AN OVERVIEW OF VET IN THE VCE AND VCAL

Transcription

1 AN OVERVIEW OF VET IN THE VCE AND VCAL 2011

2 AN OVERVIEW OF VET in the VCE and VCAL This publication has been produced by the Victorian Curriculum and Assessment Authority (VCAA) to provide an overview of VET in the VCE and VCAL. It contains information and advice on: delivery options student enrolments VCE VET programs block credit recognition apprenticeships and traineeships contribution to the VCE and VCAL. INTRODUCTION Recognition of Vocational Education and Training (VET) and Further Education (FE) within the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL) means that students who complete all or part of a nationally recognised VET or FE qualification may receive credit towards satisfactory completion of their VCE and/or VCAL. VET in the VCE or VCAL allows students to include vocational studies within their senior secondary certificate. Students undertake nationally recognised training from either accredited state curriculum or national training packages which may contribute to their VCE and/ or VCAL. These VET programs may be undertaken in a variety of settings and offer students the opportunity to undertake Structured Workplace Learning (SWL) and School-based Apprenticeships and Traineeships. What is a nationally recognised qualification? A formal certificate, issued by a relevant approved body which recognises achieved learning outcomes relevant to identified individual, professional, industry or community needs. 2

3 Background on VET in senior secondary certificates VET in Schools began with a small pilot in Dual recognition in the areas of Electronics, Hospitality and Office Administration then became available. Why do students choose to undertake VET as part of their senior secondary certificate? VET offers students the opportunity to: combine general and vocational studies In the late 1990s the VCAA (then Board of Studies) redeveloped VET in Schools programs, placing them in the VCE Units 1 to 4 structure to allow the programs to contribute to the VCE. In 1999 study scores were trialled with the two VCE VET programs Hospitality and Business. The currently profiled VCE VET programs comprise over 30 separate qualifications. These VCE VET programs provide students with at least a Certificate II outcome. Scored assessment arrangements are available in 14 VCE VET programs. For the full list of VCE VET programs see page 7 of this publication. explore career options and pathways undertake learning in the workplace undertake applied learning in an adult learning environment gain a nationally recognised qualification or credit towards a qualification that contributes to satisfactory completion of the VCE or VCAL develop skills that will equip them for the workforce. Since the introduction of VET into the VCE, enrolments have steadily increased to approximately students in Number of VET cerificate enrolments by year 3

4 AN OVERVIEW OF VET in the VCE and VCAL DELIVERY OPTIONS Registered Training Organisations (RTOs) are responsible for the delivery, assessment and certification of VET qualifications. The following options are available for the delivery of a VET training program where VET is to be provided for students enrolled at school. Where the school/training provider is the RTO In Victoria, the Victorian Registration and Qualifications Authority (VRQA) regulates all education and training providers. Schools/training providers may apply to the VRQA to become an RTO for the provision of specified qualifications. Schools that register to deliver training become responsible for all elements of delivery, assessment and quality assurance, as well as the awarding of certificates and statements of attainment. For more information on the VRQA please visit: External RTO and school partnership The external RTO awards certificates and issues statements of attainment for VET training completed. This partnership may work in the following ways: Delivery by the school of the whole program, under the auspices of the RTO Schools can negotiate with an RTO to deliver the program, where the school can demonstrate access to suitable staffing and resources. The RTO may also auspice the school to gather evidence for assessment or to conduct assessment of the components delivered by the school. A school in partnership with an RTO is not required to register as a training organisation, because any delivery by the school will be auspiced by the RTO. Delivery at the school by the RTO Schools can negotiate for an RTO to provide on-site training for students at the school. Shared delivery Where a school is able to provide only some of the facilities and training required for the program, students may undertake part of their training at an external RTO and the remainder of the program at their school as an auspiced program. Undertaking VET on-site at an RTO Students may undertake their VET program at an RTO. This may be a TAFE or private RTO. Students travel to the RTO and undertake the training delivered by RTO staff, using RTO facilities. 4

5 Delivery in the workplace Schools and RTOs may arrange for delivery of training and assessment to occur in the workplace. If a school or RTO requires particular components of the training to be delivered and outcomes assessed in the workplace, the following industry requirements apply: Delivery and assessment strategies and relevant responsibilities should be clearly communicated to all parties (school, RTO, employer and student) to ensure that all roles in the delivery and assessment process are understood. VET clusters Clusters allow participating schools to improve the provision and range of VET programs as schools share facilities and staff expertise. Increased numbers of students provide viable class sizes. With a cluster arrangement students from one school may attend another school auspiced by an RTO to undertake their training. Alternatively a school registered as an RTO may auspice other schools or provide training to students. Appropriate workplace supervision and training in relation to the specific units of competence delivered in the workplace is provided. The person responsible for the workplace training must have competence at the certificate level being delivered or higher. Assessment in the workplace requires a qualified workplace assessor with relevant industry experience, or the assessment may be conducted by a workplace assessor in cooperation with the workplace supervisor. Government schools requiring information on the written agreements needed for the delivery arrangements should visit the following webpage: Non-government schools should refer to the Catholic Education Office (CEO) or the Association of Independent Schools of Victoria (AISV) for advice: CEO: AISV: 5

6 AN OVERVIEW OF VET in the VCE and VCAL STUDENT ENROLMENT AND RESULTS All aspects of the administration of the VCE, VCAL and VET are stated in the VCE and VCAL Administrative Handbook. VCE and VCAL providers are required to have access to the Victorian Assessment Software System (VASS). Schools and other providers can apply for a VASS identity by contacting the Student Records and Results Unit at the VCAA on (03) VASS allows schools direct access to the VCAA central database to maintain student details, assessment information and school details. The VASS Administrator has system control for their school and is responsible for setting up other school-based users. The VASS Administrator is responsible for setting up the school s program, enrolling students, entering results and producing reports. where the training is delivered. Only the home school may enter or amend student s personal details. The home school may not necessarily be the assessing school. The assessing school is the school responsible for providing the assessment for one or more units. A student may have one or more assessing schools. Schools report students results for completion of VCE units, VCAL units and VET units of competence. VET units of competence results are reports as S (Satisfactory) or N (Not Yet Completed). As units of competence are recorded as completed, completion of VCE VET units is calculated. VET and FE qualifications have been coded on VASS as follows: VES: VCAA-approved VCE VET programs that provide credit towards the VCE in the form of VCE VET units and nominal hour credit towards the VCAL The home school is the major school of the student and is responsible for ensuring that their students are enrolled in the appropriate VET certificate and units of competence on the VASS system. A student can only have one home school at a time. Home schools are also responsible for reporting the results for completion of VET units of competence irrespective of NAP: VCAA-approved School-based Apprenticeship or Traineeship that provide credit towards the VCE in the form of VCE VET units and nominal hour credit towards the VCAL VFE: VET or FE programs, outside the suite of VCAA-approved programs, that may offer Block Credit Recognition towards the VCE and nominal hour credit towards the VCAL. 6

7 VCE VET PROGRAMS VCE VET programs are vocational training programs approved by the VCAA. VCE VET programs lead to nationally recognised qualifications, thereby offering students the opportunity to gain both the VCE and a nationally portable VET qualification. Selected VCE VET programs offer scored assessments for Units 3 and 4. VCE VET programs: are fully recognised within the Units 1 to 4 structure of the VCE and can contribute towards satisfactory completion of the VCE. VCE VET units have equal status with other VCE studies may contribute to the satisfactory completion of the VCAL function within the National Training Framework. The recognition status of VCE VET programs and the necessary requirements of assessment for study score purposes are reflected in program booklets published by the VCAA. Program booklets are available under the publications section on each of the webpages for VCE VET programs on the VCAA website: The VCE VET programs available are listed below. The asterisked (*) programs offer scored assessment. Revisions to the list of VCE VET programs are published in the VCAA Bulletin, VCE, VCAL and VET: Agriculture Equine Industry* Applied Fashion Design Financial Services* and Technology Food Processing (Wine) Automotive Furnishing* Building and Construction Horticulture Business* Hospitality* Cisco Information Technology* Community Services* Interactive Digital Media* Conservation and Land Management Laboratory Skills* Dance* Music* Desktop Publishing and Printing Small Business (credit at Electrotechnology* Units 1 and 2 only) (Integrated Technologies from 2011) Sport and Recreation* Engineering Studies* 7

8 AN OVERVIEW OF VET in the VCE and VCAL Scored assessment Calculating a study score For VCE VET scored programs the study score is calculated using assessments of each student s levels of performance. Judgments about each student s levels of performance are based on evidence from two sources: School-assessed Coursework: a set of three tasks students undertake during their training program, assessed by assessors and approved by the relevant RTO. There are four task types available to choose from: Work Performance Work Project Product Portfolio. Refer to the VCE VET Assessment Guide for further advice on task selection and task design. Examination: a task set and assessed externally by the VCAA and taken under examination conditions at the end of the year. The final coursework score is calculated using the assessments recorded for the three coursework tasks. This score contributes 66% (except Dance which contributes 50%) to the student s study score and will be reported on the student s Statement of Results as a letter grade. The examination score will contribute 34% (except Dance which contributes 50%) to the student s study score and will also be reported as a letter grade on their Statement of Results. Using these two sources of information, a study score is calculated by procedures similar to those in use for other VCE studies, including the same statistical moderation procedures. For VCE VET programs with scored assessment, moderation groups are defined as the cohort of students enrolled with a specific RTO for the VCE VET program. The study score is reported as a single number out of 50. Assessment advice Where scored assessment is available, the VCAA publishes assessment advice. In 2010, a generic assessment guide for all scored VCE VET programs was published. Specific program advice for revised VCE VET programs will be published annually in the February VCAA Bulletin, VCE, VCAL and VET. This advice is also available for download from each of the scored VCE VET program specific pages on the VCAA website: index.html The VCAA has two publications outlining the process of scoring coursework in VCE VET programs: Scored Assessment in VCE VET Programs, Support advice for assessors, Vol. 1 Scored assessment in VCE VET programs, Support advice for assessors, Vol. 2. Hardcopies of these publications are available from the VCAA VET Unit on request by telephoning (03) Alternatively, these publications can be downloaded from each of the scored VCE VET program specific pages on the VCAA website: 8

9 Australian Tertiary Admission Rank for VET courses The Australian Tertiary Admission Rank (ATAR) is calculated by the Victorian Tertiary Admissions Centre (VTAC), subject to satisfactory completion of the VCE. VCAA study scores are scaled by VTAC. This scaled score is referred to as the ATAR subject score. The contribution of VCE VET programs to the ATAR is as follows: Any contribution to the ATAR is subject to satisfactory completion of the designated Units 3 and 4 sequence. Where a study score is available for the Units 3 and 4 sequence, it will contribute directly to the ATAR, either as one of the student s primary four studies or as a fifth or sixth study. A contribution to the ATAR is subject to receiving a study score. Students who choose not to receive a study score in a scored VCE VET program will not be eligible for any ATAR contribution from the scored sequence. For unscored VCE VET programs, students who successfully complete a Units 3 and 4 sequence will receive an increment of 10% of the average of the primary four ATAR subject scores. From 2011 no more than three VET programs from the same industry area will be permitted in the calculation of the ATAR. For further information on the calculation of the ATAR, refer to the VTAC website: VCE VET coursework audit This audit is integral to the ongoing monitoring and quality assurance processes of the VCAA. It provides feedback to the VCAA on the implementation of Schoolassessed Coursework and enables the VCAA to support the delivery of scored assessment. The audit is random and conducted each year by an audit panel. Schools receive notification of the audit by in August/September. Once the audit is complete the school will receive feedback on the outcomes of the audit via a letter to the principal. Where schools are in partnerships with an RTO, they will need to contact the RTO for provision of the scored coursework tasks. The material required for the coursework audit should consist of the three scored tasks set by the teacher/trainer that reflect the assessment of the Units 3 and 4 sequence. Schools should note that student work is not required for the audit. 9

10 AN OVERVIEW OF VET in the VCE and VCAL BLOCK CREDIT RECOGNITION Students who undertake VET or FE qualifications that are not included in the suite of approved VCE VET programs and School-based Apprenticeships and Traineeships may be eligible for credit towards their VCE. This credit is called Block Credit Recognition. Where students apply for credit for training completed prior to their current enrolment year, decisions on the amount of credit granted will be made and recorded by the VCAA. The award of credit will take into account issues of duplication with students other VCE studies or VCE VET programs. Credit is awarded in the VCE on the basis of achieving units of competence. The level of credit is determined by the AQF level at which the units of competence are recognised. Students who aggregate results from more than one VET training program will be eligible for credit for all of their training, subject to completion of sufficient hours. Rules for the award of credit in the VCE are outlined below: Attainment of units of competence at AQF Level II provides credit at Units 1 and 2 level, subject to completion of a minimum of 90 nominal hours for each VCE unit. Attainment of units of competence at AQF Level III and above provides credit at Units 3 and 4 level, subject to completion of a minimum of 90 nominal hours for each VCE unit. A Units 3 and 4 sequence will be awarded on satisfactory completion of a minimum of 180 nominal hours, according to the rules outlined above. Students do not receive any credit for Certificate I training. VTAC may award students who receive a Units 3 and 4 sequence through Block Credit Recognition a 10% increment towards their ATAR. The following list provides examples of the range of nationally recognised qualifications that have been undertaken by VCE students: RUV20104 Certificate II in Animal Studies WRH20109 Certificate II in Hairdressing HLT32407 Certificate III in Allied Health Assistance WRB20204 Certificate II in Make-up Services 21642VIC Certificate II in Plumbing CUV30103 Certificate III in Visual Arts and Contemporary Craft FDF30603 Certificate III in Food Processing (Retail Baking-Bread) SIT30607 Certificate III in Events CUV30303 Certificate III in Design Fundamentals. For more information regarding Block Credit Recognition, please refer to the VCAA website: vetcredit.html 10

11 APPRENTICESHIPS AND TRAINEESHIPS There are two ways in which a student may undertake an apprenticeship or traineeship while still at school. Students may be a: school-based apprentice or trainee part-time apprentice or trainee. School-based Apprenticeships and Traineeships School-based Apprenticeships and Traineeships are open to students 15 years of age or over who: are Australian Citizens are permanent residents. Other visa categories may also be eligible. Please check with an Australian Apprenticeship Centre in your local area: School-based Apprenticeships and Traineeships involve the student undertaking the VCE or VCAL as well as being employed part-time and trained under the following arrangements. The student must: be undertaking the VCE or VCAL have paid employment under an industrial agreement that recognises School-based Apprenticeships and Traineeships. For more information visit the Skills Victoria website: have a training contract that includes a nationally recognised qualification and duration of training to be undertaken. This contract must be registered with Skills Victoria have a training plan and be signed with an RTO within two months of commencement of the School-based Apprenticeship and Traineeship undertake training over two years at an average of 13 hours per week for employment and training per week. This 13 hours should be divided into at least seven hours of employment and six hours of training per week which may be averaged over three periods of four months in each year of the program spend at least one timetabled day during the normal school week on the job or in training. The school must: endorse the training plan for a school-based apprentice or trainee when it forms an integral part of the student s school learning program and study timetable. It must be verified that during term time, a student s timetable indicates that a minimum of one day of the school week during normal school is spent in employment and/or structured training as an apprentice or trainee sign the student s training plan to acknowledge that the student is enrolled in a senior secondary program such as the VCE or VCAL endorse the training plan for a school-based apprentice or trainee if the above criteria have been met. Endorsement of the training plan by the school will indicate that it is undertaking responsibility to enrol the student on VASS so that credit for the training within the VCE or VCAL can be awarded to the student. 11

12 AN OVERVIEW OF VET in the VCE and VCAL VCAA-approved School-based Apprenticeships. Certificate Type on VASS: NAP School-based Apprenticeships and Traineeships in the following industry areas have been approved by industry bodies and the VCAA for students undertaking the VCE. Recognition arrangements reflect those in place for the corresponding VCE VET programs: Agriculture Automotive Business Community Services Engineering Food Processing (Wine) Horticulture Hospitality Information Technology Sport and Recreation. School-based Apprenticeships and Traineeships are also available in other industry areas for which Skills Victoria have approved funding. School-based Apprenticeships and Traineeships in other approved industry areas may also contribute to the VCE through Block Credit Recognition. For more information on School-based Apprenticeships and Traineeships visit: Skills Victoria: Department of Education and Early Childhood Development (DEECD): qualsprograms/apprentice.htm School-based Apprenticeships and Traineeship sample training plan templates: postcomp/workplace_based_training_plan_ Template.doc training/plan Part-time apprenticeships and traineeships Students who undertake an apprenticeship or traineeship that is not integrated into their learning program and study timetable will be undertaking a part-time apprenticeship or traineeship. This type of arrangement will still provide credit towards the VCE or VCAL if it is recorded on VASS subject to the block credit recognition guidelines. 12

13 HOW DOES VET CONTRIBUTE TO THE VCE AND VCAL? VCE All VCE VET programs provide credit towards the VCE. Most VCE VET programs provide credit at Units 1 to 4 level; however, some programs provide credit at Units 1 and 2 level only. Students are also eligible for Block Credit Recognition towards the VCE if they have completed, or are completing, training in a nationally recognised VET or FE qualification/s that is not included in the suite of approved VCE VET and School-based Apprenticeship or Traineeship programs. VCAL VET certificates or units of competence can contribute to a student s VCAL program. The contribution of a student s VET program to their VCAL is determined by the number of hours successfully completed. A credit towards VCAL is awarded on successful completion of approximately 90 nominal hours of units of competence from accredited curriculum/nationally recognised qualifications. Units of competence may be from one VET certificate or a number of VET certificates. A VCAL student will not receive credit towards their VCAL for partially completed VET units of competence. VET satisfies the eligibility requirement of the Industry Specific Skills and Work Related Skills strands at Foundation, Intermediate or Senior levels. Students undertaking a SWL placement may also satisfy some of the learning outcomes related to the Work Related Skills strand. For more information on the contribution of VET to the VCAL, please refer to the VCE and VCAL Administrative Handbook

14 AN OVERVIEW OF VET in the VCE and VCAL Structured Workplace Learning The VCAA has determined that SWL is an appropriate and valuable component of all VCE VET programs. SWL complements the training undertaken at the school/rto and should be spread across the duration of the training program. It provides the context for: enhancement of skills development practical application of industry knowledge assessment of units of competence/modules, as determined by the RTO increased employment opportunities. The school/rto should keep evidence of the student s SWL which may take place over weekends and during school holidays as well as during the school week. The VCAA strongly recommends that students undertake SWL. Several VCE VET programs have a mandated SWL component. Further advice and recommendations for SWL is contained in each of the VCE VET program booklets. The appropriate occupational health and safety unit of competence in each program must be undertaken prior to SWL, as outlined in Ministerial Order 55. A SWL Manual was developed in 2005 by the Office of Learning and Teaching Division of the then Department of Education and Training. The SWL Manual and Ministerial Order 55 can be downloaded from the following website: worklearn/structuredlearning.htm More information and resources Victorian Curriculum and Assessment Authority Vocational Education and Training Unit General enquiries: (03) or (03) Manager: Daryl Sutton (03) For trainers delivering VCE VET programs, there are a list of resources and contacts published in each specific VCE VET program booklet. Trainers delivering auspiced programs should enquire about the availability of resources from their RTO

15 USEFUL WEBSITES AND RESOURCES Organisations Websites and Resources Responsibilities Australian Apprenticeship Centres (AAC) Australian Qualifications Framework (AQF) Australian Quality Training Framework (AQTF) Department of Education and Early Childhood Development (DEECD) Structured Workplace Learning manual: provides information on roles and responsibilities, forms and guidelines for employers: sensecyouth/careertrans/worklearn/ structuredlearning.htm VET in Schools Coordinators Forum: Presentations and handouts from the forum held June Useful overview of policy context, programs and issues for new VET and VCAL coordinators: sensecyouth/qualsprograms/vet.htm Purchasing Senior Secondary Education and Training from External Providers: Youth Transitions Division has developed documents to assist government schools to meet their accountabilities when purchasing senior secondary education and training from external providers. Examples include the delivery of VET in Schools programs and the non-vet elements of VCAL. The resources include guidelines, MOUs and contracts, and parental consent forms: sensecyouth/purchasing.htm AACs provide one-stop shops for those seeking to take up an apprenticeship or those seeking to hire apprentices. The AQF is a quality assured national framework of qualifications in the school, vocational education and training (VET), and higher education sectors in Australia. The AQTF is the national set of standards which assures nationally consistent, high-quality training and assessment services for the clients of the Australian vocational education and training system. DEECD provides, funds, purchases and regulates education and training services for all Victorians

16 AN OVERVIEW OF VET in the VCE and VCAL Organisations Websites and Resources Responsibilities Department of Education, Employment and Workplace Relations (DEEWR) Industry Skills Councils National Centre for Vocational Education Research (NCVER) National Quality Council (NQC) Agri-Food Industry Skills Council: Community Services and Health Industry Skills Council: Construction and Property Services Industry Skills Council: ElectroComms and EnergyUtilities Industry Skills Council: Government Skills Australia: Innovation and Business Skills Australia: Manufacturing Skills Australia: Skills DMC: Service Skills Australia: Transport and Logistics Industry Skills Council: DEEWR advises the Australian Government, delivers programs and services and provides information on all education and training sectors, employment and workplace relations. Industry Skills Councils support the development and implementation of training products, including training packages, and provide the VET sector with information on current and future skill needs and training requirements. NCVER is Australia s principle provider of VET research and statistics, offering its information to: federal, state and territory ministers responsible for training and their relevant education departments; public and private training providers; employer and employee associations; public and private enterprises; researchers; and international VET research agencies. The NQC considers initiatives to enhance national consistency and quality of training

17 Organisations Websites and Resources Responsibilities National Training Information Service (NTIS) (Note: this web address will be replaced by The NTIS is an online database which provides access to training packages and units of competence and information on qualifications, courses and RTOs Skills Victoria Skills Victoria is responsible for the planning, regulation and delivery of a range of education and training programs and services in Victoria. Skills Victoria is part of the Victorian Department of Innovation, Industry and Regional Development (DIIRD). Training Work Training Support Network (TSN) Back 2 Basics: An easy-to-read guide that explains key information about the VET system in Australia and is appropriate for someone new to the VET sector. default_home.htm default.cfm?menu=1 Training Work is a free national newsletter for teachers, trainers and assessors in the VET sector. This online newsletter is published monthly and features the latest information on the development and implementation of training packages and other key issues in the training sector. For a range of information including: Curriculum documents for nontraining package qualifications developed in Victoria (e.g VIC Certificate II in Equine Industry). Advice on implementation of Industry Training Packages. Contact details for Curriculum Maintenance Managers. VET Training Resources. TVET Australia Limited TVET Australia manages AESharenet and Australian Training Products the publishing house and national clearinghouse for Commonwealthcopyrighted teaching and learning materials (including training packages). It is also secret ariat for the National Industry Skills Committee and the National Quality Council, and manages the National Audit and Registration Agency for training providers operating in more than one state or territory

18 AN OVERVIEW OF VET in the VCE and VCAL Organisations Websites and Resources Responsibilities Victorian Curriculum and Assessment Authority (VCAA) Victorian Registration and Qualifications Authority (VRQA) Victorian Tertiary Admissions Centre (VTAC) VCE VET program booklets and assessment guides are available for download from the VCAA website Where to Now: A guide to the VCE, VCAL and Apprenticeships and Traineeships for school based students for 2010: publications/wheretonow/ wheretonowfrontpage.htm VCAA Bulletin VCE, VCAL and VET is the VCAA s official publication for VCE and VCAL studies, including VCE VET programs VCE and VCAL Administrative Handbook: an all-inclusive guide for principals, teachers and administrators outlining the rules, regulations and policies governing the delivery of the VCE and VCAL The VCAA is an independent statutory body directly responsible to the Victorian Minister for Education, serving both government and non-government schools. The mission of the VCAA is to provide high quality curriculum, assessment and reporting that promotes individual lifelong learning. The VRQA is responsible for all qualifications issued in Victoria, the registration of training providers and accreditation of all post-compulsory courses except higher education courses. VTAC acts on behalf of universities, TAFEs and other providers facilitating and coordinating the joint selection system. VTAC calculates and distributes the ATAR (formerly ENTER)

19 LEARNING PATHWAYS Senior School Certificates VCE (Victorian Certificate of Education) Usually units 90 different studies available VCAL (Victorian Certificate of Applied Learning) Literacy and Numeracy Skills, Industry Specific Skills, Work Related Skills, Personal Development Skills Vocational Education and Training VCE VET Program School Based Apprenticeship and Traineeship Other VET Certificates Training (TAFE or school, industry, RTO, ACE) Structured Workplace Learning Completion of VCE Completion of VCAL Employment/Apprenticeship/Traineeship TAFE Certificate II/III/IV, Diploma, Advanced Diploma University 19

20 Victorian Curriculum and Assessment Authority 2010 No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. For more information go to: The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: This publication may contain copyright material belonging to a third-party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright please the Copyright Officer: vcaa.copyright@edumail.vic.gov.au ISBN: