This policy is provided to all Middle and Senior Secondary students and their caregivers at Providence Christian College and is based on Schools Curriculum and Standards Authority (SCSA) requirements.

The syllabus for Year 7-10 students, is prescribed by the Schools Curriculum and Standards Authority (SCSA) Western Australian Curriculum and Assessment Outline. 

The aim for all Year 11 and 12 students is to attain the Western Australian Certificate of Education (WACE). They are enrolled in a combination of ATAR, General, and VET industry specific courses. The syllabus for ATAR / General courses is prescribed by the Schools Curriculum and Standards Authority (SCSA) Western Australian Curriculum and Assessment Outline. Some students will gain credit for the WACE by undertaking one of the many Vocational Education and Training (VET) qualifications. The VET qualifications are delivered and assessed in partnership with a range of registered training organisations (RTO’s).

The Role of Assessment

Assessment has a number of roles:

  • Assessment forms an integral rather than a separate part of the learning process. It provides useful feedback, which assists future learning. It provides the basis for students to monitor and reflect on their own learning, and informs the work of teachers
  • Monitoring the progress of students and recognising learning difficulties
  • Adjusting programmes to ensure all students have the opportunity to achieve the intended outcomes
  • Developing subsequent learning programmes
  • Reporting student achievement to parents
  • Whole school and system planning, reporting and accountability procedures.

Assessments must therefore be educative, fair, designed to meet its specific purpose/s, lead to informative reporting and school-wide evaluation processes, and provide significant data for improvement of teaching practices.

Assessment programmes must ensure that all assessment tasks have the following characteristics:

  • validity
  • reliability
  • discrimination

Academic Integrity

Academic integrity combines five fundamental values—honesty, trust, fairness, respect, and responsibility—for all academic work. Values that are consistent with our College Core Values. 

Any activity undertaken with the purpose of creating or obtaining an unfair academic advantage over other students’ academic work, or inhibiting the progress of another person’s academic work, violates academic integrity.

Academic Integrity is modelled for our students by Professional Integrity which involves behaviours that are consistent with the professional and ethical expectations of teachers.

This policy outlines expectations for students, teachers and parents as to their responsibilities. It also provides an explanation of Collusion, Plagiarism and Cheating and outlines the penalties for when these occur.

Expectations About Engaging in Learning and Assessment

Student Responsibilities

It is the responsibility of the student to:

  • maintain a good record of attendance, conduct and progress (a student who is absent from a class for five modules or more per term is deemed to be “at risk” of not achieving the best possible result)
  • contact teachers concerning absence from class, missed in-class assessment tasks, requests for extension of the due date for out-of-class assessment tasks/assignments and other issues related to assessment/assignments, prior to the assessment task/assignment due date.
  • to complete a Permission For Extension Form , approved and signed by the subject teacher prior to the submission date.
  • attempt all in-class assessment tasks on the scheduled date.
  • complete the prescribed work requirements, out-of-class assessment and assignments in each subject by the due date.
  • complete and maintain classwork, homework and revision tasks which may or may not be formally assessed but are essential to the teaching and learning programme.
  • be familiar with: (all available on SEQTA learn)
    • Course Overview 
    • Assessment outline
    • All assessment task requirements
    • All assessment items including tasks, tests and exam results

Teacher Responsibilities

It is the responsibility of the teacher to:

  • develop a teaching/learning programme that meets the syllabus requirements and guidelines as prescribed by SCSA, Western Australian Curriculum and National Training Packages.
  • provide students with access to a Course Overview including Assessment outline on the first day of each term, via SEQTA or a hard copy.
  • ensure that assessments, tasks, assignments are fair, valid, explicit, reliable and authentic. 
  • ensure that all out-of-class assessments/assignments/tasks are authenticated with supporting evidence.
  • ensure internal comparability processes when more than one teacher is teaching a subject.
  • ensure checkpoints for assignments, and due dates, are given and indicated on the Course Overview and/or the Assessment Outline.
  • provide detailed marking keys or assessment rubrics and clarity on how marks were awarded for assessment tasks.
  • provide students with timely assessment/assignment feedback and with guidance about how best to undertake future tasks.
  • Make provision for students who miss assessments, tasks, tests, exams for valid reason.
  • Encourage students to always complete work to the best of their ability and advise them of the consequences of cheating, plagiarism and collusion (see Assessment Review Procedures).
  • maintain accurate records of student achievement and assessment using SEQTA. Results must be entered on SEQTA on or before 14 days after the assessment/assignment/task is returned to the student. In exceptional circumstances and after discussion with HOLA/LAC/TIC this may be extended.
  • meet the College and external timelines for assessment and reporting
  • inform students and parents of academic progress, as appropriate, via SEQTA, email, phone calls, face to face communication, Performance Report.

Parent/Guardian Responsibilities

It is the responsibility of the Parent/Guardian to:

  • ensure their child has a good record of attendance at school.
  • provide information to the College on enrolment about students with special needs so that a student’s special needs can be discussed to ensure that the College can provide the most appropriate programme. 
  • contact the teacher in the first instance, then the appropriate Head of Learning Area/Learning Co-ordinator or Teacher in Charge if there are concerns about performance in a specific subject or if there is a general academic, social or emotional problem that could affect assessment or achievement. 
  • provide evidence for absence when your child is absent from an assessment or test such as a medical certificate or letter of explanation (See Access Arrangements – Attendance).
  • inform the Head of Secondary of any disability, learning difficulty, injury or cultural belief that may affect their child’s learning and/ or assessment performance.
  • make it a priority to attend Parent Information and Subject meetings and make appointments with teachers for Parent Interview nights and at other times as required.
  • oversee their child’s Home Study Plan, this includes homework, assignments and tasks being completed by the due date.
  • be familiar with SEQTA and its facilities to ensure their child’s progress and results are known.

Information to Students

At the start of teaching every subject the teacher will provide a copy on SEQTA or a hard copy to every student (also accessible to parents) of:

  • the SCSA syllabus for the pair of units which includes the grade descriptors (Year 11 and 12)
  • the syllabus for National Training Modules (Certificate courses) (Year 11 and 12)
  • a Course Overview in every subject 7-12 will be provided to every student in every subject on day one of every term/semester and will include:
    • the content from the syllabus in the sequence in which it will be taught
    • the approximate time allocated to teach each section of content from the syllabus
  • An Assessment Outline in every subject 7-12 will be provided to every student in every subject on day one of every term/semester and will include:
    • the number of tasks to be assessed
    • the appropriate timing of each assessment task, including checkpoints
    • the weighting for each assessment task
    • a general description of each assessment task
    • a general indication of the content covered by each assessment task.
  • Middle School students – no assignments/homework will be given to be completed during term holidays or Semester examination times.

Estimated Hours Per Year Group for Homework/Study/Revision

Home and Study Plan

The purpose of doing work at home and study is to practice what has been learned at school and to shift this information into long term memory so that it can be retrieved at a later date.

Work done at home is not just work or assignment given by the Subject Teachers, work can be taking time to review and learn class-work, organise files, complete tasks begun in class, read, learn new work, prepare and complete assignments or prepare work for the next lesson.

As a general rule, you can expect to have work to complete every night. The amount of time required will vary, but a general guide is:

Year 7 1 hour per night

Year 8 1 to 1½ hours per night

Year 9 1 ½ – 2 hours per night

Year 10 2 – 2 ½ hours per night

Year 11 2 ½ -3 hours per night 

Year 12 3 hours – 4 hours per night

This is calculated over five nights per week.

A copy of the student Study Plan must be completed and put into SEQTA.

The Study Plan for each night would include the subjects that have been on their timetable for that day.

Access Arrangements


  • If a student is unable to sit for an examination or EST on the due date, the College must be notified by 8.30 am on the day.
  • Students who miss an examination or EST shall not be permitted to sit the Exam or EST at another time and a mark of zero will be recorded unless there is an exceptional circumstance and a Sickness/Misadventure Form is filled in within three days of the student missing the exam. This form will need to be approved by the teacher and Head of Secondary, before a mark is calculated. 
  • Where sickness, injury or significant personal circumstances prevent a student from completing one or more school examinations or ESTs, as for all other assessment tasks, the College will determine whether the reason is acceptable and if not acceptable the student will be given a mark of zero.
  • Students who miss an exam or EST for a medical reason must provide a medical certificate from a doctor as soon as they return.
  • Events that can be rescheduled are not a valid reason for non-completion of an assessment task (e.g. sitting a driver’s license test, preparation for the school ball, family holidays)
  • If the reason is acceptable to the College, provision may be made for students to sit the missed examination provided that it can be arranged within the examination period.
  • Where this is not possible, (for example, prolonged hospitalisation), the student will not sit the examination and their marks for other tasks will be re-weighted.
  • Where a student does not complete the EST on the scheduled day they will be required to complete the task at the first available opportunity (generally within two days of the student’s return to school). If this is not until after the date that the Authority requires the College to submit the EST marks then the College will determine if the reason for non-completion is acceptable and if not acceptable the student will be allocated a mark of zero.
  •  If the reason is acceptable to the College the teacher will:
  • decide on an alternate assessment task (if, in the opinion of the teacher, the task is no longer confidential), or
  • a predicted EST score will be allocated based on the student’s performance in other assessments relative to that of the cohort and the performance of the cohort in the EST.

A score of zero will be given for an examination/EST if:

  • students copy from another student
  • students bring into the examination/test room unauthorised materials relevant to the course being examined
  • students knowingly allow access to their work
  • the examination is missed and no acceptable reason is offered.

Modified Assessments

Where a disability, special education need or cultural belief has resulted in the inability of a student to complete any assessment task or part thereof, the assessment task will be adjusted/modified accordingly by the subject teacher in consultation with the Head of Learning Area and/or the Learning Support Coordinator and provided to the student.

Students with a Disability

Students with a diagnosed disability, learning difficulty, medical condition or severe mental health condition will, where their disability or condition will significantly affect their access to a particular assessment task, have written, practical or oral assessment tasks, including school examinations, adjusted by the subject teacher in consultation with the HOLA and the Learning Support Coordinator. These adjustments will be consistent with those described in SCSA’s Guidelines for disability adjustments for timed assessments. Adjustments, depending on the individual student’s needs can include, but are not limited to, special equipment, provision of a scribe, additional time (10 mins per hour in timed assessments such as tests and examinations), rest breaks or the option to sit the assessment under supervision in the Enrichment Centre.

Students who are unable to complete the assessment task because of their disability will be provided with alternative opportunities to demonstrate their knowledge, understanding and/or skills. 

The Secondary Learning Support Coordinator in consultation with the student and his/her parents/guardians will make an application to SCSA, by the due date in the year the student is sitting the examination, for students with a disability undertaking ATAR subjects who require special examination arrangements to sit their final examinations.

Modified Curriculum

Where there is a legitimate reason for modification of curriculum for a student e.g. gifted and talented, student disability, learning difficulty, medical or severe mental health condition or English as a Second Language/Dialect, the variations will be negotiated and discussed with the student (Upper Primary and Secondary students only) and his/her parents/guardians and the decisions documented by the Learning Support Coordinator (for example, a documented Individual Education Plan).

Modified Reporting

Where tasks/ assessments or curriculum have been modified to meet specific individuals needs, then feedback will reflect the student’s progress and/or achievement in terms of the modified task/ assessment or curriculum. 

Authentication Strategies

The School Curriculum and Standards Authority (SCSA) states that a student‘s work must be authentic. 

In each course, a range of tasks provide evidence of student achievement. The teacher uses this task information, and their professional knowledge, to make judgements about student achievement.

Teachers employ a broad range of strategies to obtain information about their students’ skills and understandings and plan for future learning. These range from asking questions during a lesson to giving a formal standardised assessment.

To ensure judgments about student achievement are valid, it is necessary to establish student authorship. Teachers may:

  • require a written, spoken or electronic presentation of a draft response
  • require a spoken presentation of a task
  • require original planning documents and all drafts of the work 
  • require an annotation, completed in class, of a draft response
  • require the task to be completed in class under supervised conditions
  • require the task to be completed partially at home and partially at school 
  • clarify aspects of the response through an interview or spoken discussion
  • require formal acknowledgment and declaration that all work is the student’s own
  • use checkpoints and drafts 
  • use class cross-marking 
  • use teacher generated validation/essay/paragraph
  • use of Turnitin, ‘google plagiarism reports’ and/ or other plagiarism detection software.

Late Submission of Work


A Course & Assessment Outline will be available to students and parents at the commencement of the Term/Semester/Year on SEQTA. Due dates will be clearly outlined. Students will be informed if adjustments are made to the assessment outline.

  • The teacher will manage the assessment outline.
  • It is the student’s responsibility to be familiar with the Assessment Outline and submit assessed work on time.
  • Parents/caregivers will be notified in cases where concern for a student’s progress emerges.

Extension due to exceptional circumstances

  • Generally, it will not be possible for students to gain an extension to deadlines
  • Where sickness, injury or significant personal circumstances may prevent a student completing an out-of-class assessment task, the student (or the parent/guardian) must discuss the matter with the teacher at the earliest opportunity before the scheduled date and complete a ‘Permission for an Extension Form’ – obtained from Student Services. The College will determine whether the reason is acceptable (see below).
  • A medical certificate (sickness or injury) or a letter of explanation from the Parent/Guardian (significant personal circumstance) will be required to accompany the ‘Permission for an extension form’.
  • Where the student provides a reason, which is acceptable to the College (see below) for an extended due date of an assessment task, the teacher will negotiate an adjusted due date for the out-of-class assessment task.

Late submission of work

  • If an assessment task cannot be submitted directly to the teacher it is to be submitted to the relevant HOLA/teacher-in-charge. 
  • If a student does not submit an out-of-class assessment task or attend a scheduled in-class assessment task, without providing an acceptable reason (see below) or obtaining an extension, the student will receive a mark of zero.
  • Where an out-of-class assessment task is submitted after the due date or is not submitted, and the student does not provide an acceptable reason (see below), the following penalty may apply:
    • 10% reduction in the mark per day (including weekends), after 10 days, a score of 0.

Acceptable reasons for non-completion or non-submission

  • The penalty for non-completion or non-submission of an assessment task will be waived if the student provides a reason which is acceptable to the school. For example:
    • where sickness, injury or significant personal circumstances prevents a student attending on the day that an in-class assessment task (including school examinations and the externally set task) is scheduled;
    • where sickness, injury or significant personal circumstances for part or all of the period of an out-of-class assessment task prevents completion or submission by the due date.
  • In such cases the parent/guardian must:
    • contact the school before 9.00 am on the day of the in-class assessment task or due date for submission of an out-of-class assessment and
    • provide either a medical certificate (sickness or injury) or a letter of explanation (significant personal circumstance) immediately when the student returns to school.
  • Where the student provides a reason, which is acceptable to the school for the non-completion or non-submission of an assessment task, the teacher will:
    • negotiate an adjusted due date for an out-of-class assessment task or an adjusted date for an in-class assessment task (generally, within two days of the student’s return), or
    • decide on an alternate assessment task (if, in the opinion of the teacher, the assessment is no longer confidential), or
    • not require the task to be completed and either re-weight the student’s marks for other tasks or statistically estimate the student’s mark for the assessment task on the basis of their marks in similar tasks and the class average for that particular task.
  • Events that can be rescheduled are not a valid reason for non-completion or non-submission of an assessment task (e.g. sitting a driver’s licence test, preparation for the school ball, family holidays). In exceptional circumstances, the parent/guardian may negotiate with the Head of Secondary, the development of an individual education plan. This plan will show how the missed lesson time will be compensated for and any adjustments to the assessment outline.
  • Where a catastrophic event (e.g. a pandemic) affects delivery of the teaching program, the completion or submission of one or more assessment tasks and/or completion of the school examination timetable, students will be advised by the school of adjustments to the task requirements and/or the assessment outline.

Assessing Student Achievement

At Providence Christian College all students in Year 7-10 are assessed against the Achievement Standards defined by SCSA. Judging Standards is the tool teachers use when reporting against the achievement standards for each year of schooling; when giving assessment feedback; and when explaining the differences between one student’s achievement and another’s. The achievement standard describes an expected level that the majority of students are achieving or working towards by the end of that year of schooling. Some students will have progressed beyond the achievement standard; others will need additional support. The expected standard for each year is described as a ‘C’ grade or a ‘Satisfactory’ level.

Year 11 and 12 students are enrolled in a pair of units. In each pair of units a number of assessment tasks occur during the year including end of semester exams in all ATAR courses and an Externally Set Task for Year 12 General courses.

Each task provides evidence of student achievement. The teacher uses the total weighted mark for each student, to generate a ranked list of students. This ranked list is referenced to the Grade related descriptors for the course and grade cut offs are determined.

The requirements for each assessment task will be clearly described in writing (i.e. what the student needs to do, often indicating the steps involved for extended tasks). Where appropriate, the criteria against which the task will be marked will be provided with the task.

Most tasks are completed in-class. Some courses may include tasks that are completed out-of-class (in which case, student achievement will be validated to ensure authenticity).

Some courses may include assessment tasks to be completed by a group of students. In such cases teachers will use strategies to enable them to assess the performance of each individual in the group. Typically, this will be identified in the task (or task brief) provided to the students at the commencement of the task.

Where a student’s disability, specific education needs or cultural beliefs will significantly affect their access to an assessment task the teacher may adjust the task in consultation with the relevant Head of Learning Area/Teacher-in-Charge responsible for the course.

Examinations and Externally Set Tasks (ESTs)

All ATAR students will sit for two major sets of written examinations.

Courses with a practical component may also hold practical examinations.

General courses may also have assessment tasks of a written or practical nature during the examination period

All students enrolled in a Year 12 General course are required to complete an externally set task (EST) for that course. The EST is a 50-minute written assessment task developed by SCSA based on content from Unit 3. It is completed in class under standard test conditions.


  • Students must sit for examinations or ESTs at the allocated time. When attending these, students must adhere to the regulations that pertain to that examination or EST.
  • Rules and conditions pertaining to examinations/EST will be published with the timetables. 
  • The timetable is issued to students no later than THREE Weeks before the start of the exam period.
  • If an examination/EST contains an error or questions are based on content that is outside the syllabus or there is a breach of security, the College will defer the outlined procedures.

Security of assessment tasks

Where there is more than one class in a course unit most or all of the assessment tasks will be the same. In such cases, to ensure that no students are unfairly advantaged, the question papers used for in-class assessment tasks will be collected at the end of the lesson. In their own interests, students must not discuss the nature of the questions with students from the other classes until after all classes have completed the task. Discussion of the questions will be treated as cheating and the students will be penalised.

Where Providence Christian College uses the same assessment task or exam as other schools, the task and the student responses will be retained by the teacher until the task has been completed by all school/s.

Retention and Disposal of student work

The College will establish an assessment file for each student in each course which:

  • contains all marked written assessment tasks, and can be accessed by the student for revision purposes in class only
  • is retained by the school until the results are accepted by the Authority
  • is securely disposed of by the school after the required retention period, which is until end of March of the next academic year.

Assessment Review Procedures

Cheating, collusion and plagiarism

All work in each individual assessment task must be the work of the student. Students are not permitted to submit for marking, as original, any work which contains:

  • identical or similar material to the work of another person (e.g. another student, a parent, a tutor);
  • identical or similar material to a published work unless the source is acknowledged in referencing (using the APA system) or footnotes.

Cheating is regarded as an action which provides an unfair advantage in the completion of an assessment. Actions regarded as cheating include, but are not limited to: 

  • gaining a copy of an assessment prior to its release for completion 
  • gaining information specific to an assessment which could reasonably be expected to provide an unfair advantage in completion 
  • talking during a silent assessment, (tests and examinations) 
  • using mobile phones or other telecommunications and/or information technology not approved for use during an assessment 
  • presenting a response to an assessment which is not your own work
  • changing an answer while going through a test in class in order to get extra marks

Collusion is when a student submits work that is not their own for assessment. A student who actively assists another student with an assessment by allowing that student to copy their work is also considered to be colluding or who actively provides information to another student sitting for the test/examination at a later time that will enable them to have an unfair advantage over other students and therefore the same penalties will apply.

Plagiarism is when a student uses someone else’s words or ideas without acknowledging that they have done so.

If a student is believed to have engaged in cheating, collusion or plagiarism, the teacher will refer the matter to the relevant Head of Learning Area and the Head of School as part of this process, the student and the parent/carer will be informed of the suspected inappropriate behaviour. The student will be provided with the right of reply.

Students shown to have cheated or been involved with collusion or plagiarism in assessed work or in examinations will not have that work accepted as valid evidence of their achievement. 

Students who receive a mark of 0 for the whole assessment task due to plagiarism, collusion or cheating will still be required to re-submit a completed assessment that demonstrates evidence of their own work despite receiving a failing grade, in order to demonstrate progress towards the appropriate learning outcomes.

If it is demonstrated beyond reasonable doubt that a student has cheated, colluded or plagiarised, one of the following penalties will apply:

  • a mark of zero for the whole assessment task, or
  • a mark of zero for the part of the assessment task where the teacher can identify that the work is not the student’s own. The student and their parent/carer will be informed of the decision made, the penalty and any further action by the Head of School. 

The student and their parent/carer will be informed of the decision made, the penalty and any further action (in light of the College Character Development Policy) by the Head of School.


Appeals related to individual assessment items

A student may appeal in circumstances where they consider that an assessment has not been fairly considered in relation to an assessment programme. Such appeals should occur within seven (7) days of the return of the assessment to the student by the teacher. Appeals should be directed to the teacher in the first instance and then to the Head of Learning Area should a satisfactory resolution not be reached.

Appeals relating to assessment of a subject

Students may appeal against the assessment of a subject if they have grounds to believe that: 

  • school guidelines have not been followed 
  • published assessment guides have not been provided or followed 
  • errors in the level of achievement allocated by the teacher have occurred 

Applications for appeal must be submitted in writing / by email to the HOLA and the Head of School.

Formal Assessment Review

The student or their parent/guardian can request, in writing, that the school conduct a formal assessment review, if they consider that the student has been disadvantaged by any of the following:

  • the assessment outline/s does/do not meet the syllabus requirement 
  • the assessment procedures used do not conform with the school’s assessment policy 
  • procedural errors have occurred in the determination of the mark/s and/or grade/ 
  • computational errors have occurred in the determination of the mark/s and/or grade/s 

The Principal, or a nominated representative, will conduct the review. The reviewer will meet with the student and the teacher independently and will prepare a written report. This report will be provided to the student and their parent/guardian.


Reporting is the formal and informal process of regularly and clearly communicating information to parents and students and the various partners in education about student achievement and progress gained from assessment processes. The central purpose of reporting is to support teaching and learning by sharing timely feedback about students’ progress and achievement between students, parents/caregivers and teachers.

Providence Christian College reports student progress and achievement via formal written reports and interviews, and at times adopts other methods such as portfolios, meetings, certificates, electronic reports and informal feedback. Parent Interviews are held after the Semester One Reports are released. In addition students of concern are identified and meetings with parents are arranged.

Informal Reporting

Teachers report informally to parents on student progress throughout the year, in a variety of ways and for a variety of reasons. SEQTA engage is the College’s Parent Portal for ALL Parents, allowing parents to log into the College’s learning management system (SEQTA) and view student academic results and course information.

Formal Reporting

Students are assessed on the basis of how well they have met the criteria and achieved the outcomes of each course of study. 

At the end of each semester parents/carers will be provided with a formal report. The report will include an assessment of the student’s achievement in terms of the Western Australian Achievement Standards 

The formal report provides for each course:

  • include an assessment of student achievement in terms of Letter Grade where:
  • A = excellent achievement
  • B = high achievement
  • C = satisfactory achievement
  • D = limited achievement
  • E = very low achievement
  • for Years 7 to 10 the report provides a Semester mark and Examination mark
  • for Years 11 and 12, the Semester One mark and grade are interim as they are not finalised until the pair of units is completed at the end of the year. The Semester Two report provides the final grade for the course. The examination mark is included for ATAR courses.
  • information on record of attendance, conduct, values development, work habits
  • a comment by the teacher

At the end of the year, Year 12 students only will be provided with a Statement of Achievement, which lists the school mark and grade for each pair of units. These are the results which will be submitted to the SCSA. Successful completion of VET qualifications and endorsed programs are also listed on the statement of achievement. All final grades for Year 12 students are subject to approval by the SCSA at the end of the year. The student (and parent/guardian) will be notified of any changes that result from the SCSA’s review of the student results submitted by the school.

Transfer or Changes Between Courses/Subjects/Units

Senior School Year 10, 11, 12

Should a student commence a course late through changing subjects, they will be at risk of being disadvantaged compared to others in the class. An application to transfer between subjects is made through the Head of Secondary in consultation with the Head of the Learning Area/LAC/TIC. A meeting may be held with the parent/guardian and the student to discuss student progress and the requirements necessary for the student to move to another subject , an assigned grade in the pair of units into which they wish to transfer and any prerequisites that may be required in the subject transferring to.

At Providence the deadline for student transfers in a Year 11 subject or a Certificate course is Friday of week Four in Term One. When a student transfers to a different course within the same subject (eg English ATAR to English General Year 11) or to a similar course (eg Human Biology ATAR to Human Biology General or Integrated Science General Year 11) the marks from completed assessment tasks will be used, where they are appropriate, for the unit into which the student is transferring. These marks may be statistically adjusted to ensure that they are on the same scale as the marks for all students in the new class.

Students who have not received a pass at the end of Semester One in Unit One may be eligible to transfer to another subject to complete Unit Two. Students wishing to transfer at this point must apply for permission from the Head of Secondary and in consultation with the Head of Learning Area/LAC/TIC.

When a student transfers to a different unit in a dissimilar course (ie Biology to Mathematics Application) after the Semester One Examination, the student will be given credit for the Semester One unit and will be enrolled in the Semester Two unit of the new course. Students cannot transfer between Certificate courses.

Where additional work and or assessment tasks are necessary to enable a grade to be assigned, the teacher will develop an individual education plan showing the work to be completed and /or an adjusted assessment outline. The plan or adjusted assessment outline will be discussed and provided to the student.

Students who have completed Year 11 and are at risk of not achieving a WACE or not meeting training provider selection criteria or university entrance requirements are counselled by the Head of Secondary/HOLA/LAC/TIC to consider changing courses or units for Year 12.

Recommendation not to study a subject

Year 11 and Year 12 students

The staff have your child’s best interest at heart and will always aim to give advice that will assist them to achieve the best possible result in order to achieve their WACE at the end of Year 12 without causing unnecessary stress in their two Senior Years of schooling.

If a parent and the child chooses to continue to study the course/s not recommended they will then be required to sit a test, in Week Three of Term One to determine eligibility to continue in that course. The parent and child will be notified in writing of the result in Week Four of Term One. If a PASS result is not achieved they will automatically be withdrawn from the course/subject and will need to choose another subject/s on that grid line/s that they will be eligible to study.

Both Parent and child must also be aware that all work taught in the new subject in Weeks 1-4 must be completed within the time given to achieve a pass in that subject. They will move to the new subject in Week Five of Term One.

If their child has been given permission to continue in that subject/s, (achieved a pass) the following must be agreed to and adhered to:

  • Attend weekly/fortnightly tutoring
  • Regularly consult with his/her teacher to seek feedback and advice.
  • Become familiar with the Year 11 syllabus for that subject and put in extra hours of work to understand the content being taught.
  • Have a systematic and workable Study Programme ensuing the required amount of time (at least 3 hours a night) be given to study and homework.
  • Keep up to date with all homework and assignment work and complete by the required date.

We understand that as a Parent/Guardian it is your decision to adhere to this recommendation or not. We as staff will respect your decision until the test has been completed in Week Three of Term One.

We as always, will continue to do our best to assist your child in their education whilst at the College.

Both Parents and Students will be required to complete, sign and return an acknowledgement Form.

Transfer From Another School

It is the responsibility of any student who transfers into a class from the same course at another school, to provide the school with evidence of all completed assessment tasks. The Head of School may contact the previous school to confirm:

  • The part of the syllabus that has been taught
  • The assessment tasks which have been completed
  • The marks awarded for these tasks.

The teacher in consultation with the HOLA/LAC/TIC of the subject and learning area will determine how the marks from assessment tasks at the previous school will be used.

Marks may need to be statistically adjusted to ensure that they are on the same scale as those at Providence.

  • Determine the additional work, if any, to be completed.
  • Determine the additional assessment tasks, if any, to be completed to enable a grade to be assigned.
  • Where additional work and or assessment tasks are necessary, the teacher will develop an individual education plan showing the work to be completed and/or an adjusted assessment outline. The plan and/or the adjusted assessment outline will be discussed with the parent/guardian and provided to the student.

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