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VCE Information Evening 2012

VCE Information Evening 2012. Program for the evening. Introduction - Peter Tooke, Deputy Headmaster & Head of Senior School VCE – Processes & Pitfalls Daniel McCoppin, VCE Coordinator Planning for Post School Options – Frank Thompson, Director of Career Development

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VCE Information Evening 2012

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  1. VCE Information Evening 2012

  2. Program for the evening • Introduction - Peter Tooke, Deputy Headmaster & Head of Senior School • VCE – Processes & Pitfalls Daniel McCoppin, VCE Coordinator • Planning for Post School Options – Frank Thompson, Director of Career Development • Keeping the Balance – Ivan Mathieson, School Psychologist, Director of Counselling • Questions over tea in foyer

  3. Victorian Certificate of Education VCE The Victorian Curriculum and Assessment Authority (VCAA) is the body responsible for delivery and assessment of the VCE. Each VCE Study (subject) is broken down into semester length Units – Typically Units 1/2 in Yr 11 and 3/4 in Yr 12. Most students at MGS undertake a 3/4 study in year 11.

  4. Completion Requirements Satisfactory completion of 16 semester length units including: • 3 units of English studies (English or English Literature or ESL) • 3 sequences of units 3 and 4 studies other than English • By the end of the two-year VCE most MGS students will have completed a minimum of 22 units. • Year 11 students have the option of taking 6 subjects. Most end up taking this option and by the end of their VCE will have completed 22 units. NB: The decision about satisfactory completion of a unit is distinct from the assessment of levels of performance and hence tertiary entrance requirements that are based upon study scores and the Australian Tertiary Admission Rank.

  5. Present structure of the VCE The awarding of a satisfactory completion for each study is determined by the student demonstrating that they achieved the prescribed outcomes for each unit. Satisfactory completion is also dependent upon the student satisfying the VCE attendance requirement (minimum of 90% of time-tabled classes) The level of understanding demonstrated in each unit 3/4 sequence is determined by a combination of: School Assessed Coursework or Tasks (SACs or SATs) External Examinations – two exam periods (June & Nov)

  6. Satisfactory Completion • is a school based decision that is reported to the VCAA as an S or N • based on demonstration of achievement of each outcome for the Unit • key knowledge and key skills associated with each outcome assist teachers in making the judgement • An N result means that no study score will be generated for that study.

  7. Timelines and Deadlines The VCAA sets a framework of dates for reporting of school results (S and N and coursework tasks). Schools are delegated the responsibility for setting completion dates for coursework assessments and school-assessed tasks. Many of these are published in the MGS VCE Planner. VCE School-Assessed Coursework Unit Information form Task Information form (Distributed to students by class teachers & usually available on class portal pages)

  8. Assessment • School Assessment is a part of regular classroom instruction. Students should avoid becoming overly anxious about the significance of SACs and see them as formative as well as summative assessment (more from Ivan Mathieson in a later presentation). • External Assessment has a varied weighting (from 30% in Creative Arts subjects, like Art; 50% in the Humanities, like History; and 66% in the Sciences like Psychology or Chemistry) • 2012 VCAA June examinations – Accounting, Chemistry, Environmental Science, Physics, Psychology & GAT • 2012 VCAA Nov exams in all VCE studies – 1 or 2 exams • 2013 – all VCAA exams in November, apart from the GAT

  9. Coursework Assessment • small tests, essays or presentations • is frequent (between 1 to 4 per term in each study) • is part of regular classroom instruction • is administered under consistent conditions across the student cohort doing that study • If ‘missed’ then students may, with appropriate documentation, be able to apply for the SAC to be rescheduled

  10. Feedback Summative grades will be provided to students for coursework tasks. Written formative feedback is given to students about their performance and can be used to further develop their skills and understandings.Scores for coursework assessment may change as a result of Statistical Moderation by the VCAA.

  11. Statistical Moderation • Like many of the VCAA processes, it ensures equity in assessment. • establish a rank order of students in the MGS study cohort • comparability from class to class • rank order adjusted by VCAA to mirror the level and spread of the cohort’s performance on a common external examination (Exam/s and GAT) • comparability from school to school • More details from Frank Thompson in the next presentation.

  12. General Achievement Test(G A T) The VCAA will use GAT scores in the process of: • reviewing school assessments in School-assessed tasks • requesting authentication checks by schools for particular students’ School-Assessed Tasks • Checking the accuracy of student scores in examinations • Enhancing the statistical moderation in School-Assessed Coursework • Calculating Derived Examination Scores where this Special Provision has been approved. • The GAT is therefore an important back-up tool for assessment of student progress and particularly if their exam performance is adversely affected by a serious intervening event.

  13. School-Assessed Tasks (SATs) Practical development of a folio or product • in 2012 will apply in • VCE Art • VCE Design and Technology • VCE Media Studies • VCE Studio Arts • VCE Visual Communication and Design

  14. Authentication Teachers must ensure that the VCAA’s authentication requirements are met. If there is any doubt about the authentication of a students piece of work the student maybe asked to attend a panel meeting to explain their work.

  15. Special Situations VCAA “Special Provisions”: On going difficulties that are documented in the Learning Strategies & Counselling department special examination arrangements derived exam score school-level strategies for SACs English as a Second Language MGS application form & VCAA application booklet. Rescheduling of a SAC – application must be completed asap. VTAC “Special Entry Access Schemes” (SEAS) chronic circumstances – more from FCT later

  16. On-Line Reporting

  17. Publications Internal MGS VCE Curriculum Handbook 2012 MGS VCE Special Provisions Application form 2012 MGS VCE SAC Reschedule Application form 2012 All available on the Curriculum Office portal page for students (via MGS website) or upon email request. VCE Semester 1 and 2 Planners School Diary

  18. Publications External VCE Administrative Handbook VCE Study Designs VCE Bulletins and Supplements Statistical Moderation of VCE Coursework Assessment Guides for Revised VCE Studies VCE assessment advice for each study Assessment criteria for 2012 VCAA external examinations All of the above available on the VCAA website: VCAA web site: http//www.vcaa.vic.edu.au “The Age” Annual VCE Supplement

  19. Curriculum Office Chris Bradtke, Director of Teaching and Learning Christine Ford, Head of Senior School Curriculum Administration Daniel McCoppin, Senior School Curriculum Coordinator (including VCE coordination) Kerry Ryan, Secretary to the Curriculum Office

  20. VCE Information Evening 2012 Copies of this presentation, along with the Curriculum Handbook, Curriculum Handbook Supplement and associated VCE application forms can be found on the MGS web page: www.mgs.vic.edu.au Select Senior School Then select Senior School Curriculum (at base of web page)

  21. VCE Information Evening 2012 CAREERS

  22. Planning for Post-School Options Major Post-School Options University Victoria Interstate Overseas Vocational Courses TAFE Institutes Independent Tertiary Colleges (Private) EmploymentApprenticeship/traineeship Other Employment

  23. Planning for Post-School Options • Applications for Victorian universities, TAFE institutes and independent tertiary colleges are made via the Victorian Tertiary Admissions Centre (VTAC) in August/September of Year 12. Up to 12 preferences. • Applications for interstate universities are made through the relevant Admissions centre in that state in August/September. • Applications to UK/US and Canadian universities are generally made around December of Year 12 (for entry in September). Application procedures vary but require considerable forward planning and may involve external tests (e.g. SATs) and comprehensive references.

  24. Planning for Post-School Options • The Careers Centre can assist in all of tertiary applications. Early notification of interest in non-Victorian options is highly desirable. • The Careers centre can also assist with development of CVs and job applications. • T • T

  25. Tertiary Entrance and the ATAR How the Australian Tertiary Admissions Rank (ATAR) is calculated and used

  26. School Assessed Coursework and Examinations • Marks for School Assessed Coursework (after moderation) and Examinations are aggregated by the Victorian Curriculum and Assessment Authority (VCAA).

  27. Study Scores • Aggregate scores for each study (state-wide) are plotted on a normal distribution- • Scale 0 -50 • Mean = 30 • Standard Deviation = 7

  28. Study Scores continued • Study Scores are reported to students by VCAA • Study Scores are passed on to Victorian Tertiary Admissions Centre (VTAC) . VTAC manages the tertiary application process.

  29. Scaling continued • Physics (before scaling) 50 0 37 30

  30. Scaling continued • Scaling is a process designed to ensure that students are compared fairly across subjects. • Scaling does NOT reward students for doing “hard” subjects or punish them for doing “easy” subjects. • Scaling takes into account the relative strengths of the cohorts (groups of students) undertaking each subject. Because the competition (not the work) is stronger in some subjects, a “middle of the pack” performance in one subject can mean more than in another.

  31. Scaling Process • VTAC examines the performance of all students of (e.g.) Physics in all other studies undertaken by the Physics students. • The average (mean) score achieved by those students in all of their other studies becomes the “scaled mean”for Physics. • Students retain their “Relative Position”in the distribution but the scale may change.

  32. Scaling continued • If Physics students have performed (on average) at a high standard in their other studies, the mean for Physics will be scaled up accordingly. This reflects the relative difficulty of achieving a high score against strong competition. • It is harder to perform at the top of the distribution if the competition is more able. Scaling adjusts for this disadvantage.

  33. Scaling continued • Physics (after scaling) 50 0 41 33

  34. Calculation of the ATAR • For each student, the scaled study scores for • An English study (English Literature or ESL) • Next best 3 studies • 10% of 5th and 6th studies (if undertaken) are added to make an aggregate score out of a possible 210 (4 x 50 +10% of 50 for 5th and 6th studies). ie. 210 is “perfect aggregate score”.

  35. Calculation of the ATAR • All students applying to VTAC are ranked on aggregate scores. • Top 0.05% of students in state (approximately 25 students) achieve an ATAR of 99.95. Next 0.05% have rank of 99.9 etc.

  36. Use of the ATAR • Most (not all) tertiary courses use the ATAR as part of their selection process. Other selection criteria may include interviews, written submissions, auditions, folios or recommendations. • Published “Clearly In” ATAR’s (in press and in VTAC Guide later in the year) for courses indicate scores at or above which all eligible applicants were offered a place in 2012.

  37. Use of the ATAR • For most courses, some students with lower scores will gain entry in the “middle band”. Published ATAR lists indicate the percentage of offers which were made at a lower score than the Clearly In Rank. • Factors considered in the middle band may be performance in pre-requisite studies and disadvantage suffered by the student. #

  38. # DISADVANTAGE • Disadvantage can take many forms e.g.. • Illness/Accident • Family Disruption • Emotional Trauma • Financial Difficulties It can occur suddenly or it can be long-term and chronic.

  39. # DISADVANTAGE • There are procedures to assist. Let your Head of House know and speak to the Curriculum Office and/or Careers Centre. • Details of VTAC procedures will be released mid-year but it is never too early to raise the isssue with the school.

  40. Use of the ATAR • Entrance scores (Clearly In Ranks) are not predetermined and can fluctuate from year to year as they are based on supply and demand. E.g. Science at The University of Melbourne jumped from 85 to 90 in 2012. • It is important to plan course applications that allow for a range of outcomes in terms of the student’s performance and which allows for fluctuations in “Clearly Ins”.

  41. Tertiary Planning • Throughout the year, students are encouraged to seek help and advice on courses and careers. • The joint MGGS/MGS Careers Expo (Wed. May 30, 2012) will have a focus on tertiary options with many institutions represented. • Numerous school based talks as well as tertiary Open Days provide opportunities to gain knowledge of courses. • VTAC Information Evening will be held for Year 12 students and parents in early August.

  42. Good News • There are hundreds of courses and dozens of institutions - in Victoria alone! • If you don’t get into your first choice, first time, there are many alternative pathways to your goals. • Do your best, take advantage of the resources available to you and adopt a balanced approach and this will be a rewarding year.

  43. Careers Centre Contacts 2012 • Frank ThompsonDirector of Career Development+61 9865 7547fcthompson@mgs.vic.edu.au • Hermione Skadiang Career Advisor+61 9865 7547 hhskadiang@mgs.vic.edu.au • careers@mgs.vic.edu.au

  44. Ivan Mathieson Psychologist Director of Counselling keeping the balance

  45. overview • Balance • Role of Parents • Study habits • Depression • Anxiety • Questions

  46. the balance • Academic rigour • Sporting/co-curricular commitments • Television • Computer • Doing nothing

  47. parents • - Look after yourself • Be aware of own anxiety • Personal activities • Maintain routines and rituals • Provide comforts • Build and maintain trust • Don’t nag • Pick your battles • Maintain expectations of rules and values

  48. study habits • Create routines • Regular sleep time • Regular meals • Keep hydrated • Reward yourself • Use study periods wisely

  49. Signs

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