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Vocational specialisation stream within the VCEDiscussion paper

Authorised and published by the Victorian Curriculum and Assessment Authority Level 7, 2 Lonsdale StreetMelbourne VIC 3000

ISBN: 978-1-925264-02-9

© Victorian Curriculum and Assessment Authority 2021

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Contents

Context 1Senior secondary reform: Setting every Victorian student up for the future 1A single senior secondary certificate incorporating VCAL into VCE 2Paper purpose and use 2Have your say 3Discussion questions 4

Background 5Victorian Senior Secondary education 5Rationale for change 5

New course overview 6What is proposed for the vocational specialisation stream? 6Minimum completion requirements 7Mandated units 8VET 8Curriculum units 8Literacy and numeracy 9Personal Development Skills and Work Related Skills 9Unit duration 10Unit sequence 10

Assessment and reporting 10Satisfactory completion 10Assessment of levels of achievement 10Enhanced quality assurance 11Enhanced Statement of Results 11

Naming the vocational specialisation 11

Next steps 12

Appendix A: Comparative overview 13

Appendix B: Draft curriculum outlines 16Literacy 16Numeracy 17Personal Development Skills 18Work Related Skills 19

Appendix C: Glossary 20

Appendix D: References 23

ContextSenior secondary reform: Setting every Victorian student up for the futureWe want every Victorian student’s senior secondary experience to be a positive, enjoyable and rewarding one.

Senior secondary education is about developing and realising every student’s potential. Our Victorian Certificate of Education (VCE) is world class and the Victorian Certificate of Applied Learning (VCAL) has provided a steppingstone to great jobs in growing industries.

Young people are living through a global pandemic, and Victoria’s economy is rapidly changing. We need to ensure students build the skills and capabilities to thrive in further education and training, move into a rewarding career and live a great life.

Within senior secondary education, vocational and applied learning builds critical and creative thinking, communication skills, teamwork and collaboration, curiosity and innovation. It provides students with real-world knowledge, including about the workplace, and practical and transferrable skills.

In 2019, the Victorian Government commissioned John Firth, the former CEO of the Victorian Curriculum and Assessment Authority (VCAA), to conduct a review into vocational and applied learning pathways in senior secondary schooling (Firth Review). The Firth Review found that we need to do more to make vocational and applied learning in schools high quality, highly regarded, relevant to the needs of students and employers, and available to all.

The Firth Review recommendations provide a roadmap for reform, building on the Victorian Government’s historic investment of $315.5 million in senior secondary schooling reforms since 2018.

The Victorian Government is working to ensure senior secondary students receive a great education, learn about the world of work and develop strong life skills, so they can make informed choices about further study, jobs and their futures. This will enable young people to contribute to, and, benefit from, the growth in the Victorian economy and prepare them for active and fulfilling lives in the community.

A single senior secondary certificate will be created so students can study senior secondary pathways aligned to their interests and aspirations and all students can access learning that is most relevant to their desired post-school pathway. An integrated senior secondary certificate will build on the successes of the VCAL and recognise the increasing importance of vocational learning to build an education foundation to ensure students thrive in employment, personal and civic life.

In 2023, Victoria will introduce a new vocational specialisation stream within the VCE. This will replace the existing VCAL at the Intermediate nd Senior levels.

1©VCAA 2021 Vocational specialisation discussion paper

A single senior secondary certificate incorporating VCAL into VCEVictoria is moving to a new integrated senior secondary certificate that will bring together our two senior secondary certificates, the VCE and VCAL. This will give all students the learning opportunities to develop the skills and capabilities needed to succeed in further education, work and life.

From 2023, a vocational specialisation stream within the VCE will replace the existing VCAL at the Intermediate and Senior levels.

We will maintain the world standard excellence of our VCE, and the traditional subjects as we know them will continue to be regularly updated to ensure they maintain their quality and standards. We will build on the best elements of VCAL, including the flexibility to provide senior secondary students with an education that is engaging, based in real life, and delivers in- demand skills for the future world of work.

The vocational specialisation stream within the VCE will provide a more robust and detailed curriculum to enable more consistent delivery of high quality. It will be accompanied by support materials for teachers that will inspire educational excellence and ensure consistent standards and outcomes for students. There will be a diverse range of assessment strategies to ensure the highest quality learning. All senior secondary students will receive an enhanced Statement of Results, recognised by training providers, universities and employers.

Students will be able to enrol in a vocational specialisation within the VCE from 2023. This will replace the existing VCAL at the Intermediate and Senior levels, as we move towards a single integrated senior secondary certificate by 2025.

DET and the VCAA will closely with schools and their communities to implement these changes, giving families plenty of notice to help students make the best decision for their VCE pathway.

A new foundation pathways certificate will also be introduced in 2023, replacing the existing Foundation VCAL to facilitate clearer pathways to further education, training and employment. It will provide an enriched curriculum, more subjects and excellent support for students to develop the skills, capabilities and qualities for success in personal and civic life.

Paper purpose and useTo support the design, development and implementation of the vocational specialisation stream within the VCE and the foundation pathways certificate (working title), the VCAA is seeking feedback from all stakeholders on the draft certificate designs.

This discussion paper provides the draft certificate design and framework for the vocational specialisation stream within the VCE. A discussion paper on the vocational specialisation stream is also available for stakeholder input, please see the Engage Victoria website for more information: https://engage.vic.gov.au/have-your-say-senior-secondary-pathways-reform.


Have your sayThe Firth Review has provided a clear roadmap for the changes we need to make to improve senior secondary schooling in Victoria. We need your help to implement these reforms.

Through the Senior Secondary Pathways Reform site on Engage Victoria, we want you to have your say on the transformation of senior secondary schooling for Victorian students: https://engage.vic.gov.au/have-your-say-senior-secondary-pathways-reform

We will be seeking input on a wide range of topics, including:

• The design and delivery of vocational specialisation within the VCE and the foundation pathways certificate

• Ensuring all Victorian students have access to high quality VET courses aligned with their strengths and interest and to industry growth areas

• Understanding what support schools need to more easily provide excellent vocational and applied learning experiences to their students

• Understanding the workforce implications of new certificate designs and delivery models

• High quality and well supported school-based apprenticeships and traineeships for more students across Victorian schools and senior secondary education providers.

Discussion papers, draft certificate designs and curriculum study designs will be uploaded in stages to allow stakeholders and community members time to comment and provide feedback on the various design pieces and implementation proposals.

We will be providing further updates on these changes through the Department of Education and Training website: https://www.education.vic.gov.au/about/department/Pages/vcal-pathways-review.aspx

Detailed updates for educators will be available through the Victorian Curriculum Assessment Authority website: https://www.vcaa.vic.edu.au/victorianseniorsecondarycertificatereform/Pages/Index.aspx

You can also speak to your local school’s careers advisor or VCAL coordinator to learn more, or contact us directly at [email protected].


Discussion questionsThe following is a complete list of questions presented in the discussion paper:

1. Are the proposed completion requirements suitable for the vocational specialisation stream? Why/why not?

2. What are the opportunities and risks of a two-year certificate with a 16-unit minimum requirement?

3. How might students be best supported to complete a two-year certificate?

4. Does the vocational specialisation stream provide an appropriate balance between student choice and program breadth? If not, what should change?

5. What might be the consequences of mandating 11 of the 16 minimum units?

6. Is it appropriate to mandate 180 hours of VET? Why/why not?

7. Should Personal Development Skills and Work Related Skills be mandated units? Why/why not?

8. What external validation methods for assessments in Units 3 and 4 do you suggest be considered for the vocational specialisation stream?

9. What support is needed for schools and providers to ensure there is consistency in curriculum and assessment across the state?

10. What should be included in an enhanced Statement of Results?

11. What are the benefits and risks of an enhanced Statement of Results?

12. What should the vocational specialisation stream be called?a. Vocational specialisationb. Vocational Majorc. Other (please specify


BackgroundVictorian Senior Secondary educationThe Victorian Government’s vision for education in schools is to provide every student with ‘the knowledge, capabilities and attributes that will see them thrive throughout their lives, to have the skills that industry needs, and that employers expect’ (DET, 2019a). This vision aligns with the commitment expressed by state and territory governments in the Alice Springs (Mparntwe) Education Declaration (2019) to deliver senior secondary education that equips young people with the skills, knowledge, values and capabilities to succeed in employment, personal and civic life: https://www.dese.gov.au/alice-springs-mparntwe-education-declaration

Currently in Victoria, students can complete school with the following senior secondaryqualifications (See Appendix C – Glossary, for definitions):

• the VCAL

• the VCE

• the International Baccalaureate.

Vocational and applied learning pathways are delivered through the VCAL and Vocational Education and Training (VET) in schools. Students may include VET in their VCE or VCAL. In addition, students can commence apprenticeships and traineeships while they are still at school.

Rationale for changeIn November 2019 the Victorian Government commissioned a major review into vocational and applied learning pathways for senior secondary students to improve transitions between school, further training, education and work and to provide young people with an education that is engaging and delivers in-demand skills.

The Review, led by former VCAA Chief Executive Officer, John Firth, found that whilst support for VCAL remains strong, broad uptake by students has been inhibited by challenges of inconsistent delivery, quality and access. Over time, these issues have diminished the perception of applied learning pathways in senior secondary and limited student pathway choices.

The Review’s recommendations aim to strengthen the design and delivery of vocational and applied learning pathways, promote the benefits of vocational and applied learning, and better prepare students for life beyond school.

‘Senior secondary education needs to offer a range of high-quality pathways so that as many students as possible have appropriate options and can successfully transition to further education after school. Students have different interests, strengths, qualities and aspirations; the range of pathways in senior secondary should reflect this diversity. For many students, a vocational and applied learning pathway will be the ticket to a successful post-school transition.’ (Firth, 2020, p.8)


New course overviewFrom 2023, senior secondary students can choose to enrol in:

• the current VCE, including the new vocational specialisation stream; or

• the new foundation pathways certificate.

The vocational specialisation stream within the VCE is being developed to replace the existing Intermediate and Senior VCAL. The first cohort of students will commence the vocational specialisation stream in 2023. The vocational specialisation stream will offer a pathway into apprenticeships, traineeships, further education or training, and employment.

A fully integrated senior secondary certificate will be implemented in 2025.

A new foundation pathways certificate is also being developed to replace the existing Foundation VCAL. The foundation pathways certificate will be created at the Australian Core Skills Framework (ACSF) Levels 1 and 2 and will be designed for students who would benefit from a more individualised program at a lower level than the vocational specialisation that has pathways into further education, employment and training. The first enrolments into the foundation pathways certificate will commence in 2023.

What is proposed for the vocational specialisation stream?The vocational specialisation stream will be embedded into the VCE and will be recognised within the Australian Qualifications Framework (AQF) as a senior secondary certificate. It will be designed to be completed over two years. The vocational specialisation will help students to make informed choices and successful transitions into apprenticeships, traineeships, further education and training or directly into employment.

The Vocational specialisation will build on the strengths of the VCAL, including the breadth of curriculum, the development of work-related skills and capabilities, and engagement with community. Students will have access to rigorous and engaging curriculum that has appropriate levels of differentiation to accommodate a wide range of abilities and interests. Students will progressively build their knowledge and skills through structured Unit 1–4 sequences that provide clear progression between units and enhanced approaches to assessment.

Vocational specialisation units will be able to be taught in ways that empower and motivate students, while helping them to develop the key knowledge and skills for required work, further education and active community participation. Vocational specialisation units will prepare students to be able to:

• analyse, decipher and review complex information and ideas to confidently makeinformed choices regarding their health, wellbeing, work, further education and society

• use theoretical and practical knowledge and skills to autonomously navigate


complex situations and projects

• use literacy, numeracy, oracy and technology skills to understand, communicate andinfluence in a team or individual context

• apply vocational-specific technical knowledge, skills, initiative and enterprise in a varietyof industry settings.

Students who graduate with the vocational specialisation will be equipped with specificand technical capabilities and capacity to effectively engage in skilled employment, further education, and the wider community. They will be confident and creative individuals who are ready to make valuable, informed contributions in an ever changing globalised society.

Minimum completion requirementsTo receive the vocational specialisation, it is proposed that a student satisfactorily completes a minimum of 16 units, which must include:

• three Literacy units or three units from the VCE English group, including a Units 3–4sequence

• two Numeracy units or two units from the VCE Mathematics group

• two Work Related Skills (WRS) units

• two Personal Development Skills (PDS) units

• 180 hours of VET at Certificate II level or above.

Of the 16 units, it is proposed that a minimum of eight be at Unit 3–4 level, only Literacy must be completed as a sequence. The other six units do not need to be sequences and can be made up of units from vocational specialisation studies, VCE studies or VCE VET programs. Appendix A provides a comparative overview of the vocational specialisation stream compared to the VCAL at the Intermediate and Senior level.

The completion of a minimum of 16 units is the same as the VCE. It is expected that most students will undertake 20 units across Years 11 and 12, allowing for a broad and individualised program. During initial consultation on the draft certificate designs, principals, teachers and students agreed that the ability to complete 20 units will ensure diversity and self-efficacy for participants.

The vocational specialisation stream will be designed to be completed over a minimum of twoyears. Unlike VCAL, students will not receive a certificate at the intermediate exit point.

All students who complete, or partially complete, the vocational specialisation or the foundation pathways certificate will receive an enhanced Statement of Results that includes information on individual studies completed, outcomes achieved and other achievements.

Discussion questions:

1. Are the proposed completion requirements suitable for the vocational specialisation stream? Why/why not?

2. What are the opportunities and risks of a two-year certificate with a 16-unit minimum requirement?


3. How might students be best supported to complete a two-year certificate?


Mandated unitsThe design of the vocational specialisation stream proposes the same breadth requirement as VCAL through mandating units in Literacy, Numeracy, WRS, PDS and VET. An appropriate breadth of curriculum ‘… develops [students] work-related skills and capabilities, and engages them in their community while building citizenship skills and developing social conscience.’ (Firth, 2020, p.34)

It is important that this breadth is balanced with appropriate flexibility, allowing for students totailor a program to their vocational aspirations.

VCAL allows students to use credit gained from other VCE studies, VET units or further education to meet WRS requirements. In the vocational specialisation stream, it is proposed that the WRS requirement of two units can only be gained from WRS units. This is because the redeveloped WRS curriculum will explicitly teach students about their rights and responsibilities in the workplace and how to meet those responsibilities and advocate for those rights. The curriculum will best prepare students for their next phase of life whether that be employmentor further education. The role of workplace learning, including Structured Workplace Learning (SWL) recognition, will be elevated.

VETVCAL at the Intermediate and Senior level requires students to complete at least 90 nominal hours of VET at Certificate II level or above. It is proposed that the vocational specialisation stream mandates the completion of 180 hours of VET at Certificate II level or above. Increasing the minimum VET requirement will ensure students have enough vocational learning to make informed career choices and transition successfully into further education and training or employment. This will help lift the rigour of vocational learning and will best prepare students for their vocational pathway.


4. Does the vocational specialisation stream provide an appropriate balance between student choice and program breadth? If not, what should change?

5. What might be the consequences of mandating 11 of the 16 minimum units?

6. Is it appropriate to mandate 180 hours of VET? Why/why not?

7. Should Personal Development Skills and Work Related Skills be mandated? Why/Why not?

Curriculum unitsIn 2023, the vocational specialisation stream will offer studies in literacy, numeracy, PDS and WRS. Like the VCE, each study will have a study design that outlines the curriculum and assessment for Units 1–4. The curriculum and assessment is being developed by VCAA Curriculum Panels and will be available for stakeholder consultation during Term 3.

Appendix B provides a draft outline of the curriculum to be included in each 9

©VCAA 2021 Vocational specialisation discussion paper

vocational specialisation study. These studies have been developed to support integrated implementation and will provide a range of opportunities for teachers to link learning to students’ VET programs or SWL.

The vocational specialisation stream proposes that:

• Units 1 and 2 be positioned at levels 2 and 3 of the ACSF, and Units 3 and 4 at levels 3 and 4

• Students undertake specific vocational training through VET units at Certificate II level orabove

• Students be able to use units from VCE studies as credit towards the vocational specialisation

• Digital literacy content is first embedded in all vocational specialisation units and newstandalone units will be developed in the future.

Literacy and numeracy‘The development of literacy and numeracy skills is a key component of high- quality vocational and applied learning.’ (Firth, 2020, p.70)

VCAL requires students to complete one unit of literacy at each certificate level. The aim of increasing the literacy requirement to three units, including a Units 3–4 sequence, is to bring the vocational specialisation into line with the VCE and to provide students with further opportunity to increase their literacy levels. During initial consultation, stakeholders indicated it is vital that students have high literacy levels to maintain lifelong learning in both industry and formal education. A stronger literacy requirement also aligns with the introduction of minimum standards testing for literacy and numeracy through the General Achievement Test (GAT) from 2022.

VCAL requires students to complete one unit of numeracy at each certificate level. This differs from the VCE which does not mandate any mathematics units. The proposal to increase the numeracy requirement to two units will lift students’ numeracy skills, so they are adequately prepared for their preferred vocational pathway. Numeracy is a specialised study that is specifically designed to equip students with vocational-specific numeracy skills and knowledge.

Industry representative groups have voiced that vocational-specific numeracy skills and knowledge are highly sought after by employers. A stronger numeracy requirement aligns also with the introduction of minimum standards testing for literacy and numeracy through the GAT from 2022.

The proposed completion requirements for the vocational specialisation allows students to meet the literacy and numeracy requirement through the literacy and numeracy study designs under development or through VCE studies selected from the English group (English/English as an Additional Language, English Language, Literature) and the mathematics group (Foundation Mathematics, Further Mathematics, Mathematical Methods, Specialist Mathematics).

Personal Development Skills and Work Related SkillsIn line with the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019), the vocational specialisation stream will provide an opportunity for students to ‘…become confident and creative individuals, successful lifelong learners, and active


and informed members of the community’.

The Firth Review recommended that the vocational specialisation includes ‘tailored industry- based curriculum for Personal Development Skills and Work Related Skills units.’ (Firth, 2020, p.19)PDS will develop students’ non-technical skills that relate to how an individual solves problems and interacts with their colleagues and in the wider community. The requirement of two PDS units will ensure strong development of these skills.

WRS will include high-quality curriculum that can be tailored to an individual student’s vocational pathway aspiration. WRS will allow students to practically and authentically apply their theoretical knowledge in the world of work. A feature of high-quality vocational and applied learning is its focus on work-related learning. This focus is apparent in many facets of VCAL, including WRS and VET qualifications. As a vocational specific certificate, two units of WRS have been included as a mandatory component.

Unit durationEach unit will comprise 50 hours of formal learning and up to 50 hours of informal learning. For VET, each unit will comprise 90 hours of completed units of competency. This is the same as VCAL and VCE requirements.

Unit sequenceUnits 1, 2, 3 or 4 will be undertaken separately or as a sequence, with the exception of Units3–4 Literacy which must be undertaken as a sequence.

Assessment and reportingSatisfactory completionEach unit within the vocational specialisation will have specific key knowledge and key skills that will be required for each area of study. There will also be a series of learning outcomes that students will need to demonstrate achievement of, to satisfactorily complete the unit.

Like the VCE and VCAL, the demonstration of achievement and satisfactory completion of learning outcomes will be determined by evidence gained through the assessment of a range of learning activities and tasks. Teachers will use a range of evidence to demonstrate that a student has achieved the learning outcomes, including direct observation, written work, oral presentations, multimedia, performance, object production and project implementation.

Assisted by the VCAA, teachers will develop courses that provide appropriate opportunities for students to demonstrate satisfactory achievement of outcomes. The decision about satisfactory completion of a unit will be distinct from the assessment of levels of achievement, where this may be an option.

Assessment of levels of achievementThe assessment of students level of achievement in Units 1–4 will be school based. Schools and teachers will be supported by VCAA-developed assessment rubrics, professional learning programs and an enhanced quality assurance program.


Methods for external validation are currently being explored by the VCAA.

There will be no external examinations for the vocational specialisation subjects, other than those that already exist in VCE VET scored programs.

Graded assessment for Units 3 and 4 will be rolled out in 2023 in preparation for broader implementation in 2025. The roll out may include the use of external moderation panels and the establishment of Externally-Assessed Tasks, similar to those used in the VCE studies of Extended Investigation and VCE Music Investigation. Experienced applied learning teachers indicated during initial stakeholder consultation that scaled assessment methods would be advantageous in vocational specialisation subjects. This will also be further explored. More information about assessment and opportunities to register interest in trial participation will be included in the vocational specialisation curriculum and assessment consultation, which will be available in Term 3, 2021.

Enhanced quality assuranceAn enhanced quality assurance program will be implemented in 2023. Similar to the VCE School-based Assessment Audit, this program will ensure that schools and providers are following the standards and requirements set out in the new curriculum units and are assessing students according to the VCAA’s requirements. More information about the quality assurance program will be available at a later date.


8. What external validation methods for assessments in Units 3 and 4 do you suggest be considered for the vocational specialisation stream?

9. What support is needed for schools and providers to ensure there is consistency in curriculum and assessment across the state?

Enhanced Statement of ResultsAll students who complete, or partially complete, the vocational specialisation stream within the VCE or the foundation pathways certificate will receive an enhanced Statement of Results that will acknowledge their full range of achievements including information on individual studies undertaken, outcomes achieved and completed micro-credentials. More information will be available at a later date.


10. What should be included in an enhanced Statement of Results?

11. What are the benefits and risks of an enhanced Statement of Results?

Naming the vocational specialisationThe vocational specialisation is a working title derived from its description in the Firth Review. Two possible names for the vocational specialisation stream have been proposed for consideration in this consultation process:

a. Vocational Specialisation

b. Vocational Major



12. What should the vocational specialisation stream be called?

a. Vocational Specialisation

b. Vocational Major

c. Other (please specify):


Next stepsIn preparation for the 2023 roll out, the VCAA is consulting with students, schools, training providers, employers and peak bodies on the design and development of the new vocational specialisation stream within the VCE and the new foundation pathways certificate.

Consultation on the draft curriculum and assessment to be offered within the foundationpathways certificate and the vocational specialisation will occur during Term 3, 2021.

All information about the foundation pathways certificate and the vocational specialisation stream, including details about consultation, will be published on the VCAA’s Senior Secondary Certificate Reform webpage: https://www.vcaa.vic.edu.au/victorianseniorsecondarycertificatereform/Pages/Index.aspx.


Appendix A: Comparative overviewThe following table provides a comparison of the proposed vocational specialisation stream within the VCE with the current Intermediate and Senior VCAL.

Design elements

Vocational specialisation stream in the VCE (proposed)

Intermediate and Senior VCAL (current)

Certificatetimeframe

The certificate will be designed to be completed over a minimum of two years.

Rolling enrolments will be supported.There will be no time limit for the completion of units.

The VCAL is designed to accommodate flexible entry and exit points.Students can enter Intermediate or Senior VCAL at a time that best suits their learning needs, abilities and interests. Intermediate and Senior VCAL provide parameters for a range of student abilities and interests and offer a clear progression for knowledge, skills and attributes.

Minimum requirements

Satisfactory completion of 16 units, which must include:

• three Literacy units or three units from the VCE English group, including a Unit 3–4 sequence

• two Numeracy units or two units from the VCE Mathematics group

• two PDS units• two WRS units• 180 hours of VET at

Certificate IIlevel or above.

Students will be required to complete a minimum of eight units at Unit 3–4 level.

Satisfactory completion of 90 hours of VET and a minimum of 10 credits, six at the award level or above including:

• one Literacy skills strand credit (at the award level or above)

• one Numeracy skills strand credit

• one WRS strand credit• one PDS strand credit

(at the award level or above)

• one Industry Specific Skills strand credit (90 hours of VET. For VCAL Senior, this must be at Certificate II level or above).

Curriculum offerings

• four units of Literacy• four units of Numeracy• four units of PDS• four units of WRS

Additional units will be developed in the future in areas such as Digital Literacy.

• two units of Literacy• two units of Numeracy• two units of WRS• two units of PDS• Industry Specific Skills credits• one unit of Portfolio

Enhancement and


Units from VCE studies where schools/ providers have authorisation to deliver may be used towards meeting the 16 unit requirement.

Presentation (Senior only)

• one unit of Skills for Further Study (Senior only).

Unit duration Each vocational specialisation unit will comprise of 50 hours of formal learning and up to 50 hours of informal learning.

For VET, each unit will comprise 90 hours of completed units of competency.

Intermediate and Senior VCAL each have a nominal duration of 1000 hours, which typically is a mix of class time and independent learning. However, the

nominal hours (including both scheduled and unscheduled contact hours) may vary when considering the specific needs of each student.

Unit sequence All units may be undertaken separately or as a sequence, except for Literacy which must be undertaken as a Unit 3–4 sequence.

All units may be undertaken separately or as a sequence.

Satisfactory completion

All units will include specific key knowledge and key skills that will be required for each area of study.

There will also be a series of learning outcomes that students will need to demonstrate achievement to satisfactorily complete the unit.

Demonstration of achievement and satisfactory completion of learning outcomes will be determined by evidence gained through the assessment of a range of learning activities and tasks.

Assisted by the VCAA, teachers will develop courses that provide appropriate opportunities for students to demonstrate satisfactory achievement of outcomes.

The decision about satisfactory completion of a unit will be distinct from the assessment of levels of

The award of satisfactory completion for a unit is based on the teacher’s observations that the student has demonstrated achievement of the set of outcomes specified for the unit.

Demonstration of achievement and satisfactory completion of learning outcomes are determined by evidence gained through the assessment of a range of learning activities and tasks.

Teachers must develop courses that provide appropriate opportunities for students to demonstrate satisfactory achievement of outcomes.


achievement, where this may be an option.

Assessment of levels of achievement

Assessment in all units will be school based and will be supported by an assessment rubrics, a professional learning program and a revised quality assurance program which will include external validation.

Graded assessment for Units 3 and 4 will be rolled out in 2023 in preparation for broader implementation in 2025.

There will be no external examinations for the vocational specialisation studies, other than those that already exist in VCE VET scored programs.

Competency based assessment is used to determine a student’s achievement of a learning outcome. Students must be observed to demonstrate achievement of a learning outcome on more than one occasion and in different contexts for a ‘S’ outcome at unit level.

Procedures for the assessment of levels of achievement are a matter for school decision based on the examples provided in supporting material from the VCAA.


Appendix B: Draft curriculum outlinesThe following four tables present an outline of the draft curriculum to be included in each of the four studies in the vocational specialisation stream: Literacy, Numeracy, Personal Development Skills, Work Related Skills. These studies have been developed to support integrated implementation and provide a range of opportunities for teachers to link learning to students’ VET programs or SWL. The draft curriculum is still being developed by VCAA Curriculum Panels and consultation will occur in Term 3, 2021. The information presented in these tables is to support stakeholder feedback on the draft certificate design. This information may change before it is released for consultation in Term 3.

LiteracyThe draft Literacy study design will focus on developing students knowledge and skills of a broad range of literacy skills, including digital literacy, and accessing a range of complex texts, as well as using these skills to access and respond to issues and ideas in a variety of ways.

UNIT 1 UNIT 2 UNIT 3 UNIT 4

• Develop a portfolio of written, oral and visual responses that demonstrate understanding of how text types are constructed for purpose, audience and contexts.

• Create digital content, suitable for vocational or community groups, demonstratingan understanding of the conventions of literacy and digital communication.

• Identify purpose, audience and ideas or arguments of a variety of issues.

• Understand and evaluate the opinions of others in their community. Present personal points of view supported by evidence.

• Identify and understand the key elements of a range of complex texts.

• Respond to a range of complex texts created for specific, informative purposes.

• Identify and evaluate how complex texts impact on individual lives.

• Investigate and produce a range of short written, visual and multimodal responses to create an awareness campaign for a vocational or interest group.

• Create and present a multimodal persuasive or promotional product to a panel of assessors.

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NumeracyThe draft Numeracy study design will focus on developing students knowledge and skills of a broad range of numeracies to make sense of their daily personal, public and vocational lives.


• Develop mathematical skills with consideration of personal and local contexts including personal, financial, civic, health, recreational and vocational classifications.

• Develop an understanding of numeracy focused problem- solving with the components of formulating, acting on and using mathematics, evaluating and reflecting, and communicating and reporting.

• Continue to develop mathematical skills with consideration of the personal and local contexts.

• Identify and use appropriate technologies.

• Engage in numeracy focused problem-solving with the components of formulating, acting on and using mathematics, evaluating and reflecting, and communicating and reporting.

• Extend mathematical skills with consideration of the context with a societal and global view, including financial, civic, health, recreational and vocational classifications.

• Develop independent use of appropriate technologies.

• Continue to engage in numeracy focused problem-solving with the components of formulating, acting on and using mathematics, evaluating and reflecting, and communicating and reporting.

• Continue to extend mathematical skills with consideration of the context with a societal and global view.

• Develop independent use of appropriate technologies.

• Engage independently in numeracy focused problem- solving with the components of formulating, acting on and using mathematics, evaluating and reflecting, and communicating and reporting.

19

Personal Development SkillsThe draft Personal Development Skills study design will continue to focus on student self-development and community engagement, while strengthening the knowledge-base related to health and wellbeing, leadership, understanding complex issues and planning and implementing projects that benefit others.


• Explore concepts of self, resilience, identity and self-esteem, and how self-perception influences healthand wellbeing.

• Identification and exploration of resources that promote health and wellbeing, and development of own application of health promoting activities for self and others.

• Exploration of critical thinking and communication, with a focus on social media and its role in health and wellbeing promotion.

• Develop and demonstrate deep understanding of community, community participation and active citizenship.

• Identify links between community involvement and social connectedness.

• Develop an understanding of a relevant community issue, exploring different perspectives and the impact these differences have on social cohesion and community health.

• Reflect on effective community campaigns as the basis to plan, implement, present and evaluate an active response to identified community issue.

• Investigate effective leadership and the qualities of effective, ethical leaders.

• Analyse strengths and deficits of leaders as well as influences on leadership behaviours.

• Consider concepts of self-management and self-development to determine suitable approaches to goal setting and achievement.

• Application of identified leadership skills through a collaborative activity and reflection on personal and team contribution.

• Investigate and analyse an environmental, cultural or social issue which is of significanceto the community and requires action and resolution.

• Develop and implement a comprehensive project plan to apply timely, affordable and effective solutions to an issue.

• Synthesise and present findings to an appropriate audience and evaluate the success of the project.

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Work Related SkillsThe draft Work Related Skills study design will focus on ensuring students understand their rights and responsibilities in a variety of industry environments. Students will gain an in-depth knowledge of what constitutes healthy, collaborative, consultative working environments, how to seek assistance with workplace conflicts and dangers, as well as how to support theirs and their work colleagues physical and mental health. Students will explore the future of employment both nationally and globally, and understand industries and opportunities that are best suited to their individual skills and attributes. Students will also have the chance to build and extend their knowledge through authentic experience at SWL.


• Understand what makes a healthy, collaborative, consultative working environment.

• Develop deep understanding of workplace bullying,discrimination, and harassment.

• Become familiar with their legal rights and responsibilities, resolution and advocacy within the workplace.

• Compare physical and psychosocial occupational, health and safety in a variety of industries.

• Explore individual aptitude and interest regarding industry groups. outline and present the core skills and capabilities.

• Understand and demonstrate both tangible and intangible skills utilised in a variety of vocations and industries.

OR

• Complete SWL (90 hours).

• Complete VCAA prescribed reflection focused on the identification and transferability of skills used during placements.

• Identify and discuss likely employment growth areas using current and furcate trends and data analysis.

• Articulate research findings on industry growth, potential employment.

• Recommend education pathways to support acquisition of specific skills and knowledge.

OR

• Complete SWL (90 hours).

• Complete VCAA prescribed reflection focused on the identification of opportunities within the industry and skills and knowledge required to

• Understand advantages and disadvantages of physical and digital portfolios as they relate to potential employment in a chosen industry area.

• Formally present personal skills and attributes and supporting artefacts in the form of a portfolio.

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ensure a pathway.

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Appendix C: GlossaryTERM DEFINITION

Applied Learning A pedagogical approach where students learn through doing in circumstances that emulate the real world. This may include both vocational and academic knowledge and skills.

Apprenticeship A structured training and employment arrangement that combines paid on-the-job training and formal study with a registered training organisation.

Australian Core Skills Framework (ACSF)

A tool that helps both specialist and non-specialist English language, literacy and numeracy practitioners describe an individual's performance in the five core skills of learning, reading, writing, oral communication and numeracy.

Australian Qualifications Framework (AQF)

The national framework comprising all regulated qualifications in the Australian education and training system. The AQF’s specification for the Senior Secondary Certificate of Education is:The purpose of the Senior Secondary Certificate of Education qualification type is to qualify individuals with knowledge, skills and values for diverse pathways to further learning, work and effective participation in civic life.Senior Secondary Certificate of Education qualifications are not located at a particular level in the Australian Qualifications Framework.Senior Secondary Certificate of Education qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the Senior Secondary Certificate of Education descriptor.

Capabilities Encompasses the knowledge, skills, behaviours and dispositions that, together with curriculum content in learning areas and the cross-curriculum priorities, assiststudents to live and work successfully in the 21st century. The four capabilities in the Victorian Curriculum are: critical and creative thinking, personal and social, ethical and intercultural.

Digital literacy The ability to access, manage and evaluate digital information, including information and communications technology, social media, hardware and software, and an awareness of issues such as cybersecurity.

First cohort The first group of students enrolled in the certificate.

Further education Study after senior secondary education that is not part of higher education (that is, an undergraduate or graduate degree).

Learner Growth Assessment

Academic, personal and social growth in relation to targets and/or learning goals, the continuum of learning in the Victorian Curriculum as well as age or year-level predicted growth.

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Pathways The different options available to young people as they progress through their schooling and transition to further education or work.

Scaled assessment

A rating scales that describe the quality, frequency of a students work or undertaking of key skills and knowledge based on a set criteria.

Senior secondary education

Year 11 and Year 12 of school, which can be studied at secondary school, college or through a further education institution.

Skill An ability to perform a mental or physical activity, which may be developed by training or practice.

Statement of results

A cumulative record of all results for a senior secondary student who has graduated either the VCE or VCAL.

Traineeship A structured training arrangement that combines paid on-the-job training and formal study with a registered training organisation. Traineeships are usually shorter than apprenticeships and cover a broader range of industries.

Victorian Certificate of Applied Learning (VCAL)

The VCAL is accredited and issued at three award levels, Foundation, Intermediate and Senior, each of which is designed to be completed over a minimum of one year. The VCAL provides flexible entry and exit points for a range of student abilities. The three qualification levels cater for a range of students with different abilities and interests. The VCAL at the Intermediate and Senior level is recognised as a senior secondary certificate of education within the AQF and primarily prepares students for further studies at the next VCAL level, in the VCE, in Vocational Education and Training (VET), in Further Vocational Education and Training (FE) and/or employment.To be awarded a VCAL qualification, students must successfully complete a program that contains a minimum of 10 credits. A credit is gained for successful completion of a unit of study. A unit of study can be one VCAL unit, one VCE unit, 90 hours of completed VET modules or units of competence and/or FE modules. A student’s VCAL 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 least one unit from the Work Related Skills strand• at least one unit from the Personal Development Skills strand• six credits at the VCAL level attempted (Foundation,

Intermediate or Senior) or above. One of these credits must be for Literacy and one must be for Personal Development Skills.

Victorian Certificateof Education (VCE)

The VCE is a senior secondary certificate of education recognised within the AQF.The VCE is designed to be completed over a minimum of two years, and includes a range of studies that are benchmarked against curriculum in leading national and international jurisdictions. Most students undertake between 18 and 24 units in their VCE

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program. Students can choose programs from VET qualifications to make up their VCE program. The VCE provides certification of a level of achievement, provides diverse pathways from school to further study or training at university or TAFE and to employment and contributes to building a multicultural, democratic and civil society.To be awarded the VCE, the minimum requirement is satisfactory completion of 16 units which must include:

• three units from the English group (English/English as an Additional Language,

• English Language, Literature), two of which must be a Units 3–4 sequence

• three Units 3–4 sequences, which can include further sequences from the English group.

Vocational Education and Training (VET)

Study leading towards a nationally recognised qualification, issued by a registered training organisation within a regulatory framework.

Vocational learning

Vocational learning delivered in secondary schooling sits within the broader school curriculum and helps secondary students explore the world of work, identify career options and pathways, build career development skills and in certain settings, develop entry-level technical skills for use within a job. It can include VET, SWL, SBATs, career education, work experience, volunteering and other school-based learning designed to build preparedness for the workforce.

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Appendix D: ReferencesAustralian Qualifications Framework Council 2013, Australian Qualifications Framework Second Edition, Canberra, www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf.

Department of Education and Training 2020, Vocational and Applied Learning Pathways Review: Victorian Government response, Victorian Government, East Melbourne, www.education.vic.gov.au/ Documents/about/department/victorian-government-response-vcal-review.pdf.

Education Council 2019, Alice Springs (Mparntwe) education declaration, Education Services Australia, Melbourne, https://www.dese.gov.au/indigenous-education/resources/alice-springs- mparntwe-education-declaration.

Firth, J 2020, Review into vocational and applied learning pathways in senior secondary schooling: final report, Victorian Government, East Melbourne, www.education.vic.gov.au/Documents/about/ department/vocational-applied-learning-pathways-report.pdf

Fraillon, J 2020, ‘Working from home and digital literacy – what can we assume?’, Teacher Magazine, 2 April 2021, Camberwell, www.teachermagazine.com.au/articles/working-from-home-and-digital- literacy-what-can-we-assume.

Noonan, P et al 2019, Review of the Australian Qualifications Framework Final Report 2019, Department of Education, Skills and Employment, Canberra, http://www.dese.gov.au/download/4707/ review-australian-qualifications-framework-final-report-2019/18863/document/pdf.

Shergold, P, Calma, C, Russo, S, Walton, P, Westacott, J, Zoellner, D & O’Reilly, P 2020, Looking to the future: Report of the review of senior secondary pathways into work, further education and training, Education Council of Australia, Carlton South, www.pathwaysreview.edu.au/.

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