VCE Vocational Major and Victorian Pathways Certificate Provision

Policy

This policy outlines the provision expectation for the Victorian Certificate of Education (VCE) Vocational Major (VM) and Victorian Pathways Certificate (VPC) for Victorian government secondary schools.

Summary

• All students must be supported to choose and access the senior secondary pathway that best aligns with their strengths, interests and aspirations.
• All Victorian government secondary schools are expected to provide:
  • the VCE VM and
  • the VPC where it is a suitable pathway for students at the school.
• Provision of the VCE VM and VPC means that Literacy, Numeracy, Work Related Skills and Personal Development Skills studies are delivered on-site by the school.
• The department and the Victorian Curriculum and Assessment Authority (VCAA) are supporting schools to deliver the VCE VM and VPC.
• There are limited exceptions to the certificate provision expectation, including selective entry and specialism schools, schools registered as specialist or specific purpose schools with the Victorian Registration and Qualifications Authority, and schools not providing education to Years 11 and 12 students. While the certificate provision expectation does not apply to these schools, they are encouraged to provide the VCE VM and VPC where it is suitable for their student cohort.

Details

VCE Vocational Major

The VCE VM is a 2-year vocational and applied learning program that enables students to transition into apprenticeships, traineeships, further education and training and university (via non-ATAR pathways).

For more information on the VCE VM, refer to the VCAA’s About the VCE VM website.

For curricula and support materials for the VCE VM, refer to the VCAA’s VCE VM Study Designs website.

Victorian Pathways Certificate

The VPC is an inclusive Year 11 and 12 certificate designed to meet the needs of students who require a more individualised and flexible program for their last 2 years of secondary schooling. The VPC is a foundation secondary qualification under the Education and Training Reform Act 2006. The level of learning it delivers is aligned with Level 1 of the Australian Qualifications Framework.

The VPC is not a senior secondary qualification, however, students can use it as a pathway to the VCE, VCE VM, or Vocational Education and Training (VET) certificates.

Enrolment into the VPC should be a decision made on a case-by-case basis. Discussions about the VPC’s suitability for a student should be conducted between the school, student and their parent or carer. The VCAA has developed the VPC Suitability Guidelines to inform whether the VPC is appropriate for individual students before they are enrolled in the certificate.

For more information on the VPC, including the VPC Suitability Guidelines, refer to the VCAA’s About the VPC website.

For curricula and support materials for the VPC, refer to the VCAA’s VPC Curriculum Designs website.

Certificate provision expectation

VCE Vocational Major

All government secondary schools are expected to provide the VCE VM.

Certificate provision of the VCE VM means that VCE VM Literacy, Numeracy, Work Related Skills and Personal Development Skills studies are delivered on-site by the school.

Victorian Pathways Certificate

All government secondary schools are expected to provide the VPC where it is a suitable pathway for students at the school.

Certificate provision of the VPC means that VPC Literacy, Numeracy, Work Related Skills and Personal Development Skills studies are delivered on-site by the school.

In the case of single or low student enrolments in the VPC, schools can determine how to deliver the VPC according to their context and operational requirements. For example, schools may have VPC students working in the same classroom as other students, such as those undertaking the VCE VM.

VCAA guidance on co-delivery of the VPC and VCE VM is included in the support materials in the VPC Curriculum Designs and VCE VM Study Designs.

Vocational Education and Training delivered to school students

Schools can provide access to VET components off-site through a third-party provider, such as a TAFE, registered training organisation or on the campus of another school.

Schools are supported to provide access to a range of VCE VET programs that align with Victoria’s growth industries, government priorities, students’ interests, regional demand and community needs. Schools should work with VET providers and their VET Cluster to offer students access to at least one VET certificate from each of the 6 Priority Industry Areas. Providing access to the full list of VET certificates is not a requirement to deliver the VCE VM or the VPC.

For policy and guidance related to VCE VET programs and certificates, refer to Vocational Education and Training Delivered to School Students.

Exceptions to the VCE VM and VPC certificate provision expectation

While some schools are excepted from the certificate provision, these schools are still encouraged to provide the VCE VM and VPC where it is suitable for their student cohort.

The following schools are excepted from the provision expectation for the VCE VM and VPC:

• selective entry schools
• specialism schools
• schools registered as specialist schools with the Victorian Registration and Qualifications Authority (VRQA)
• schools registered as specific purpose schools with the VRQA
• secondary schools that do not provide education for students in Years 11 or 12 (for example, Year 7 to 10 schools).

Delivering the VCE VM and VPC

Support for schools to deliver the VCE VM and VPC

The department and the VCAA are supporting schools to deliver the VCE VM and VPC. All schools can access:

• VCAA professional learning, available on the VCAA’s VCE VM and VPC Professional Learning website. Additional professional learning opportunities will be communicated by the VCAA through the VCAA’s Notices to schools
• 1.5 days of teacher time release per VCE VM and VPC teacher to participate in professional learning and to support certificate delivery, with reimbursement to be sought through the Schools Targeted Funding Portal by 20 June 2025
• area-based support to schools from Jobs, Skills and Pathways Managers and Senior Jobs, Skills and Pathways Officers
• support for communicating with students and school communities, available on the Resources tab
• support for implementing the senior secondary pathways reforms as part of their School Strategic Plan or Annual Implementation Plan, available on the Guidance and Resources tabs.

The VCE VM and VPC implementation supports (DOCX) (staff login required) resource summarises additional support available to assist schools with implementation of the VCE VM and VPC.

Contact the Provision team in the department’s Senior Secondary Pathways Reform Taskforce for more information on these supports, including information on who your school’s Jobs, Skills and Pathways Manager and Senior Jobs, Skills and Pathways Officer is – refer to the contacts section below.

Schools not currently registered or permitted to deliver the VCE VM and VPC

Schools that are expected to provide the VCE VM and VPC, or wish to provide one or both certificates, need to be:

• registered by the VRQA for the VCE (if not already registered) and/or the VPC
• permitted by the VCAA to deliver the VCE VM and/or the VPC Literacy, Numeracy, Work Related Skills and Personal Development Skills studies.

New schools that are within the certificate provision expectation need to be registered and permitted to deliver the VCE VM and VPC for their first Year 11 student cohort.

Schools that need to expand their registration and apply for permission to deliver the VCE VM and/or VPC are recommended to contact the department’s School Provision and Establishment Division as early as possible to find out more information about the process – refer to the contacts section below.

Student enrolments in the VCE VM and VPC

Students must be supported through their school’s career education program to:

• make informed certificate and subject choices for their senior years
• undertake the certificate that best aligns with their strengths, interests, and aspirations.

Decisions regarding enrolment in the VCE VM and VPC must be made in partnership between students and their school, with input from parents and carers.

Schools are encouraged to:

• promote the VCE VM to build awareness and demand for this certificate ahead of student certificate and subject selection processes
• finalise timetabling and staffing decisions after these processes have been completed.

All secondary schools in scope of the certificate provision expectation need to offer the VCE VM and VPC to their students. If your school expects that it will not have student demand for the VCE VM or student need for the VPC, please contact your area’s Jobs, Skills and Pathways Manager for support and advice.

Limiting enrolments in the VCE VM and VPC

Schools must avoid using enrolment practices for the VCE VM and VPC that:

• restrict or ‘cap’ enrolments if students’ decisions to undertake the VCE VM or VPC are informed and appropriate
• compel students to enrol in a certificate that does not align with their informed and appropriate decision
• result in students transferring or withdrawing from school because the school has limited students’ certificate choices.

Definitions

Selective entry school
For the purposes of this policy, selective entry school means a Victorian government school where prospective students must sit an entrance exam in Year 8 and meet specific selection criteria to be admitted. There are 4 government selective entry schools in Victoria – the Mac.Robertson Girls’ High School, Melbourne High School, Nossal High School and Suzanne Cory High School.

Specialism school
For the purposes of this policy, specialism school means a Victorian government school that focusses on a specialist subject or activity and has specific enrolment criteria. There are 2 government specialism schools in Victoria – John Monash Science School and the Victorian College of the Arts Secondary School.

Related policies

• Career Education Funding
• Designated Purpose Settings
• Minimum Standards and School Registration
• Vocational Education and Training Delivered to School Students

Relevant legislation

• Education and Training Reform Act 2006 (Vic)
• Education and Training Reform Regulations 2017 (Vic)

Contact

For further information on this policy or certificate provision supports, contact the Provision team in the department’s Senior Secondary Pathways Reform Taskforce: sspr.provision@education.vic.gov.au

For further information on the curriculum, certificate design and professional learning for the VCE VM and VPC, contact the VCAA’s Senior Secondary Reform team: vcaa.seniorsecondaryreform@education.vic.gov.au

For advice and support with registration and permission to deliver for the VCE VM and/or the VPC contact the department’s School Provision and Establishment Division: school.registration@education.vic.gov.au

Guidance

Integrating senior secondary pathways into School Strategic Plans and Annual Implementation Plans

As part of the school improvement cycle, school leaders may decide to include senior secondary pathways in their School Strategic Plan (SSP) or Annual Implementation Plan (AIP).

To support schools in doing this, the following guidance provides:

• sources of evidence to help review progress and assess student outcomes (for schools participating in a school review or reviewing their annual performance)
• example goals, targets, key improvement strategies (KIS) and AIP actions (for school leaders developing the SSP or AIP).

Examples are aligned with the FISO 2.0 Illustrations of practice (DOCX) and draw on actions and strategies from the VCAA VCE Vocational Major and VPC Implementation Continua of Practice (at the bottom of the webpage) and successful practices shared by schools.

A printable version of the guidance can be found on the Resources tab. Refer to: Support with School Strategic Plans and Annual Implementation Plans (DOCX) (staff login required).

This guidance continues with the following chapters:

• Sources of evidence for pre-review self-evaluation
• Examples for School Strategic Plans and Annual Implementation Plans

Sources of evidence for pre-review self-evaluation

The first step of the FISO improvement cycle is to evaluate and diagnose areas for improvement. The following are some useful sources of evidence related to the senior secondary pathways.

Key sources of evidence

Certificate enrolments, completions and achievement

• Enrolments in the VCE, VCE Vocational Major (VM) and Victorian Pathways Certificate (VPC) (source: Panorama Dashboards)
• Completions (source: Panorama Dashboards)
• Median VCE Study Scores (source: Panorama Dashboards)
• Percentage of Vocational Education and Training (VET) units of competency completed (source: Panorama Dashboards)

Post-school destinations

• Exit destinations from Year 12 (source: Panorama Dashboards)

Attendance, absences, exemptions, retention, early exit, risk of leaving school early

• Attendance (source: Panorama Dashboards)
• Absences (source: Panorama Dashboards)
• Exemptions (source: schools’ own records)
• Retention (source: Panorama Dashboards)
• Students at risk of early leaving (source: Panorama Home Page)
• Early exit destinations from Years 9 to 11 (source: Panorama Dashboards)
• Early exit destinations from Year 12 (source: Panorama Dashboards)

VET, school-based apprenticeships and traineeships and career education

• VET enrolments (source: Panorama Dashboards, school’s own records or your VASS administrator)
• School-based apprenticeships and traineeships (SBATs) commencements (source: school’s Head Start hub or Jobs, Skills and Pathways Manager)
• Student participation in work experience and structured workplace learning (source: school’s Work Based Learning App)
• Career education insights, such as:
  • number of students with completed career action plans
  • content of students’ career action plans
  • participation in the My Career Insights (Morrisby) online diagnostic and career counselling session (source: school Career Practitioner, My Career Insights School Report)

Other data

• Attitudes to School Survey (AtoSS) factors (particularly Transition to adult life) (source: Panorama Dashboards)
• Parent/Guardian/Caregiver Opinion Survey factors (for example, positive transitions) (source: Panorama Dashboards)
• School Staff Survey factors (for example, focus learning on real-life problems, parent and community involvement) (source: Panorama Dashboards)

When drawing on evidence from Panorama, most reports provide options to view results by various student characteristics, including gender, Aboriginal status, disadvantage status and EAL status.

For an overview of measures and data sources to assist schools when conducting their pre-review self-evaluation, refer to: Understanding secondary outcomes (DOCX) (staff login required) and for detailed step-by-step guidance about where to find data and example questions to explore, refer to: Step-by-step guide to secondary data (PPTX) (staff login required).

Example questions to help make sense of the data

• What are the trends for student outcomes (for example, certificate completions, exemptions, retention and/or exit destinations) for our students enrolled in the VCE, VCE Vocational Major (VCE VM) and the Victorian Pathways Certificate (VPC)?
• Where are our early exit students going? Where could we adjust our offering to better meet these students’ needs?
• What are the trends in our Year 12 students’ post-school destinations, and do we need to adjust our learning programs to better prepare them for these destinations?
• How are exits to unemployment or unknown destinations trending over time?
• How are destinations for exempted students trending over time?
• What are the trends in our priority cohort students’ outcomes (for example, certificate completions, exemptions, retention and/or exit destinations)? Does this indicate we might need to provide more targeted support to any of these students?
• What are our career education insights telling us about which learning programs we need to provide for our students?

Other tools available to support your self-evaluation activities

• VCE VM and VPC Continua of Practice
• Career Education Planning and Improvement (CEPI) Tool

Schools can also engage students and families/carers in the evaluation process to hear how they experience the school’s vocational and applied learning programs and preparation for post-school life.

Examples for School Strategic Plans and Annual Implementation Plans

In line with FISO 2.0, all schools should develop a learning goal and a wellbeing goal as part of their School Strategic Plan (SSP).

Schools can select or adapt the example SSP goal, targets, key improvement strategies (KIS) and Annual Implementation Plan (AIP) actions and tasks below as appropriate to their context.

Examples for School Strategic Plans

The recommendation is to develop 2 to 4 targets and 2 to 4 key improvement strategies for each goal.

Example 1

Goal: Improve student learning outcomes.

Targets (2 to 4 targets for each goal):

• By 2030, increase completion rates for the VCE (including VCE VM) and VPC from X% to Y%.
• By 2030, increase the percentage of post Year 12 exits into full-time further education, training and/or employment (ideally, the employment includes further training or qualifications) from X% to Y%.

Key improvement strategy (2 to 4 KIS for each goal): Strengthen the implementation of the VCE Vocational Major (VM) and Victorian Pathways Certificate (VPC) to improve students’ post-school pathways.

Example 2

Goal: Improve student wellbeing outcomes.

Targets (2 to 4 targets for each goal):

• By 2030, increase the retention rate for [X year level] from X% to Y% (Year 7 to 12, or as relevant for your school).
• By 2030, increase the percentage of positive responses to the Attitudes to School Survey factor ‘School Stage Transitions (Year 10 to 12)’ from X% to Y%.
• By 2030, decrease the percentage of student exemptions and/or early exits into post-school destinations of 'unemployment' and 'unknown' from X% to Y%.

Key improvement strategy (2 to 4 KIS for each goal):

• Strengthen the whole-school approach to career education to ensure there is equitable access to guidance and resources that support all students’ post-school opportunities.
• Develop and embed an inclusive school culture to ensure all post-school destinations chosen by students are equally valued.

Examples for Annual Implementation Plans

School leaders can adapt the AIP actions and tasks below as appropriate for their context, with consideration of how these align with the key improvement strategies (KIS) articulated in their SSP. Schools develop one or 2 actions for each KIS selected for focus in that school year, and up to 6 tasks per KIS.

The example actions and tasks below are also available in Example careers and pathways practices for school improvement (DOCX) (staff login required) for ease of use.

Example 1

SSP goal: To improve student learning outcomes.

Key improvement strategy: Strengthen the implementation of the VCE Vocational Major (VM) and Victorian Pathways Certificate (VPC) to improve students’ post-school pathways.

Actions (1 to 2 actions for each KIS):

• Improve the quality of the VCE VM and VPC curriculum and consistency of curriculum implementation.
• Develop greater awareness and access to a wider range of vocational learning opportunities for students.

Evidence of change (up to 5 key changes expected to occur across the year if the action is achieved):

• Students report increased awareness and understanding of available work-related learning opportunities as compared to the previous baseline.
• The number of enrolments in VCE, VCE VM, VPC and VET, as well as in school-based apprenticeships and traineeships (SBAT) training contracts matches the school’s records of student need and demand (for example, student pathway preferences, subject selections and VET enrolments).
• The number of students completing a work experience or Structured Workplace Learning (SWL) placement matches the school’s records of student need and demand (for example, VET, SBAT and SWL enrolments).
• The number of students identified as being at risk of leaving school early (including those identified through the Panorama ‘staying in education’ dashboard) has decreased from the previous year’s baseline.
• The certificate completion rates for the VCE VM and the VPC have increased from the previous year’s baseline.

Tasks (up to 6 key tasks necessary to complete the action):

• Review student pathway data across Years 7 to 12 (including My Career Insights (Morrisby), subject selections, VET/SBAT participation) to identify trends and inform curriculum planning.
• Review and adjust timetabling to ensure students accessing vocational and work-based learning, such as VET, SBATs and SWL, have appropriate flexibility.
• Coordinate with the VET Cluster to secure student placements, expand certificate options, and schedule regular planning meetings to ensure timely enrolments.
• Engage with the local Head Start hub to maximise SBAT opportunities for students.

Example 2

SSP goal: To improve student wellbeing outcomes.

Key improvement strategy: Strengthen the whole-school approach to career education to ensure there is equitable access to guidance and resources that support all students’ post-school opportunities.

Actions (1 to 2 actions for each KIS):

• Improve awareness of career education and pathways to post-secondary destinations.
• Develop and implement a whole-school plan for career education.

Evidence of change (up to 5 key changes expected to occur across the year if the action is achieved):

• Leadership structures and meeting records demonstrate that appointed career education leaders and Career Practitioners are actively engaged in decision-making, planning, and implementation processes, as shown by their contributions, responsibilities, and follow-up actions.
• Career education activities are scheduled to align with key decision points for students, and resources are centrally located and accessible to staff and students.
• Student feedback and Attitudes to School Survey data show improved confidence and preparedness for post-school pathways, compared to the previous year’s baseline.
• The whole-school career education plan is developed, endorsed by leadership, and communicated to staff, with responsibilities clearly allocated.
• Curriculum documentation reflects updated career education activities embedded across relevant year levels.

Tasks (up to 6 key tasks necessary to complete the action):

• Gather and analyse data from the ‘school stage transitions’ module of the Attitudes to School Survey and use insights to inform targeted communication and support strategies.
• Audit and relocate careers and pathways resources to a central, visible location for students and staff.
• Designate a school leader responsible for career and pathways education and establish regular opportunities for collaboration between leadership, wellbeing, and pathways teams to align strategies and supports.
• Careers and pathways education leaders work with year level leaders to use the Career Education Planning and Improvement Tool to assess current provision and identify areas for improvement for selected benchmarks.
• Review and update the timing and delivery of career education activities within the curriculum, ensuring responsibilities are allocated and adjustments align with student decision points.

Example 3

SSP goal: To improve student wellbeing outcomes.

Key improvement strategy: Develop and embed an inclusive school culture to ensure all post-school destinations chosen by students are equally valued.

Actions (one to two actions for each KIS):

• Develop and implement a communication plan that promotes all senior secondary pathways and post-school destinations equally.

Evidence of change (up to 5 key changes expected to occur across the year if the action is achieved):

• School communication materials and event agendas have been updated to ensure equal promotion and celebration of student achievements across all pathways, verified through audits of newsletters, websites, and information sessions.
• Feedback from students and families indicates improved awareness and perceived value of all pathways, collected through surveys.
• A shared vision for multiple pathways (VCE, VCE VM, VPC) has been documented and communicated to staff, students, and families.

Tasks (up to 6 key tasks necessary to complete the action):

• Review current communication practices about secondary pathways and post-school destinations.
• Develop an approach to collaborate with staff, students and the school community to create a shared vision for multiple pathways, including VCE, VCE VM and VPC.
• Update communication materials so that all pathways are represented equally across school events and communication channels.
• Engage with VET providers, the VET Cluster, employers and Head Start to identify and recognise student achievements in pathways such as VET, SWL and SBATs that often take place off school grounds.

Other measures of progress and impact

These other example measures of progress and impact might be relevant to the tasks that schools choose.

VET

• Increased number of certificates our students have access to from each of the government’s priority industry areas (source: school’s own records)
• Increased number of certificates our students have access to from other industry areas with local demand or student interest (source: school’s own records)

School-Based Apprenticeships and Traineeships (SBATs)

• Increased proportion of SBAT students retained in training contracts 12 months post-commencement (source: school’s own records)
• Increased proportion of SBAT students progressing from Year 10 to 11, Year 11 to 12, and Year 12 to successful certificate completion (source: school’s own records)
• Decreased proportion of SBAT students who exit school before completing Year 12 (source: school’s own records)

Career education, Structured Workplace Learning and work experience

• Increased proportion of students who feel prepared for and supported during and after their work experience placement (source: school’s Work Based Learning App)
• Increased proportion of students who agree that a work experience placement helped them understand more about what they want to do when they finish school (source: school’s Work Based Learning App)

Student attitudes to school (Student voice and agency)

• Increased percentage of student positive responses to questions about teacher-student relations (source: Panorama Dashboards)

Teacher/trainer professional learning

• Increased proportion of staff delivering career education with a Graduate Certificate in Career Education/Career Development (source: school’s own records)
• Increased proportion of relevant school staff (for example, school leaders, VET teachers and trainers, and other relevant staff, such as VET coordinators) who have completed VET delivered to school students professional learning, such as Certificate IV Training and Assessment (source: school’s own records)
• Increased proportion of VET teachers and trainers who have been supported (for example, through time release) to participate and complete professional learning and industry currency activities (source: school’s own records)

Resources

Resources are available to assist schools with implementation of the VCE Vocational Major and Victorian Pathways Certificate:

• VCE Vocational Major and Victorian Pathways Certificate implementation supports (DOCX) (staff login required)

Certificate explainer videos

Explain the essential details of the VCE Vocational Major and VPC by sharing these 4 explainer videos:

• Your pathway options on Vimeo
• VCE Vocational Major on Vimeo
• Victorian Certificate of Education on Vimeo
• Victorian Pathways Certificate on Vimeo

Your world. Your VCE. communication pack

The Your world. Your VCE. campaign is raising awareness of the VCE Vocational Major. It motivates students to discover and choose a VCE that suits their world, so they can pursue their talents and passions.

The communication pack is a collection of material for schools to share with their communities, including:

• website and newsletter sample text and images
• social media images, videos and messages
• downloadable A2-size posters for display in schools.

Download the Your World, Your VCE school communication pack (PPTX)

A dedicated First Nations stakeholder pack is available to help schools communicate about the VCE Vocational Major with their Aboriginal students and communities using culturally appropriate material, including:

• social media images
• downloadable brochure
• downloadable A2-size posters for display in schools.

Download the First Nations stakeholder pack (PDF).

Your world. Your VCE. is the next iteration of the Many Talents One VCE campaign, putting students at the centre of Victoria’s senior secondary education reforms.

Please replace all Many talents. One VCE. campaign material with Your world. Your VCE. material, including posters around school and images on your website.

Celebrating pathways equally

The reforms to senior secondary education mean that students’ learning and achievement is becoming more diverse.

Students should see that all forms of success are worthy of celebration. Use these discussion guide presentation slides (PPTX) to lead a conversation in your school about celebrating pathways and achievements.

Use this reflective checklist (DOCX) to consider how your school can celebrate pathways equally.

Celebrate students’ diverse achievements in your school’s newsletter, social media or other communication channels by adding photos to these templates:

• Your World, Your VCE student social media celebration template (PPTX)
• Your World, Your VCE student newsletter celebration template (PPTX)

Vocational and Applied Learning (VAL) pathways – the student experience

Promote and celebrate vocational and applied learning pathways with your students and community using these 2 student case study videos.

These videos feature students who are undertaking a VAL qualification while they are at school.

• Watch VAL pathways – Early Childhood Education and Care on Vimeo
• Watch VAL pathways – Building and Construction on Vimeo

VAL pathways – the teacher experience

Promote and inspire your staff to consider teaching VAL.

This video features one teacher’s rewarding experiences working in a VAL classroom.

Watch VAL pathways – Teacher experience on Vimeo

VAL explainer and benefits presentation

This presentation deck provides an explanation of what vocational and applied learning is, how it can be incorporated into a secondary students' education, and why it's a great option for students to consider.

It contains a case study bank of students who have pursued VAL in their senior secondary education and who have gone on to a range of successful post-secondary transitions.

Vocational and applied learning explainer and benefits presentation (PPTX) (staff login required)

Firth Review

The Review into vocational and applied learning pathways in senior secondary schooling (PDF) (the Firth Review) made 38 recommendations to lift the quality and perception of vocational education, help more students access high-quality applied learning programs, and provide students with a vocational pathway that gives them the skills they need to make successful post-school transitions. This included recommendations relating to the provision of vocational and applied learning pathways.

The Victorian Government’s response (PDF) to the Firth Review accepted in principle all of the review’s recommendations.

Senior secondary schooling pathway reforms

Further information on the senior secondary schooling pathways reforms is available:

• on the department’s senior secondary schooling pathways reforms page
• on the VCAA’s Victorian senior secondary certificate reform page.

School Strategic Plans and Annual Implementation Plans

The following resources will assist schools who chose to implement the senior secondary pathways reforms as part of their School Strategic Plan or Annual Implementation Plan:

• Support with school strategic plans and annual implement plans (DOCX) (staff login required) – a printable version of the guidance chapter
• Career Education Planning and Improvement Tool – a tool for schools to self-evaluate their career education practices and identify areas for improvement
• Example career and pathways practices for school improvement (DOCX) (staff login required) – example practices schools can adopt or adapt for their School Strategic Plan or Annual Implementation Plan
• Understanding secondary outcomes (DOCX) (staff login required) – overview of measures and data sources to assist schools when conducting their pre-review self-evaluation
• Step-by-step guide to secondary pathways data (PPTX) (staff login required) – detailed step-by-step guidance about where to find data and example questions to explore