VCAL Handbook - Catholic Regional College Melton

VCALHandbook

Content

Mission 2Coordinator 2Introduction 32014 Staff 4Term Dates 5Daily Times 5Library Opening Hours 5School contact Information 5Attendance 6Uniform 7Electronic Devices 7Study 10Student Cars 10Explanation of SAC 11Satisfactory completion of VCAL units 12Summary of VCAL Units and Learning Outcomes 14VCAL Studies - Policies and Procedures 19Applying for Extension of Time 20Absence from SAC/Outcome 21Review Panel 21Procedure absent/non submission 22VTAC 22Careers and Pathways 23Samples of important forms 26

Year 12 Handbook 2014 1

VCAL Handbook 2014 2

Mission

Susan Henry

VCAL

Coordinator

Catholic Regional College, Melton, is a Catholic school serving the Parishes of Bacchus Marsh, Melton and Melton South.

The mission of the College is to nurture the personal, spiritual and academic growth of each individual in this community in an atmosphere of FAITH, CARE, SUPPORT and ENCOURAGEMENT.

We aim to foster the growth of personal worth and to develop the gifts of each individual through the pursuit of prayer, knowledge, communication and service to each other.

While respecting individual differences, we challenge each other to use our talents in the best way possible.

We encourage personal excellence, self-discipline, and a sense of responsibility, which is displayed in our respect and concern for the wellbeing of all.

Through this community of purpose, Catholic Regional College - the students, parents and staff - will be a sign of God’s presence in the local community.

CoordinatorIn 2014 we are encouraging all VCAL students to embrace the challenge of not only pathway success but also in being leaders and role models for the College Cohort.

All VCAL students have the capacity to show leadership. In any capacity, both formal and informal, they have the opportunity to have a positive impact on not only other students and the College in general but on themselves. We are challenging the VCAL students to participate and integrate with College life and understand that VCAL is about career pathways, but also carries the responsibilities of leadership.

The Victorian Certificate of Applied Learning is a hands-on option, which provides practical work-related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. The year 11 and 12 VCAL program has a vocational emphasis. It is an applied learning approach to senior studies. It offers a pathway into employment, traineeships or apprenticeships.

In VCAL students connect with their communities and gain real life experiences. Real life tasks are used to achieve leaning outcomes from a number of the VCAL strands. Learning is at times integrated across a number of subjects. In VCAL knowledge is shared and teachers recognise the knowledge learners bring to the learning environment.

VCAL is not for all students. It is for those that want to work towards an apprenticeship, traineeship or school based apprenticeship. It is for students who are highly motivated, industrious and have initiative. Students need to be hardworking in classes and demonstrate that they can work independently. VCAL is for students that are working to the best of their ability.

I look forward to working with the VCAL students next in 2014 as they pursue success and all its rewards.


IntroductionThe handbook provides information for VCAL students and their parents. It covers Senior School policies and important information about VCAL studies. It should be read in conjunction with the notes contained in the Senior School diary.

Students and parents are encouraged to address any questions about these matters to a member of the Senior School staff.

Structure of VCALThe principles behind VCAL require a negotiated curriculum, where teachers and students engage in a dialogue about their curriculum. There is a need for a flexible timetable and curriculum, and as such students attend school three days a week and spend the other two days at TAFE and Work Placement. For example:

• Monday - School

• Tuesday - School

• Wednesday – VET/Work Placement

• Thursday - School

• Friday – VET/Work Placement

Please note: VET is compulsory part of VCAL; students must complete the certificate that they are enrolled in to receive funding. Parents currently pay $300 toward the cost of TAFE/VET fees, the school covers the remainder of the cost (it costs approx $2400 for a VET course). If students are removed from the course or do complete the course for any reason parents are liable for the full cost of the course.

VCAL Subjects:

Work Related Skills (WRS)School based projects focusing on enterprise, teamwork, communication, resume writing, job applications, researching industry areas, OH&S etc. This unit includes structured work placements.

Please note: Students are responsible for their own work placements. literacy and numeracy skills and the opportunity to build personal skills that are important for life and work.

Students also complete Unit 1 & 2 Industry and Enterprise as part of WRS over two years

Personal Development Skills (PDS)Development of knowledge/skills that leads to the development of self, social responsibility, building community, civic responsibility and improving self confidence.

Literacy & Numeracy Skills (LNS)Literacy Skills curriculum encourages the development of knowledge/skills, in the contexts of family, employment, further learning and community

Numeracy Skills curriculum develops skills to use mathematical skills within society related to design, measuring, time, travel etc.


2014 StaffPrincipal Mr Mark Sheehan

Deputy Principal Mr Robert Blackley

Deputy Principal (Staff) Mr John Christie

Director of Learning Ms Robyn Sullivan

Year Level Coordinators

Year 11 Mr Alistair Bloom

Year 12 Mrs Chantelle Gauci

Who to see for:

Timetable Mr John Christie

VCAL/VINCIT Mrs Susan Henry

VET Mr Michael McGonegal

VCE Mrs Chantelle Gauci & Mrs Carissa Lock

Careers Mrs Pauline Jakobovic

Art Mrs Amy Rowley

Humanities Mrs Karina Dunne

English Miss Lauren Hill

Information Technology Mr Paul Ianazzo

Library Mr Michael Hill

LOTE Miss Jessica D’Amore

Maths Ms Ingrid Janke

Physical Education & Health Mr Dan Kelly

Religious Education Mr Shaun Coates

Science Ms Lauren Prout

Technology Ms Yvonne Wood

Social Justice Ms Margaret Rowe-Watts

Current VCAL Teachers*

Literacy Alistair Bloom & Rachel Abraham

Numeracy Damien Pentony

Work Related Skills Susan Henry & Michael Donovan

Personal Development Skills Jo Clinton & Nathan Guthridge

*Please note that that subject teachers are as of 2013 and are subject to change in 2014.


Term dates Term 1 Monday 3rd February – Wednesday 2nd April

Term 2 Monday 22nd April – Friday 27th June

Term 3 Monday 14th July – Friday 19th September

Term 4 Monday 6th October – Friday 5th December

*Please Note: these dates are subject to change.

Daily TimesMonday, Tuesday, Wednesday and FridayHomeroom: 8.48am – 9.00am

Period 1: 9.00am – 10.15am

Recess: 10.15am – 10.35am

Period 2: 10.40am – 12.00pm

Period 3: 12.00pm – 1.15pm

Lunch: 1.15pm – 2.00pm

Period 4: 2.05pm – 3.20pm

Thursday (1 per fortnight)Homeroom: 8.48am – 9.00am

Period 1: 9.00am – 10.10am

Assembly: 10.10am – 10.45pm

Recess: 10.45am – 11.10am

Period 2: 11.15am – 12.20pm

Period 3: 12.20pm – 1.25pm

Lunch: 1.25pm – 2.10pm

Period 4: 2.15pm – 3.20pm

Library opening hoursWe are open from 8.00am each morning and close at 4.00pm each afternoon. VCE students will have access at recess for printing, photocopying, etc. The Library will be open for one week each of the first and third term breaks - dates to be confirmed in 2014.

School Contact InformationReception and Front Office: 9743 6522 www.crcmelton.catholic.edu.au

[email protected] [email protected]

[email protected] [email protected]

[email protected]


AttendanceStudents who enrol at Catholic Regional College, Melton automatically make a commitment to keep the school regulations of which punctual and consistent attendance is one. Parents or guardians are expected to support the school in this matter.

Students are expected to attend all classes to enable:

• proper continuity of programs

• development of understanding

• completion of work in time allocated in class

• completion of practical activities where applicable

• reliable contribution to group work

• authentication of individual work.

A record of attendance will be provided with each term’s report.

Attendance PoliciesThe School and VCAA requires regular attendance.

Therefore:

Students must be in school throughout the hours of a normal school day.

Students are to attend all timetabled periods. In addition to VCAL classes this includes all Homeroom sessions, Assemblies and scheduled subject activities.

Students are expected to attend TAFE and work placement.

Students are to be punctual to school and to class.

Appointments are expected to take place out of school hours. If this is not possible, advance notice is required. Appointments for driving lessons and tests and other such activities are not permitted during school hours.

No student may leave the school grounds without the prior approval of the Head of Senior School. If such permission has been granted, the student must sign out at Student Reception and sign in again when he/she returns. In cases of illness, students must attend Sick Bay and the School Nurse will give permission to leave the school if appropriate.

Any student arriving at school late or leaving school early MUST sign in/out at Student Reception.


UniformGeneral CommentsThe school diary contains details of uniform regulations. Students are expected to be in full school uniform.

Electronic DevicesPurpose1. The widespread ownership of mobile phones, iPod/MP3 players and iPads (and video

other electronic devices such as cameras and video cameras) among young people requires that teachers, students and parents take steps to ensure that electronic equipment is used responsibly at this College. This Acceptable use Policy is designed to ensure that potential issues involving mobile phones, iPod/MP3 players and iPads can be clearly identified and addressed, ensuring the benefits that such equipment provides (such as increased safety) can continue to be enjoyed by our students.

2. Catholic Regional College Melton has established the following Acceptable Use Policy for mobile phones, iPods/MP3 players and iPads that provides teachers, students and parents guidelines and instructions for the appropriate use of electronic equipment during school hours.

3. The Acceptable Use Policy for mobile phones, iPods/MP3 players and iPads also applies to students during school excursions, camps and extra-curricular activities unless express permission is granted to alter this policy.

RationaleCatholic Regional College Melton accepts that parents give their children mobile phones to protect them from everyday risks involving personal security and safety. There is also increasing concern about children travelling alone on public transport or commuting long distances to school. lt is acknowledged that providing a child with a mobile phone gives parents reassurance that they can contact their child if they need to speak to them urgently.

Responsibility1. It is the responsibility of students who bring mobile phones and iPods/MP3 players

to school to abide by the guidelines outlined in this document.2. The decision to provide a mobile phone to their children should be made by parents

or guardians.3. Parents should be aware if their child takes a mobile phone to school.

Acceptable Uses Mobile phones1. Any student with a mobile phone is to leave it switched off in their locker for the

duration of the school day and it is not to be used on the College property. Parents are reminded that in cases of emergency, the college office remains a vital and appropriate point of contact and can ensure your child is reached quickly and assisted in any appropriate way.


Acceptable Uses iPod/MP3 players 1. Technology increasingly is impacting on the way in which students learn and

communicate.2. Therefore, the use of an iPod or MP3 player is restricted to a classroom context when

a student has been given explicit permission to access and use such devices to enhance learning opportunities. ln such cases students may use the devices for its intended use for the designated lesson and in the designated period, after which the device should be returned to the student’s locker.

3. iPods/MP3 players can be used before or after school but not during lunchtime and recess.

Theft or damage1. The College accepts no responsibility for replacing lost, stolen or damaged mobile

phones and iPods/MP3 players.2. The College accepts no responsibility for students who lose or have their mobile

phones and iPods/MP3 prayers lost, stolen or damaged while travelling to and from school.

Sanctions1. lf a student is found with a mobile phone, iPod, MP3 player and/or any other similar

electronic equipment on his/her person or is seen using and/or heard by staff during the day (either in the yard, in class or on a College activity) then the following sanctions will apply:

• First offence: the item will be confiscated and placed in the front office until the end of the school day at which time the student may collect it.

• Second offence: The item will be confiscated and placed in the front office until the end of the school day at which time the student may collect it. A one-hour detention on a Monday night will also be given.

• Any subsequent breach of this rule will result in confiscation of the mobile phone or iPod/MP3. The devise will need to be collected by a parent / guardian at a prearranged meeting with the YLC, where the policy will be discussed.

2. Filming of students at school using an electronic device is strictly forbidden. Any students involved in this practice will be suspended.

3. Students who have taken photos or videos at school without permission and then transmitted the photo or video to other electronic media such as the internet will have placed their enrolment at the College in jeopardy. This is viewed as a serious breach of an individual’s privacy.

Acceptable Uses iPadsThis agreement is binding on all iPad devices utilised within the environs of CRC Melton including self-purchased devices.

All iPads purchased by CRC Melton remain the property of the College at all times until ownership has been transferred in writing.

Usage Guidelines:• Students must adhere to the CRC Melton Acceptable Network Use and Internet Use

Agreement at all times. This includes usage of the iPad out of school hours. • Students will be required to bring their iPads to school fully charged every day.

Battery management is the responsibility of each student who should ensure that sufficient battery life is available for the anticipated usage each day. Students should not expect to have access to power points for recharging throughout the day. The College does not have provision for ‘loan’ iPads for students who leave their iPads at home.

• Students must carry the iPad in the supplied protective case at all times. Carry cases must afford some level of protection against drops, knocks and minor liquid spills. The use of third party cases is not allowed only College supplied cases.

• Deliberate attempts to avoid the College restrictions to websites deemed inappropriate is forbidden and will be dealt with under the College’s Internet Agreement Policy.


• The set up and configuration of the iPad is not to be changed. This does not preclude students from configuring the iPad for access to home networks and home Internet Service Providers. However, it is the responsibility of the student to ensure that the iPad remains in a state ready to be connected to the school network.

• Students may not disassemble any equipment. All repairs will be organised by the school.

• iPads must be secured in lockers whenever they are not in the student’s direct possession, such as at recess, lunchtimes and during P.E. classes. iPads should not be left unattended in bags or in classrooms. iPads must be used solely by the student who has signed this agreement and not ‘leant’ to other students.

• iPads should only be used in the classroom when required by the teacher. Inappropriate use in the classroom may result in sanctions including the confiscation of the iPad.

• Students may not “jail-break” or otherwise “hack” or attempt to break security protocols in place. All software on the iPad must be legitimately purchased via the Apple iTunes store. Software not available on the iTunes store is not allowed. iPads which have been found to be “jailbroken” or hacked will be reset without notice.

• Students must set up an iTunes account and download required applications that are required for classes.

• Students are responsible for backing up personal data. Students are responsible for the safety and integrity of the data on the iPad. Students are encouraged to back-up their data regularly using the “Dropbox” application or Google Docs. The College accepts no responsibility for lost data.

• Reformatting of the iPad will be undertaken when deemed necessary by the school’s technicians. Reformatting causes all programs and files on the iPad to be erased and the device to be returned to its original state.

• iPad internal memory and storage areas are to be considered public access for the purposes of security. Students should not store private or sensitive information on the iPads.

• Network administrators may review files and communications to maintain system integrity and ensure that users are using the iPad responsibly. Users should not expect that files stored on the iPad will always be private. Students are reminded that the device remains the property CRC Melton.

• The student is responsible for the appropriateness of all files and data stored on the iPad, including all files and/or data contained within cookies, caches and temporary internet storage areas.

• Inappropriate media may not be used as a screensaver or background photo. The presence of guns, weapons, pornographic materials, inappropriate language, alcohol, drug, gang related symbols or pictures will result in sanctions.

• Passwords on the iPad are not to be used.• Students may not take photos of other students or staff without their express

permission. Students may not have unauthorised photos in their possession or upload unauthorised photos to any website or network storage area. Students may not pass unauthorised photos onto other people.

• Students may not add or remove any identifying labels directly on the iPad as this will void any warranty.

• Misuse of the iPad may result in the equipment being required to be returned to CRC Melton.

• iPads may be retained by a student over the Summer holidays or returned to the College.


StudyStudent Diary The College gives each senior student a diary. This diary remains the property of the College and must only be used to record academic matters, such as home study, due dates, SAC dates and for the coming school activities. It is not to be used as a personal diary nor is it to be de-faced by writing, graffiti or stickers. Students who de-face this diary may be required to purchase a new diary. Students need to have their diary with them whenever they leave the classroom. All set work must be recorded in the diary.

Homework is not only work set by the teacher. It should also be related to TAFE and work placement, summarising and studying. Good learning is based on regular work over a long period of time.

Study Habits The key to success at the senior level, whether it is in VCE or VCAL is a combination of hard work and excellent personal organisation. Time management is the key to successful studying. Maximizing efficiency when you complete homework results in more free time for other activities. The following habits will help:

• Have a quiet work area free from interruption • Set yourself goals (short term, medium term and long term (as they help keep you

focussed and motivated)) • Keep a record of all work that is required and when it is required in the student diary • Begin work when it is set and work consistently from that time. Allow enough time to

complete each task. • Make a list of priorities so you know which tasks come first • Organise your time so that nothing is left to the last minute • If you have large amounts of work to learn, break it up into chunks of information and

use highlighters for each section to help them stand out.

Student CarsStudents are required to fill in a form (which can be obtained from the YLC) and have a digital image taken with the car.

School Requirements:1. Students are not permitted to park on the school grounds 2. Students are required to adhere to all road rules and drive in a safe and responsible

manner.3. Students are only to use their car for travelling to and from school. Students are not

permitted under any circumstances to use their car during the school day.4. Car make and registration details must be recorded with the school.5. Students are not permitted to carry other students as passengers to and from school.

A probationary (P1) driver will not be allowed to carry more than one peer passenger when driving. The penalties for committing this offence will be three demerit points and a fine equal to three penalty units.

If a student breaches any of the above school requirements, it will be at the discretion of the Year Level Coordinator to withdraw this privilege.


Explanation of SACSAC (School Assessed Coursework)In VCAL studies, students are required to meet outcomes and complete School Assessed Coursework. Teachers use the coursework tasks to judge whether or not a student has met the outcomes. It is also used to determine competency of outcomes.

This School Assessed Coursework (SAC) can be in a number of forms, such as a test, an essay, a project, or a series of tasks. It can be conducted within a single teaching period, a double, over a number of periods or over a number or weeks. Some SAC tasks will be completed entirely in class and others will require students to undertake some work out of class.


Satisfactory completion of VCAL unitsAssessment principles for VCAL learning programsAssessment within the VCAL should be based on the following principles:

• Assessment tasks/activities should be grounded in a relevant context and not be culturally biased.

• Students should have the opportunity to demonstrate achievement at their own pace.

• Instructions for assessment tasks/activities should be clear and explicit. Students must know what is expected and the criteria by which satisfactory completion will be established.

• Time allowed to complete a task should be reasonable and specified and should allow for preparation and reflection as appropriate to the activity. Where the assessment task is linked to a project or activity, the assessment tasks/activities may take place over a number of weeks.

• Assessment tasks/activities should be open-ended and flexible to meet the specific needs of students

Satisfactory VCAL unit resultA student will receive an S (satisfactory achievement) for a unit in the Work Related Skills, Personal Development Skills, Skills for Further Study–Senior and Literacy Skills units when they have demonstrated competence in all learning outcomes for the unit. In the Numeracy Skills units, students must demonstrate competence in five of the six learning outcomes at the Foundation and Intermediate level and six out of the seven learning outcomes at the Senior level.

For VCAL units, students will receive a satisfactorily completed (S) or not yet complete (N) result for each unit.

Students will receive an N in a VCAL unit if they do not meet the course requirements outlined in the Curriculum Planning Guides.

Students should be observed to demonstrate competence on more than one occasion and wherever possible in different contexts to make sure that the assessment is as consistent, fair and equitable as possible.

(Taken from VCAA VCE/VCAL Administrative Handbook, http://www.vcaa.vic.edu.au/Documents/handbook/

AdminHand2012-PartC.pdf)

If students are in severe danger of not satisfactorily meeting outcomes, then a review panel will meet to discuss and review such concerns and where possible devise a plan and consequence. See ‘Procedure if a student is absent/non-submission for a VCAL outcome or in severe danger of not satisfying the outcome’).


What must students do to receive a VCAL qualification? A student is awarded a Certificate when they gain credits for 10 units that fulfil the minimum requirements for a student’s learning program. A credit is gained for successful completion of a unit of study. A unit of study can be:

• 1 VCAL unit • 1 VCE unit • 90 hours for VET modules/units of competence and/or Further Education (FE) modules.

Each unit of study must be justified against the purpose statement for one of the four VCAL curriculum strands.

A student’s VCAL learning program must include:

• a minimum of two VCAL units • at least one literacy unit* • at least one numeracy unit • at least one unit from the Industry Specific Skills strand. At the intermediate and

Senior levels this must include a unit of study from a VET qualification • at least one unit from the Work Related Skills strand • at least one unit from the Personal Development Skills strand • at least six credits at the level or above, of which one must be literacy and one VCAL

Personal Development Skills unit.

*If a student is enrolled in a VCAL literacy unit to fulfill the Literacy Skills strand requirement, the student must complete the VCAL Literacy – Reading and Writing unit at the certificate award level.

(Taken from VCAL Information Sheet, The VCAL: An Introduction, http://www.vcaa.vic.edu.au/Documents/vcal/

VCALinfointro.pdf)


Literacy Skills Foundation – Reading and Writing (LIT011)Req LOs for unit completion - All 81 Writing for Self Expression

Write a short recount, narrative or expressive text on a familiar subject.

2 Writing for Practical Purposes

Write a short instructional or transactional text on a familiar subject.

3 Writing for Knowledge

Write a short report or explanatory text on a familiar subject.

4 Writing for Public Debate

Write a short persuasive and/or argumentative text expressing a point of view on a familiar subject.

5 Reading for Self Expression

Demonstrate that meaning has been gained from reading a simple narrative, recount or expressive text.

6 Reading for Practical Purposes

Demonstrate that meaning has been gained from reading a simple instructional or transactional text.

7 Reading for Knowledge

Demonstrate that meaning has been gained from reading a simple explanatory or informative text on a familiar subject.

8 Reading for Public Debate

Demonstrate that meaning has been gained from reading a simple persuasive or discursive text on a familiar subject.

Literacy Skills Foundation – Oral Communication (LIT012)Req LOs for unit completion - All 41 Oracy for Self Expression

Use and respond to spoken language to explore with others story and life experience.

2 Oracy for Knowledge

Use and respond to spoken language talks or discussions that present information about familiar topics.

3 Oracy for Practical Purposes

Use and respond to spoken language in short transactions in familiar contexts.

4 Oracy for Exploring Issues and Problem Solving

Use and respond to spoken language in discussions to explore issues or solve problems on a familiar topic.

Literacy Skills Intermediate – Reading and Writing (LIT021)Req LOs for unit completion - All 81 Writing for Self Expression

Write a recount, narrative or expressive text.


Write an instructional or transactional text.


Write a report, explanatory or expository text.


Write a persuasive, argumentative or discursive text.


Demonstrate that meaning has been gained from reading a

narrative, recount or expressive text.


Demonstrate that meaning has been gained from reading an

instructional or transactional text.


Demonstrate that meaning has been gained from reading an

explanatory, expository or informative text.


Demonstrate that meaning has been gained from reading a

persuasive, discursive or argumentative text.

Literacy Skills Intermediate – Oral Communication (LIT022)Req LOs for unit completion - All 41 Oracy for Self Expression

Use and respond to spoken language to communicate to

others story and life experience.


Use and respond to spoken language in informative talks.


Use and respond to spoken language in instructions and

transactions.


Use and respond to spoken language in discussions to

explore issues or solve problems.

Summary of VCAL Units and Learning Outcomes


Literacy Skills Senior – Reading and Writing (LIT031)Req LOs for unit completion - 7 of 81 Writing for Self Expression

Write a complex recount, narrative or expressive text.


Write a complex instructional or transactional text.


Write a complex report, explanatory or expository text.


Write a complex persuasive, argumentative or discursive text.


Demonstrate that meaning has been gained from reading a complex, sustained narrative, recount or expressive text.


Demonstrate that meaning has been gained from reading a complex, sustained instructional or transactional text.


Demonstrate that meaning has been gained from reading a complex, sustained report, explanatory, expository or informative text.


Demonstrate that meaning has been gained from reading a complex, sustained argumentative or discursive text.

Literacy Skills Senior – Oral Communication (LIT032)Req LOs for unit completion - All 41 Oracy for Self Expression

Use and respond to spoken language to effectively communicate to others story and life experience, in different contexts.


Use and respond to spoken language in sustained informative presentations in different contexts.


Use and respond to spoken language in sustained and complex transactions in different contexts.


Use and respond to spoken language in sustained discussions for the purpose of exploring issues or problem solving in different contexts.

Numeracy Skills Foundation (NUM011)Req LOs for unit completion - 5 of 61 Numeracy for Practical Purposes – Design

Can use everyday informal language of shape, size, colour and other commonly used attributes to identify and recognise shapes in the context of their common usage and application.

2 Numeracy for Practical Purposes – Measuring

Can use familiar simple measurements of length, mass, capacity and temperature to compare or measure materials or objects in personal situations.

3 Numeracy for Personal Organisation – Money and Time

Can identify and use familiar everyday numbers, and units of money and time to make decisions about money and time in personal situations.

4 Numeracy for Personal Organisation – Location

Can use simple everyday language of location to give and follow informal oral directions.

5 Numeracy for Interpreting Society – Data

Can use simple everyday tables and graphs to interpret public information which is of personal relevance or interest.

6 Numeracy for Interpreting Society – Numerical Information

Can use simple everyday numbers and figures to interpret information which is in texts of personal relevance or interest.

Numeracy Skills Intermediate (NUM021)Req LOs for unit completion - 5 of 61 Numeracy for Practical Purposes – Design

Can interpret and use the knowledge and conventions of common shapes and their representation for describing, designing or representing real life objects.


Can use straightforward measurement and the metric system to estimate and measure for the purpose of interpreting, making or purchasing materials in familiar practical situations.

3 Numeracy for Personal Organisation – Money and Time

Can use and interpret whole numbers (including large numbers), simple fractions, decimals and percentages to make decisions about money and time in familiar situations.


Can interpret and use everyday language and symbols of location and direction to give and follow oral and written directions.


Can use and create everyday tables and graphs to represent and interpret public information which is of interest or relevance.


Can identify and translate everyday numerical concepts to interpret public information which is in texts of interest or relevance.


Numeracy Skills Senior (NUM031)Req LOs for unit completion - 6 of 71 Numeracy for Practical Purposes – Design

Can translate between two-dimensional and three-dimensional real life objects and their diagrammatic representations for the purposes of measurement, design, and interpretation.


Can use measurements, the metric system and simple measurement formulae for the purpose of interpreting, making or purchasing materials in practical situations.


Can use the conventions of distance, location and direction to read, create and use maps.


Can create, use and interpret tables and graphs, and calculate and use averages, in order to reflect on information of relevance to self, work or community.


Can use, and calculate with, fractions, percentages, decimals, rates and large numbers, to reflect on aspects of personal, work or community life.

6 Numeracy for Knowledge – Further Study in Maths

(formulae)

Can develop and use simple formulae to describe and represent relationships between variables in real life contexts.


(problem solving)

Can use simple mathematical problem-solving techniques to interpret and solve straightforward mathematical problems.

Advanced Numeracy Skills Senior (NUM032)Req LOs for unit completion - 6 of 71 Numeracy for Interpreting Society – Data

Can use tables and graphs and measures of central tendency and spread to interpret, analyse and describe information of relevance to self, work or community.


Can calculate and use rational numbers to analyse and evaluate relevant aspects of personal, work or community life.


(formulae and graphs)

Can develop and use formulae and their graphs to describe and represent relationships between variables in a range of contexts.


(algebraic techniques)

Can use algebraic techniques to investigate and solve mathematical problems.


(Area A)

Can use formal maths techniques relevant to an area of further study to interpret, investigate and solve mathematical problems.


(Area B)

Can use formal maths techniques relevant to an area of further study to interpret, investigate and solve mathematical problems.


(problem solving)

Can use mathematical problem‐solving techniques to interpret, investigate and solve mathematical problems.

Development Skills Foundation Unit 1 (PDS011)Req LOs for unit completion - all 51 Plan and organise a simple activity.2 Demonstrate knowledge specific to a simple activity or

goal.3 Demonstrate skills specific to a simple activity or goal.4 Solve problems specific to a simple activity or goal.

5 Demonstrate teamwork skills.

Personal Development Skills Foundation Unit 2 (PDS012)

Req LOs for unit completion - all 51 Identify the rights and responsibilities of individuals in a

community.2 Plan and organise a simple activity within a community.3 Communicate information about a social issue or

community activity.4 Communicate effectively to resolve problems related to a

social issue or community activity.5 Demonstrate teamwork skills or work effectively as a

group/team member.

Personal Development Skills Intermediate Unit 1 PDS021Req LOs for unit completion - all 51 Plan and organise a complex project or activity.2 Demonstrate knowledge and skills in the context of a

complex project or activity.3 Demonstrate self‐management skills for goal

achievement in the context of a project or activity.4 Describe leadership skills and responsibilities.5 Demonstrate interpersonal skills to communicate ideas

and information.


Personal Development Skills Intermediate Unit 2 (PDS022)Req LOs for unit completion - all 51 Research and analyse the roles of citizens/members in a

community.2 Plan and organise a complex community project or

activity.3 Use a range of communication strategies to raise

awareness of a complex social issue or community activity.

4 Manage problems related to a complex social issue or community activity.

5 Actively contribute to group cohesion to manage a

complex social issue or community activity.

Personal Development Skills Senior Unit 1 (PDS031) Req LOs for unit completion - all 51 Plan and organise to completion a complex project in an

autonomous manner.2 Demonstrate an awareness of social diversity within a

complex project.3 Apply strategies to improve communication.4 Demonstrate leadership skills for group and team work.

5 Use decision-making skills in a group or team context.

Personal Development Skills Senior Unit 2 (PDS032)Req LOs for unit completion - all 51 Research a community problem or issue that affects

citizens/members in a community.2 Establish or build on an external partnership to address

and/or promote awareness of a community problem or issue.

3 Plan, organise and complete a complex community project, utilising project management skills, in an autonomous manner.

4 Demonstrate effective teamwork skills in relation to a complex community project.

5 Present and communicate ideas and information relating to the complex community project.

Work Related Skills Foundation Unit 1 (WRS011)Req LOs for unit completion - all 61 Learn about a selected workplace or industry setting.2 Communicate the major features of OH&S in a workplace

context.3 Plan, organise and manage a simple work related activity

that complies with OH&S guidelines.4 Identify OH&S problems that may arise in the workplace.5 Work in a team to complete a safe work procedure for a

simple work related activity.6 Use information and communications technology in

relation to a simple work related activity.

Work Related Skills Foundation Unit 2 (WRS012)Req LOs for unit completion - all 61 Prepare for a simple work related activity.2 Communicate basic work related ideas and information.3 Plan, organise and manage a basic work related activity.4 Identify and solve a problem relevant to a simple work

related activity.5 Work in a team to complete a simple work related

activity.6 Use information and communications technology in

relation to a simple work related activity.

Work Related Skills Intermediate Unit 1 (WRS021)Req LOs for unit completion - all 61 Learn about basic conditions and entitlements of a

specific industry.2 Obtain and communicate information in response to a

work related OH&S issue.3 Develop knowledge and understanding of OH&S in a

work related context.4 Identify problems or safety hazards that can affect the

safety of the work environment.5 Contribute to team objectives to achieve safe work

procedures.6 Use information and communications technology in

relation to a work related activity.

Work Related Skills Intermediate Unit 2 (WRS022)Req LOs for unit completion - all 61 Learn to analyse and organise information for a work

related goal.2 Communicate information and ideas for a work related

goal.3 Plan, organise and manage activities for a work related

goal.4 Identify and solve problems for a work related purpose.5 Work with others and in teams to achieve a work related

goal.6 Use information and communications technology in

relation to a work related activity.

Work Related Skills Senior Unit 1 (WRS031)Req LOs for unit completion - all 71 Research information about the career pathways,

functions and layout of a specific industry or workplace.2 Communicate ideas and information about OH&S

requirements for a work environment.3 Assist in the Hazard IdentiÞ cation Risk Assessment and

Control Planning Process to meet OH&S requirements in a work related context.

4 Develop an OH&S plan for a work environment that addresses at least Þ ve OH&S issues.

5 Work with others and in teams in a work environment in accordance with deÞ ned workplace procedures.

6 Use information and communications technology in relation to a complex work related activity.

7 Use technology in accordance with OH&S guidelines in a work related context.

Work Related Skills Senior Unit 2 (WRS032)Req LOs for unit completion - all 81 Collect, analyse and evaluate information in a work

environment.2 Communicate ideas and information in a work

environment.3 Plan, organise and manage activities in a work

environment, incorporating quality assurance processes.

4 Identify and solve problems in a work environment.5 Work with others and in teams in a work environment.6 Use information and communications technology in

relation to a complex work related activity.7 Identify, apply and evaluate technology in a work

environment.8 Show enterprise and identify opportunities in work

processes.


Skills for Further Study Senior (SFS031)Req LOs for unit completion - all 61 Organise personal and work priorities to ensure study/

work objectives are met.2 Develop and implement strategies for learning.3 Demonstrate an appropriate range of research skills

(minimum of four) for a variety of purposes relevant to a chosen field of study.

4 Develop a pathway plan, and consider alternative pathways, for further study/training.

5 Prepare a portfolio and/or application for entrance to a higher education/training institution or employment.

6 Prepare, plan and deliver a sustained oral presentation to an appropriate audience/peers on issues, ideas or concepts relevant to further study.

Senior Extension – Folio Enhancement and Presentation (FEP031)Req LOs for unit completion - all 41 Analyse and select works for folio presentation

consistent with at least one propsed pathway.2 Present a proficent folio appropriate to the identified

purpose and criteria.3 Effectively communicate own folio purpose, selction and

influences.4 Effectively communicate personal style and strengths in

relation to chosen field of study.

Senior Extension – Research and Advanced Study (AST031)Req LOs for unit completion - all 41 Present information and/or ideas in two or more written

formats appropriate to further study or industry.2 Convey complex information and/or ideas in an oral

presentation.3 Participate in a discussion on issues, ideas or concepts

relevant to chosen field.4 Apply effective research skills for a range of purpses

relevant to chosen field of study or specific professional practice.

Senior Extension – Pathways Planning (PPL031)Req LOs for unit completion - all 31 Research an industry area relevant to the chosen filed of

study including future developments and career paths2 Investigate a range of TAFE and tertiary courses in the

chosen field of study.3 Analyse the skills and knowledge required in different

areas of the industry relevant to the chosen field of study in relation to self.


VCAL Studies – Policies and ProceduresGeneralYour Subject teacher will:Set work in accordance with the specifications set out in each study design.

Provide you with specific time lines related to work that needs to be submitted or undertaken in class.

Keep an attendance record for each lesson.

Authenticate that your work is your own.

What you need to do:Submit all work on time. This allows your teacher to see your work before beginning a SAC or outcome. This provides samples of your work if required for authentication purposes and allows vital preparation to take place before a SAC. You may apply for an extension of time for SAT’s, but such an extension will only be granted in special circumstances. You must apply for an extension of time before the due date of the SAT.

When working on a SAC or )utcome:Submit all work required for observation by your teacher on time, particularly when a draft is required. If you do not meet these deadlines, you will forfeit your right to appeal any decision made regarding authentication of that piece of work should this be called into question.

Absences:If you know in advance that you are going to be absent from class, please notify your subject teacher. Attendance is important as it allows teachers to attest to seeing you work on material you submit, thereby authenticating your work. It also allows the teacher to discuss the content of your work with you and for you to answer questions and so demonstrate your knowledge and understanding of the work. For SAT studies, it also allows you to meet the minimum attendance requirement.

What happens if you miss a deadline or your teacher cannot authenticate your SAC/Outcome?

The matter will be referred to the VCAL Coordinator and the Review Panel will be convened. You and your parents will be notified in writing at least 24 hours before the meeting.

The Review Panel will be chaired by the VCAL Coordinator and may also comprise:

• Year Level Coordinator• Subject teacher• You may bring a parent or other person, such as a Homeroom teacher, in a support

role.

The Review Panel reports to the Principal who has the final responsibility to VCAA.

NOTE. The onus is on the student to provide evidence that the work submitted is the student’s own and was completed in accordance with the Board’s requirements.


If you think there will be some difficulty about meeting a deadline, see your Subject teacher and Year Level Coordinator before the deadline. You may be in genuine need of assistance.

Following are some examples of excuses for work not being handed in on time. Excuses such as these WILL NOT BE ACCEPTED:

• The teacher was away.• I was away/sick/on an excursion/on camp the day it was due.• I left the work in Mum/Dad’s car.• The computer malfunctioned and I couldn’t print the work.• I saved my work onto a disk and it was corrupted.• I need more time to do my best work.

VET Studies

Attendance:As there are a required numbered of hours to be spent on each module, it is vital that each student makes the VET course a high priority for this year. Failure to attend a VET session may result in students missing valuable instruction, not to mention the hours lost. Attendance will be monitored and absences faxed to Catholic Regional College Melton the next day.

Applying for Extension of TimeSAC/OutcomeIf, for a valid reason, you are at risk of not finishing a SAC/Outcome by the due date, you may apply for an extension of time. You must apply before the SAC/Outcome is due. Valid reasons include serious illness, bereavement and significant emotional upheaval. The absence of your Subject teacher is not classed as a valid reason.

An extension of time will usually be in the form of an alternative date for the assessment. To apply for an extension of time for SAC/Outcome, students must submit a completed ‘Application for Extension of Time’ form to the VCAL Coordinator within three days of their return to school after the absence and supply documentary evidence to verify the absence. (Yellow form)


Absence from a SAC/OutcomeStudents should be provided with opportunities of equality in the completion of SAC/Outcomes. Students should neither be advantaged nor disadvantaged from completing SAC/Outcomes at different times. For this reason, students will be required to complete missed SAC/Outcomes on Tuesday evening’s after school, supervised by the YLC or VCAL Coordinator under strict examination conditions.

Students missing or absent from a SAC/Outcome, must follow the following procedures:

1. If students are aware that they will be missing the SAC prior to its completion, they must obtain the “Application for extension of time form” from the VCAL coordinator. This form should be filled in, in conjunction with the subject teacher, to negotiate the time for the alternative completion of the task. Appropriate documentation should be provided with the form. Documentation should take on the form of medical certificates, statuary declarations or obituary notices.

2. For students who have missed a SAC/Outcome due to an unforeseeable circumstance, they are required to make contact with the VCAL coordinator and the subject teacher by phone or email on the day. Students will be required to obtain documentation to support their claim of absence. Upon returning to school students will be required to fill in the “Application for extension of time form”, obtained from the VCAL coordinator. (Yellow form)

3. In either of the above situations, if the reason for missing the SAC/Outcome is deemed as unsuitable, a review panel will be organised. Students will be required to complete the task before the review panel is organised.

Review PanelWhen is it held?The Review Panel is convened if a student:

1. Breaches any of the VCAA rules (outlined in Section 11)2. Misses a SAC or Outcome set deadline.3. Is in severe danger of not satisfying an outcome.

Who is it held by?The Review Panel will comprise of:

• VCALCoordinator• The Year Level Coordinator• Subject teacher• The student may bring a parent or other person, such as a friend or Homeroom

teacher, in a support role.

What happens nextThe Review Panel reports to the Principal who has the final responsibility to VCAA.

NOTE. The onus is on the student to provide evidence that the work submitted is the student’s own and was completed in accordance with the Board’s requirements.

Once a decision has been made, the student will be notified in writing. Should you wish to appeal this decision you have 14 days in which to do so to the Principal. However, an appeal can only be submitted if all your work has been submitted by the due dates and you have met all observation dates. The Principal also requires an attendance record during this period of time.


Procedure if a student is absent/non-submis-sion for a VCAL outcome sac or in severe danger of not satisfying the outcome

STEP 1Subject teacher emails the VCAL Coordinator (SHE) of a student absence on the day of the SAC/Outcome or who has failed to submit the SAC/Outcome by a set date.

STEP 2When the student returns to school, direct them to obtain a YELLOW form from the foyer in R Building (outside the office of SHE)

STEP 3Regardless for the reason for their absence or non-submission, the student MUST complete this task as soon as possible when they return to school – Tuesday’s after school should be used for this!

STEP 4If student has still not submitted the task and is in severe danger of not satisfying the outcome, then a Review Panel is scheduled.

STEP 5REVIEW PANEL scheduled

1. Letter is sent home to student2. Panel is held with student, subject teacher, VCAL Coordinator, independent teacher x23. Support person of student4. Held after school

STEP 6The Panel’s role is to decide on a consequence – this takes the onus off the subject teacher and also gives the student a forum to explain him or herself.

VTACThe Victorian Tertiary Admissions Centre (VTAC) acts on behalf of universities, TAFE’s and other providers facilitating and Co-ordinating the joint selection system.

The VTAC website www.vtac.edu.au offers a range of services:

• Descriptions of all courses at Universities and TAFE institutes• CourseLink – is an interactive program aimed to assist students and their parents

investigate course options.• University and TAFE preferences• SEAS applications (see section 14.)• Access to the Australian Tertiary Admissions Rank (ATAR)


Careers and PathwaysA well-equipped Careers/Pathways Centre is located in the N building and provides a range of materials including posters, charts, pamphlets and booklets on the wide range of career options and pathways available to students. The Careers area also holds the latest handbooks and catalogues from all major Victorian universities (and many from interstate), TAFE providers and private educational providers. These are very important resources for students. It is the personal responsibility of all students to be informed, so that appropriate choices can be made.

Students are welcome to visit the Careers Centre and browse through the library of information available or to consult with the Careers Staff. Parents are also welcome to browse the collection and to contact the staff at any time. Every effort will be made to answer questions and review the options available in individual circumstances.

The Careers staff provide on-going career counselling throughout the VCE/VCAL years and can be contacted on 97436522, or through the emails:

Pauline Jacobovic - [email protected]

A number of information sessions will be organised throughout the year. These sessions will include study skills, VCAL/VCAA information, TAFE/University options and Employment opportunity seminars. Attendance at the sessions will be compulsory.

VCALApplication for Extension of Time for

School-Assessed Coursework/Outcome

EligibilityStudents are eligible to apply for an extension of time if they have suffered a prolonged illness or other special circumstances such as bereavement or serious emotional upheaval.

For SACs/Outcomes, an extension of time will usually be in the form of an alternative date for the assessment.

Students must submit this completed form to Mrs Susan Henry within three days of their return to school after the absence.

The completed form must be signed by the teacher of the subject and clearly state the alternative time for the assessment.

Name of student: _____________________________________________ Homeroom: _________________

Study: _______________________________________________________________________________________

Teacher of Study: ______________________________________________________________________________

Assessment Missed: ____________________________________________________________________________

Original date: __________________________________________________________________________________

Reason for absence: ____________________________________________________________________________

Means of authentication (attach medical certificate, etc) : ________________________________________________

New Assessment Date: ______________________________________ Time: _____________________________

Venue: ______________________________________________________________________________________

Please sign below:

Student: ____________________________________ Teacher: __________________________________

VCAL Coordinator:_____________________________________________________________________________

Application for Yr 11 VCAL

Name:________________________________________________________________

Homeroom:___________________________________________________________

Were you part of VINCIT this year? _________________________________________

Why do you want to join the VCAL program? (be detailed in your answer)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What is your chosen career path? Why?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What study do you want to pursue at TAFE? Why?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Are you prepared to arrange your own work placement in your field of study in 2014?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Where and with whom could you do work placement? List three options.

1. ________________________________________________________________________________

2. ________________________________________________________________________________

2. ________________________________________________________________________________

Where will you be doing work experience this term? (do you have any other work experience?)

__________________________________________________________________________________

Have you had careers counselling with Mrs Jacobovic or Mr McGonegal?

__________________________________________________________________________________

If not, you are required to have a counselling session with Mrs Jacobovic or Mr McGonegal as part of the VCAL selection process.

Your application will be discussed with your YLC and classroom teachers.

You will also be required to attend an interview with your parents in attendance to discuss the above as well as the requirements and expectations of the course.

Any questions should be referred to Mrs Henry, VCAL Coordinator.

__________________________________________________________________________________

OFFICE USE ONLY

Application in on time

Counselling session with Mrs Jacobovic or Mr McGonegal

Interview with VCAL Coordinator

NOTES

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


Application for Yr 12 VCAL

Name:________________________________________________________________

Homeroom:___________________________________________________________

Why do you want to join or continue with the VCAL program? (be detailed in your answer)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What is your chosen career path?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What study do you want to pursue at TAFE? Why?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Are you prepared to arrange your own work placement in your field of study in 2014?

__________________________________________________________________________________

Where and with whom could you do work placement? List three options.

1. ________________________________________________________________________________

2. ________________________________________________________________________________

2. ________________________________________________________________________________

If you are a continuing student, where did you do your work placement this year?

__________________________________________________________________________________

What did you learn?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Where did you complete your work experience in Year10?

__________________________________________________________________________________

What did you learn through your time in that industry?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Have you had careers counselling with Mrs Jacobovic?

__________________________________________________________________________________

If not, you are required to have a counselling session with Mrs Jacobovic or Mr McGonegal as part of the VCAL selection process.

Your application will be discussed with your YLC and classroom teachers.

You will also be required to attend an interview with your parents in attendance to discuss the above as well as the requirements and expectations of the course.

Any questions should be referred to Mrs Henry, VCAL Coordinator.

__________________________________________________________________________________

OFFICE USE ONLY

Application in on time

Counselling session with Mrs Jacobovic or Mr McGonegal

Interview with VCAL Coordinator

NOTES

__________________________________________________________________________________

__________________________________________________________________________________

109-141 Bulmans Road, P.O. Box 530, Melton 3337 Telephone: (03) 9743 6522 Fax: (03) 9743 1190Email: [email protected] Website: www.crcmelton.com.au

VCAL Handbook - Catholic Regional College Melton

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