VCE Information Evening 2011

1. VCE Information Evening 2011

2. 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

3. 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.

4. 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

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

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

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

8. 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.

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

10. 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.

11. 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.

12. 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.

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

14. 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 score”.

15. 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.

16. 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 for courses indicate scores that guaranteed entry in 2011.

17. Use of the ATAR • For most courses, some students with lower scores will gain entry in the “middle band”. Published “Fringe Ranks” indicate the lowest scores at which offers were made to people considered in the “middle band”. • Factors considered in the middle band may be performance in pre-requisite studies and disadvantage suffered by the student.

18. 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. • 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”.

19. 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 25, 2011) 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.

20. 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.

21. Career Dept Contacts 2011 • 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