; 6 units each semester in Year 11 and 5 units each semester in Year 12. Generally, students undertake a balanced course of study with units chosen from each of the English, Arts/Humanities, and Maths/Science/Technology groupings of studies. This will ensure that all students are able to keep their options open for tertiary entrance. Over the two-year period, there will also be ample opportunity to specialise in particular areas of interest. Students will be considered to have satisfactorily completed a unit if they have satisfied all the specified work requirements of the unit. These vary depending on the study. Unit Structure • Each VCE Unit is numbered 1, 2, 3 or 4. • Each Unit is one semester in length. • Units 1 and 2, generally taken in Year 11, may be done separately or as a sequence. • Units 3 and 4, generally taken in Year 12, must be taken as a sequence. • Students may take Units in earlier school years provided they meet the criteria for promotion. It is recommended that students undertake Unit 1 and/or 2 prior to commencing the Unit 3 and 4 sequence. Assessment of VCE Assessment is either through Examinations, SACs (School Assessed Coursework) or SATs (School Assessed Tasks). Students should be aware that initial school assessments for Units 3 and 4 may change following statistical moderation of Schoolbased Assessment. Satisfactory Completion of the VCE For satisfactory completion of the VCE, a student must satisfactorily complete a total of no fewer than 16 units, including: • 3 Units of English with at least one English unit at Unit 3 and 4 level. • 3 sequences at Units 3 and 4 level of studies other than English from VCE or VET Unit 3 and 4 Notes: • Victorian Tertiary Admission Centre (VTAC) advises that for the calculation of a student’s Australian Tertiary Entrance Rank (ATAR), satisfactory completion of both Units 3 and 4 of an English sequence is also required. • No more than two study scores from Unit 3 and 4 sequences of the Maths or English Group of studies can be included in the primary four. • Units 3 and 4 are designed to be taken as a two-Unit sequence and are Year 12 subjects. • Units 1 and 2 are Year 11 subjects. • When studying Units 3 and 4, students will undertake a variety of School-assessed coursework and examinations. • The Victorian Certificate of Education is administered by the Victorian Curriculum and Assessment Authority (VCAA). • Detailed information about the VCE is forwarded to students and parents during the year. The administration of the VCE (Victorian Certificate of Education) is undertaken by the Victorian Curriculum and Assessment Authority (VCAA) and by the end of February all students and their program of units will have been entered on the VASS computer system, which is the official School link with the VCAA. The VCE will be awarded to those students who have met the requirements outlined above.

24


Senior School Handbook

Statement of Results The VCAA issues a Statement of Results at the end of the calendar year to all students enrolled in VCE units. The Statement of Results contains: • A cumulative record of achievement – S or N – for all units undertaken, and the year in which the result was obtained. J results are not included. • Graded assessments (this includes both Coursework Assessments and revised VCE graded assessments) and a Study Score (Relative Position) for each sequence of Unit 3 and 4 studies undertaken either in the current year or earlier. • Recognised VET units. • Credit obtained for study undertaken overseas, interstate or in the International Baccalaureate. • The results for each of the three GAT components. • A student who successfully completes recognised university studies has the titles of the studies and the university listed. • A declaration that the student has or has not satisfactorily completed the VCE. • For Graded Assessments, Study Score (Relative Position) and GAT component scores, where a derived examination score has been granted, results will be shown with an asterisk (*).

Full Fee Paying Overseas Students Overseas students wishing to undertake Units 1 to 4 of VCE studies will be invoiced by the VCAA. Prices are available from VCAA.

25


Senior School Handbook

Satisfactory Completion of Units In order to achieve an S (Satisfactory) for a VCE unit, a student must: • complete all aspects of all work requirements or learning outcomes to the required standard • submit all assessment tasks on time • ensure that the work is clearly their own • attend the required number of lessons (>90%) • adhere to School and Victorian Curriculum and Assessment Authority (VCAA) rules. Teachers are responsible for using their professional judgement to determine whether the student has met each of the Outcomes of that particular Study Design in order to award the student an S. Notes: • School-based excursions, camps and sporting events, medical, bereavement or approved leave are not counted towards the attendance requirement. • Students can resubmit work to meet satisfactory completion requirements of a Unit but may not resubmit tasks for the reconsideration of school-assessed coursework scores awarded by the School. • Satisfactory completion of outcomes is independent of the Promotions policy. • If any of the outcomes are not achieved, the student receives an N for the unit. (Refer to Redemption Policy) Absence during coursework assessment is a serious issue. A coursework assessment is similar to an examination or test; consequently, students are required to be present. In the case of absence, a medical certificate must be provided to the Head of Senior School. Any other supporting material should also be supplied. The coursework assessment will have to be rescheduled within one week of any absence being finalised. The student may attempt a separate but similar task. If a student is absent from class for a prolonged period because of illness or other special circumstances, the student will have to apply for special consideration. Applications for special consideration will normally need to be supported by a medical certificate and must be made directly to the Head of House who will work with the Head of School to develop the appropriate response. Decisions in relation to the attendance rule are the School’s to make. They are not subject to appeal to the VCAA. Each class teacher keeps an accurate attendance roll. Students should check their attendance record from time to time to ensure that they are not in breach of the attendance requirement.

26


Senior School Handbook

Academic Conduct And Assessments Fairness and Equity in Assessment Teachers regularly attend Professional Development opportunities to ensure that they are devising assessment tasks that are not only compliant with the study designs being delivered, but in keeping with the standards expected across the state. This includes procedures such as internal and external professional development sessions and dialogue, review of statistical moderation, cross-marking and engaging in partnerships with other schools. Where there is more than one class of a particular study in the School, the School also applies internal moderation/cross-marking procedures to ensure consistency of assessments between teachers.

Plagiarism and Authentication Students and teachers are required to attest that all unacknowledged work is genuinely the work of the student. Should work submitted for a SAT or Coursework be deemed not to be that of the student, that work will not be assessed as part of the Unit. Plagiarism is an act of fraud. It involves both stealing someone else’s work and lying about it afterward. The Knox School students are expected to demonstrate honesty and ethical behaviour in completing all of their assessment tasks. All academic work, including oral presentations, submitted by students is expected to be the result of their own thought, research, or creative ideas expressed in their own words. When students submit work that has in any way borrowed ideas, organisation, wording or anything else from another source without appropriate acknowledgment of the fact, the students are guilty of plagiarism. In cases where students feel unsure about a question of plagiarism involving their work, they are strongly recommended to speak with their teacher on the matter before submitting their work. Teachers are more than happy to offer guidance to students regarding how much information can be legitimately taken from other sources and how it can be used properly. When a student’s assignment involves researching outside sources of information, the student must carefully acknowledge exactly what, where and how he/she has used them. If the words of someone else are used, the student must put quotation marks around the passage in question and add an appropriate indication of its origin. Each of the following activities is plagiarism and therefore unacceptable. • Copying someone else’s work in part or in whole and presenting it as your own; • Using material directly from books, journals, or digital sources without referencing; • Building on the ideas of others without reference to the source; • Handing in work to which another person such as a parent, tutor or subject expert has substantially contributed; • Using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate acknowledgement or copyright permission; • Paying someone to write or prepare material. In addition, teachers must also observe the following procedures for authenticating students’ work: • For School-Assessed Tasks teachers must monitor and record in the Authentication Record each student’s development of work, from planning and drafting through to completion. This requires regular sightings of the work by the teacher. (refer to Authentication Record Form SAT) • For Coursework assessment done outside class time teachers must monitor and record each student’s progress through to completion. This requires regular sightings of the work by the teacher and a record kept. (refer to Authentication Record Form SAC) Teachers are required to record their monitoring of each student’s development of work. Observations of individual work done in class should be recorded. The teacher may consider it appropriate to ask the student to demonstrate understanding of the task to verify that the work is genuinely that of the student. Work that is plagiarised will not be considered as part of the assessment. Students will be able to resubmit work to gain an S, however, no change of score or grade will take place. Please also note that students who knowingly assist another student in a breach of rules may be penalised. 27


Senior School Handbook

Strategies for avoiding authentication problems – suggestions from the VCAA To reduce the possibility of authentication problems arising, or being difficult to resolve, the following strategies are useful: • Teachers will ensure that a significant amount of classroom time is spent on the task so that the teacher is familiar with each student’s work in progress and can regularly monitor and discuss aspects of the work with the student. • Teachers will ensure that students are working with a copy of the currently accredited study design, the current year’s Assessment Sheet and the published Assessment Advice so that they fully understand the task and the criteria that will be applied to their work as well as what is required for specific ratings on each criterion. • Students are required to document the specific stages of the development of work, starting with an early part of the task such as the topic choice, list of resources and/or preliminary research. • Teachers will file copies of each student’s written work at given stages in its development. Where there is more than one class of a particular study in the School, the VCAA expects the School to apply internal moderation/cross-marking procedures to ensure consistency of assessments between teachers. Teachers will apply the same approach to authentication and record keeping as cross marking sometimes reveals possible breaches of authentication. Early liaison on topics and sharing of draft student work between teachers enables earlier identification of possible authentication problems and the implementation of appropriate action. Students are encouraged to acknowledge tutors, if they have them, and to discuss and show the work done with tutors to their teachers. Ideally, liaison between the class teacher and the tutor can provide the maximum benefit for the student and ensure that the tutor is aware of the authentication requirements. Similar advice applies if students receive regular help from a family member.

Breach of Authenticity In the event that a teacher believes a student has breached authentication rules, the following will occur: • The teacher will meet with the student(s) involved and discuss the matter; this meeting may involve the Head of Department • If the teacher is satisfied with the student(s) explanation and no longer feels that the student has breached authentication, then the matter is considered resolved • If the teacher is not satisfied with the explanation, then the following will occur: • The teacher will inform the Head of School • A meeting will take place between the Head of School, Teacher and student whereby the student is required to provide evidence that the work is their own. The student may have another person accompany them to this meeting. This person may be a friend, their Tutor or another teacher, or parent. • If the work is deemed not to be that of the student, the penalty will be decided by the teacher and Head of School • The teacher will contact the parent of the student, Head of Department and Vice Principal in writing informing them of the breach of authentication and the penalty given. If the student decides to appeal the decision they should follow the procedures set out in the Appeals section.

28


Senior School Handbook

Penalties for Breach of Rules If plagiarism or other academic misconduct is found to have occurred, the penalties will be determined by the Head of Senior School in consultation with the teacher concerned. The consequences will be taken from the following schedule in accordance with the nature and degree of the breach of rules. Schedule of Penalties: Disciplinary action taken for the first instance of academic misconduct will involve one of the following: • A written reprimand, providing the student does not gain any unfair advantage; • Making alternative arrangements for reassessment; • The application of a mark penalty in accordance with the extent of the breach; • Cancellation of the result for the outcome – score 0 and n for outcome; • Applying an na for the school-based assessment in the unit or course concerned. Subsequent or more serious academic misconduct such as an attempt to gain access to, or alter, computer records of student assessments, may lead to: • Cancellation of the result for the outcome – score 0 and n for outcome; • Applying an na for the school-based assessment in the unit or course concerned. • Cancellation of all the candidate’s results for a period of study, with that period of time being determined by the school. In some instances, if there is sufficient time before the due dates designated by the VCAA, students will be given the opportunity to resubmit work for satisfactory completion and attain an S for the outcome, although the mark penalties imposed will remain in effect on the student’s scores. Notification of Penalty to the Student If a decision is made to impose a penalty, the student will be notified in writing. This notification will include: • The nature of the breach of rules by the student • The reasons for making the decision and the supporting evidence • The consequences of the action • Advice about the student’s right to appeal Student’s Right of Appeal Section 2.5.21 of the Education Training and Reform Act 2006 provides that a student has a right of appeal to the VCAA against a decision of a school and any penalty imposed in respect of a contravention of the VCAA assessment rules. This right of appeal does not apply to decisions about the satisfactory completion of a course arising from a student’s attendance, or other disciplinary decisions of a school not arising from a contravention of VCAA assessment rules.

29


Senior School Handbook

Appeals: Procedures for lodging

Assessment Task Completion

In the event of a disagreement on issues regarding academic achievement, academic misconduct, attendance, authentication, uniform, careers counselling or counselling, students are encouraged to discuss the respective issue with the teacher concerned. If the matter cannot be resolved with the individual teacher, the student should promptly seek the guidance of their Tutor or Head of House.

SAC Calendar

Students have the right to take any unresolved matter to the Head of Senior School, in writing or in person. At this stage the student may also include one other person, of their own choosing, to accompany them when they speak with the Head of Senior School. The Head of Senior School will hear the complaint and will seek further information from all relevant parties, including the teacher concerned with the dispute and then after consideration of the matter the student will be informed of the outcome of their appeal.

It is the student’s responsibility to make sure pieces for assessment are submitted in a timely manner.

If the dispute remains unsatisfactorily resolved, the student is encouraged to put their case, in writing, to the Principal within three school days of receiving the outcome of the meeting with the Head of Senior School. In the case of a dispute regarding finance, students are encouraged to bring their concerns to the Director of Business Operations for resolution and the student may wish to nominate one other person to represent or accompany them to this mediation. In the event of the dispute not being resolved with the Director of Business Operations the student is encouraged to put their concerns, in writing, to the Principal and ask for a meeting where they can put their case verbally.

A SAC Calendar will be published for individual subjects that a student is participating in, and contain dates for all schoolassessed coursework and tasks. Presentation & Submission

Students must submit all Coursework to their subject teacher at the beginning of each lesson on the specified day, or at other times set down by the individual teacher. Failure to submit the work by the stated deadline will result in zero being recorded for that piece of assessment unless an extension has been granted for due cause with adequate documentary evidence, such as a medical certificate. The SAC can still be submitted in order to gain an S for the outcome. If the SAC is not submitted, then an NA will be recorded for that piece of assessment. Students must ensure that their name or student number appears on every page. Students and teachers are required to attest that all unacknowledged work is genuinely the work of the student. (refer to Authentication section for further details) Lost or damaged work Prior to submitting Coursework, the student must, where possible, copy the work and retain a copy at least until the teacher has assessed and returned the original material. Non submission of work that is lost or damaged due to computer misuse or malfunction is unacceptable, as students must make backup copies of work and/or have hard copies of the work to show its development Students who email work to teachers should ensure that all programmes are working and request a read receipt.

30


Senior School Handbook

Redemption Policy Redeemable work is defined as work which has not satisfactorily achieved the outcome. Students who have failed to satisfy the outcomes are given every opportunity to redeem themselves. The student will be given the opportunity to redeem the “N” by resitting the SAC or a commensurate task as indicated by the teacher. If the student fails to satisfy the outcome through this process, then further discussion will occur between the teacher and the Head of School about other possible arrangements. These might include: using classwork, practice pieces, an additional assignment, oral presentation or sitting another SAC. It should be noted that the decision to award an S for the task is distinct from the assessment of levels of achievement. Redeemed work will not be reassessed for a new numerical score and can only be redeemed to an “S” level. If this occurs the students will receive “S” for the outcome. Failure to meet requirements for redemption will result in “N” for the outcome and therefore “N” for the unit.

Extensions to Assessments Students should work consistently and steadily on specified tasks throughout the semester. Individual work in any given unit of study must be completed within the period designated by the teacher. In exceptional circumstances, students may wish to apply for an extension of time. Work lost due to computer misuse or malfunction is not an acceptable reason for granting an extension of time. Process Students must request an extension (in writing) from their subject teacher. The written request must show the following: • Student’s name and date of request; • Relevant unit of study; • Relevant coursework, assessment task or sat; • Set submission date; and • Specific details of the reasons leading to the request for an extension of time. This extension should be requested well before the due date of the assessment task wherever practicable. The student and subject teacher will then negotiate an appropriate length of time for the extension. The teacher must notify the student’s Tutor, Head of House, and the Head of Senior School of the extension granted via email. Should the teacher refuse to grant the student an extension of time or if an agreement cannot be reached on the specific details, the student has the option of appealing to the Head of Senior School who will assist in conciliation. In circumstances where a student is affected by an event or condition that causes multiple assessment items to be impacted upon, a student should directly liaise with their Head of House to act on their behalf with the teachers concerned. The Head of House will ensure that no student is disadvantaged by circumstances beyond their control. Examples of such events include prolonged illness and bereavement.

31


Senior School Handbook

Senior School SAC/Test and Exam Guidelines • Students must enter the room in silence and remain so until the conclusion of the SAC/test • Mobile phones and electronic devices are not permitted unless specified for that assessment. These should be secured in the students’ locker prior to entering the assessment venue or surrendered to the teacher upon entry to the assessment venue. Note that VCAA examinations prohibit a student from taking the phone into the venue. • All materials, other than those specifically allowed for the SAC/test, such as writing implements or notes, are not permitted • Students are not to seek clarification or assistance in the assessment unless they believe there is a mistake with the paper • Students are not to leave the room during the SAC/test. Students will be discouraged from taking toilet breaks • Students who arrive late to the SAC will not be given extra time to complete their work. • No students are permitted to leave early • Students should not discuss a SAC until all classes and students have undertaken the work Students who breach these guidelines may be subject to disciplinary action. See section on Penalties for Breach of Rules.

32


Senior School Handbook

Special Provisions and Assistance Special Provisions

Derived Examination Scores (DES)

The underlying principle of the VCAA Special Provision Policy is to ensure that the most appropriate, fair and reasonable options are available for students to demonstrate their capabilities if their learning and assessment programs are affected by disability, illness, impairment or other circumstances. Special Provision should provide equivalent, alternative arrangements for students, but not confer an advantage to any student over other students.

Students who are ill or affected by other personal circumstances at the time of a VCE external assessment and whose result is unlikely to be a fair or accurate indication of their learning or achievement in the study may apply for a DES. If their application is approved, a DES will be calculated by the VCAA.

School-Based Assessment Students are eligible for Special Provision for classroom learning and School-based Assessment if their ability to demonstrate achievement is adversely affected by: • An acute or chronic illness • A long-term impairment or disability • Personal circumstances. Decisions on whether to approve special provisions for classroom learning and/or School-based Assessment must be evidence based and made using a range of appropriate sources including professional testing and reports, educational assessments and teacher observations. Special Examination Arrangements 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 Applications for Special Examination Arrangements for each student must be made the Head of Senior School, be endorsed by the principal and be supported by recent professional and/or other specialist reports and schoolbased evidence. The VCAA will only accept an application from a school on the Special Examination Arrangements application for students enrolled in one or more VCE or scored VCE VET Unit 3-4 sequence. If you require access to any type of Special Provisions, contact the Head of Senior School, The Director of Differentiated Learning, or your Head of House, and we will help you to establish what needs to be done to assist the student in their learning.

The purpose of a DES is to ensure that a student’s final result for an external assessment reflects as accurately as possible the level of achievement that would be expected based on the learning and achievement the student has demonstrated in the study over the year. Students who experience the onset of an illness or the occurrence of an injury or personal trauma around an assessment period should discuss, with the Head of Senior School, a school application for Emergency Special Examination Arrangements, which may help them sit their VCE external assessments. At this time, the DES application will be discussed and initiated if requested. A DES cannot be used to compensate for learning or achievement that has not been possible because of longterm illness or other ongoing conditions that have been present over the year.

VTAC - SEAS Applications Access and equity schemes are targeted at applicants who have been unable to reach their full educational potential or who may have access to the courses of their choice restricted because of life circumstances. This application is composed of ten categories covering issues such as disadvantaged socioeconomic background, rurality, difficult family life, disability & illness, Australian Aboriginality and non-English speaking background. The Special Entry Access Scheme (SEAS) is the umbrella program for all special entry schemes conducted by participating tertiary institutions in Victoria. The majority of institutions operate schemes designed to address issues of access and equity relating to entry into undergraduate courses. Institutions also acknowledge types of disadvantage that may have affected students in the final year of secondary schooling and which fall outside of programs available through the secondary school structures. This allows consideration for a Year 12 student’s ongoing challenging circumstances. The Careers Practitioner will provide additional information about the SEAS applications throughout the year. All SEAS applications usually close in early October. http://www.vtac.edu.au/applying/seas.html

33


Senior School Handbook

Examination Rules VCAA Examination Rules Students are required to observe the following rules for examinations conducted by or on behalf of VCAA as well as the day-to-day rules of the institution providing the venue for the examination. These rules shall apply to students with disabilities or other impairments with such modifications as may be appropriate and reasonable. Any alleged breach of these rules and any alleged cheating or dishonesty in relation to VCE examinations will be reported to the Manager, Corporate Governance, VCAA. Serious cases will be referred to the VCAA Discipline Committee. The Discipline Committee will, in accordance with its terms of reference, conduct a hearing at which it will consider the circumstances of the alleged breach and determine any appropriate penalty. All Supervisors of examinations are issued with directions for the administration of the examinations and are required to report all breaches of rules to the Manager, Corporate Governance, VCAA. Supervisors have the right to check materials brought by students into the examination room and remove any non-compliant material for the duration of the examination. Items which are the subject of an incident report will be confiscated and held by the school or sent to the VCAA until investigations into the incident are complete. This includes dictionaries, calculators, pencil cases, medications, asthma inhalers or calculator cases and other approved items taken into the examination room. A suitably qualified member of the school teaching staff will check the appropriateness of reference materials and calculators as students enter the examination room for examinations where these items are permitted.

34


Senior School Handbook

• A student must not cheat or assist another student to cheat. • A student must not take any action that gives or attempts to give that student or another student an unfair advantage in an examination. • A student must not allow, induce or assist any other person to present for an examination in his or her place. • A student must not present for an examination in another student’s place. • A student must not present for an examination under the influence of alcohol, drugs or intoxicating substances. A student who has taken medicinal drugs for a medical condition in accordance with good medical practice is, to that extent, exempt from this rule. • A student must obey and observe all proper instructions or directions given by an examination supervisor. • A student attending an examination may bring only materials and equipment approved for that examination into the examination room. • A student must not possess in an examination room mobile phones and electronic devices such as recorded music and video players, organisers, dictionaries and computerised watches, which are capable of storing, receiving or transmitting information or electronic signals. • A student detected with a mobile phone or electronic device such as a recorded music and video player, organiser, dictionary or computerised watch or as defined in the above guidelines, must, upon the direction of a supervisor, surrender that device for inspection and to be retained pending any investigation into an alleged breach of VCAA rules. • A student must not bring into or possess in the examination room any drinks or food except under special circumstances as approved and directed by the VCAA. Bottled water is allowed in the examination

room under the conditions described above. • A student must not communicate with another student while the examination is being conducted. • A student must not cause any nuisance, annoyance or interference to any other student while in an examination. • A student must not remove, tear out or damage any part of a bound reference, script book, question and answer book or answer book except formula sheets or similar permitted examination materials. • A student must not remove any response material, used or unused, from the examination room. • A student must not begin to write or mark his or her paper or response material in any way, or use a calculator, until advised by a supervisor that writing may commence. • A student must stay in his or her place or raise his or her hand if he or she wishes to communicate with a supervisor. • A student will not be allowed to leave the room before 30 minutes has elapsed from the start of writing time or in the last five minutes of the examination. • A student must cease writing when instructed to do so by a supervisor. • A student must remain silent and seated in his or her place at the end of the examination until response materials have been collected, and an announcement is made to students to leave the examination room. • A student must not leave his or her place until directed by a supervisor. • A student must not communicate with an assessor, either before or after a written examination or during a performance examination, except when communication is necessary for the conduct of the examination.

35


Senior School Handbook

Watches, Phones and Other Electronic Devices Students are not permitted to wear a watch of any type during an examination. All watches must be removed and placed at the top of the student’s table or desk, where they can be seen easily by supervisors. Computerised watches, mobile phones, iPods, electronic organisers, electronic dictionaries, and other electronic devices capable of storing text or transmitting or receiving information or electronic signals may not be taken into an examination room. Stopwatches or watches with special functions, such as an alarm or a stopwatch, are not permitted in the examination room. Where there is any doubt about the functions of any watch displayed, supervisors are authorised to direct students to remove the watch for the duration of the examination. Students who take mobile phones and other electronic devices into an examination room will be subject to disciplinary action. See section on Penalties for Breach of Rules.

Calculators Only VCAA approved calculator models may be used. Calculators that have graphical or programmable capabilities may be used provided that the model is approved. The conditions under which calculators may be used are: • the calculator must be silent, and be of the handheld type containing its own power source • students will be entirely responsible for ensuring adequate power supply to, and proper working of, their calculators. Students must supply their own spare batteries. Any battery failure or other fault which limits the usefulness of a calculator during an examination will not be taken into consideration by the assessors. • no student may borrow a calculator from another student after entering the examination room • no magnetic cards may be used • the use of calculators in the GAT is not permitted • supervisors have the right to check any student’s calculator • calculators must not be used during reading time

Materials and Equipment for VCAA Unit 3 & 4 Examinations

Multiple Choice Answer Sheets

Students will be required to observe the rules and regulations set down by VCAA for the conduct of Unit 3 & 4 External Examinations. Students must identify themselves by writing their student number on scripts used for the examinations.

Some examinations require students to complete a multiple-choice answer sheet. All multiple-choice answer sheets must be completed using a pencil only. Multiplechoice answer sheets are processed by an optical scanner, which automatically reads pencil marks recorded by the student on the sheet.

In addition to normal stationery requirements such as pens, pencils, erasers, sharpeners, and rulers, students who present for the examinations listed below will be permitted to bring the following materials to the task. Correction liquid is not allowed.

Students should ensure that they use the multiple-choice answer sheets provided, carefully reading the instructions printed on the sheet. Sample multiple-choice answer sheets are published in the VCE Bulletin prior to each major examination period. Dictionaries Dictionaries must not contain any highlighting or annotation. Electronic dictionaries are not permitted in any examination. Dictionaries are not allowed to be used in any other examination. In examinations where they are permitted, a dictionary may be consulted during reading time. However, no notes may be made during reading time.

36


Senior School Handbook

Examination

Approved Materials and Equipment

Examination

Approved Materials and Equipment

Examination with a multiple choice component

Pencil & eraser

Music Performance

Pencil & eraser

Accounting

One scientific calculator Algorithmics (HESS)

One scientific calculator

Chemistry

One scientific calculator

English

an English and/or billingual printed dictionary

English as an Additional Language (EAL)

an English and/or billingual printed dictionary

Environmental Science

One scientific calculator

Further Mathematics Examination 1

One approved graphics or CAS calculator or CAS software and one scientific calculator One bound reference that may be annotated

Further Mathematics Examination 2

One approved graphics or CAS calculator or CAS software and one scientific calculator One bound reference that may be annotated

Geography

Coloured pencils, waterbased pens and markers

IT: Software Development

One scientific calculator

Langauges Examinations: Written component

an English and/or billingual printed dictionary

Mathematical Methods (CAS) Examination 2

One scientific calculator

Pencil & eraser should be used where calculations are required

One approved graphics or CAS calculator or CAS software and one scientific calculator One bound reference that may be annotated Protractor, set square and aids for curve sketching

Physics

Product Design & Technology

Specialist Mathematics Examination 2

One folded A3 sheet or two A4 sheets bound together by tape, single or doublesided. Notes may be typed or handwritten and from any source (including commercially available notes) Coloured pencils, waterbased pens and markers One approved graphics or CAS calculator or CAS software and one scientific calculator One bound reference that may be annotated Protractor, set square and aids for curve sketching

Systems Engineering

One scientific calculator

Theatre Studies

Coloured pencils, waterbased pens and markers, protractor, set square and aids for curve sketching

VET Engineering Studies

Protractor, set square and aids for curve sketching One scientific calculator

VET Furnishing

One scientific calculator

VET Hospitality

One scientific calculator

VET Hospitality (Kitchen Operations)

One scientific calculator

VET Intergrated Technologies

One scientific calculator

VET Labratory Skills

One scientific calculator

Visual Communication Design

Coloured pencils, waterbased pens and markers, protractor, set square, compasses, circle and ellipse templates

37


Senior School Handbook

VCAA Information And Explanations General Achievement Test (GAT) All students enrolled in one or more sequences of Units 3 and 4 must sit for the General Achievement Test held in June each year. The GAT is a test of general knowledge and skills in: • Written communication • Mathematics, science and technology • Humanities, the arts and social sciences. Each represents a body of general knowledge and skills that students are likely to have built up through their school years. Because it is a general test, no special study is required for the GAT. Students will already have done preparation for the GAT in past study of subjects like English, Mathematics, Science and History, where they have built up general knowledge and skills in writing, numeracy and reasoning. These are the knowledge and skills that will be tested. Use of the GAT The VCAA will use students’ GAT scores as a basis for: • Contributing to statistical moderation of schoolbased assessment results • Checking the accuracy of external assessment marking • Calculating the derived examination scores

Vocational Education and Training - (VET) Vocational Education and Training refers to the procedure, which enables a secondary student to combine VCE studies with vocational training. For full descriptions of VET subjects on offer, students should speak to Ms. Burton, our Career Development Practitioner and VET coordinator. Features of VET • It is usually a two-year program combining general VCE studies and accredited vocational education and training. • It enables students to complete a nationally recognised vocational qualification and the Victorian Certificate of Education (VCE) at the same time. • Students can receive credit towards further study. •

38

Benefits of students undertaking VET programs: • Broadens VCE options • Upon successful completion of the program, students are awarded a nationally accredited Vocational Training Certificate. • Matches student interest and career directions through the provision of strong pathways. • VET qualification articulates directly into further education and training at both TAFE and selected universities through documented pathway agreements. • Provides the opportunity to “trial” a career. Helps students explore possible areas of interest, which can lead to further study and work choices. • Provides preparation for the workforce. How does VET work? • Students choose a VET course as they would any VCE subject. • The course is delivered in modules. • The course is delivered as part of the regular timetable. • All modules must be completed to achieve the qualification. VET in the VCE With the exception of English there is no limit on the VET programs that may contribute to satisfactory completion of the VCE. VET may be fully incorporated into the VCE as VCE VET or Block Credit Programs. VCE VET Programs: • Are fully recognized within the Units 1 – 4 structure of the VCE • Have equal status with other VCE studies; • May offer scored assessment and provide a study score (selected programs only); • With a study score, of the 16 units that make up the VCE, an unlimited number can be VET units; • All three sequences other than English, can be approved VCE VET Unit 3 & 4 sequences, with study scores; • VET programs contribute directly to the ATAR in the Primary 4 or as a 5th or 6th study increment. Further information on VET in the VCE can be found at http://www.VCAA.vic.edu.au/Pages/VET/index.aspx


Senior School Handbook

Study Scores The Victorian Curriculum and Assessment Authority (VCAA) awards study scores to students who satisfactorily complete units 3 and 4 of a VCE subject. These study scores give students a ranking in the group (or cohort) of students taking that subject across the state in that year. The ranking of students in the cohort is determined by detailed evaluation of the students’ performances in the graded assessments for that subject. A study score of 50 indicates that the student has finished at the top of the cohort. A study score of 0 indicates that the student has finished at the bottom of the cohort. A study score of 30 indicates that the student has finished in the middle of the cohort. Study scores are awarded so that they cluster around 30. For any subject, about 70% of students get a study score between 23 and 37. Thus, a study score of 25 does not mean a “pass” for that subject. VCAA does not determine any measure of overall performance in the VCE. The table below shows the approximate percentages of students who will obtain study scores in a particular range.

VCAA Study Score

% of Students in the Study

Above 45

2.1%

Above 35

24.0%

Above 30

50.0%

Above 25

76.0%

Above 20

92.0%

The ATAR The Victorian Tertiary Admissions Centre (VTAC) uses study scores as a basis for determining a student’s ATAR (Australian Tertiary Admissions Rank). The ATAR is an overall ranking based on VCE performance, but one which is only designed for use in tertiary selection. All students receiving an ATAR have been successful in that year’s VCE class. There is no notion of pass or fail involved, as an ATAR is only awarded to successful students. The ATAR is a ranking number between 0 and 99.95 in intervals of 0.05. More information can be found at http://www.vtac. edu.au/results-offers.html

39


Senior School Handbook

How is my ATAR score calculated? The ATAR is determined in three steps. It is based on the scaled scores in the English study and at least three other studies in an allowable combination. It may include up to six subjects, including English. The study scores need not all be from the one year. • English/Literature/EAL VTAC Scaled Study Score plus • Next best three VTAC Scaled Study Scores AND • 10% of up to the next two VTAC Scaled Study Scores (if available) First, an ATAR aggregate is found by adding the scaled score for the English/Literature/EAL study, the next best three scaled scores (of an allowable combination), and 10% of any fifth and sixth scaled score that is available. The increment for the fifth and/or sixth study may be replaced with the appropriate increment for a VET in the VCE subject. The increment for the sixth study may be replaced with the appropriate increment for an approved university study as part of the VCE extension study program. At most six results contribute directly to the ATAR aggregate. Where more than six results are available the six legitimate results yielding the highest ATAR aggregate are used. The ATAR aggregate is a number between 0 and a little over 210. (for an explanation of scaling please see above) Secondly, all eligible students are ranked in order of their ATAR aggregate, and a percentage rank is then assigned with (as far as possible) an even distribution amongst the students who have received an ATAR aggregate that year. All students with a particular ATAR aggregate receive the same percentage rank. Thirdly, all students are then assigned an ATAR based on this aggregate score. This is the estimate of where the student came in the relevant age group, taking account of the students who have successfully completed VCE as well as those who moved or left school before Year 12. This is achieved using a method agreed to by all states, and has the effect (except for the maximum percentage rank), of raising the rank of those who successfully complete the VCE and qualify for tertiary entrance.

Scaling The strength of competition within a subject is judged by looking at the total performance of the students taking that subject. That is, the performance of that group of students in all their VCE subjects is compared with their performance in that subject. Scaling ensures that all studies are treated equally in the ATAR calculation, so that students are not advantaged or disadvantaged by the studies they undertake. VCAA provides VTAC with study scores (relative positions). These study scores are scaled in order to calculate scaled aggregates and Australian Tertiary Admission Ranks (ATARs). More information can be found at http://www.vtac.edu.au/results-offers/ATAR-explained/scaling.html There are two complications to scaling. First, the three mathematics subjects are of graded difficulty and they are scaled to ensure comparability within the mathematics group. Secondly, languages other than English (LOTEs) have an adjustment of 5 points upwards to the mean (average) score after the initial but prior to the final scaling. Scores further from the mean (average) attract increasingly less upward adjustment. This was introduced at the request of the Victorian Government to encourage the study of LOTEs.

ATAR Calculations Below is an example of how Raw Study Scores, converted to Scaled Study Scores and then aggregated. This total is then converted into an ATAR to reflect the student’s relative position in the state, and varies with each year based on the strength of the competition.

40

Study

Results

Study Score

VTAC Scaled Study Score

Contribution

English Language

SS

37

35.73

35.73

Philosophy

SS

38

38.24

38.24

History: Revolutions

SS

36

35.86

35.86

Sociology

SS

38

34.60

34.60

Psychology

SS

30

27.76

2.77

Literature

SS

26

26.71

2.67

Aggregate

149.87

ATAR

85.45


Senior School Handbook

University And Careers Information University Entry Prerequisites and Extra Requirements Your ATAR score is an important component in the selection process for University and TAFE courses. Other factors used to select students include prerequisite studies and extra requirements. For example, Monash University has a number of courses in its Faculty of Business and Economics, of which the Bachelor of Commerce is one and the Bachelor of Business is another. The subject requirements for entry into the Bachelor of Commerce are different from the requirements for entry into the Bachelor of Business.

English & Math requirements

Bachelor of Business

Bachelor of Commerce

English (EAL)

30

30

OR Other English

25

25

And Further Maths

25

Not an acceptable level

OR Methods or Specialist

22

25

Some courses, like Graphic Design, Architecture, etc. may require students to attend an interview, present a folio, and/ or send in an extra application form. It remains the responsibility of the student to ensure all these extra requirements are complied with. Students may obtain advice from the Careers Department, Head of Senior School, or individual subject teachers in relation to these applications. As you can see different, although similar, courses can have different prerequisites. Students should check the most up-todate information about subject prerequisites for their graduating year. This is available in the library, Careers Department, and at http://www.vtac.edu.au/publications/

Tax File Numbers Students applying for tertiary placement and selecting a Commonwealth Supported Place (CSP) will require a TFN (Tax File Number). Proof of this number will need to be produced on enrolment. Apply for a TFN via the Australian Tax Office website www.ato.gov.au

41


Senior School Handbook

Careers Counselling This section of the handbook cannot possibly inform you of all of the things you should be aware of. For a fuller description of the things discussed in this section you should arrange an appointment with our Careers Practitioner. The Careers Practitioner will provide counselling on issues relating to careers. Careers counselling is available throughout the year. Initial careers interviews determine that students are on the correct path to achieving their careers goals, confirm that they are doing the right subjects and that they are aware of all the important events. For Year 10 and 11 most careers counselling occurs around subject selection time to help students develop or consolidate their awareness of personal career pathways. Comprehensive careers testing is offered to all Year 10 students at this time to help in this process. Parents are especially encouraged to discuss the results of this testing. Parents wishing to accompany their children to careers counselling are invited to make an appointment by telephoning the School or emailing careers@knox.vic.edu.au. Concerns and guidance on changing and selecting subjects and VCE eligibility should be directed to the Career Development Practitioner. Special arrangements for examinations, transfers to and from other Schools, interrupted study, examination timetables, attendance, authentication, withdrawing from subjects, enrolling in subjects and all matters concerning the Victorian Curriculum and Assessment Authority (VCAA) should be directed to Head of Senior School. For more information visit http://www.vtac.edu.au/publications/

VCE and Careers Web-Resources VCAA: Victorian Curriculum and Assessment Authority http://www.VCAA.vic.edu.au VTAC: Victorian Tertiary Admissions Centre www.vtac.edu.au HELP: Higher Education Loan Programme https://www.education.gov.au/higher-education-loan-program-help TKS Careers Website http://www.theknoxschoolcareers.com/ For a comprehensive listing of careers related websites please email careers@knox.vic.edu.au.

42


Senior School Handbook

Glossary Accreditation period - The period during which a study is accredited as a VCE study. Assessing school - The school responsible for providing the assessment (through VASS) for one or more units for a student. The assessing school is usually, but not always, the home school. A student may have more than one assessing schools. Assessment plan - A set of tasks relating to the assessment of units of competence/modules undertaken in the Unit 3 and 4 sequence of a scored VCE VET program. Assessment task - A task set by the teacher to assess students’ achievements of unit outcomes (see also Outcomes). Australian Tertiary Admission Rank (ATAR) - The overall ranking on a scale of zero to 99.95 that a student receives based on his/her study scores. The ATAR is calculated by VTAC and used by universities and TAFE institutes to select students for courses. Formerly known as Equivalent National Tertiary Entrance Rank (ENTER). Authentication - The process of ensuring that the work submitted by students for assessment is their own. Block Credit Recognition - Training in a nationally recognised VET/FE qualification outside the suite of approved VCE VET and School Based Apprenticeship and Traineeship programs, that provides credit in the VCE. Chief Assessor - An expert appointed by the VCAA in each study to supervise the marking of the external examination(s) in that study. Coursework Audit - As part of the VCAA ongoing monitoring and quality assurance program, samples of student coursework assessment tasks are collected from schools each semester. The work collected is used to monitor schoWols’ administration of Coursework assessment. Derived Examination Score (DES) - Provision available for students who have missed an examination or whose examination performance has been impaired due to illness or other serious cause. Examinations - External assessments set and marked by the VCAA. All VCE Unit 3 & 4 studies have at least one examination. Most written examinations are held in November, with a small number in June. Performance examinations and oral components of LOTE examinations are held in October. General Achievement Test (GAT) - The test that is done by all students doing a Unit 3 and 4 sequence. It is used by the VCAA to check that schools are marking school-assessed tasks to the same standard and as part of statistical moderation of coursework. It doesn’t count towards students’ VCE graduation, but students’ GAT results are reported to them with their Statement of Results.

Graded assessment - All VCE studies have three graded assessments for each Unit 3 and 4 sequence. Each study includes at least one examination, most have Coursework, and some have School-assessed Tasks. Higher Education Studies in the VCE - First-year university studies approved by the VCAA for contribution towards satisfactory completion of the VCE for students who are academically very able. Home school - Refers to the major school of the student. Only the home school may enter a student’s personal details through VASS 21. A student may only have one home school at a time. The home school is usually but not always the assessing school. Module - A distinct component of the vocational training curriculum, comprising specified learning outcomes, assessment criteria and other information to support the delivery of training and conduct of assessment. Nominal Hours - The scheduled hours required for the delivery and assessment of vocational training as determined by the Office of Training and Tertiary Education. On Track - A Department of Education & Training yearly survey which asks exit students whether they are in employment, higher education, training or looking for work and providing access to support for those ex-students. Outcomes - What a student must know, or be able to do, in order to satisfactorily complete a unit as specified in the study design. Post-Results - Enquiry Service A free telephone enquiry service provided by the VCAA after the release of the VCE results. Registered Training Organisation (RTO) - An organisation, which is registered and approved to deliver Vocational Education and Training (VET) programs within a defined Scope of Registration. Satisfactory Completion - School decision that a student has demonstrated achievement of the outcomes for a unit. Students receive an ‘S’ for the satisfactory completion of a unit. If they do not satisfactorily complete a unit, they receive an ‘N’ for it. School-assessed Coursework - A school-based assessment which is reported as a grade for either a Units 3 and 4 sequence or Unit 3 and Unit 4 individually. Coursework assessment consists of a set of assessment tasks that assess students’ achievement of Unit 3 and 4 outcomes. School-assessed Task - A school-based assessment for a Unit 3 and 4 sequence and reported as a grade. A schoolassessed Task is set by the VCAA and assessed by teachers in accordance with published criteria. Tasks are subject to review by a panel appointed by VCAA. Semester One - Half of the academic year. Most units are completed in one semester.

43


Senior School Handbook

Sequence - VCE Units 3 and 4 are designed to be taken as a sequence at Year 12 level. Special Provision - Special arrangements that are made to allow students who are experiencing significant hardship the maximum opportunity to demonstrate both what they know and what they can do. Statement of Marks - For each examination including the GAT, students can apply for a statement showing the marks they obtained for each question/criteria and the maximum mark available. A fee is charged for each statement. Statement of Marks – Study Score - A Statement is also available containing the scores for each of the graded assessments and describing the calculation of the Study Score. See also Statement of Results. A fee is charged for each statement. Statement of Results - The document(s) issued by the VCAA showing the results a student achieved in the VCE, and whether he or she has graduated. See also VCE Certificate. Statistical moderation - The process used to ensure that schools’ assessments are comparable throughout the State. It involves adjusting each school’s coursework scores for each study to match the level and spread of the combined examination and GAT scores for the students in that school doing that study. Student Number - The number assigned to each student enrolled in VCE, VCE VET and VCAL. Studies - The subjects available in the VCE. Study design - A study design for each VCE study is published by the VCAA. It specifies the content for the study and how students’ work is to be assessed. Schools and other VCE providers must adhere to the study designs. Study Score - A score from zero to 50, which shows how a student performed in a study, relative to all other students doing that same study. It is based on the student’s results in school assessments and examinations. Unit of competence - Unit of competence means the specification of knowledge and skills and the application of that knowledge and skills to the standard of performance expected in the workplace. The RTO assesses competence. Units - The components of a study. There are usually four units in a study, numbered 1, 2, 3 and 4. VASS Administrator - School-based users of VASS who have system control for their school. VASS - The Internet-based VCE Administrative Software System (VASS) used by schools to administer VCE enrolments and results and transfer data onto VCAA central database.

44

VCAA - Victorian Curriculum and Assessment Authority. VCE Certificate - The Certificate awarded to students who meet the requirements for graduation of the VCE. See also Statement of Results. VCE provider - A school or other institution authorised to offer VCE units. Victorian Student Number (VSN) - The unique number assigned to an individual aged between 4 and 24 years of age who is enrolled in an educational program. Vocational Education and Training (VET) - Nationally recognised vocational certificates now integrated within the VCE. VTAC - Victorian Tertiary Admissions Centre acts on behalf of universities and TAFE’s coordinating the joint selection. It calculates and distributes the ATAR.


Senior School Handbook

45


The Knox School CO-EDUCATIONAL | ELC TO VCE

220 Burwood Highway, Wantirna South P: 03 8805 3800 – E: info@knox.vic.edu.au www.facebook.com/knoxschool

www.knox.vic.edu.au

Profile for The Knox School

Senior School Handbook  

Senior School Handbook