Melba College

VCE: VOCATIONAL MAJOR

& VET
2024 Handbook
Index
Melba College Staff 3
Career Action Plans 5
Career curriculum framework 6
What is VCE Vocational Major? 7
What is Victorian Pathways Certificate? 8
VCE:VM & VPC Enrolment 8
VCE:VM/VPC Subject Overview 8
VCE:VM Subject descriptions 10
VPC Subject descriptions 12
What is VET? 14
What is an SBAT? 15
Pathways beyond school 16
Coordination of Senior Programs 17
Expected standard of conduct 18
Student Agreement 18
Uniform 18
Attendance at sporting events & camps 19
Driving to school 19
iPad, computers & devices 19
Mobile phones 20
Attendance 21
Reporting Absences 22
Lateness, holidays, and attendance 22
Appeals- attendance 23
Timelines & dates 23
Satisfying completion 23
Authentication 24
Non-satisfactory work- redemption process 24
Extension policy 25
Release of results 25
Appeals 25
Storage of work 26
Resources 27
Program Agreement Contract 2024 28

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 MELBA COLLEGE VCE: VM STAFF

Administration Staff

Assistant Principal Matt Lee [email protected]

Assistant Principal Luke Ventieri [email protected]

Senior Sub School Leader Melissa Macdonald [email protected]

v.au
VM Leader Will Morrison [email protected]

Careers Advisor and VET Dee Arambasic [email protected]

Coordinator ov.au
Senior School [email protected]
Loretta Higgins u
Administration

MIPS & Careers Assistance

Kelly Andersen [email protected]

Teachers– Year 11
Literacy Will Morrison [email protected]

Lewis Parrett [email protected]

Numeracy Jason McCrae [email protected]

Matthew Sandells

Personal Will Morrison [email protected]

Development
Skills Melissa Macdonald [email protected]

Work related Kirralee Luiyf [email protected]

Skills
TBC

Life Skills & SWLR TBC

Kim Noble [email protected]

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 Teachers– Year 12

Literacy Will Morrison [email protected]

Stephen Moyle [email protected]

Jessica Rennick [email protected]

Numeracy Melissa Macdonald [email protected]

Jozh Ternola [email protected]

Personal Kim Noble [email protected]

Development
Skills Emma Bato [email protected]

Work related Emma Bato [email protected]

Skills
Melissa Macdonald [email protected]

Life Skills TBC

Kim Noble [email protected]

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 Career Action Plans

A career action plan is a dynamic planning document owned and

managed by young people intended to reflect their increased career
development learning.

The plan helps young people:

 set their goals

 clarify the actions needed to achieve these goals
 commit to participating in the planned activities.

Young people should assume ownership of their career action plan.

Parents and staff can work with them to help them complete the plan.
The young person must be actively involved in the process.
Parents, family members, community members, carers, guardians or
other trusted adults are encouraged to comment on their young person’s
plan
The career action plan is used as an ongoing tool to help students make
informed choices about their passion focus, individual learning plan goals
and future direction.

Career Action Plans for years 11 & 12

The career action plans for young people in years 11 and 12:

 concentrate on career management information through additional

components
 address career choices and the attributes and skills required to achieve
them.

The additional components include:

 My future: Career exploration information to assist young people to

consider attributes, skills, education/training requirements, courses and
labour market information relating to their career choices
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 My plan: Career management information to assist young people to
reflect on past goals before setting new goals that align with their career
choices.

Career Curriculum Framework

Another component of the career action plan involves the six steps in a young
person’s acquisition of skills and knowledge for lifelong career self-management.
Although young people complete all six steps each year, the career action plans focus
on a different step each year

The six steps are:

 Year 7- I Discover: young people discover their strengths and talents
 Year 8 - I Explore: young people explore the world of work and their
place in it
 Year 9 - I Focus: young people focus on their values and interests
 Year 10 - I Plan: young people use decision-making skills to plan their
learning and career programs
 Year 11 - I Decide: young people decide on their best options and
opportunities
 Year 12 - I Apply: young people apply their skills and knowledge to
their learning and career planning.
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What is VCE: Vocational Major?
As part of Melba College’s Senior Program, all year 11 and 12 students
have the opportunity to enrol in the Victorian Certificate of Education or
the Victorian Certificate of Education Vocational Major pathway.
Vocational Major (VM) is a senior secondary qualification that gives
students 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. It provides students to earn a qualification in
their interest area while they are still in secondary schooling. Students
have real-world learning in workplaces as part of their weekly timetable,
along with TAFE, community programs and group work.
The subject’s students will undertake in the VCE: VM program include:

 VCE VM Literacy or VCE English units

 VCE VM Numeracy or VCE Mathematics units

 VCE VM Work Related Skills units

 VCE VM Personal Development Skills units

 Life Skills units (including Structured workplace Learning

Recognition)

 VET credits at Certificate II level or above.

Unit 1 & 2 subjects are completed in year 11 and Unit 3 & 4 subjects are
completed in year 12.
Each VCE VM unit of study has specified learning outcomes. The VCE VM
studies are standards-based. All assessments for the achievement of
learning outcomes, and therefore the units, are school-based and
assessed through a range of learning activities and tasks.
Unlike other VCE studies there are no external assessments of VCE VM
Unit 3–4 sequences, and VCE VM studies do not receive a study score. If
a student wishes to receive study scores, they can choose from the wide
range of VCE studies and scored VCE VET programs that contain both
internal and external assessment components.

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What is Vocational Pathways Certificate?
The VPC is an accredited foundation secondary qualification under the
Education and Training Reform Act 2006. It aligns to Level 1 in the
Australian Qualifications Framework.
The VPC is designed to develop and extend pathways for young people,
while providing flexibility for different cohorts. The VPC is suitable for
students whose previous schooling experience may have been disrupted
for a variety of reasons, including students with additional needs,
students who have missed significant periods of learning and vulnerable
students at risk of disengaging from their education.
Students will gain the skills, knowledge, values and capabilities to make
informed choices about pathways into a senior secondary qualification,
entry level vocational education and training (VET) course or
employment. The curriculum accommodates student aspirations and
future employment goals. VPC learning programs connect students to
industry experiences and active participation in the community. Through
participation in the VPC students will gain necessary foundation skills to
allow them to make a post-schooling transition.

VCE: VM & VPC Enrolment

Enrolment into VCE: VM & VPC is achieved by students enrolling into the
VCE: VM program during Course Counselling. Parents, students and staff
will collaborate to assess whether the student meets the necessary
criteria to enrol in this course of study. Students at Melba College have
individual programs based on their interests and future pathways which
are developed to complement their individual strengths.

Year 10 Year 11 Year 12

Applied learning VPC 1 & 2 Units
opportunities VPC 3 & 4 Units
VCE:VM 1 & 2 Units VCE:VM 3 & 4 Units
VET (school-
based) VET VET
SWL / SBATs SWL / SBATs SWL / SBATs

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VCE: VM/VPC Subjects Overview
What will I learn?

Literacy (Units 1-4)

Numeracy (Units 1-4)

Personal Development
(Units 1-4)

Work related skills

(Units 1-4)

Industry specific skills

VET subject

Life Skills (Structired Workplace

learning Recognition Unit 1)

Fire safety- Year 12

Creative Industries- Year 11
VET subject
(1- 2 units)

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VCE: VM Subject Descriptions
VM Literacy
VCE Vocational Major Literacy focuses on the development of the
knowledge and skills required to be literate in Australia today. The key
knowledge and key skills encompass a student’s ability to interpret and
create texts that have purpose, and are accurate and effective, with
confidence and fluency.
The focus areas of each unit are:
Unit 1 – Literacy for personal use
Unit 2 – Understanding issues and voices
Unit 3 - Accessing and understanding informational, organisational and
procedural texts
Unit 4 - Understanding and engaging with literacy for advocacy
Throughout VM Literacy, students will:
 develop their everyday literacy skills through thinking, listening,
speaking, reading, viewing and writing to meet the demands of the
workplace, the community, further study and their own life skills,
needs and aspirations
 participate in discussion, exploration and analysis of the purpose,
audience and language of text types and content drawn from a
range of local and global cultures, forms and genres, including First
Nations peoples’ knowledge and voices, and different contexts and
purposes
 discuss and debate the ways in which values of workplace,
community and person are represented in different texts
 present ideas in a thoughtful and reasoned manner.

VM Numeracy
VCE Vocational Major Numeracy focuses on enabling students to develop
and enhance their numeracy skills to make sense of their personal, public
and vocational lives. Students develop mathematical skills with
consideration of their local, national and global environments and
contexts, and an awareness and use of appropriate technologies.
This study allows students to explore the underpinning mathematical
knowledge of number and quantity, measurement, shape, dimensions
and directions, data and chance, the understanding and use of systems
and processes, and mathematical relationships and thinking. This
mathematical knowledge is then applied to tasks and projects which are
part of the students’ daily routines and practices, but also extends to
applications outside the immediate personal environment, such as the
workplace and community.

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The VM Numeracy structure:

VM Personal Development Skills

VM Personal Development Skills provides opportunities for students to
explore influences on identity, set and achieve personal goals, interact
positively with diverse communities, and identify and respond to
challenges. Students will develop skills in self-knowledge and care,
accessing reliable information, teamwork, and identifying their goals and
future pathways.
The units are:
Unit 1 -Healthy Individuals. The unit focuses on the development of
personal identity and individual pathways to optimal health and wellbeing
Unit 2 – Connecting with community. This unit focuses on the benefits of
community participation and how people can work together effectively to
achieve a shared goal.
Unit 3 – Leadership & teamwork. This unit considers the role of
interpersonal skills and social awareness in different settings and
contexts.

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Unit 4 – Community Project. This unit focuses on student participation in
an extended project relating to a community issue.

VM Work related skills

VM Work Related Skills (WRS) examines a range of skills, knowledge and
capabilities relevant to achieving individual career and educational goals.
Students will develop a broad understanding of workplace environments
and the future of work and education, in order to engage in theoretical
and practical planning and decision-making for a successful transition to
their desired pathway.
The study considers four key areas:
Unit 1 - The future of work
Unit 2 – Workplace skills and capabilities
Unit 3 - Industrial relations and the workplace environment and practice
Unit 4 - Development of a personal portfolio
Students will have the opportunity to apply the knowledge and skills
gained from this study in the classroom environment and through
Structured Workplace Learning (SWL).

VM Life Skills
This subject focuses on integrating, PDS, WRS, Numeracy, Physical
Education, and Food Studies to teach students stills that they will take
into their adult lives. The units consist of:
Unit 1- Planning for a Smart future
Unit 2 – Living a Healthy life

VPC Subject Descriptions

VPC Literacy:
VPC Literacy enables the development of knowledge, skills and
capabilities relevant to reading, writing and oral communication and their
practical application in the contexts of everyday life, family, employment,
further learning and community.

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VPC Numeracy:
The purpose of this study is to enable students to develop their everyday
numeracy practices to make sense of their personal, public, and future
vocational lives. Students develop mathematical skills with consideration
of their personal, home, vocational and community environments and
contexts, and an awareness and use of accessible and appropriate
technologies.

VPC Personal Development skills:

The foundational pillars of this study are physical, social and emotional
health and wellbeing, which are realised by self-reflection of the students.
Students are supported through the curriculum to make positive
connections between self-understanding, setting and achieving goals,
purposefulness, resilience and enhanced health and wellbeing. They look
at the significance of self-care in a range of contexts including physical
care, relationships and online environments. Students articulate concepts
of consent, equity and access, and reflect on how to express themselves
in safe and effective ways.

VPC Work Related Skills:

VPC Work Related Skills provides a framework through which students
can continue to build their educational knowledge and skills, prepare to
transition to the workforce and to further education, best placing them
for success. This study helps students develop an understanding of the
motivation, behaviours, rights and responsibilities of self and others, as
well as the skills to communicate effectively, to work within a team and
the capacity to reflect and improve when applying knowledge,
experiences and skills to a real-world situation.

Structured workplace Learning (SWL)

SWL is on-the-job training that allows school students to develop their
work skills and understand employer expectations. This is usually done
one day a week with an employer. At year 11, students will also complete
Unit 1 of Structured Workplace Learning Recognition alongside Structured
workplace learning to gain one credit towards their VCE: VM certificate.

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Students in year 12 in 2024 will be undertaking their Public Safety
certificate (year 2) alongside their external VET and VM subjects. They
will receive a VCE Vocational Major Certificate at the end of the year after
successful completion of their Unit 3 & 4 subjects.

Students in year 11 in 2024 will be commencing the Creative Industries

certificate, an external VET and the curriculum outlined above. This will
be the first year of their two-year VCE:VM & VPC programs, undertaking
Unit 1 & 2 subjects.

What is VET?
Vocational Education and Training (VET) programs provide students with
the opportunity to combine their passion exploration with a nationally
recognised certificate or partial completing of a certificate at a local TAFE
provider. VET allows students to take a more vocational approach and
gain hands- on experience in their chosen area of interest. The VET
delivered to secondary students (VETDSS) program is designed to give
students ‘real world’ learning and experience while they are still in
secondary schooling.
VET is one component of a student’s VM program and occurs offsite at
year 11 & 12 at a TAFE or an RTO one day a week. Melba College offers
VET Music and VET Visual Arts on the College campus.

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VET Subjects Overview
This is a few of the VET areas on offer:

Trades
Arts Plumbing
Visual Arts Carpentry
Design Electrical
fundamentals Bricklaying
Dance Horticulture
Acting Landsacping
Automotive
Community
Health &
Community Music
Services Music
Sport & production
Reccreation music
Outdoor Education performance
Childcare

IT Animals
Gaming Animal studies
Equine studies
Digital
media Lab studies

What is an SBAT?

An SBAT is a school-based apprenticeship or traineeship.

An SBAT offers students the option of combining a senior secondary
program with:
1. part-time employment,
2. school
3. and training.

Students can undertake an SBAT with Headstart. They assist students in

obtaining successful SBAT’s, set up training, visit students at work, TAFE
and school and help keep students on track as they progress through the
year.

15
 A typical SBAT program:

Pathways Beyond School

All students will meet with the Pathways Coordinator to discuss and plan
their future pathway. They will use their career action plan as planning
tool for these discussions. Events, programs and employment will be
shared on the school career noticeboard and in class time.

Full-time,
part-time,
casual
Employment
Completion of

Apprenticeship
VM/VPC

traineeship

TAFE
Certificate
Further II/III/IV
University
study Diploma/
Advanced
Diploma

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Coordination of Senior Programs
VCE: VM & VPC will be managed by the Senior Sub School Leader with
the assistance of the VM Leader. The Senior Sub School Leader oversees
all elements of the VM & VPC Learning Programs in consultation with the
VM Leader, and the Principal.

VCE: VM Program
The VCE: VM program requires students complete at least 16 units. Each
unit is nominally 100 hours of study.
To be eligible to receive the VCE VM, students must satisfactorily
complete a minimum of 16 units over two years. This will include at
least:
 3 VCE VM Literacy or VCE English units (including a Unit 3–4
sequence)

 VCE VM Numeracy or VCE Mathematics units

 VCE VM Work Related Skills units

 VCE VM Personal Development Skills units

 VET credits at Certificate II level or above (180 nominal hours)

Students must complete a minimum of three other Unit 3–4 sequences as

part of their program.

VPC Program
To be eligible to receive the VPC, students must satisfactorily complete a
minimum of 12 units, including:
● at least two units of VPC Literacy
● at least two units of VPC Numeracy
● at least two VPC Personal Development Skills units
● at least two VPC Work Related Skills units.
VPC students can receive VET credit for 90 nominal hours at the
Certificate 1 or above level and receive structured workplace learning
recognition.

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 The Sub School Leader will ensure Quality Assurance requirements for
each VCE: VM & VPC units are completed.
 VET or Further Education will be delivered by a Registered Training
Organisation (RTO) and will be assessed by the RTO staff members who
hold the Certificate IV in Workplace Assessment & Training. These
assessments will then be verified by the RTO as part of their Quality
Assurance processes.
 All student results will be entered into the VASS system by the VASS
Coordinator.

Expected Standard of Conduct

Student Agreement

At the beginning of each year, students in VCE:VM at Melba College are

required to sign a program agreement contract acknowledging that they
have read and understood the information in the VCE:VM & VET
handbook and agree to abide by the College’s policies and expectations
as well as the VCAA regulations. The agreement must be returned to the
VM or Senior Sub School Leader by the end of week 3 in Term 1.

Uniform

Students are required to follow school policy regarding the appropriate

wearing of the College uniform. Failure to not wear the correct uniform
without a parent note will result in an afterschool detention. Subsequent
incidents may result in removal from the program. Students will be
required to remove the out of uniform item of clothing and will be given a
replacement uniform item to wear if needed. This must be returned at
the end of the school day.
Students are required to wear their school uniform to their VET
course, unless the VET provider requires the student to change
into work wear or a uniform.

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Attendance at Sporting Events and Camps

The College encourages all Senior students to participate in the

wide range of extracurricular activities on offer, including Sporting
events and Camps. However, it is essential that students are up to
date with all of their work if they wish to attend these events.

It is the student’s responsibility to discuss their participation in

sporting events with the Senior Sub School Leader. This must be
done at least one week prior to their participation.
Students are required to catch-up with any work missed when attending
these events.

Driving to School

Students are to follow the College and DEECD guidelines regarding

driving to school. Any student that wishes to drive to school must
speak to the VM or Senior Sub School Leader and complete the
appropriate application process.
Guidelines are as follows:

To protect the safety and welfare of all students:

 You adhere to road rules and drive in a safe and responsible
manner
 You are not permitted to transport other students to and from any
College program
or function
 You are not permitted to drive other students to and from College
 You must not accept an offer of a ride to or from College from
another student
To be able to drive to the College you must complete the parent/guardian
and student permission agreement form
 You must comply with the College policy
 Cars are parked at the owner’s own risk

Failure to follow this policy may result in your enrolment at the College
being revoked.

Application paperwork to drive to school must be returned to the Senior

School Administration Office.

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iPads, Computers & Devices
Senior students are able to organise for a device to be connected
to the school network (BYOD). Students are reminded they must
adhere to the Acceptable Use Agreement and follow the teacher’s
instructions in relation to use of devices. Failure to comply with a
teachers instructions, inappropriate researching or breach of the
school internet and computer usage policy, could place their
position within VM in jeopardy.

When students use a device to produce work for assessment, it is the

student’s responsibility to ensure that:

• There is an alternative system available for use in case of

computer or printer malfunction
• Those hard copies of the work in progress are produced
regularly
• Each time changes are made, the work is backed-up.
The back-up document should not be stored with the
computer

While encouraging the use of devices, the college is not able to

make computer facilities available to all students at all times.
Computer/printer breakdown or mishap is not an acceptable
excuse for late submission or non-submission of evidence.

Mobile Phones
Student mobile phones are not to be seen at school between the
hours of 8:50am – 3:00pm.
The Department of Education policy states that Students who choose
to bring mobile phones to school must have them switched off and
securely stored during school hours.
Research has found that it doesn’t matter whether a person’s
smartphone is turned on or off, or whether it is lying face up or face
down on a desk – having a smartphone within sight or within easy
reach reduces a person’s ability to focus and perform tasks because
part of their brain is actively working to not pick up or use the
phone.
At Melba College, mobile phones are not approved devices for
use during classes. If a student is seen with a mobile phone
the teacher must ask them to hand it over and the student
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 must comply. Confiscated mobile phones will be stored at the
Senior Administration Office in the locked safe.
If students to not comply with staff to hand over their phones
when see using them, they will be sent home. Parents will be
notified, and students will go home and continue their work
from home. If a student refuses to go home, they are failing
to comply with clear and reasonable teacher instruction, which
may result in a suspension.

Attendance
For all VCE:VM/VPC units:
Students will be expected at school three days a week unless they are at
TAFE, workplace or other approved external school activity. Every effort
will be made, through the provision of alternative learning and
assessment opportunities, to support a student experiencing attendance
issues. Students are expected to be on College grounds all day and are
not to leave during lunchtime.

Attendance for all VET units:

 Students having unapproved absences in excess of 20% in any unit
shall be ineligible to receive a satisfactory grade for that unit. This is
the decision of the TAFE provider.
 All absences must be approved and have a medical certificate. TAFE
must be contacted on the day of the class of the absence.

Approved Absences
1.Absences may be approved for the following:
 School related activities.
 Illness.
 Family commitments.
 College Principal’s discretion.

2.The mechanism for having an absence approved is:

for it to be logged by the parent or carer on the Compass Management
System or to present a note or letter to the VCE Leader or Senior Sub
School Leader. This must contain:
 The student's name.
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  The date(s) of the absence.
 A brief explanation of the absence. (or Medical certificate)
 A parent or guardian signature.
3.Approval must be sought within two weeks of the last day of absence.
Beyond this time no absence may be approved without a medical
certificate.
4.VCE:VM teachers will mark their class rolls on the Compass
Management system accordingly and will use this information to
determine whether the student has met the attendance requirements.
5.The Senior Administration Officer is responsible for having school rolls
amended to show approved absences.

Reporting Absences
• Parents/guardians are required to notify the of any absences
before 9:00 am. Ph: 0398704551
• Upon return to the College, students are expected to
provide a medical certificate or note (for a
bereavement) to the Senior administration office.
• Students are required to contact their teachers (including
VET teacher) via email to ensure they remain up to date.

Attendance is to be reported to parents weekly and as required.

Teachers should notify the VM Leader & Senior Sub School Leader of any
student who has unapproved absences of more than two sessions in a
fortnight.

Pre-approved Lateness and Early Departures

In addition to reporting upon arrival or departure to the Senior

Administration Office, students are required to contact the VM or
Senior Sub School Leader to report that they will be late or to seek
permission for an early departure. A signed note from the student’s
parent/guardian is required to verify the need for lateness or early
departure.
Extended Holidays and Attendance
Extended family holidays are not approved absences for the
purposes of meeting the VCE:VM attendance requirements.
Parents are asked to consider this in relation to planning holidays
outside the regular school vacation periods. The school will not
provide make-up opportunities for missed assessments (unless
the absence is approved) and absent days will contribute to the
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total unapproved absence count for Units being studied. Any
missed assessments may lead to an inability to meet the
outcomes within a Unit and therefore make the student ineligible
for their Senior certificate.

Appeals- Attendance
Students are advised to regularly check their approved attendance record
with their teachers. Where a student has not met the attendance
requirements for a particular subject, they may appeal in writing to the
Senior Sub School Leader or Principal who will establish a review of their
absences. Where appropriate, a meeting will be called with the teacher,
the student, a parent or guardian, Senior Sub School Leader and the VM
Leader to discuss the circumstances. The VM & Senior Sub School Leader
will make the final decision.

Timelines and Dates

The teacher of each class will provide students in their class with a work
program showing a week-by-week course outline with dates for all
assessment tasks. Students will also be given a semester outline
showing when assessment tasks for all subjects are due.

Assessment
The VM Leader and Sub School Leader in consultation with VCE: VM/VPC
teachers will oversee the assessment of student work to ensure it
adheres to the study design guidelines provided by the Victorian
Curriculum and Assessment Authority (VCAA). Consistency of
assessment criteria will be ensured through moderation of work samples
and multiple opportunities for assessment. Students will keep all work
for assessment in the classroom in the designated areas for each subject.

Satisfactory Completion
For satisfactory completion of a unit, students must satisfactorily
complete each of the learning outcomes for that unit.
Satisfactory completion of an outcome means:
 The work meets the required standard.
 The work is submitted on time.

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 The work is clearly the student's own.

Authentication
Students and teachers are required to attest that all
unacknowledged work is genuinely the work of the student.
Should work submitted for a learning outcome 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.
Melba students are expected to demonstrate honesty and ethical
behaviour in completing all of their assessment tasks.

All academic work, written or otherwise (including oral presentations),

submitted by students to their teachers is expected to be the result of
their own thought, research, or creative ideas and expressed in their
own words.

When a student submits work purporting to be their own, but which in

any way borrows ideas, organisation, wording, or anything else from
another source without appropriate acknowledgment of the fact, the
student is guilty of plagiarism.

In cases where a student feels 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 group work, they must ensure

that the written component of the task is in their own words and that
they have been a consistent contributor to the activity/project. If the
words of someone else are used, the student must write that the
words come from a fellow student and name them after the
sentence/s.

Non-Satisfactory Work- Redemption Process

When students do not submit or complete work to a satisfactory
24
standard, the teacher will record this on Compass and schedule a Work
Catch-Up session. The classroom teacher will book a catch-up session on
a day that VM/VPC students attend school (Monday, Tuesday &
Thursday).

If the student does not attend the catch-up session due to an unapproved
absence or if they are unable to complete the work to a satisfactory
standard following the catch-up session, the teacher will be required to
contact home and complete a Not Satisfactory Work entry on Compass
Chronicle. The teacher will record the students result as Not Satisfactory
on the Learning Task on Compass. A meeting with the VM & Senior Sub
School Leader will be held to discuss opportunities for redeeming the
result to a Satisfactory result.

Extension Policy
Extensions of time may only be given for completion or re-submission of
work for learning outcomes in extreme circumstances. Students who
have been given an extension for an assessment task may be required to
undertake an alternate task. Students may apply to the Senior Sub
School Leader for an extension of time.

Release of Results Policy

After work is submitted and marked, teachers should provide feedback to
students. Appropriate feedback includes:
 Advice on particular problem areas.
 Advice on where and how improvements can be made for further
learning.
 Reporting S or N decisions and/or written comments on students'
performance against each outcome.
 Reporting/Release of student results is an important aspect of the
feedback to students. In providing this feedback teachers may give
students their marks on individual course work tasks; timing of this
process will be in line with the individual study program and as
determined by the unit teacher.
Appeals
Students have the right to appeal decisions about:
 Non Satisfactory Completion.
 Special Provision.
 Extensions.
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The process for appeals is as follows:
 Student notifies the Principal of intention to appeal.
 A formal interview will be undertaken with a school-based appeals
panel.
 Composition of the panels will be the Principal or nominee, VM Leader
and Senior Sub School Leader.
 Students may request a support person to be present, e.g.
parent/guardian/friend.
 All deliberations must be documented, and outcomes must be conveyed
to the student in writing.

Storage of Student Work Policy

Student assessment results and data are stored in each student’s
personal file for the duration of their enrolment at Melba College.
It is expected that students will retain ALL work completed during a year
in their display folders, in the classroom, till the end of the year in which
the work was undertaken. Such work may be requested by the VCAA as
part of the process of course sampling. Any student work assessed as N,
or about which any concerns are held, should be retained by the teacher
in original or photocopied form. Teachers should retain a representative
sample of student work for each outcome to assist in the review of
college course

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Resources

VCE:VM resources
https://www.vcaa.vic.edu.au/curriculum/vce/Pages/AboutVCEVocationalMajor.aspx

VCE Handbook
https://www.vcaa.vic.edu.au/administration/vce-handbook/Pages/index.aspx

VPC Handbook
https://www.vcaa.vic.edu.au/administration/vpc-handbook/Pages/index.aspx

VCE:VM curriculum units

https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/vce-study-
designs.aspx

Get VET
https://www.vcaa.vic.edu.au/studentguides/getvet/Pages/Index.aspx
VCAL & VET HANDBOOK 2023

Victorian Certificate of Education: Vocational Major

PROGRAM AGREEMENT CONTRACT 2024
Dear Student,

You have enrolled in the VCE: VM program for 2024, you are preparing for the
workforce or further study at TAFE.
As a VM student, you should able to work independently, as well as follow
instructions, enthusiastically and conscientiously.
Melba VM students take responsibility for their work and the manner in which they
conduct themselves. They also recognise that as students of Melba College, you must
always behave in a manner which brings credit to yourself, your family and your
College.

In accepting a place into the VCE: VM program for 2024, you the student
acknowledges the following responsibilities:

COOPERATION AND PERFORMANCE EXPECTATIONS CAN I MEET

THIS
Students are expected to cooperate fully and behave in a polite
manner with the program coordinator, VM teaching staff, towards
employers and VET / TAFE staff.

Students are required to complete and submit to the best of their

ability evidence of all activities, tasks and projects to required
standards and submit them on time.

STRUCTURED WORKPLACE LEARNING (SWL)

Students are primarily responsible for obtaining a Structured Work
Placement each Semester. They are supported by the staff in the
creation of a resume and the development of a range of techniques
and skills for identifying potential employers.

Students are required to complete the Structured Work Placement

Learning Agreement with their employer or supervisor and register
the agreement with the Careers team prior to the commencement of
their placement.

Students will participate in Portfolio interviews.

UNIFORM

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VCAL & VET HANDBOOK 2023

Students are required to follow school policy regarding the

appropriate wearing of the College uniform. Occasionally students
may be asked to bring “work clothes” in order to complete manual
tasks, in these instances’ students will still be expected to wear
school uniform to and from school.

Students are expected to be appropriately attired and well-groomed

at their Work Placements and VET / TAFE courses. Jewellery, hair
and footwear styles need to be selected in accordance with
Occupational Health and Safety standards. Students should confirm
the appropriate work dress standard with each employer or trainer.

ATTENDANCE
Students are required to attend regularly VET / TAFE placements, VM
studies and Work Placement / Employment (minimum 90%
attendance at all places required, unless VET provider requires a
higher attendance).

Students are expected to attend key Melba College events such as

College Activity Days and VM organised excursions.

Students attain competencies by repeatedly performing tasks at an

expected standard. In order for students to achieve these
competencies, mandatory attendance is required for specific events
and courses throughout the year. In addition, a number of
competencies require the completion of nominal hours, before
satisfactory attainment is awarded.

ABSENCES
Parents are required to notify the Senior Sub school administration
office of any absences before 9:00 am.
Students are required to notify the Careers office, in addition if they
are to be absent at their VET Course as well as contacting their Work
placement supervisor if their absence affects these commitments.

Subject assessments are conducted continually throughout the VM

curriculum.
Medical Certificates are required for absences on mandatory
assessment days and are also required for any other absences, as
per VCAA requirements.

MELBA COLLEGE
Holds the right to withdraw a student from the VCE: VM (& VPC)
program in the event that the student fails to meet the
aforementioned responsibilities.
Holds the right to terminate placements and enrolments in the event
of serious misdemeanour in the course of a term.

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VCAL & VET HANDBOOK 2023

I understand the commitments of the course as outlined in the VCE: VM Contract and
agree to abide by all requirements and actively engage in the learning programs.

Student signature Date

Parent Signature Date

Senior Sub School Leader Signature Date

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