Australian Capital Territory (ACT)

Standards and Benchmarking

• 1. What does your state/territory understand by the terms standards and benchmarking?

  The ACT understands standards as set national standards. Australian benchmarks in literacy and numeracy are being developed. These benchmarks indicate the minimum acceptable standard required of a student to progress satisfactorily through school.

• 2. How are standards and benchmarks currently applied in your state/territory? (current practice)

  A national benchmark for Year 3 reading is already set and in the 1999 ACT Assessment Program the data was used to equate our students against the benchmark score. Almost 90% of year 3 students in the ACT scored higher than the national benchmark for reading.

• 3. Briefly outline the work being done in the area of standards and benchmarking in your state/territory.

  Officers from ACTDECS and teachers in schools have been involved in the national benchmarking equating exercise together with representatives from other States and the NT.

Middle Years of Schooling (Years 5-8)

• 1. How does your state/territory define the 'middle years'?

  In the ACT the term "middle years" is not defined but it usually refers to Years 5-8.

• 2. What initiatives/programs are currently being implemented in the 'middle years' in your state or territory?

There are no initiatives/programs currently planned.

• 3. What are some of the current issues being addressed in your state/territory?

  Boys performance, pedagogy.

Vocational Learning

• 1. What does your state/territory understand by the terms:
  vocational learning
  and structured workplace learning

  a) vocational learning

  In the ACT, Vocational Learning is the name given to the course for Years 9 & 10 students to enable them to learn about work and investigate vocational pathways. The course is designed to facilitate the transition to years 11 and 12 and to assist students to make informed choices about vocational training at college and beyond. The course allows students to expand their knowledge of the Key Competencies which apply in any workplace, and learn how to assess their own achievement of these work related competencies. The course will also increase students' awareness of workplace related skills through targeted work placements and will build their potential to function as successful employees.

  Vocational courses and programs provided for year 11 and 12 students, and delivered by ACT senior secondary colleges are called VET (Vocational Education and Training) in Schools programs.

  b) Structured Workplace Learning

  Structured Workplace Learning in the ACT is integrated into a VET program and is defined as per the MCEETYA Taskforce definition. Students in years 11 and 12 in the ACT in VET programs are involved in Structured Workplace Learning.

• 2. What initiatives/programs are being planned or implemented in your state/territory in vocational learning and structured workplace learning and in what years?

  All 17 ACT High Schools are now involved in the Vocational Learning program which is a one semester program for Years 9 & 10 students. During the program, liaison and networking occurs between high school and college teachers so that Years 9 & 10 students may visit the local secondary college to learn about Vocational programs. Both high school and college teachers involved in Vocational Learning and VET programs have now formed Northside and Southside networking groups to enable the sharing of information, resources and experiences, and to strengthen course delivery in the future.

  Structured Workplace Learning (SWL) is provided through vocational placements during VET in Schools programs delivered by ACT senior secondary colleges, both government and non-government. SWL is organised for students during years 11 and 12. Structured Workplacements are centrally coordinated by the Student to Industry Program (SIP) team in the ACT. This model is funded by the Australian Student Traineeship Fund (ASTF) and managed by the Joint Industry Training Council in the ACT.

• 3. What is the rationale for having vocational learning and structured workplace learning in the compulsory years?

  In the ACT, Structured Workplace Learning is not available in the compulsory years, although the Vocational Learning Program does have a targeted work experience component. During the work experience, students are required to complete a log book, through which they reflect on their experiences, based on the Key Competencies.

  Vocational Learning Rationale

  For many students, the transition from Years 9 & 10 to year 11 has not been particularly successful. Many students, by the time they reach year 11 and 12 have little knowledge of careers available to them or the qualifications or skills required for various careers. Lack of knowledge leads students to make incorrect or unwise course choices at the beginning of Year 11, jeopardising success in years 11 and 12. The worst case scenario is that of students who lack direction and become completely disengaged with study, resulting in non completion of year 12, or even year 11.

  Vocational Learning facilitates the transition to year 11 and 12, allowing students to make informed choices about vocational courses at college, and further education and training for their career choice.

• 4. How are the vocational learning initiatives/programs in the compulsory years linked to those in the post compulsory years?

  The Vocational Learning program provides the link between workplace learning at the high school and vocational programs at the college level. Students in the Vocational Learning classes visit the local college to experience vocational classes and to talk to college students involved in the programs, and teachers who deliver the programs.

  During the work experience component of the Vocational Learning program, Years 9 & 10 students are required to complete a log book which is similar to the Training Record Book kept by VET students at college. The Training Record Book is completed by the employers of vocational students during their Structured Workplace Learning, and its outcome contributes to the vocational qualification received by the VET student. Although the Years 9 & 10 log book is based on the Key Competencies, and the Training Record Book consists of industry competencies, Years 9 & 10 students are being prepared for the structured nature of vocational placements in years 11 and 12. During the work experience program for all other students, there is no requirement to keep a log book to be completed by employers or students.

• 5. How might any issues identified in the middle years of schooling (see 3. above in Middle Years of Schooling) impact on vocational learning in Years 9 and 10? What are the curriculum implications?

  Not applicable

Reporting at the End of the Compulsory Years

• 1. What is the purpose of internal (i.e. by schools) reporting in the compulsory years in your state/territory?

  The purpose of internal reporting is to improve school and student outcomes in literacy and numeracy by working in partnership with teachers, parents and carers.

• 2. What is the purpose of external (i.e. by systems/Board/Council) reporting in the compulsory years in your state/territory? (if any)

  The purpose of external reporting is to:

  provide parents with confidential information about their child/ren's progress in literacy and numeracy, as compared to their ACT cohort, and against the National Profile Levels and the national benchmarks.

  provide information to improve the flow of communication between parents, the school and the system and to focus attention on improving literacy and numeracy outcomes.

• 3. What information is currently reported externally?

  Parents and carers receive an individual report if their child/ren have sat the year 3,5,7,& 9 assessment and a general report on the ACT outcomes in literacy and numeracy following each year's assessment.

• 4. How is the information reported?

  Information has been in report form for 1997,98,& 99. The ACT Assessment Program will be done in schools next term.

• 5. What agency is responsible for external reporting?

  Currently ACER in discussion with ACTDECS, set the papers in all literacy and numeracy strands, mark student booklets and provide the results. They have been doing this since 1997.