Victorian Curriculum and
Assessment Authority
Annual Report 2014–15
Authorised and published by
Victorian Curriculum and Assessment Authority
Level 1, 2 Lonsdale Street
Melbourne VIC 3000
ISSN 2204-0498 (Print)
ISSN 2204-0501 (Online)
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October 2015
The Hon. James Merlino MP
Deputy Premier and Minister for Education
1 Treasury Place
East Melbourne Victoria 3002
Dear Minister
In accordance with the Education and Training Reform Act 2006 and the Financial
Management Act 1994, I am pleased to present the Victorian Curriculum and
Assessment Authority Annual Report for the year ending 30 June 2015.
Yours sincerely
Chris Wardlaw
Chair
Contents
Report of operations—year in review
Report of the Chair
Report of the Chief Executive Officer
Objectives and functions
Vision
Mission
Values
Outcomes for learners
Outcomes for educators
Key achievements
Working with the community
International programs
Early Years and Foundation–10
Senior Secondary
Future plans and challenges
Summary of financial results
1
1
3
7
7
7
7
7
8
8
10
12
13
17
22
24
Report of operations—governance and organisational structure
Ministers
VCAA Board
Senior executives
Committees of the VCAA Board
Organisational structure (as of 30 June 2015)
25
25
25
30
32
34
Report of operations—workforce data
Occupational health and safety
Industrial relations
Workforce data
35
35
36
36
Report of operations—other disclosures and attestations
Victorian Industry Participation Policy
Consultancy expenditure
Freedom of Information
Compliance with the Building Act 1993
National Competition Policy
Compliance with the Protected Disclosure Act 2012 (formerly
Whistleblowers Protection Act 2001)
Additional information available on request
Risk attestation compliance statement
38
38
38
38
39
39
39
41
42
Financial statements
43
Notes to the financial statements
51
Appendices
92
Report of operations—year in review
Report of the Chair
What students learn, understanding how they learn, and knowing what students have
learned is central to the development of Victoria as the Education State. The curriculum
and assessment functions of the VCAA play a crucial role in realising the vision of
creating lifelong learners as a result of their learning and development experiences as
children and young people.
This year, the VCAA has taken on many new challenges and has introduced exciting
new initiatives that will ensure all Victorians have access to world-class curriculum and
assessment programs. It is my privilege to outline some of these initiatives and to
highlight the VCAA’s outstanding achievements in 2014–15.
The VCAA continues to provide curriculum and assessment resources to support
educators and learners from the early years through to senior secondary level.
The VCAA is committed to supporting the foundational learning and development of
children in the early years. This is a time when engagement and exploration of their
capabilities is crucial. The VCAA has developed new resources to support the
professional development of staff in the Early Childhood sector, including offering
professional development programs and workshops. The VCAA also convened an
Assessment for Learning Early Years Advisory Group to guide professional
development programs and to evaluate the Assessment for Learning—Supporting Early
Years Networks Training Manual.
The VCAA also delivered many professional development programs for AusVELS to
assist schools with whole-of-school curriculum planning. The AusVELS Curriculum
Planning Resource website attracted nearly 30,000 users in 2014–15. We also
conducted a school-readiness trial for the implementation of the new Digital
Technologies curriculum.
VCE offerings are under continuous improvement to ensure our curriculum meets
contemporary and emerging needs. The VCAA appoints expert panels to review VCE
study designs and ensure that students have access to relevant resources that will
enable them to become active and responsible global citizens, with pathways into
rapidly evolving and international industries. In 2015, the VCE studies for Art, Studio
Arts, Music, Texts and Traditions, Religion and Society, Business Management,
Economics, Food and Technology, Physical Education and Global Politics are all being
reviewed with this end in mind. Two new study designs were implemented in 2015:
VCE Algorithmics, a Higher Education Scored Study, and Units 1 and 2 of Chin Hakha,
a language of Myanmar.
The development of a Northern Hemisphere Timetable (NHT) VCE is a great example
of the VCAA’s commitment to innovation and educational advancement. The NHT VCE
will begin with Units 1 and 2 offered in September 2015, and the first end-of-school
NHT VCE examinations will be held in June 2017. It will encourage partnerships
between Victorian and international schools, and offer more flexibility and choice for
Victorian schools and students locally and abroad. The introduction of the NHT will
certainly reinforce the VCAA as a world leader in education and at the same time gain
great feedback on our curriculum from students studying in different contexts.
The VCAA has maintained its outstanding reputation for assessment and reporting. The
task of coordinating the annual VCE examinations is extraordinary. In 2014, the VCAA
administered VCE examinations to more than 82,000 students across Victoria. The
VCAA issued an astonishing 258,811 study scores to more than 76,300 students.
Senior secondary completion rates were also impressive in 2014. During the annual
end-of-year results release, the VCAA recorded 48,809 VCE completions and 12,770
VCAL completions. The VCE (Baccalaureate), an additional achievement recognition
Report of operations—year in review
1
for students studying another language and mathematics, was issued to 3828 students
for the first time in 2014.
In 2014, National Assessment Program—Literacy and Numeracy (NAPLAN) tests were
administered to more than 250,000 students in Victoria, and by mid-June 2015 the
VCAA had completed the marking of more than 275,000 NAPLAN tests, including the
NAPLAN writing tests administered in Tasmania. The 2014 NAPLAN reports for
parents were delivered to schools two weeks earlier than the previous year. This is a
clear demonstration of the VCAA’s commitment to improving efficiency in test marking.
The success of VCAA curriculum and assessment programs is evident in the various
events organised to celebrate student achievement. The VCE Season of Excellence is
an impressive showcase of student achievement in VCE and VCE VET that provides us
all with a glimpse of the future of technology, design and the visual and performing arts.
The high level of attendance at the VCE Season of Excellence events and exhibitions
demonstrates our community’s willingness and enthusiasm for engaging in arts, design
and technology education. The Season of Excellence allows our students to exhibit
their talents in Melbourne’s most iconic arts and cultural venues.
The Board was deeply impressed by the 152 works displayed in Top Screen, Top
Designs, and StArt Up: Top Arts. To show our appreciation, we established the VCAA
Board Appreciation Award. This new award recognises the hard work, talent and
dedication of these young artists, who each have incredibly bright futures in their
chosen fields.
The VCAL Achievement Awards honoured many remarkable VCAL students, teachers
and providers. The stories of students who have undertaken the VCAL were truly
inspiring, reminding us all of the importance of a senior secondary qualification that
allows students to explore learning pathways that meet their various learning styles.
The transition to a new State Government in December 2014 has led to many changes
in the education portfolio. The VCAA will continue to work closely with the new Minister
for Education, the Hon. James Merlino MP, and the Department of Education and
Training to develop and implement the Education State vision. The year ahead is sure
to be full of important developments across the entire sector and the VCAA will play its
central part.
My thanks to all VCAA Board members for their strong leadership; their commitment,
creativity and professionalism speak volumes of their calibre. I also wish to
acknowledge the outgoing Board members, Richard Bolt, Dr Esmerelda Bamblett, Vicki
Miles and Professor Adrienne Clarke, for their years of service to the VCAA and for
contributing their valued experience and skills.
Equally important has been the resilient stewardship of the Secretary of the Department
of Education and Training, Gill Callister, and the impressive leadership of VCAA CEO
John Firth. John’s knowledge, passion and enthusiasm for education provides great
leadership for the Board. Together with his senior managers and staff, John is
positioning the VCAA to lead Victorian curriculum and assessment in an increasingly
interactive, digital and global world.
Chris Wardlaw
Chair
2
VCAA Annual Report 2014–15
Report of the Chief Executive Officer
Over the 2014–15 reporting period, the VCAA’s continued delivery of high-quality
curriculum and assessment programs made an essential contribution to the learning of
all Victorian students.
We are committed to continuous improvement and innovation. This commitment
ensures that Victoria’s young people engage in the best possible education experience
with well-established resources that assist teaching practice alongside exciting new
initiatives. The VCAA has a long history of curriculum and assessment innovation, and
we are building on that foundation through systematic and strategic planning.
Our focus is on the long-term development of curriculum, assessment and reporting
that is informed by contemporary research about teaching, learning and broader
developmental and educational processes. The VCAA collaborates with other
organisations, state and territory and national and international bodies to develop and
deliver the best possible programs and outcomes across all learning areas. We have
delivered a range of teaching and learning workshops and seminars to support
improved teaching practices and curriculum implementation across Victoria.
The VCAA has continued to make a strong contribution to the development by the
Australian Curriculum, Assessment and Reporting Authority (ACARA) of the Australian
Curriculum in recent years. Significant development work has been undertaken to
prepare the second iteration of AusVELS, the new Victorian Curriculum F–10, which
incorporates both the Australian Curriculum and Victorian priorities.
The VCAA maintains a high level of expertise and program development in testing and
assessment. This applies to full cohort assessment programs and to high-quality
formative assessment for use in classrooms.
The VCAA is also working towards expanding the digital delivery of curriculum and
teaching resources, as well as reporting systems, examinations, testing and marking.
The VCAA Board has endorsed a refreshed strategic plan that commits the VCAA to
further development of digital delivery and an increasingly international perspective for
all of our work.
International
The VCAA continues to work closely with Victorian schools, tertiary providers and other
government departments to promote and develop key policy frameworks for expanding
the delivery of educational products and services internationally. We actively engage
with the challenges of an increasingly global environment, and draw on international
experience as it applies to education in Victoria.
As a result of our collaboration with key local and international partners, schools in
China, the Middle East, South Africa, Vanuatu and Timor Leste are continuing to deliver
and expand their use of VCAA curriculum and assessment programs.
In 2014, the VCAA committed to offering a Northern Hemisphere Timetable (NHT) for
the VCE beginning with Units 1 and 2 in September 2015. A timetable for Unit 3 and 4
subjects will follow from September 2016 to June 2017. The new timetable will provide
more opportunities for Victorian schools interested in forming partnerships with schools
overseas. This will increase the expansion of the VCE internationally to the benefit of
Victorian schools and students.
The NHT will also be available to Victorian schools that wish to provide more flexibility
for Victorian students. We expect that this will take time to grow but we have begun
discussions and will work with Victorian schools interested in offering the new
timetable.
Report of operations—year in review
3
Victorian Early Years Learning and Development Framework
The VCAA will manage a review and update of the Victorian Early Years Learning and
Development Framework (VEYLDF) during 2015–16, in partnership with DET
colleagues and in consultation with practitioners, researchers and policymakers.
The revised VEYLDF will be designed to guide evidence-based practice including new
understanding of learning within the birth-to-three-years period, reflecting collaboration
across the early years disciplines to improve outcomes for children. A series of
supporting documents will be identified to influence ongoing implementation.
We are responsible for developing, delivering and supporting assessment practice in
the early years. This is part of a wide-ranging reform program involving education
professionals across all early years networks. Our work on assessment in the early
years is of particular significance. Together with university partners, our early years unit
is involved in pioneering work that will assist early childhood professionals to identify
children’s progress by using a broad range of assessment strategies.
We assist providers in understanding and using the VEYLDF to enhance early learning.
As part of our commitment to improved practice and support in the early years
profession, the VCAA has delivered a range of professional learning resources,
including seminars, workshops and the Assessment for Learning Training Manual.
AusVELS/Australian Curriculum
The VCAA has continued its strong contribution to the development of the Australian
Curriculum, and we are working closely with sector authorities in the Victorian
government, Catholic and independent sectors to ensure a coordinated approach to the
development and implementation of the Australian Curriculum in Victoria.
The implementation of AusVELS continued throughout the reporting period, and our
senior curriculum staff are all actively involved in development work within their
respective learning areas. This work will soon lead to the release of a new curriculum
that will replace the AusVELS in 2017. The Victorian Curriculum F–10 will incorporate
the Australian Curriculum and reflect Victorian priorities and standards.
I continued my role as a member of the ACARA Board until May 2015, having been
nominated by the Minister for Education during 2013–14. Dr David Howes, our
Executive Director, Curriculum, has since been appointed to the ACARA Board, in June
this year.
Our strong partnership with DET continued in 2014–15, providing regional offices and
school leadership teams with up-to-date information about Foundation–10 curriculum
planning and reporting. An extensive range of professional development programs has
been facilitated by VCAA staff to support the familiarisation, planning and
implementation of the AusVELS curriculum.
The VCAA has also conducted a school-readiness trial for the implementation of a new
curriculum area, Digital Technologies, to explore the challenges associated with its
implementation. The Digital Technologies curriculum will be released in the second
iteration of the Foundation–10 curriculum.
As part of a National Partnership Agreement, the VCAA is managing the MoneySmart
Teaching Project in Victoria. The project aims to increase consumer and financial
numeracy and literacy in Victorian schools. The VCAA is also assisting the World Bank
Group in collecting relevant information for Victoria as part of the World Bank Group’s
research on international educational practices in the area of budget literacy.
National Assessment Program—Literacy and Numeracy
ACARA coordinated the development of the NAPLAN tests in consultation with the
VCAA and the other state and territory test administration authorities, the
Commonwealth Government, and non-government school representatives.
4
VCAA Annual Report 2014–15
In 2014, the VCAA marked approximately 255,000 Victorian NAPLAN tests, and was
also responsible for marking approximately 24,000 Tasmanian NAPLAN writing tests.
NAPLAN 2014 reports to parents for Victorian students were delivered ahead of
schedule and within budget. The results were delivered to schools in September 2014,
two weeks earlier than the delivery of results in 2013.
In 2015, the NAPLAN tests were held in May. Staff from across the VCAA contributed
to their successful delivery to more than 250,000 Victorian students from approximately
2300 schools.
The tests were administered by school staff, supported by VCAA training and
resources. I would like to thank the teachers and principals throughout Victoria for their
support in ensuring that the implementation of this national program was successful.
Victorian Certificate of Education
The VCE continues to be a highly valued, end-of-school certificate accepted
internationally as the basis for selection into university study. It is a high-quality
curriculum undertaken by the overwhelming majority of Victorian Year 12 students. The
VCE is also offered by schools in China, Vanuatu and Timor Leste, working in
partnership with Victorian schools.
The security and integrity of VCE examinations remains one of our top priorities. The
2014 examinations were conducted and marked accurately, securely and on schedule.
Online marking of VCE examinations continued to grow in 2014, allowing the VCAA to
employ marking staff from across Victoria and improve the efficiency, timeliness and
accuracy of our marking processes.
In 2014, results for all students were reported and distributed accurately and on
schedule. This achievement requires substantial effort and coordination of staff. Our
examination-setters, chief assessors, markers and numerous casual staff operate a
24-hour, seven-day-a-week program from October to early December to ensure that
students receive their results in mid-December. This effort and commitment from staff
allows students time to receive feedback, advice and counselling before finalising their
tertiary entrance applications.
Two new study designs were implemented in 2015. VCE Algorithmics, a Higher
Education Scored Study with credit recognition in both VCE and as a first-year
university course, was introduced at Unit 3 and 4 level in 2015. Units 1 and 2 of Chin
Hakha (a language of Myanmar) were also implemented in 2015 with Units 3 and 4 to
follow in 2016. A further 10 VCE studies are in review during 2015. They are: Art,
Studio Arts, Music, Texts and Traditions, Religion and Society, Business Management,
Economics, Food and Technology, Physical Education and Global Politics.
The VCAA continues to provide students with a range of pathways and forms of
recognition as they complete senior secondary studies. In 2014, the VCE
(Baccalaureate) and Industry Pathways programs were successfully integrated into the
VCE. The VCAA launched Industry Pathways in four industry areas: Building and
Construction, Community Services and Health, Manufacturing and Engineering, and
Sport and Recreation.
In addition, two new VCE VET programs were approved for implementation in 2015.
These are VCE VET Applied Languages, which includes a Certificate II and
Certificate III qualification, and VCE VET Electrical Industry, which includes two distinct
Certificate II qualifications.
The VCAA also provided information and advice to international education authorities
regarding the inclusion of vocational education within senior secondary certificates of
education.
Victorian Certificate of Applied Learning
The VCAL is a well-established and respected senior secondary certificate that
provides a vital vocational pathway for senior secondary students. VCAL providers
Report of operations—year in review
5
comprise government, Catholic and independent schools, TAFE institutes, and Adult
and Community Education centres.
VCAL enrolments continued to grow and we have new providers offering the VCAL
each year. In 2014, there were 23,262 certificate enrolments with 442 VCAL providers.
In 2015, six new providers commenced delivery of VCAL.
The annual VCAL awards ceremony was a great success this year and provided the
opportunity for students to share their inspiring stories of how they have developed and
thrived under the applied learning of VCAL. Many VCAL students reported that the
VCAL allowed them to engage in practical hands-on learning and to pursue an area of
specific vocational interest. A special feature of this year’s VCAL Awards was the
launch of the Lynne Kosky Memorial Scholarship. This scholarship is a fitting tribute to
the former Education Minister’s incredible contribution to the development of the VCAL.
The VCAL continues to cement partnerships between schools and communities,
especially in rural Victoria.
We are working to further develop pathways from VCAL into higher-level VET studies
and, in some cases, vocationally oriented university study. Many students who have
completed the VCAL go on to further training at TAFE institutes, and some universities
are now offering places to VCAL graduates.
VCAA Board
The Board has continued to review and refine its strategic plan, ensuring that quality
and integrity of curriculum and assessment in Victoria is maintained and consistently
meeting the changing demands in schools locally and abroad.
As Chair, Chris Wardlaw continued his exemplary leadership of the Board and I thank
him for his passion and enthusiasm for strengthening Victoria’s education system.
Dr Esmeralda Bamblett was appointed to the VCAA Board in July 2003 and retired in
October 2014. Vicki Miles served on the Board from July 2008 until May 2015, and
Professor Adrienne Clarke served on the Board from June 2012 until May 2015.
Richard Bolt left our Board in December 2014, and the new Secretary of the
Department of Education, Gill Callister, joined the Board. I would like to thank our
former Board members for their valuable contributions and commitment to continuous
improvement.
The Governor in Council has appointed Professor Wayne Hodgson and Ms Pauline
Jelleff as members of the VCAA. Both Professor Hodgson and Ms Jelleff started their
appointments on 1 June 2015. I look forward to working with them in the years ahead.
The quality of Board input is essential to driving change and building the best possible
education system with valuable teaching and learning resources. All our Board
members have exceptional knowledge and experience that will drive change and
ensure that the best possible curriculum and assessment programs and services are
available to Victorian teachers and their students.
Finally, I would like to thank VCAA staff for their continuing commitment to our work.
They actively engage in the shared purpose of improving learning experiences for all
young Victorians. They work with a large team of casual staff, volunteers, advisory
groups and working parties, and stakeholder representatives to ensure that we deliver
the highest-quality curriculum and assessment. It is a privilege to lead them.
John Firth
Chief Executive Officer
6
VCAA Annual Report 2014–15
Objectives and functions
The Victorian Curriculum and Assessment Authority (VCAA) came into operation on
1 March 2001, succeeding the Board of Studies. It was established under the Victorian
Curriculum and Assessment Authority Act 2000 (repealed) and is continued under the
Education and Training Reform Act 2006 (the Act).
The VCAA operates within the scope of the functions and powers conferred upon it by
Part 2.5 of the Act and other relevant legislation.
Under the Act, the VCAA is responsible for:
• developing high-quality courses and curriculum and assessment products and
services
• providing linkages that will facilitate movement between those courses and other
courses
• carrying out functions as a body registered under Chapter 4 of the Act.
Vision
To be a global leader in curriculum, assessment and reporting.
Mission
To provide high-quality curriculum, assessment and reporting that enables lifelong
learning.
Values
The VCAA shares the core values of the Department of Education and Training:
• collaboration and knowledge sharing
• outcomes
• respect and diversity
• empowerment.
Outcomes for learners
Early Years
Children build foundational learning and development capabilities.
Foundation–10
Students gain a breadth of knowledge, skills and personal attributes for selfdevelopment and further study.
Senior Secondary
Young people are well prepared for adult educational, social, economic and civic
participation.
Report of operations—year in review
7
Outcomes for educators
• Design and delivery of study programs informed by contemporary teaching and
learning principles.
• Accurate assessments of how well learners are progressing, where improvements
are required and which interventions are likely to succeed.
• Improved knowledge of learning and the capacity to foster learning.
• Effective support of learners during transitional stages from birth to adulthood.
Key achievements
The following major achievements, specific to the VCAA outcomes, occurred during the
reporting period.
Early Years and Foundation–10
• The development of the Assessment for Learning—Supporting Early Years Networks
professional learning program was completed in 2014.
• The VCAA convened an Assessment for Learning Early Years Advisory Group to
operate across the period of delivery and the external evaluation of the Assessment
for Learning—Supporting Early Years Networks Training Manual.
• A diverse range of professional development opportunities were organised and/or
facilitated by VCAA to support comprehensive whole-school curriculum planning and
the development of teaching and learning programs based on the AusVELS
curriculum.
• In 2014, the VCAA committed to managing the MoneySmart Teaching Project in
Victoria, as part of a National Partnership Agreement. The VCAA is also assisting the
World Bank Group in collecting relevant information for Victoria for its research on
international educational practices in the area of budget literacy.
• Following the VCAA’s initial licensing of the On Demand assessment application to
the Northern Territory Department of Education and Training in 2013, the licence has
been renewed for 2015. The Northern Territory Department of Education and
Training has provided positive feedback about the application.
Senior Secondary
In its Strategic Plan 2014–18, the VCAA committed to:
• develop, deliver and evaluate high-quality curriculum and senior secondary
curriculum programs
• deliver quality-assured VCE assessment programs
• expand digital delivery of curriculum documents, testing and marking
• broaden and strengthen senior secondary programs and pathways.
The following achievements have assisted the VCAA to meet these commitments:
• In 2014, the VCAA committed to offering a Northern Hemisphere Timetable VCE
beginning with Units 1 and 2 in September 2015. A timetable for Unit 3 and 4
subjects will follow from September 2016 to June 2017, with examinations in May and
June 2017.
• Two new study designs were implemented in 2015:
‒ VCE Algorithmics (Higher Education Scored Study [HESS])—a Unit 3-4 study with
credit recognition in VCE and as a first-year university course
‒ Units 1 and 2 of Chin Hakha (a language of Myanmar), with Units 3 and 4 to be
implemented in 2016.
8
VCAA Annual Report 2014–15
• Ten VCE studies were in review during 2015: Art, Studio Arts, Music, Texts and
Traditions, Global Politics, Business Management, Economics, Food and
Technology, Physical Education, and Religion and Society.
• The new study VCE Bridging English as an Additional Language was developed in
2014 and will be implemented in 2016.
• Three new VCE language studies are in development: VCE Karen; Vietnamese First
Language; and Chinese Language, Culture and Society (provisional title).
Consultation drafts of VCE Karen and Vietnamese First Language study designs
were made available in 2015. It is expected that implementation of the studies will
begin in 2016.
• Following the successful implementation of the VCE Extended Investigation as a
scored VCE study in 2014, enrolments in the study increased in 2015.
• Additional forms of recognition, the VCE (Baccalaureate) and Industry Pathways
programs, have been successfully integrated into the VCE.
• The 2015 annual audit of school-based assessment has commenced. In 2014, a total
of 1902 audits were completed. The audit notification process has been improved this
year by providing, through the Victorian Assessment Software System (VASS), the
capacity for schools and VCE providers to track the status of their audits.
• VCE VET Furnishing was redeveloped during 2014 for implementation in 2015.
Continuous improvement of training packages saw changes made to four additional
VCE VET programs due to updates of units or changes to packaging rules. This was
fewer than usual due to the impending review of all training packages as a
consequence of the new standards for training packages.
• Two new VCE VET programs were approved for implementation from 2015. These
were VCE VET Applied Languages, which contains a Certificate II and Certificate III
qualification, and VCE VET Electrical Industry, which contains two distinct
Certificate II qualifications.
• The VCAA launched Industry Pathways in the VCE and VCAL in four industry areas.
• The VCAA provided information and advice to international education authorities
regarding the inclusion of vocational education within Senior Secondary certificates of
education.
• The VCAA participated in the VET and Career and Technical Education working
group of the Asia Society’s Global Cities Education Network. This saw senior
education officials and researchers from eight cities in the United States, the AsiaPacific region and Switzerland visit Melbourne for a three-day investigative workshop.
This was followed by a four-day symposium in Toronto, Canada, where the Toronto
Career and Vocational Education system was explored.
• VCAL enrolments grew from 546 in 2002 to 23,262 in 2014, with a total of 442
providers comprising government, Catholic and independent schools, TAFE
institutes, and Adult and Community Education centres.
• The following professional development opportunities were provided to support VCAL
providers:
‒ four VCAL Showcase events, in association with the Catholic Education Office
Melbourne, that focused on best-practice VCAL programs and initiatives
‒ the VCAL Induction 2014 workshop for new VCAL providers and teachers
‒ the Victorian Applied Learning Association annual applied learning conference and
induction workshop, presented with support from the VCAA
‒ twelve VET/VCAL statewide briefings.
Report of operations—year in review
9
Working with the community
The VCAA ensures that the diverse nature of Australian society is reflected in all
aspects of its operations. It has a strong commitment to the principles set out in
Victoria’s Multicultural Affairs and Citizenship Policy, Victoria’s Advantage—Unity,
Diversity, Opportunity.
The VCAA is committed to valuing, respecting and meeting the needs of Victoria’s
culturally and linguistically diverse communities, as well as those of women, young
people and Aboriginal people.
Cultural and linguistic diversity
In 2014–15, the VCAA:
• offered 46 languages at VCE level for Victorian students
• provided Foundation–10 standards as part of the AusVELS curriculum for six
categories of languages, including Australian Sign Language (Auslan), the language
of the Australian deaf community
• contributed to the Victorian Government’s plan for the ongoing implementation of its
languages policy, The Victorian Government’s Vision for Languages Education 2013–
2025
• completed the second year of national coordination of the Australia-wide
Collaborative Curriculum and Assessment Framework for Languages Project,
preparing national examinations for 27 small-candidature community languages
• conducted workshops to support teachers of Collaborative Curriculum and
Assessment Framework languages in the development of their languages programs
• implemented a new VCE Collaborative Curriculum and Assessment Framework study
design for Chin Hakha
• devised new VCE study designs for Vietnamese First Language and Karen
• prepared a series of responses to ACARA Languages curriculum documents in
consultation with the Department of Education and Training, the Catholic Education
Commission of Victoria and Independent Schools Victoria
• provided information for parents on the VCAA website about the VCE, the VCAL and
the AusVELS curriculum in 24 community languages
• supported Victorian schools wishing to offer VET Certificate II courses in Chinese,
French, German, Greek, Indonesian, Italian and Japanese at Years 9 and 10
• conducted seminars and workshops on VCE languages and on strategies for
teaching and assessing languages as part of AusVELS, the VCE auditing process, an
introduction for teachers new to VCE languages, and approaches to teaching the
intercultural understanding capability
• provided a professional development program on course-writing for VCE language
studies for teachers and principals from 90 community-based, single-study providers
• provided access to VCE courses and assessment in English as an Additional
Language for students from non-English-speaking backgrounds
• participated on the panel of a symposium conducted by the Immigration Museum
titled ‘Can we talk? Well, can we?—Language: the great divide’ to discuss the
definition of a multilingual society
• presented the keynote address at the annual conferences of the Victorian Indonesian
Language Teachers’ Association and the Victorian Association of Teachers of Italian
and conducted professional learning sessions for the Chinese Language Teachers’
Association of Victoria, the Ethnic Schools Association of Victoria, Victorian
Association of Teachers of Spanish, the Association of French Teachers of Victoria,
the Modern Greek Teachers’ Association of Victoria, the Modern Language Teachers’
Association of Victoria, Australian Catholic University trainee teachers’ forum and the
Victorian School of Languages.
10
VCAA Annual Report 2014–15
Koorie people
The VCAA, in collaboration with the Victorian Aboriginal Education Association Inc. and
the Victorian Aboriginal Corporation for Languages, developed modules to support
schools in the teaching of Koorie languages.
The VCAA participated in a project to develop Koorie cross-curricular protocols for
Victorian government schools. These protocols aim to guide schools in their
consultations with the Traditional Owners or Custodians of the land and support
meaningful learning for Victorian students about Koorie and other Aboriginal and Torres
Strait Islander cultures, traditions, histories and experiences. Strong, ongoing support
has been provided for these projects by the Koorie community.
Koorie language programs are currently offered at Bright P–12 College, Chaffey
Secondary College, Gowrie Street Primary School in Shepparton, Heywood and District
Secondary College, Mildura Primary School, Robinvale Primary School, Swan Hill
Primary School and Thornbury Primary School. These schools are using the VCAA
interactive website and the materials developed by several curriculum working groups.
The VCAA continued to offer professional learning workshops and curriculum
resources to support schools that are teaching, or planning to teach, the VCE
Indigenous Languages study, Indigenous Languages of Victoria: Revival and
Reclamation.
The VCAA participates in a working group set up by the Victorian Aboriginal Education
Association Inc. The group aims to promote the teaching of Aboriginal and Torres Strait
Islander cultures, histories and languages in Victorian schools and to compile a register
of quality resources in this area for use in schools. The VCAA works in a further project
group, hosted by DET, which is preparing curriculum material on the lives of
distinguished Aboriginal community members based on material available in the
Victorian Indigenous Honour Roll.
The VCAA provided feedback on the draft Australian Curriculum Framework for
Aboriginal Languages and Torres Strait Islander Languages.
Women
The VCAA is committed to the promotion of gender equality, both in its communication
with schools and within its own workforce. In developing educational programs that
remain fair and accessible by males and females, the VCAA assures a commitment to
equity and diversity at all times.
Youth
The VCAA continues to provide advice and support for young people to help them
make informed choices about pathways that will direct them into work and further study.
This support includes the provision of a wide range of study options in the postcompulsory years of schooling.
The VCAA also supports young people by providing a telephone and email enquiry
service, a range of publications offering advice on post-compulsory study options, faceto-face advice to students at education expos and a post-VCE and VCAL results call
centre service, established in collaboration with the Victorian Tertiary Admissions
Centre (VTAC).
The VCAA celebrates and promotes young people’s achievements in several ways:
• The VCE Season of Excellence is an annual festival that showcases a representative
sample of exemplary work by VCE students from the previous year. Students that
participate in the Season of Excellence come from government, independent and
Catholic schools from across Victoria. Works in design, technology, media and the
visual arts are presented in two exhibitions: Top Designs and StArt Up: Top Arts. Top
Screen, a short film program, screens films created by Media students. The
performing arts subjects are showcased in the Top Class concert series with a final
Report of operations—year in review
11
•
•
•
•
event, Top Acts, selected from these concerts. VCE Season of Excellence events are
complemented by associated education programs, publications and online content
The VCE Leadership Awards recognise the efforts of VCE students in promoting
leadership and participation in their local school and wider community. The awards
celebrate students who demonstrate initiative, inspire others, work well in a team and
are committed to making a difference.
The VCAL Achievement Awards recognise the outstanding achievements of young
people who participate in the VCAL, as well as the contributions and achievements of
VCAL teachers and partner organisations in the development and delivery of
innovative VCAL programs.
The VCAA Plain English Speaking Award provides an excellent opportunity for
students to build self-confidence and extend their skills in oral communication,
speech-writing and research. The VCAA coordinates the Victorian section of this
national public speaking competition and the state winner attends the national final
each year.
The Margaret Schofield Memorial scholarships are coordinated by the VCAA on
behalf of the Margaret Schofield Memorial Trust. There are two types of scholarships
available to VCE students from government schools: the Music Performance
Scholarship is awarded to students who have studied VCE Music Performance or
Music Investigation as soloists. The Music Composition Scholarship is awarded to
students who have studied VCE Style and Composition, VCE Music Investigation or
VCE Music Performance. The recipients are students who have been accepted into a
tertiary course in music and are committed to a career in music performance and/or
composing.
People with a disability
The VCAA continued to implement the DET Disability Action Plan, and to review and
refine its processes to meet the needs of people with a disability. Each division has
contributed to the action plan, which is aimed at improving outcomes for people with a
disability in relation to accessible curriculum, assessment, consultation, information and
communication, employment, physical access to facilities, and awareness among staff.
Special arrangements are made each year to ensure equitable access for all students
undertaking examinations, including checking the accessibility of rooms within
examination venues, allowing time for students to enter and leave rooms, and
permitting support people and Auslan interpreters to be present during examinations.
Work was undertaken at the VCAA offices to improve accessibility and safety for VCAA
staff and visitors including study review and examination panel members.
The 2015 VCE Season of Excellence included events and information designed to
improve accessibility for people with a disability, their carers and families. Season of
Excellence and museum staff offered audio tours at Top Designs at Melbourne
Museum. Auslan interpreters and braille programs were available at the Top Acts
concert at the Melbourne Recital Centre. The Australian Centre for the Moving Image
provided a hearing loop for use during screenings for Top Screen. Appropriate seating
facilities for people with vision impairment and those in wheelchairs were provided at
Top Class and Top Acts. Details about accessibility at all Season of Excellence event
venues were available on the Season of Excellence web pages.
International programs
The VCAA international program promotes partnerships between Victorian and
overseas education providers and brings significant benefits to participating students,
schools and teachers.
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VCAA Annual Report 2014–15
More than 2900 students participated in offshore VCAA curriculum and assessment
programs offered by 23 providers worldwide in 2014. The VCAA granted licences to
five new VCE providers in China.
The VCAA continues to work closely with Victorian schools, tertiary providers and
government departments to promote and develop key policy frameworks for the
delivery and expansion of school-sector education internationally.
Early Years and Foundation–10
Early Years
The VCAA manages the implementation of the VEYLDF in partnership with DET. The
VEYLDF is aligned with the Early Years Learning Framework for Australia and links to
the AusVELS curriculum in the early years of school.
Achievements
• Fifteen early childhood consultants and local network facilitators undertook the VCAA
accreditation process developed for the delivery of the Assessment for Learning—
Supporting Early Years Networks professional learning program.
• The VCAA, in partnership with DET, developed a funding model and accreditation
process to support Round 1 of the Assessment for Learning—Supporting Early Years
Networks professional learning program in nine early years multidisciplinary networks
in Victoria.
• The Assessment for Learning Early Years Advisory Group advised the VCAA and
DET on emerging opportunities and issues about delivery of the Assessment for
Learning—Supporting Early Years Networks professional learning program, the
impact of the professional learning program and related resource development, and
opportunities for maximising local, national and international research, and policy and
practice partnerships.
• An external evaluation of Assessment for Learning—Supporting Early Years
Networks professional learning was conducted by Urbis Pty Ltd, and an evaluation
process and tool has been developed for the VCAA to monitor ongoing professional
learning and support continuous improvement and ongoing revision.
• Four Early Years twilight seminars were developed with the VCAA and researchers to
support ongoing communication with the early years sector (September 2014–June
2015). An interactive model of communication was developed for the Early Years
twilight seminars in collaboration with the Bastow Institute of Educational Leadership.
This initiative provided the opportunity for early childhood professionals across
Victoria to hear about collaborative research and to consider opportunities to deepen
their assessment practice. The seminars were: Understanding and supporting young
writers; Babies and toddlers: Amazing learners; Early Years assessment practice in
multidisciplinary networks; and Developing thinking skills through the arts. These
seminars were delivered as face-to-face presentations and via videoconference in 17
early years sites.
• A web-based resource that links assessment in the early years with school
curriculum, Supporting English as an Additional Language—Transition to School, was
completed in partnership with DET and Dr Priscilla Clarke, OAM.
• The Understanding and Supporting Young Writers Research Project was developed
and implemented in partnership with the VCAA and Dr Noella Mackenzie, Charles
Sturt University, focusing on early literacy development and specifically on the
relationship between drawing and learning to write, writing development across the
early years, and the transition experience for early writers from early childhood to
school settings.
Report of operations—year in review
13
• Professionals from schools and early childhood education and care services clusters
participated in the Understanding and Supporting Young Writers Research Project,
attending a series of seminars to engage in evidence-collection with small groups of
children in the classroom and early childhood settings, and to engage in ongoing
dialogue with colleagues.
Foundation–10 curriculum
The VCAA develops curriculum for the Foundation–10 years of schooling, as well as a
range of curriculum and assessment support materials to assist teachers implement
their teaching, learning and assessment programs. The VCAA also provides timely and
high-quality advice to its stakeholders about implementing curriculum and developing
teaching and learning programs.
AusVELS
AusVELS is the Foundation–10 curriculum for Victorian government and Catholic
schools. AusVELS incorporates four Australian Curriculum subjects—English,
Mathematics, History and Science—and the remaining curriculum domains are from the
Victorian Essential Learning Standards (VELS).
AusVELS prescribes a single, coherent and comprehensive set of content and
achievement standards which schools use to plan teaching and learning programs,
assess student progress and report to parents.
AusVELS uses an 11-level structure to reflect the design of the Australian Curriculum
while retaining Victorian priorities and approaches to teaching and learning. It is a
leading example of the effective integration of Australian Curriculum subjects into an
existing state and territory curriculum framework.
The VCAA’s dedicated AusVELS website, ausvels.vcaa.vic.edu.au, provides the
curriculum, including an overview for each learning domain and the content and
achievement standards. The VCAA website, vcaa.vic.edu.au, provides additional
Foundation–10 curriculum advice and support, including audit and planning templates,
progression point examples, and information about professional development
opportunities for teachers. The AusVELS Curriculum Planning Resource website,
curriculumplanning.vcaa.vic.edu.au, targets school leaders, providing resources to
assess their current curriculum planning practices, identifying strengths and further
challenges in planning and documenting a comprehensive school-wide curriculum.
Achievements
• The AusVELS curriculum website continues to attract high usage, with more than
319,000 users and nearly four million page views, an increase of 30 per cent from the
previous year. Twenty-six per cent of the users of this site were new.
• The AusVELS Curriculum Planning Resource website, launched in February 2014,
has maintained a steady flow of users. There were 28,000 users and 129,000 page
views in 2014–15. The statistics are showing that users go to the website on multiple
occasions over a one- or two-week period and find what they require to support their
curriculum planning.
• An extensive range of professional development programs have been facilitated by
VCAA staff to support the familiarisation, planning and implementation of the
AusVELS curriculum. These programs have engaged professionals from primary and
secondary schools from government, Catholic and independent schools. These
sessions reached approximately 4700 participants.
• The VCAA delivered professional learning to 1120 Victorian teachers for the
MoneySmart Teaching Project, presenting workshops and keynote addresses at
several major state and national conferences.
• Targeted implementation support was provided to small rural primary school
networks to address the challenges of multi-aged classrooms, the lack of specialist
staff and heavy teaching and administrative workloads. A range of approaches were
14
VCAA Annual Report 2014–15
•
•
•
•
•
•
used, including face-to-face workshops, and digital learning opportunities linking
teachers and sharing resources and expertise to explore and develop teaching and
learning programs based on the AusVELS curriculum.
The VCAA hosted a whole-day workshop for 80 delegates representing 43 teacher
professional associations. The aim of this workshop was to support these
associations to deliver high-quality professional learning for their members and place
their work within current policy directions.
The partnership with DET regions continued in 2014–15, providing school leadership
teams with up-to-date information about Foundation–10 curriculum planning and
reporting.
The online AusVELS Update has nearly 4000 subscribers.
Significant development work has been undertaken to prepare the second iteration of
the Foundation–10 curriculum as outlined in the F–10 curriculum planning and
reporting guidelines released in February 2014. This work has involved refining
structure and terminology across the curriculum areas to provide greater consistency,
remove duplication and improve navigation and ease of use.
For the new curriculum area Digital Technologies a school-readiness trial was
conducted to explore the challenges for its implementation. The Digital Technologies
curriculum will be released in the second iteration of the Foundation–10 curriculum.
The primary and secondary schools involved in the Digital Technologies schoolreadiness trial were supported to interpret the curriculum and develop sample units of
work. The findings and artefacts from this trial will be used to support implementation
of this new curriculum area.
Foundation–10 assessment
NAPLAN 2014
The VCAA reported the results of NAPLAN 2014 to schools and parents on schedule in
September 2014. The results were delivered to schools two weeks earlier in
comparison to the release of the 2013 results. Student results were referenced to the
national achievement scale, which consists of 10 bands. Each year level was reported
against a range of six bands where the higher the band, the greater the complexity of
the skills assessed:
•
•
•
•
Year 3: Bands 1–6
Year 5: Bands 3–8
Year 7: Bands 4–9
Year 9: Bands 5–10.
Parents of each child who undertook the NAPLAN 2014 tests were issued with an
individual student report that showed their child’s achievement in reading, writing,
language conventions (spelling, grammar and punctuation) and numeracy. Individual
results were referenced to the national average and to the middle 60 per cent of all
students who completed the test.
The NAPLAN reports included an interpretation of results to assist parents in reading
the report, described the content of each test, and provided a summary of the typical
skills and knowledge assessed at each band for each subject area.
One of the achievement bands for each year level is identified as the National Minimum
Standard for that year level. The National Minimum Standard represents a wide range
of the typical skills demonstrated by students at this level. Students with results in the
band representing the National Minimum Standard typically demonstrate the basic
elements of literacy and numeracy for that year level. These skills are published on the
National Assessment Program website for each learning domain and for each year
level.
Report of operations—year in review
15
Table 1—Relationship between year levels and the National Minimum Standard
Year level
Below NMS
At NMS
Above NMS
Year 3
Band 1
Band 2
Bands 3–6
Year 5
Band 3
Band 4
Bands 5–8
Year 7
Band 4
Band 5
Bands 6–9
Year 9
Band 5
Band 6
Bands 7–10
NAPLAN 2015
The VCAA implemented the NAPLAN 2015 in Victoria in May 2015. More than 255,000
Victorian students from Years 3, 5, 7 and 9 undertook tests of language conventions
(spelling, grammar and punctuation), writing, reading and numeracy within the testing
period.
The tests were developed under the project management of the ACARA. A variety of
item development contractors were responsible for the production of test items.
ACARA coordinated development of the tests in consultation with the VCAA and the
other state and territory test administration authorities, the Commonwealth
Government, and non-government school representatives. An independent
Measurement Advisory Group of experts in educational measurement and assessment
provided advice on the quality of the tests and integrity of the data, and guided the
methodologies applied in constructing and reporting on the tests. To ensure the validity
of NAPLAN testing, all test items were trialled with a sample group of students across
Australia. Results from the trials were used to select the items that were included in the
final tests.
For the first time since the introduction of NAPLAN testing in 2008, two separate
prompts were used for the writing tests—one for Year 3 and Year 5 students and one
for Year 7 and Year 9 students. This change was generally well received by schools
and students.
To ensure that NAPLAN results can be reported on the same assessment scales from
year to year, each year a common-person equating study is conducted with a
representative sample of Australian schools. Equating tests were undertaken in 73
Victorian schools in the weeks before the implementation of the 2015 NAPLAN tests.
Additionally, as in past years, a pairwise comparison of writing scripts was conducted
during the marking of the tests. This process was undertaken in all jurisdictions and
involved markers comparing the relative quality of pairs of scripts from the current and
previous year. This comparison ensures that different writing test prompts do not affect
student results from year to year.
The VCAA was responsible for marking Tasmanian NAPLAN writing tests
(approximately 24,000 tests) as well as Victorian tests (approximately 255,000 tests).
The marking of spelling and written-answer numeracy and reading questions was
undertaken by trained assessors employed by the VCAA’s NAPLAN contractor,
Pearson’s Assessment and Training. In addition to VCAA staff, the training session for
markers of the written-answer reading questions was attended by the ACARA NAPLAN
Reading Project Manager and educational representatives from New South Wales,
Tasmania and South Australia. Marking of all written-answer items was completed by
mid-June 2015.
Achievements
• NAPLAN 2014 reports to parents for Victorian students from approximately 2300
schools were delivered on schedule and on budget. The results were delivered to
schools two weeks earlier in comparison to the release of the 2013 results.
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VCAA Annual Report 2014–15
• NAPLAN 2014 school reports were delivered on schedule via the secure NAPLAN
Data Service and were supported with professional development workshops for
teachers, principals and curriculum leaders at multiple locations across Victoria.
• Tests for more than 255,000 Victorian students were delivered to, administered by
and returned from more than 2300 schools during the NAPLAN 2015 testing period,
within budget and on schedule.
On Demand
On Demand is an online application that provides tests linked to the AusVELS. Both
general ability tests and learning-domain-specific assessments are provided. Teachers
can administer On Demand tests for a single student or an entire class. The application
provides both linear and computer-adaptive tests, where adaptive tests automatically
adapt to the ability of the student sitting them. Tests are available in English and
Mathematics.
On Demand is widely used in Victorian schools for:
• assessing the ability levels of new-intake or late-arrival students
• identifying strengths and weaknesses of individual students
• corroborating teacher judgements of students’ abilities
• assisting in the planning of teaching programs
• assisting in curriculum planning
• longitudinal analysis of student achievement.
Achievements
• Work to upgrade core elements of the On Demand application was completed in
2015, ensuring it remains functional and supportable into the future.
Senior Secondary
The VCAA has responsibility for both the VCE and the VCAL. The VCAA develops
high-quality curriculum and assessments, teacher support materials and related
professional development activities to support the delivery of the two certificates.
The VCAA is also responsible for developing and maintaining the recognition
arrangements for vocational education and training within the VCE and the VCAL.
Senior Secondary curriculum
VCE
The VCAA supports the delivery of the VCE curriculum by providing advice and
resources to teachers, including a wide range of VCAA curriculum materials and
resources on the VCAA website. Implementation sessions are held across the state to
accompany the introduction of revised VCE studies.
The VCE curriculum is subject to rigorous quality-assurance processes through annual
monitoring and cyclical evaluation and reaccreditation to ensure that the highest-quality
curriculum is available to all Victorian students.
The VCE covers a broad range of studies: more than 130 study options are available at
Year 12 level, including 44 languages, 21 VCE VET programs and 13 school-based
apprenticeships and traineeships.
VET programs are fully integrated within the VCE and provide students with credit in
the VCE and credit for national training qualifications issued within the Australian
Qualifications Framework.
Report of operations—year in review
17
VCAL
There are three VCAL levels: Foundation, Intermediate and Senior. Students start at
the VCAL level that matches their needs and abilities. A VCAL student’s learning
program must comprise four compulsory curriculum strands:
• literacy and numeracy skills
• work-related skills
• industry-specific skills
• personal development skills.
Themed VCAL programs are also available. They are intended to provide a learning
program focus linked to skill-shortage areas in the labour market or to job opportunities.
The programs assist students to choose future education, training or employment
pathways such as apprenticeships, VET qualifications or employment.
Students who have completed the Senior VCAL or the VCE are able to enrol in VCAL
Senior Extension (Folio Enhancement). The VCAL Senior Extension is designed as a
further year of study to develop skills, knowledge and understanding in areas where a
folio is required for entry to higher education or employment, such as in the visual arts,
design, photography or music.
VET
VET programs allow students to combine general and vocational studies with Senior
Secondary education. Students are also provided with pathways into training, further
education and employment, and direct experience in business and industry.
Students undertaking vocational education and training through either the VCE or the
VCAL are able to include nationally recognised vocational education and training in
their study program. In Victoria, the term ‘VCE VET’ has been adopted to describe the
formalised arrangements under which VET certificates have been incorporated in the
VCE. Most students undertaking vocational education and training as part of their VCE
or VCAL are enrolled in VCE VET programs.
The VCAA develops VCE VET programs from national training package VET
qualifications or nationally recognised curriculum that can form part of a VCE or VCAL
certificate. Students are able to select from a suite of vocational certificates approved
by the VCAA for inclusion in the VCE or the VCAL.
Students may enrol in a VET certificate undertaken as a school-based apprenticeship
or traineeship program in a range of industry areas promoted by industry stakeholders.
Students undertaking other VET training at or above Certificate II level are eligible for
block credit recognition, which provides broader pathways for VCE students because
they are given access to a range of VET programs and the opportunity to tailor their
studies to local industry requirements and training opportunities. It enables greater
student uptake of school-based apprenticeships and traineeships in a wider range of
industries.
Through both the industry and the work-related skills strands of the VCAL, students are
able to gain credit for vocational education and training undertaken in any industry or
training setting.
VET in Schools enrolments
In 2014, a total of 50,628 students were enrolled in VET with 605 providers. This
resulted in 70,357 certificate enrolmentsi across a range of industries, including 3928
enrolments in school-based or part-time apprenticeships or traineeships. The number
of students enrolled in VET has grown steadily since the program was established.
Enrolments in VET were at their highest in 2014.
i
‘Certificate enrolments’ counts the number of enrolments rather than the number of students; students
may be enrolled in more than one certificate.
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VCAA Annual Report 2014–15
Achievements
• During February and March 2015, 16 VCE briefings for school leaders were
conducted across regional and metropolitan Victoria, covering curriculum updates,
enrolments, school assessment, examination conduct and administration, special
provision, and statistical moderation. The briefings were attended by 465 participants
from 270 schools. Teachers new to the responsibility of managing VCE programs
indicated they found the sessions invaluable in providing an overview of the cycle
from enrolments through to study score calculation.
• VCE Art, Studio Arts, Music, Texts and Traditions, Global Politics, Business
Management, Economics, Food and Technology, Physical Education and Religion
and Society are being reviewed in 2015.
• The VCE (Baccalaureate) was introduced as a VCE pathway in 2014.
• The Industry Pathways Programs became available within the VCE or the VCAL in
2014.
• The VCE Extended Investigation was successfully implemented as a scored VCE
study in 2014, with preliminary enrolments in 2015 indicating an increase. A
professional development/induction day was held for schools offering the course in
2015. Representatives from 23 schools attended this session. An additional session
for schools/providers interested in offering the study in 2016 was attended by
17 schools.
• Annual training days for teachers of studies that include school-assessed tasks
(visual arts, technologies and computing) were conducted, with very good attendance
rates and feedback. Sessions were also conducted online via Collaborate for
teachers unable to attend the training days at the Coburg Assessment Centre.
• The program for Higher Education Studies in the VCE continued to grow, with eight
universities offering eligible VCE students a broad range of first-year undergraduate
studies approved by the VCAA Board.
• Statewide briefings were successfully completed in preparation for implementation
from 2016 for VCE Geography, Computing (currently Information Technology),
English, English as an Additional Language, Bridging English as an Additional
Language, Literature, Mathematics (Foundation, Specialist, Further, Methods [CAS]
and General), Biology, Chemistry, Environmental Science, Physics, Psychology, and
History (Global Empires, Twentieth Century, Australian, Revolutions and Ancient).
There were 170 briefings attended by approximately 5800 people. Additionally, the
sessions were accessible online through Polycom. Video recordings of each session
will, where relevant, be made available via the VCAA website.
• New VCE studies in Algorithmics (HESS) and Chin Hakha were implemented. VCE
Algorithmics (HESS) was implemented for Units 3 and 4, VCE Chin Hakha was
implemented for Units 1 and 2. Nine schools have enrolled 96 students in VCE
Algorithmics (HESS) in this first year of implementation.
• The 2014 VCAL Achievement Awards recognised the outstanding achievements of
young people who participated in the VCAL in 2014. The awards also recognise the
contribution and achievement of VCAL teachers and partner organisations that have
contributed to the development and delivery of innovative VCAL programs. This year,
the VCAL awards celebrated the outstanding achievements of 29 students, five
teachers and four partner organisations. The Chair’s Award was presented to the
Outer Eastern Local Learning and Employment Network for its outstanding
contribution to the promotion and development of the VCAL.
• Six new providers— three government schools, one Catholic school, one Registered
Training Organisation (RTO) and one community provider—were authorised to
deliver the VCAL for the first time in 2015.
• The VCE VET Furnishing program was redeveloped during 2014 for implementation
in 2015. Continuous improvement of training packages saw changes made to four
additional VCE VET programs due to updates of units of competency, new coding or
changes to qualification packaging rules.
Report of operations—year in review
19
• The VCAA launched Industry Pathways in the VCE and VCAL. These have been set
up initially to cover the four industry areas of Building and Construction, Engineering
and Manufacturing, Health and Community Services, and Sport and Recreation.
• The VCAA provided:
‒ statewide briefings on new developments in VCE VET programs and the VET
sector as they related to VCE and VCAL students to more than 700 VET
coordinators, VCAL coordinators, teachers, Local Learning and Employment
Networks, and RTOs in 12 locations during November 2014
‒ professional development seminars in partnership with professional teaching
associations, tertiary providers and RTOs for VCE VET Business, Dance,
Furnishing, Hospitality, Information Technology, Music and Sport and Recreation
programs
‒ workshops for more than 250 teachers and trainers from schools and RTOs
engaged in the delivery of scored VCE VET programs
‒ assistance to Department of Education and Early Childhood Development,
Independent Schools Victoria and the Catholic Education Commission Victoria in
relation to VET in VCE and the VCAL
‒ assistance to Department of Education and Training in the development of School
Based Apprenticeship guidelines and the revised processes for engaging with
RTOs for the provision of VET to VCE or VCAL students in schools
‒ advice to Industry Skills Councils on the structure and content of qualifications
appropriate for students undertaking a senior secondary certificate
‒ assistance to the groups commissioned by the Commonwealth Department of
Education to develop the Core Skills for Work
‒ advice and support to the Australian Government review into Vocational Education
and Training in Schools (VETiS), culminating in the publication of Preparing
Students for Work: A framework for vocational learning and VET delivered to
secondary students
‒ support to the Australasian Curriculum, Assessment and Certification Authorities
VET group and ACARA in gathering data and reporting of VET activity by students
undertaking Senior Secondary certificates.
• Materials were developed to support the implementation of training packages and
scored assessment in VCE VET programs.
• The VCAA:
‒ continued participation in teacher and trainer networks led by Curriculum
Maintenance Managers and other industry organisations
‒ participated in all stages of planning and development with ACARA on the Work
Studies curriculum at Year 9 and Year 10.
Senior Secondary assessment
Victorian Certificate of Education
During the October–November 2014 VCE written examination period, 111
examinations from 108 VCE studies—including the Auslan examination and those
provided by Collaborative Curriculum Assessment Framework for Languages
(CCAFL)—were conducted over 17 days. Further Mathematics, Specialist Mathematics
and Mathematical Methods CAS each had two written examinations in November.
All student examinations were processed and assessed and examination scores
finalised over a period of 56 days.
VCE graded assessment and study scores 2014
Graded assessment comprises School-assessed Coursework or School-assessed
Tasks and external examinations. In 2014, there were 783,599 graded assessments.
The median grade awarded was B and 56.8 per cent of grades were B or higher.
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VCAA Annual Report 2014–15
Table 2 – Study scores 2009–2014
2009
2010
2011
2012
2013
2014
258,184
262,936
260,978
259,007
257,940
258,811
Students with at least one study score
76,208
77,017
76,699
76,493
76,325
76,320
Students with at least one study score of 40+
14,650
14,947
14,737
14,610
14,657
14,740
Students with at least one study score of 50
604
637
624
643
659
622
Number of study scores of 50
684
695
693
706
721
693
Number of study scores issued
VCE VET programs
From 2015, 23 VCE VET programs across 15 broad industry areas comprising 35
distinct qualifications were available. Thirteen VCE VET programs provided students
with the option of undertaking scored assessment of designated Units 3 and 4
sequences.
Scored assessment was available in the following VCE VET programs: Business,
Community Services, Dance, Engineering Studies, Equine Industry, Furnishing,
Hospitality, Information Technology, Integrated Technologies, Interactive Digital Media,
Laboratory Skills, Music Industry, and Sport and Recreation.
The study score for a VCE VET program is calculated through assessments on a set of
coursework tasks and an examination at the end of the year. The score allows students
to use their VCE VET programs for direct contribution to their Australian Tertiary
Admissions Rank (ATAR).
VCAL
The VCAL provides a Senior Secondary credential through which participating students
can receive recognition for their achievements in programs that have traditionally not
provided credit within a formal qualification. This can include recognition of learning that
occurs in structured workplace settings, locally developed programs, community
projects and youth development programs.
Achievements
During the reporting period the VCAA:
• recorded:
‒ 48,809 VCE completions
‒ 12,770 VCAL certificate completions
‒ 3828 VCE (Baccalaureate) completions
‒ 571 students who had successfully completed at least one unit of a Higher
Education study
• delivered to students’ homes:
‒ 80,143 VCE statements of results
‒ 77,521 General Achievement Test statements
‒ 17,352 VET statements of results
‒ 3728 VCAL statements of results
‒ 293 statements of Equivalent Qualification
• delivered to students through their school:
‒ 67,869 VCE statements of results
‒ 33,398 VET statements of results
‒ 18,165 VCAL statements of results
Report of operations—year in review
21
• delivered:
‒ 607 General Achievement Test statements to overseas students (Crawford
Schools)
‒ 424 certificates and 473 statements of results to overseas VCE providers
• provided the VCAA and VTAC joint information service for students, whereby:
‒ 24,425 students accessed their results by SMS
‒ 63,601 students accessed their results online and 31,369 students accessed their
online results via their mobile phones
‒ 15,961 students accessed their results using both the SMS and web services.
Future plans and challenges
The following are planned for 2015–16:
• The VCAA, in partnership with DET, will review and update the VEYLDF 2015–16 in
consultation with practitioners and researchers.
• The revised VEYLDF will be designed to guide practice for the next five years of
reform, reflecting multidisciplinary collaboration within and across the early years and
a deeper focus on assessment for learning to improve outcomes for children. A series
of supporting documents will be identified in ongoing implementation.
• The second iteration of the Foundation–10 curriculum, the Victorian Curriculum F–10,
is due to be released in the second half of 2015. As outlined in the F–10 curriculum
planning and reporting guidelines, this second iteration will incorporate the remaining
Australian Curriculum learning areas and four capabilities.
• The Victorian Curriculum F–10 will incorporate the Australian Curriculum and reflect
Victorian priorities and standards. This curriculum will be offered alongside the
AusVELS until the end of 2016. In 2017, the Victorian Curriculum F–10 will replace
the AusVELS.
• Resources to support the implementation of the Victorian Curriculum F–10 will be
available to teachers as they are developed.
• This second iteration of the Foundation–10 curriculum for Victorian schools will be
made available in a digital format from a new dedicated curriculum website. This
website will be available to the public, parents and teachers alike, and will allow
filtering by curriculum areas and/or levels within the curriculum continuum.
• A significant communication and professional development program will be required
during 2015–16 to support schools to become familiar with the curriculum and plan
for implementation at the local level.
• The VCAA will continue to work collaboratively and cooperatively with ACARA
towards the introduction of NAPLAN Online in 2017. Over the next year this work will
include the provision of expert assessment advice and the facilitation of a range of
research studies and online trials in schools.
• Student responses for the 2015 NAPLAN writing tests will be made available to
schools via the VCAA NAPLAN test administration site.
• Implementation of two new VCE language studies—Karen and Vietnamese First
Language—will begin in 2016, while an additional study related to Chinese language,
culture and society is in development.
• At least 13 new or revised VCE studies will be implemented in 2016: Bridging English
as an Additional Language (EAL), English/EAL, English Language, Literature,
Computing (formerly Information Technology), Geography, Mathematics, History,
Biology, Chemistry, Environmental Science, Physics and Psychology. For
English/EAL, Literature and the Sciences, Units 1 and 2 will be implemented in 2016
and Units 3 and 4 will be implemented in 2017.
• The VCAA will review and redevelop approximately 12 VCE studies.
22
VCAA Annual Report 2014–15
• Collation of the Advice for Teachers and Assessment Handbook documents into a
single publication Advice for Teachers for English Language, Mathematics and
Computing will be available as a digital publication on Digipubs through the DET
website. Useability testing on this will be conducted later in 2015.
• All training packages are to be rewritten according to the guidelines prescribed in the
new standards for training packages by the end of 2015. This will provide challenges
for the VCAA in redeveloping VCE VET programs and making changes to VASS for
all other VET qualifications. Additionally, the format of units of competency will
change and this will need to be communicated to all schools with students
undertaking VET within the VCE or VCAL.
• Remaining abreast of the changes to the national VET sector and the review of the
operations of the VET sector and subsequent reforms in Victoria.
Report of operations—year in review
23
Summary of financial results
The table below provides a summary of financial information for 2014–15 and
comparison with prior years.
In 2014–15 income totalled $56.1 million, compared with $51.6 million in 2013–14. This
was due to an increase in government appropriations of $4.1 million and an increase in
Other Income of $0.4 million.
Expenditure for 2014–15 was relatively stable, increasing by $0.8 million to
$54.4 million from $53.6 million in the previous financial year. This was due to
increases in supplies and services of $1.4 million, but offset by reductions in employee
expenses of $0.3 million and depreciation and amortisation charges of $0.2 million.
The VCAA recorded a net surplus of $1.6 million in 2014–15 compared with a deficit of
$2.1 million in 2013–14.
Total assets increased in 2014–15 by $0.8 million, primarily due to increased cash and
cash equivalents of $1.0 million during 2014–15 to $9.5 million, being offset by a
decrease in plant and equipment of $0.3 million.
Total Liabilities decreased by $0.8 million due to a reduction in payables at year end.
Five-year financial summary
2014–15
$,000
2013–14
$,000
2012–13
$,000
2011–12
$,000
2010–11
$,000
47,278
43,177
42,643
43,221
51,479
8,772
8,380
9,703
7,554
7,270
Total Income from transactions
56,050
51,557
52,346
50,775
58,749
Total expenses from transactions
54,410
53,633
52,697
55,600
55,845
Net result from transactions
1,640
(2,077)
(351)
(4,825)
2,904
Net result for the period
1,587
(2,088)
(351)
(4,825)
2,936
Net cash flows from operations
1,547
(453)
881
(203)
5,362
Cash and cash equivalent
9,522
8,490
9,896
9,460
10,533
12,500
11,701
13,270
13,950
17,762
5,235
6,022
5,503
5,831
4,820
Government appropriations
Other Income
Total assets
Total liabilities
24
VCAA Annual Report 2014–15
Report of operations—governance and
organisational structure
Ministers
The VCAA is primarily accountable to the Minister for Education. It is also responsible
to the Minister for Training and Skills and the Minister for Families and Children in
relation to sections of Part 2.5 of the Education and Training Reform Act 2006.
VCAA Board
Mr Chris Wardlaw PSM, BEc(Hons), DipEd
Chair, VCAA Board
Chris Wardlaw held Deputy Secretary positions in education in Hong Kong (2002–08)
and Victoria (2009–13) before retiring. In the Hong Kong Government, Mr Wardlaw was
responsible for curriculum, assessment and quality assurance for pre-primary, basic
education and senior secondary education and, in Victoria, for strategy and review
across the portfolio.
Before his time in Hong Kong, Mr Wardlaw had a long career in Victorian education,
during which he took a leading role in major reforms supporting school-level decisionmaking and evaluation and review.
Mr Wardlaw taught economics and history at university and secondary levels before
moving into educational administration.
Mr Wardlaw was awarded the Public Service Medal in the 2013 Queen’s Birthday
Honours list. He was made a Fellow of Monash University in 2013.
Ms Gill Callister BA, BSW(Hons)
Secretary, Department of Education and Training
1 January 2015–present
Gill Callister commenced as Secretary of the Victorian Department of Education and
Training on 1 January 2015.
Before joining the Department, Ms Callister was Secretary of the Department of Human
Services (2009 to 2014) and led policy, legislative and service delivery reform. In this
role, Ms Callister led an organisation of more than 11,000 staff with an annual budget of
approximately $4 billion. She was responsible for the delivery of child protection,
disability, youth, housing and family violence services.
Ms Callister began her career in the community sector serving disadvantaged
Victorians. She then led child protection, family services and mental health units within
the Department of Human Services and, in 2009, was Deputy Secretary at Skills
Victoria.
Ms Callister is President of the Institute of Public Administration Australia (Victoria). Her
leadership in public policy was recognised in 2013 when she was named in the
Australian Financial Review’s 100 Women of Influence, and received a Sir James
Wolfensohn Public Service Scholarship to attend Harvard University’s Kennedy School
of Government. In October 2014, Ms Callister was awarded the IPAA National
Fellowship award and a Monash University Fellowship.
Report of operations—governance and organisational structure
25
Dr Esmerelda Bamblett PhD, MEd, GradDipArts, DipT
Retired 29 October 2014
Dr Esmerelda Bamblett is a member of the Bangerang and Wiradjuri Aboriginal nations
and has had a longstanding career in Aboriginal education and development. She was
an inaugural member of the Council for Aboriginal Reconciliation from 1991 to 1994
and a member of the Australian Council of Women from 1993 to 1996. She was VicePresident of the Aboriginal Advancement League from 1998 until 2002.
Dr Bamblett commenced her career in education working as a primary school teacher,
eventually taking up a lecturing position in Indigenous Studies at the University of
Melbourne in 1998. Dr Bamblett was a Koorie Education Development Officer for the
Department of Education and Training from 1989 to 2003, research manager for the
Institute of Koorie Education at Deakin University from 2000 to 2002 and acting
manager of the Koorie Education Strategy Team for the Department of Education and
Training in 2003.
Dr Bamblett is currently the CEO of the Aborigines Advancement League and
Managing Director of Neenann Multimedia and Consultancy. In 2010, Dr Bamblett
completed a PhD at RMIT entitled Gurranyin Borinya (On Eagle’s Wings): Effecting
Change for Koorie Youth.
Mr Richard Bolt BE(Electrical), MPPM
Secretary, Department of Education and Training
Retired 31 December 2014
Richard Bolt was Secretary of the Department of Education and Training until
December 2014.
Mr Bolt has had a diverse career in public service, policy research, public advocacy and
engineering. Before joining DET, he was Secretary of the Department of Primary
Industries (2006 to 2011) with responsibility for agriculture, energy, fisheries, mining
and forestry.
During his public service career, Mr Bolt has led work on energy industry regulation,
national energy market reform, carbon trading design, transport security, agriculture
science and policy, and education reform. Before joining the public service, Mr Bolt’s
work in advocacy and research covered defence, foreign affairs, industrial relations,
communications, environmental protection and consumer protection.
Mr Bolt holds a bachelor degree in Electrical Engineering from the South Australian
Institute of Technology (now the University of South Australia), a master degree in
Public Policy and Management from Monash University, and a Graduate Diploma in
Company Directorship.
He is the Secretary of the Department of Economic Development, Jobs, Transport and
Resources.
Ms Suzy Chandler BA, MEd, MEd, DipEd, MACE, FACEL
Suzy Chandler was Vice-Principal of Westbourne Grammar School from 2000 to 2006
and taught at Camberwell Grammar from 1995 to 2000, Scotch College from 1993 to
1994, and Yeshivah College from 1987 to 1992. Ms Chandler has been an educator for
more than 30 years. She has also served on the committees of a number of community
groups and has been the Mayoress of Prahran and Stonnington.
Ms Chandler is a member of the editorial board of Principal Matters (the official journal
of the Secondary Principals’ Associations of Australia), a member of the Australian
College of Educators, and a Fellow of the Australian Council for Educational Leaders.
She is a supporter of the Northern Territory Danila Dilba Health Service, a nongovernment organisation that provides primary care to the Aboriginal and Torres Strait
Islander peoples of the greater Darwin area.
Ms Chandler is currently the Principal at Fintona Girls’ School.
26
VCAA Annual Report 2014–15
Professor Adrienne Clarke AC, FAA, FTSE
Retired 31 May 2015
Professor Adrienne Clarke is a leading academic and world-renowned plant geneticist.
She has been awarded numerous distinctions, including Companion in the Order of
Australia (1991), and has served as the Lieutenant Governor of Victoria (1997–2000).
Professor Clarke is the author of four major scientific books and has served the
Commonwealth and Victorian governments on bodies including the Prime Minister’s
Science and Engineering Council and the Victorian State Government’s Innovation
Economy Advisory Board. She is a Fellow of the Australian Academy of Science and of
the Australian Academy of Technology, Science and Engineering, a Foreign Associate
of the National Academy of Science, USA, and a Foreign Member of the American
Academy of Arts and Science.
Professor Clarke was appointed Chancellor of La Trobe University in February 2011.
Professor Wayne Hodgson BSc, PhD, GradCertHighEd
Professor Wayne Hodgson is Deputy Dean (Education) for the Faculty of Medicine,
Nursing and Health Sciences at Monash University. In this role he is responsible for
overseeing the undergraduate and postgraduate coursework programs of the faculty in
Australia and overseas.
Professor Hodgson is a past winner of the faculty’s Jubilee Teaching Prize and
continues to teach pharmacology to students in a range of courses.
Professor Hodgson has a keen interest in research examining the relationship between
admissions criteria and subsequent performance at university, and widening access to
courses for students from underserved populations.
Professor Hodgson is an internationally renowned pharmacologist who specialises in
toxinology (the study of toxins produced by living organisms). His laboratory has been
responsible for characterising a wide range of animal venoms and associated toxins.
He serves on a number of editorial boards of scientific journals.
Mrs Pauline Jelleff DipT, GradDipEdAd, GradDipComp
Pauline Jelleff is the Principal of Grey Street Primary School in Traralgon and was
Principal of Glengarry Primary School 2003–07. She has more than 25 years’ service
with the Department of Education as a teacher, Assistant Principal and Principal. Her
roles have extended to periods in the Gippsland Regional Office as an Acting Regional
Network Leader and Senior Adviser. She taught English in Taizhou, China, in 2000 and
has been an advocate of the Sister Schools Program.
Mrs Jelleff’s work has been largely within the Latrobe Valley and focused on promoting
and mentoring new principals and aspirant leaders. She is network chair for the Latrobe
Valley Principals network and a representative on the Principals Reference group for
the South-Eastern region.
Dr Anne Jones BSc(Hons), MSc, EdD, DipEd, Emeritus Professor Victoria
University
Dr Anne Jones is a researcher and consultant in vocational education and training. Her
recent projects have included work on VET in schools and apprenticeships. Previously,
as Deputy Vice-Chancellor (Academic and Students), Dr Jones was responsible for
leading Victoria University’s educational and student services portfolio, including the
development and implementation of a new curriculum framework for the university. She
has had substantial experience in leading VET curriculum and other tertiary educational
initiatives.
Dr Jones originally trained and worked as a scientist with qualifications ranging from
degrees in Zoology to a doctorate based on research into how VET teachers make
professional judgements.
Report of operations—governance and organisational structure
27
Dr Jones has significant experience in workplace-based learning and international
educational activity. She has worked for the former Bendigo College of Advanced
Education, RMIT University, the former Flagstaff College of TAFE, and Box Hill
Institute.
Dr Jones has a longstanding interest in VET policy and practice. She has contributed to
thinking and practice relevant to post-compulsory VET, with particular reference to
disengaged youth, VET teaching practice, and to the structure and purpose of higherlevel VET qualifications, their delivery and their role in supporting the economic and
social inclusion missions of the tertiary education system.
Mr Tony Larkin BSc, MEd, MACE
Tony Larkin has been a member of the Association of Heads of Independent Schools of
Australia since 1998 and a member of the Australian College of Education since 1988.
His other education activities have been focused on the teaching and assessment of
Mathematics at senior secondary level. Mr Larkin has previously been a Board member
with Independent Schools Victoria and the Queen Elizabeth Centre (Maternal and Child
Care Hospital and Day Nurseries).
He is currently Principal of Penleigh and Essendon Grammar School and Chairman of
the Associated Grammar Schools of Victoria.
Ms Vicki Miles DipT, BEd, Med
Retired 31 May 2015
Vicki Miles has a strong commitment to and solid experience in public education both
as a teacher practitioner and senior administrator. She has been actively involved in
curriculum provision in different educational settings, including as a Principal, lecturer in
primary Mathematics and district curriculum consultant.
Ms Miles is seconded to Pakenham Springs Primary where she is focused on the
continued development of the Professional Learning Communities approach.
Previously, as Associate Principal of Doveton College, her role included the
development of a personalised curriculum in the college, provision of professional
development, and developing partnerships with universities and international learning
experts.
As Principal of Trafalgar Primary School, Ms Miles implemented a Leading Teams
program and was invited to undertake training in Mathematics with Math Perspectives
in Denver, Colorado. Under her leadership, Trafalgar Primary School was the first
primary school worldwide to implement the Musical Futures Approach to music, now a
highly successful international program.
Mr Peter Moore DipT, BEd, MRE, GradCertRE
Peter Moore is Principal of St Monica’s Catholic Primary School, Moonee Ponds, and
was Principal of Our Lady of Immaculate Conception School, Sunshine, from 2003 to
2012. He is a registered teacher and has more than 25 years of experience in the
Catholic primary school sector as a teacher and as a Deputy Principal and Principal.
For the past decade, Mr Moore has been the volunteer Chief Executive Officer of
Melbourne Overseas Missions, a humanitarian organisation providing assistance to
communities in developing countries.
Mr Dale Pearce BA, DipEd
Dale Pearce has more than 30 years of experience as a teacher and Principal in
secondary school education. He is Chair of the Victorian Senior Secondary Principals
Group, a member of the Regional Advisory Board of La Trobe University, and sponsor
of the Victorian Virtual Learning Network.
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VCAA Annual Report 2014–15
Mr Pearce was a member of the University of Melbourne Kwong Lee Dow Young
Scholars Reference Group (2007–08) and has been actively involved in several
mentoring projects for newly appointed principals. He has a strong interest in regional
and international education including the establishment, in partnership with the Chinese
Government, of a Confucius Classroom Program, which provides Mandarin language
programs to more than 20 schools in the Bendigo region.
Mr Pearce is Principal of Bendigo Senior Secondary College.
Mr Russell Pettis MAppSc, FAIM
Russell Pettis was Chief Executive Officer of DENSO Automotive Systems Australia,
where he worked for 19 years. Mr Pettis was responsible for the early implementation
of the Certificate of Automotive Manufacturing at DENSO Australia.
Before joining DENSO, Mr Pettis was employed within the aerospace industry in
manufacturing management roles at Commonwealth Aircraft Corporation and, later,
Aerospace Technologies Australia. His initial formative employment period, after
gaining his tertiary qualifications, was with the Materials Research Laboratories within
the Defence Science and Technology Organisation. He worked as a scientist
undertaking marine research related to defence materials.
In addition to his business career, Mr Pettis participates in a number of community
activities including as a member of the board of the Sir Edward (Weary) Dunlop Medical
Research Foundation and National President of the Naval Association of Australia.
Ms Andrée Poulter BA, DipEd, GCert TESOL
Andrée Poulter has been involved in education for more than 30 years, having worked
in government schools in western Queensland and Melbourne, and written curriculum
materials for the ESL Companion to the Curriculum Standards Framework. She has led
the implementation of whole-school curriculum change, introduced programs that
promote the inclusion of all learners and delivered professional learning on a variety of
topics including cognitive coaching, the integration of explicit teaching of higher order
thinking skills into curriculum designs, literacy across the curriculum, collaborative
learning, and philosophy for children.
Ms Poulter is committed to pedagogies that engage young people with important ideas
relating to our culture as well as equipping them with the skills and values that will allow
them to have fulfilling lives and to become responsible adults and citizens.
Ms Poulter is Assistant Principal responsible for Teaching and Learning at Melton
Secondary College.
Ms Debra Punton DipT, BEd, MEd
Debra Punton is a registered teacher who worked in government schools before taking
up a teaching appointment in the Catholic education system. She has held various
senior leadership roles including two principal positions and assistant director roles.
She completed a Master of Educational Studies at Monash University in 1991, with a
major in psychology and a focus on the psychology of educational leadership.
Ms Punton is a Fellow of the Australian Council for Educational Leaders and a member
of the Council of the Victorian Institute of Teaching.
Ms Punton is Deputy Director, Catholic Education Office, Sale Diocese.
Professor Collette Tayler DipT, BEd, PhD, TCert, FACE
Professor Collette Tayler holds the Chair in Early Childhood Education and Care at the
University of Melbourne. Within the Graduate School of Education, Professor Tayler
leads the academic direction of the Master of Teaching Early Childhood, a specialist
birth-to-age-eight teaching course bridging care, education and health.
Report of operations—governance and organisational structure
29
Professor Tayler is leader of the E4Kids longitudinal study and a chief investigator in
the National Science of Learning Centre and the 3a (Abecedarian Approach Australia)
group of research and development projects. She has an extensive background in early
childhood education and has held numerous positions, including as a primary school
teacher.
Senior executives
The Chief Executive Officer is responsible to the VCAA Board for policy and operational
matters and to the Secretary of the Department of Education and Training for financial,
human resources and other administrative matters.
Chief Executive Officer
John Firth
John Firth has been CEO of the VCAA since August 2005, having managed curriculum
for the previous 12 years. John has been a curriculum leader for many years and was
responsible for the development of the Victorian Essential Learning Standards as the
curriculum for Victorian schools for the Prep to 10 years.
John has overseen the continuing development of the VCE as a Year 12 credential of
international status, the full recognition of VET within the VCE, and the implementation
of the VCAL as an additional vocational pathway for senior secondary students. Under
his leadership, the VCAA has considerably expanded its international work, especially
increasing the number of schools working with international partners to offer the VCE.
The VCAA has also developed and supported the implementation of the first
educational framework for pre-school children, the VEYLDF.
John is a member the Executive Board of DET. He has been a member of many state
and national groups and speaks frequently at state and national forums. In 2008 he
was appointed as a member of the Interim National Curriculum Board and in 2009 he
was appointed to the board of ACARA.
John holds a Bachelor of Commerce and a Diploma of Education, and is a Fellow of the
Australian College of Educators.
Executive Director, Assessment and Reporting
Dr David Philips
The Executive Director, Assessment and Reporting Division, is responsible for policies
and procedures associated with assessment, certification, analysis and reporting of
student achievement, and for coordinating the division’s work programs, including the
strategic redevelopment of the VCAA’s assessment technology.
The division also collects and processes students’ enrolment and assessment data,
manages the Victorian Student Register, and conducts measurement activities.
David joined the VCAA in 2007 after working in senior roles with several government
agencies in New Zealand, including the New Zealand Qualifications Authority, the
Ministry of Education and the Education Review Office. He was also a secondary
school English teacher, a university tutor in Education, a test development officer and
education researcher, having won a PhD scholarship, and held a Senior Fulbright
Award.
Director, Assessment Centre
Joe Pellegrino
The Director, Assessment Centre, is responsible for centre management, assessment
programs, assessment services and assessment operations. The primary task of staff
at the Assessment Centre is to develop and implement operational processes for
developing, delivering, securing, assessing and processing the General Achievement
30
VCAA Annual Report 2014–15
Test and VCE written examinations, VCE Arts performance and Languages oral
examinations, Years 3, 5, 7 and 9 NAPLAN tests, On Demand literacy and numeracy
testing, and Select-entry High School testing. The centre is also responsible for the
appointment of all sessional assessment staff.
Joe has worked as an English and Media teacher and in the areas of curriculum and
assessment development, teacher professional development, multimedia project
management, and literacy and numeracy testing.
Executive Director, Curriculum
Dr David Howes
The Executive Director, Curriculum, is responsible for the operations of the Curriculum
Division, which include leadership of Early Years project teams, AusVELS working
groups, the Vocational Education Reference Group, VCE Study Review and
Examination Setting panels, and the Curriculum and Assessment Committees of the
VCAA Board. These groups and committees provide advice and recommendations to
the VCAA on the development, implementation and monitoring of early childhood
learning and development, the Foundation–10 curriculum (AusVELS), the VCE and
VCAL, including VET programs, and setting VCE examinations.
David’s professional background includes senior management roles within DET and
international education advisory roles.
David is the Victorian representative on the Board of ACARA.
Director, Curriculum Services
Charmaine Taylor
The Director, Curriculum Services, is responsible for leading the development of the
VCAA digital delivery strategy.
Charmaine commenced in this newly created role in May 2014. Before this, she was
responsible for the coordination and effective delivery of professional services to
schools to support the implementation of the curriculum from Early Years to Senior
Secondary. Charmaine has had a range of school leadership positions at principal
class level in suburban and regional colleges where she initiated blended learning
pedagogies, online assessment and electronic student management systems. She has
been previously employed at the VCAA as Information Technology Study Manager,
Chief Examiner and Chief Assessor for several VCE studies. Charmaine has won a
number of awards for curriculum innovation and excellence, including the South
Australian Premier’s Award for Excellence in Educational Software and the Hume
Council Inspiring Teacher Award.
Executive Director, Planning, Strategy and Corporate Support
Lea Saddington
The Executive Director, Planning, Strategy and Corporate Support, leads the
Infrastructure and Business Services Division, which is responsible for providing
support and information services to the community and supporting VCAA business
operations including finance, human resources, governance, legal services, information
technology infrastructure, communications and international.
Lea has worked at executive level in several Victorian public sector entities and in the
private sector.
Report of operations—governance and organisational structure
31
Committees of the VCAA Board
Executive Committee
• The Executive Committee established under section 2.5.7 of the Act comprised the
VCAA Chair, Mr Chris Wardlaw; the Chief Executive Officer, Mr John Firth; Mr
Richard Bolt (to 31 December 2014) and Ms Gill Callister (from I January 2015); Mr
Tony Larkin; and Ms Debra Punton.
Audit Committee
• The VCAA Audit Committee comprised Board members Ms Vicki Miles (to 31 May
2015), Mr Russell Pettis and Mr Tony Larkin, and two co-opted external members,
Mr Stuart Alford and Mr Peter McMullin
• The Audit Committee is responsible for oversight of governance, risk and business
assurance. The prime functions of the committee are to:
‒ foster an ethical culture within the VCAA in conjunction with senior management
and the VCAA Board
‒ monitor compliance with relevant Acts and Regulations, and with any agreements
negotiated with funding bodies
‒ provide advice to the VCAA Board on governance matters
‒ monitor, improve and maintain the credibility and objectivity of the accountability
process (including financial reporting)
‒ provide a formal forum for communication between the VCAA Board and senior
financial management
‒ improve the effectiveness of the internal and external audit functions, providing a
forum for communication and reporting between the VCAA Board and the internal
and external auditors
‒ monitor the quality of internal and external reporting of financial and non-financial
information
‒ respond to the VCAA Board on matters referred by the VCAA Board to the
committee for further consideration or advice.
Early Years–10 Curriculum and Assessment Committee
The Early Years–10 Curriculum and Assessment Committee comprises VCAA Board
members and representatives of the following organisations and sectors:
• Catholic Education Commission of Victoria
• Independent Schools Victoria
• Department of Education and Training.
The committee provides expert advice and makes recommendations to the VCAA in
relation to the Early Years to Year 10 on:
• development and approval of curriculum and assessment, including the
implementation of the Australian Curriculum
• policies, criteria and standards for curriculum and assessment
• the relationship between the VEYLDF, the Foundation–10 curriculum, and the Senior
Secondary pathways in education and training, including the VCE, VETiS and the
VCAL
• administration of the NAPLAN Program (Years 3, 5, 7 and 9)
• monitoring and reporting of student participation and performance in assessment
programs
32
VCAA Annual Report 2014–15
• provision of material for schools and early childhood settings and professional
development for teachers and educators to support the implementation of curriculum
and assessment programs
• research on the curriculum, standards and assessment at a national and international
level.
Senior Secondary Curriculum and Assessment Committee
The Senior Secondary Curriculum and Assessment Committee comprised VCAA Board
members and co-opted members. The committee includes representatives of the
Catholic, independent, government, tertiary and industry sectors.
The committee provides expert advice and makes recommendations to the VCAA
Board on:
• development, evaluation and approval of curriculum and assessment in the postcompulsory years
• policies, criteria and standards for curriculum and courses designed to be undertaken
as part of Senior Secondary qualifications
• policies and procedures for the design, delivery and evaluation of assessments and
assessment products and services for the VCE, the VCAL and other Senior
Secondary qualifications
• patterns of participation and quality of outcomes relating to courses of study in the
Senior Secondary years, including related professional development and research
• provision of material for schools and professional development for teachers to
support the implementation of Senior Secondary curriculum and assessment
programs
• research on matters relating to Senior Secondary curriculum and assessments.
Review Committees
A review committee is a committee of the VCAA Board. It consists of three members,
one of whom must be a member of the Board, who chairs the committee. A review
committee is established only when required, and is responsible for:
• hearing student appeals against decisions of their school to impose penalties in
respect of contraventions of VCAA assessment rules relating to school-based
assessment
• conducting hearings into allegations that students have breached VCE examination
rules and imposing penalties where appropriate in accordance with the requirements
of the Education and Training Reform Act. Penalties range from reprimanding
students to amending or cancelling students’ grades.
Report of operations—governance and organisational structure
33
Organisational structure (as of 30 June 2015)
VCAA staff establishment
At 30 June 2015, the VCAA had an establishment of 169.7 full-time equivalent (FTE)
ongoing employees. During the year, the VCAA also employed 4486 sessional and
casual employees.
More detail is provided in the following section of this report.
34
VCAA Annual Report 2014–15
Report of operations—workforce data
Occupational health and safety
The VCAA follows DET occupational health and safety policies and procedures.
The VCAA’s occupational health and safety objectives are:
• to prevent injury/illness from occurring in the workplace
• to maintain the good health and wellbeing of all staff
• to comply with all statutory requirements of Acts and Regulations, codes of practice
and standards.
To fulfil these objectives the VCAA:
• is proactive in ensuring that the workplace is safe and without risk to health
• continually monitors the health and wellbeing of the employees and conducting
quarterly risk assessments of the work environment
• actively assists occupational health and safety representatives to maintain their
knowledge and keep abreast of any legislative changes to the Occupational Health
and Safety Act 2004
• develops and applies occupational health and safety policies, procedures and
practices in accordance with statutory requirements and accepted health and safety
standards.
Major initiatives in 2014–15 included:
• supporting management representatives and occupational health and safety
representatives to maintain the skills and knowledge required for their roles
• actively encouraging staff to report all occupational health and safety and first aid
issues
• continuing to review and upgrade the skills of all first aid officers, including automatic
external defibrillator training
• maintaining the knowledge level of all building wardens through practical drills
• appointments of additional wardens
• appointments of additional first aid officers.
Performance targets
Occupational health and safety performance met or exceeded VCAA targets in 2014–
15. During the reporting period, the VCAA received one standard claim. No
Improvement or Prohibition Notices were issued to the VCAA.
The target for 2015–16 is to maintain this standard.
Workplace Consultative Committee
The VCAA Workplace Consultative Committee is an employee representative
committee whose membership was decided following an employee nomination and
consultation process. It is also the VCAA’s Occupational Health and Safety Committee.
The role of the committee is to foster an ethical, positive and healthy workplace culture.
It is a consultation forum to identify and resolve matters related to accommodation,
building safety and security, professional development and training, staff health and
wellbeing, and matters related to human resources.
The committee met once a month throughout the 2014–15 year.
Report of operations—workforce data
35
Merit training
Three VCAA staff completed accreditation training during the reporting period. Eightyeight current staff have trained in merit-based selection procedures.
A merit protection-accredited person is required to be included on all selection panels
and in many other situations where personnel decisions are made.
Industrial relations
All VCAA employees are covered by industrial agreements providing that no industrial
action will be taken on matters within the agreements during the term of the
agreements.
The Victorian Public Service Workplace Determination 2012 (Department of Education
and Early Childhood Development) Agreement expires on 31 December 2015.
No time was lost due to industrial action during 2014–15.
Industrial disputes and time lost due to injury
Industrial disputes
There were no staff hours lost as a result of industrial disputes during the 2014–15
financial year.
Industrial accidents
There was one standard claim in the 2014–15 financial year.
Workforce data
Table 3—Full-Time Equivalent staffing trends from 2011 to 2015
Year
2015
2014
2013
2012
2011
FTE
178.1
185.1
176.9
201.8
202.8
Table 4—Summary of employment levels in June of 2014 and 2015
Fixed term and
casual
employees
Ongoing employees
Employees
(headcount)
Full time
(headcount)
Part time
(headcount)
FTE
FTE
June 2015
178
152
26
169.7
8.4
June 2014
180
154
26
172.1
13.0
36
VCAA Annual Report 2014–15
Table 5—Details of employment levels in June 2014 and 2015
2015
2014
Ongoing employees
Employees
(headcount)
FTE
Fixed-term
employees
Casual
employee
FTE
Employees
(headcount)
Ongoing employees
Employees
(headcount)
FTE
Fixed-term
employees
Casual
employees
FTE
Employees
(headcount)
Gender
67
65.4
5.0
1547
68
67.6
5.8
1478
Female
111
104.3
3.4
2939
112
104.5
7.2
2814
Total
178
169.7
8.4
4486
180
172.1
13.0
4292
Male
Age
0
0
1.0
0
0.0
1.0
25-34
Under 25
18
17.2
6.4
22
20.8
8.2
35-44
40
36.1
0.0
39
34.3
1.6
45-54
56
53.9
1.0
60
58.5
2.0
55-64
61
59.5
0.0
56
55.5
0.0
3
3.0
0.0
178
169.7
8.4
VPSG1
0
0.0
VPSG2
11
VPSG3
37
VPSG4
29
VPSG5
61
VPSG6
Over 64
Total
3
3
0.2
180
172.1
13.0
0.0
0
0.0
0
9.6
4.0
15
14.2
5.0
34.8
2.4
37
34.2
4.2
26.4
2.0
28
25.0
3.6
58.9
0
60
58.7
0
4486
4292
Classification
33
33
0
33
33.0
0.2
STS
1
1
0
1
1.0
0
Executive Officers
6
6
0
6
6.0
0
1
Other
0
0.0
0
Total
178
169.7
8.4
4486
0
0
0
180
172.1
13.0
4292
Figures are for Victorian Public Service staff on pay during the last full pay period in June of each year and exclude those on leave without pay or absent
on secondment, external contractors and consultants, and temporary staff employed by employment agencies.
1
VCAA Public Service staff are also included in the DET workforce data.
Report of operations—other disclosures and
attestations
Victorian Industry Participation Policy
The Victorian Industry Participation Policy Act 2003 requires departments and public
sector bodies to report on the implementation of the Victorian Industry Participation
Policy. Departments and public sector bodies are required to apply the Victorian
Industry Participation Policy in all procurement activities valued at $3 million or more in
metropolitan Melbourne and for statewide projects, or $1 million or more for
procurement activities in regional Victoria.
During the 2014–15 reporting period the VCAA did not enter into any new or conclude
any contractual engagements requiring application of the Victorian Industry
Participation Policy provisions.
Consultancy expenditure
In 2014–15, there were two consultancies where the total fees payable to the
consultants were $10,000 or greater. The total expenditure incurred during 2014–15 in
relation to these consultancies is $49,718 (excluding GST). Details of individual
consultancies are outlined below
Consultant
Purpose of consultancy
Total
approved
Expenditure
Future
project fee
2014–15
expenditure
($ excluding ($ excluding ($ excluding
GST)
GST)
GST)
CPT Global
Business case for proposed
assessment software systems
Australian Council for Recommendations for proposed
Educational Research design of future assessments.
70,400
35,400
—
14,318
14,318
—
In 2014–15 there were three consultancies where the total fees payable to the
consultants were less than $10,000. The total expenditure incurred during 2014–15 in
relation to these consultancies is $6,509 (excluding GST).
Freedom of Information
The Freedom of Information Act 1982 (Vic) (FOI Act) allows the public a right of access
to documents held by the VCAA. For the 12 months ending 30 June 2015, the VCAA
received three applications from the public. Of these requests, one was withdrawn, one
request was not pursued, and the other request was not due for response until after 30
June 2015.
The information required to be published pursuant to section 7 of the FOI Act is
available at http://www.vcaa.vic.edu.au.
Making a request
Access to documents may be obtained through written request to the Freedom of
Information officer, as detailed in section 17 of the FOI Act.
In summary, the requirements for making a request are:
• it should be in writing
• it should identify as clearly as possible which document is being requested
• it should be accompanied by the appropriate application fee ($26.50 as at 1 July
2014—the fee may be waived in certain circumstances).
38
VCAA Annual Report 2014–15
Requests for documents in the possession of the VCAA should be addressed to:
Freedom of Information Officer
Victorian Curriculum and Assessment Authority
2 Lonsdale Street
Melbourne Victoria 3000
Telephone: (03) 9032 1662
Email: foi.vcaa@edumail.vic.gov.au
Access charges may also apply once documents have been processed and a decision
on access is made; for example, photocopying and search and retrieval charges.
Further information regarding freedom of information can be found at
www.foi.vic.gov.au.
Compliance with the Building Act 1993
The VCAA does not own or control any government buildings and consequently is
exempt from notifying its compliance with the building and maintenance provisions of
the Building Act.
National Competition Policy
In 1995, the Commonwealth, state and territory governments agreed to implement the
National Competition Policy to promote greater competition and encourage economic
growth. Three requirements of the policy are:
•
•
•
legislative reviews to eliminate restrictions on competition
assessment of new legislation and regulation to ensure continued compliance
with the policy
competitive neutrality to ensure consistency in pricing of goods and services.
Legislative reviews
The VCAA did not undertake any reviews of legislation under the National Competition
Policy in 2014–15.
Assessment of new legislation and regulations
No new acts or regulations relating to the VCAA were enacted during 2014–15.
Competitive neutrality
Competitive neutrality requires government businesses to ensure, where services may
compete with the private sector, that any advantages arising from their government
ownership are removed if they are not in the public interest. The VCAA does not
conduct any businesses. The VCAA was not involved in any complaints for the year
2014–15.
Compliance with the Protected Disclosure Act 2012
(formerly Whistleblowers Protection Act 2001)
The Protected Disclosure Act 2012 encourages and assists people in making
disclosures of improper conduct by public officers and public bodies. The Act provides
protection to people who make disclosures in accordance with the Act and establishes
a system for the matters disclosed to be investigated and rectifying action to be taken.
The VCAA does not tolerate improper conduct by its employees or officers, nor the
taking of detrimental action against a person in reprisal for the disclosure of such
conduct.
The VCAA recognises the value of transparency and accountability in its administrative
and management practices and supports the making of disclosures that reveal corrupt
Report of operations—other disclosures and attestations
39
conduct, conduct involving a substantial mismanagement of public resources or
conduct involving a substantial risk to public health and safety or the environment.
The VCAA will take all reasonable steps to protect people who make such disclosures
from any detrimental action in reprisal for making the disclosure. It will also afford
natural justice to the person who is the subject of the disclosure to the extent it is legally
possible.
Under the Act, the VCAA is not able to receive disclosures of improper conduct or
detrimental action by the VCAA or any of its employees or officers. Disclosures of
improper conduct or detrimental action by the VCAA or any of its Board members
and/or employees should be made to the Independent Broad-based Anti-corruption
Commission (IBAC):
Level 1, North Tower, 459 Collins Street
Melbourne Victoria 3000
Phone: 1300 735 135
Internet: www.ibac.vic.gov.au – see the website for online complaint form
Email: info@ibac.vic.gov.au – see the IBAC website for complaint form
Further information
The VCAA’s Protected Disclosure procedures which outline the VCAA’s responsibilities
in respect of protected disclosures are available online at
www.vcaa.vic.edu.au/Pages/aboutus/index.aspx under Corporate Policies. A hard copy
of these procedures can also be obtained by requesting a copy by mail from the
VCAA’s Protected Disclosure Coordinator:
Ms Lea Saddington
Executive Director, Planning, Strategy and Corporate Support
Level 1, 2 Lonsdale Street
Melbourne Victoria 3000
40
VCAA Annual Report 2014–15
Additional information available on request
In compliance with the requirements of the Standing Directions of the Minister for
Finance, details in respect of the items listed below have been retained by the VCAA
and are available on request, subject to the provisions of the Freedom of Information
Act 1982.
• a statement that declarations of pecuniary interests have been duly completed by all
relevant officers
• details of shares held by a senior officer as nominee or held beneficially in a statutory
authority or subsidiary
• details of publications produced by the entity about itself, and how these can be
obtained
• details of changes in prices, fees, charges, rates and levies charged by the entity
• details of any major external reviews carried out on the entity
• details of major research and development activities undertaken by the entity
• details of overseas visits undertaken including a summary of the objectives and
outcomes of each visit
• details of major promotional, public relations and marketing activities undertaken by
the entity to develop community awareness of the entity and its services
• details of assessments and measures undertaken to improve the occupational health
and safety of employees
• a general statement on industrial relations within the entity and details of time lost
through industrial accidents and disputes
• a list of major committees sponsored by the entity, the purposes of each committee
and the extent to which the purposes have been achieved
• details of all consultancies and contractors including:
‒ consultants/contractors engaged
‒ services provided
‒ expenditure committed to for each engagement.
The information is available on request from:
Chief Executive Officer
Victorian Curriculum and Assessment Authority
2 Lonsdale Street
Melbourne VIC 3000
Report of operations—other disclosures and attestations
41
Risk attestation compliance statement
We, Chris Wardlaw and John Firth, certify that the VCAA has risk management
processes in place consistent with the Australian/New Zealand Risk Management
Standard AS/NZS ISO 31000:2009 (or its successor) and an internal control system in
place that enables the executive to understand, manage and satisfactorily control risk
exposures. The Audit Committee verifies this assurance and that the risk profile of the
VCAA has been critically reviewed within the last 12 months.
Chris Wardlaw
Chair
42
John Firth
Chief Executive Officer
VCAA Annual Report 2014–15
Financial statements
ACCOUNTABLE OFFICER’S AND CHIEF FINANCE AND ACCOUNTING
OFFICER’S DECLARATION
The attached financial statements for the Department of Technology have been
prepared in accordance with Standing Directions 4.2 of the Financial Management
Act 1994, applicable Financial Reporting Directions, Australian Accounting
Standards including Interpretations, and other mandatory professional reporting
requirements.
We further state that, in our opinion, the information set out in the comprehensive
operating statement, balance sheet, statement of changes in equity, cash flow
statement and accompanying notes, presents fairly the financial transactions
during the year ended 30 June 2015 and financial position of the VCAA at 30 June
2015.
At the time of signing, we are not aware of any circumstance which would render
any particulars included in the financial statements to be misleading or inaccurate.
We authorise the attached financial statements for issue on 2 September 2015.
Chris Wardlaw
Chair
Melbourne
2 September 2015
John Firth
Chief Executive Officer
Melbourne
2 September 2015
Bruce Rohde
Chief Finance and Accounting Officer
Melbourne
2 September 2015
Financial statements
43
44
VCAA Annual Report 2014–15
Financial statements
45
Comprehensive operating statement for the year ended
30 June 2015
Note(s)
2015
$
2014
$
Operating appropriations
2(a)
47,278,323
42,227,468
Capital appropriations
2(a)
-
950,000
Interest
2(b)
165,310
185,033
Other income
2(c)
3,471,876
4,015,136
Grants
2(d)
2,869,495
1,779,716
Resources received free of charge
2(e)
2,265,170
2,399,201
56,050,174
51,556,554
Continuing operations
Income from transactions
Total income from transactions
Expenses from transactions
Employee expenses
3(a)
33,897,438
32,455,754
Depreciation and amortisation expense
3(b)
756,414
1,090,926
Supplies and services
3(c)
17,491,022
17,687,461
Resources received free of charge
3(d)
2,265,170
2,399,201
54,410,044
53,633,342
1,640,130
(2,076,788)
Total expenses from transactions
Net result from transactions (net operating balance)
Other economic flows included in net result
Net gain/(loss) on non-financial assets
4(a)
4,880
14,214
Net gain/(loss) on financial instruments
4(b)
(58,363)
(25,883)
Net result from continuing operations
1,586,647
(2,088,457)
Net result
1,586,647
(2,088,457)
Comprehensive result
1,586,647
(2,088,457)
The above comprehensive operating statement should be read in conjunction with the
notes to the financial statements.
46
VCAA Annual Report 2014–15
Balance sheet as at 30 June 2015
Note(s)
2015
$
2014
$
Assets
Financial assets
Cash and deposits
15, 16
9,522,303
8,490,056
Receivables
5, 15
1,450,696
1,368,628
10,972,999
9,858,684
Total financial assets
Non-financial assets
Plant and equipment
6
1,180,863
1,453,556
Other non-financial assets
8
346,030
388,369
1,526,893
1,841,925
12,499,892
11,700,609
Total non-financial assets
Total assets
Liabilities
Payables
9, 15
5,096,736
5,848,548
Borrowings
10, 15
138,327
173,879
Total liabilities
5,235,063
6,022,427
Net assets
7,264,829
5,678,182
Accumulated surplus
2,566,337
979,690
Contributed capital
4,698,492
4,698,492
Net worth
7,264,829
5,678,182
Equity
Commitments for expenditure
Contingent assets and contingent liabilities
13
14
The above balance sheet should be read in conjunction with the notes to the financial
statements.
Financial statements
47
Statement of changes in equity for the year ended
30 June 2015
Notes
Balance at 1 July 2013
Accumulated
surplus
$
Contributions
by owner
$
Total
$
3,068,147
4,698,492
7,766,639
(2,088,457)
-
(2,088,457)
979,690
4,698,492
5,678,182
Net result for the year
1,586,647
-
1,586,647
Balance at 30 June 2015
2,566,337
4,698,492
7,264,829
Net result for the year
Balance at 30 June 2014
The above statement of changes in equity should be read in conjunction with the notes
to the financial statements.
48
VCAA Annual Report 2014–15
Cash flow statement for the year ended 30 June 2015
Note(s)
2015
$
2014
$
Cash flows from operating activities
Receipts
50,147,818
44,957,184
165,310
185,033
21,717
100,557
Other receipts
3,354,334
3,929,506
Total receipts
53,689,179
49,172,280
(33,676,698)
(32,354,525)
(61,002)
(48,393)
Payments to suppliers
(18,404,839)
(17,222,789)
Total payments
(52,142,539)
(49,625,707)
1,546,640
(453,427)
(34,557)
(81,440)
16,136
-
Payments for work in progress
(460,419)
(942,947)
Net cash flows from/(used in) investing activities
(478,840)
(1,024,387)
23,550
121,336
Repayment of finance leases
(59,103)
(49,687)
Net cash flows from/(used in) financing activities
(35,553)
71,649
Net increase/(decrease) in cash and cash equivalents
1,032,247
(1,406,165)
Cash and cash equivalents at the beginning of the financial year
8,490,056
9,896,221
Cash and cash equivalents at the end of the financial
year
9,522,303
8,490,056
Committed cash (Government grant funding received in advance)
4,599,059
3,461,180
Non-committed cash (cash reserve for short term liabilities)
4,923,244
5,028,876
Receipts from Government
Interest received
Goods and Services Tax recovered from ATO
Payments
Payments to employees
Goods and Services Tax paid to ATO
Net cash flows from/(used in) operating activities
16(b)
Cash flows from investing activities
Payments for non-financial assets
Proceeds from sale of non-financial assets
Cash flows from financing activities
Proceeds from borrowings
16(a)
Consisting of:
The above cash flow statement should be read in conjunction with the notes to the
financial statements.
Financial statements
49
Notes to the financial statements
Note 1
Summary of significant accounting policies
52
Note 2
Income from transactions
65
Note 3
Expenses from transactions
66
Note 4
Other economic flows included in net result
67
Note 5
Receivables
67
Note 6
Plant and equipment
68
Note 7
Intangible assets
71
Note 8
Other non-financial assets
72
Note 9
Payables
72
Note 10
Borrowings
73
Note 11
Superannuation
73
Note 12
Leases
74
Note 13
Commitments for expenditure
75
Note 14
Contingent assets and contingent liabilities
75
Note 15
Financial instruments
76
Note 16
Cash flow information
84
Note 17
Ex gratia payments
84
Note 18
Economic dependency
84
Note 19
Responsible persons
85
Note 20
Remuneration of executives
87
Note 21
Remuneration of auditors
87
Note 22
Subsequent events
87
Note 23
Glossary of terms and style conventions
88
Notes to the financial statements
51
Note 1
Summary of significant accounting policies
The annual financial statements represent the audited general purpose financial
statements for the Victorian Curriculum and Assessment Authority (VCAA) for the
period ended 30 June 2015. The purpose of the report is to provide users with
information about the VCAA’s stewardship of resources entrusted to it.
(a) Statement of compliance
These general purpose financial statements have been prepared in accordance with
the Financial Management Act 1994, and applicable Australian Accounting Standards
(AAS) which include Interpretations issued by the Australian Accounting Standards
Board (AASB). In particular, they are presented in a manner consistent with the
requirements of AASB 1049 Whole of Government and General Government Sector
Financial Reporting. For the purposes of preparing financial statements, VCAA is
classed as a not-for-profit entity.
Where appropriate, those AAS paragraphs applicable to not-for-profit entities have
been applied.
Accounting policies are selected and applied in a manner which ensures that the
resulting financial information satisfies the concepts of relevance and reliability, thereby
ensuring that the substance of the underlying transactions or other events is reported.
To gain a better understanding of the terminology used in this report, a glossary of
terms can be found in Note 23.
(b) Basis of accounting preparation and measurement
The accrual basis of accounting has been applied in the preparation of these financial
statements, whereby assets, liabilities, equity, income and expenses are recognised in
the reporting period to which they relate, regardless of when cash is received or paid.
Judgements, estimates and assumptions are required to be made about carrying
values of assets and liabilities that are not readily apparent from other sources. The
estimates and associated assumptions are based on professional judgements derived
from historical experience and various other factors that are believed to be reasonable
under the circumstance. Actual results may differ from these estimates.
Revisions to accounting estimates are recognised in the period in which the estimate is
revised and also in future periods that are affected by the revision. Judgements and
assumptions made by management in the application of AAS that have significant
effects on the financial statements and estimates are disclosed throughout the notes to
the financial statements.
These financial statements are presented in Australian dollars, the functional and
presentation currency of the VCAA and prepared in accordance with the historical cost
convention with the exception of non-current physical assets which, subsequent to
acquisition, are measured at a revalued amount being their fair value at the date of the
revaluation less any subsequent accumulated depreciation and subsequent impairment
losses. Revaluations are made with sufficient regularity to ensure that the carrying
amounts do not materially differ from their fair value. The fair value of an asset other
than land is generally based on its depreciated replacement value.
Historical cost is based on the fair values of the consideration given in exchange for
assets.
Consistent with AASB 13 Fair Value Measurement, the VCAA determines the policies
and procedures for both recurring fair value measurements such as plant and
equipment and financial instruments in accordance with the requirements of AASB 13
and the relevant Financial Reporting Directions.
All assets and liabilities for which fair value is measured or disclosed in the financial
statements are categorised within the fair value hierarchy, described as follows, based
on the lowest level input that is significant to the fair value measurement as a whole:
52
VCAA Annual Report 2014–15
• Level 1—Quoted (unadjusted) market prices in active markets for identical assets or
liabilities
• Level 2—Valuation techniques for which the lowest level input that is significant to the
fair value measurement is directly or indirectly observable
• Level 3—Valuation techniques for which the lowest level input that is significant to the
fair value measurement is unobservable.
For the purpose of fair value disclosures, the VCAA has determined classes of assets
and liabilities on the basis of the nature, characteristics and risks of the asset or liability
and the level of the fair value hierarchy as explained above. In addition, the VCAA
determines whether transfers have occurred between levels in the hierarchy by reassessing categorisation (based on the lowest level input that is significant to the fair
value measurement as a whole) at the end of each reporting period.
The accounting policies set out below have been applied in preparing the financial
statements for the period ended 30 June 2015 and the comparative information
presented in these financial statements for the year ended 30 June 2014.
(c) Reporting entity
The financial statements include all the controlled activities of the VCAA which was
established under the Education and Training Reform Act 2006.
Its principal address is:
Victorian Curriculum and Assessment Authority
Level 1, 2 Lonsdale Street
Melbourne Vic 3000
The VCAA is headed by the Chief Executive Officer (CEO), whose powers and
functions are set out in Part 2.5 of the Act. The CEO is responsible to the Board for the
VCAA policy and operational matters and to the Secretary of the Department of
Education and Training (DET) for budgetary, personnel and other administrative
matters.
Objectives and funding
The VCAA’s objective is to provide high-quality curriculum, assessment and reporting
that promotes individual lifelong learning.
The VCAA is predominantly funded by accrual-based appropriations (excluding
depreciation funding) from DET for the provision of outputs. As a statutory authority, the
VCAA also derives revenue from a number of external sources, including the
Commonwealth Government, overseas student fees, publication sales, student
services, royalties and other administrative fees.
As in previous years, DET has provided VCAA with a letter of comfort recognising that,
if required, DET will provide cash flow support to the VCAA to meet its current and
future financial commitments as and when they fall due.
(d) Scope and presentation of financial statements
Comprehensive operating statement
The comprehensive operating statement comprises three components, being ‘net result
from transactions’ (or termed as ‘net operating balance’), ‘other economic flows
included in net result’, as well as ‘other economic flows—other comprehensive income’.
The sum of the former two represents the net result.
The net result is equivalent to profit or loss derived in accordance with AAS.
‘Other economic flows’ are changes arising from market remeasurements. They include
•
•
•
•
•
gains and losses from disposals of non-financial assets
revaluations and impairments of non-financial physical and intangible assets
remeasurement arising from defined benefit superannuation plans
fair value changes of financial instruments and agricultural assets
depletion of natural assets (non-produced) from their use or removal.
Notes to the financial statements
53
This classification is consistent with the whole-of-government reporting format and is
allowed under AASB 101 Presentation of Financial Statements.
Balance sheet
Assets and liabilities are presented in liquidity order with assets aggregated into
financial assets and non-financial assets.
Current and non-current assets and liabilities (non-current being those assets or
liabilities expected to be recovered or settled more than 12 months after the reporting
date) are disclosed in the notes, where relevant.
The net result is equivalent to profit or loss derived in accordance with AAS.
Statement of changes in equity
The statement of changes in equity presents reconciliations of each non-owner and
owner changes in equity from opening balances at the beginning of the reporting period
to the closing balances at the end of the reporting period. It also shows separately
movements due to amounts recognised in the comprehensive result and amounts
recognised in other comprehensive income related to other non-owner changes in
equity.
Cash flow statement
Cash flows are classified according to whether or not they arise from operating
activities, investing activities or financing activities. This classification is consistent with
requirements under AASB 107 Statement of Cash Flows.
(e) Changes in accounting policies
Subsequent to the 2013–14 reporting period, the following new and revised Standards
have been adopted in the current period with their financial impact detailed as below.
AASB 10 Consolidated Financial Statements
AASB 10 provides a new approach to determine whether an entity has control over an
entity, and therefore must present consolidated financial statements. The new
approach requires the satisfaction of all three criteria for control to exist over an entity
for financial reporting purposes:
(a) The investor has power over the investee
(b) The investor has exposure, or rights to variable returns from its involvement with the
investee
(c) The investor has the ability to use its power over the investee to affect the amount of
investor’s returns.
Based on the new criteria prescribed in AASB 10, the VCAA has reviewed the existing
arrangements to determine if there are any entities that need to be consolidated into
the group. The VCAA has concluded that no entity has met the control criteria.
AASB 11 Joint Arrangements
In accordance with AASB 11, there are two types of joint arrangements, i.e. joint
operations and joint ventures. Joint operations arise where the investors have rights to
the assets and obligations for the liabilities of an arrangement. A joint operator
accounts for its share of the assets, liabilities, revenue and expenses. Joint ventures
arise where the investors have rights to the net assets of the arrangement; joint
ventures are accounted for under the equity method. Proportionate consolidation of
joint ventures is no longer permitted.
The VCAA has reviewed its existing contractual arrangements with other entities to
ensure they are aligned with the new classifications under AASB 11. It has concluded
that there are no joint arrangements.
54
VCAA Annual Report 2014–15
AASB 12 Disclosure of Interests in Other Entities
AASB 12 Disclosure of Interests in Other Entities prescribes the disclosure
requirements for an entity’s interest in subsidiaries, associates, joint arrangements and
extends to the entity’s association with unconsolidated structured entities.
The VCAA has no interests in associates and joint ventures. The VCAA has also
reviewed its current contractual arrangements to determine if there are any
unconsolidated structured entities that the VCAA has involvement with. It has not
identified any unconsolidated structured entities during the assessment.
(f) Income from transactions
Income is recognised to the extent that it is probable that the economic benefits will
flow to the entity and the income can be reliably measured.
Amounts disclosed as revenue are, where applicable, net of returns, allowances and
duties and taxes. Revenue is recognised for each of the major activities as follows:
Grants
Grants are recognised as income when the VCAA gains control of the underlying
assets. Where grants are reciprocal, income is recognised as performance occurs
under the grant. Non-reciprocal grants are recognised as income when the grant is
received or receivable. Conditional grants may be reciprocal or non-reciprocal
depending on the terms of the grant.
Royalties
VCAA intellectual property is captured and maintained in a register, with royalties
recognised as income when the VCAA gains control of the underlying asset.
Fees, publications and other miscellaneous revenue
Fees from overseas students are recognised in the period that the service is provided.
Where student fees of a reciprocal nature have been received in respect of services to
be delivered in the following financial year, such amounts are deferred and disclosed as
fees in advance.
Publication and other miscellaneous revenue received is recognised as revenue on
provision of service.
Interest revenue is recognised on a time proportionate basis that takes into account the
effective yield on the financial asset.
Fair value of resources received free of charge or for nominal consideration
Contributions of resources received free of charge or for nominal consideration are
recognised at their fair value when the VCAA obtains control over them, irrespective of
whether these contributions are subject to restrictions or conditions over their use.
Contributions in the form of services are only recognised when a fair value can be
reliably determined and the services would have been purchased if not received as a
donation.
The value of the VCAA accommodation costs from DET is recognised in the
comprehensive operating statement as an expense offset by an increase to revenue as
resources received free of charge.
(g) Expenses from transactions
Expenses from transactions are recognised as they are incurred and reported in the
financial year to which they relate.
Grants and other payments
Grants and other payments to third parties are recognised as an expense in the
reporting period in which they are paid or payable. They include transactions such as
grants, subsidies and other transfer payments.
Notes to the financial statements
55
Employee expenses
Employee expenses include all costs related to employment including wages and
salaries, leave entitlements, redundancy payments and superannuation contributions.
These are recognised when incurred, except for contributions in respect of defined
benefit plans.
Superannuation—State superannuation defined benefit plans
The amount recognised in the comprehensive operating statement in relation to
employer contributions for members of defined superannuation plans is simply the
employer contributions that are paid or payable to these plans during the reporting
period. The level of these contributions will vary depending upon the relevant rules of
each plan, and is based upon actuarial advice.
The Department of Treasury and Finance (DTF) discloses in its Annual Financial
Statements on behalf of the State as the sponsoring employer the net defined benefit
cost related to the members of these plans as an administered liability. Refer to the
DTF Annual Financial Statements for more detailed disclosures in relation to these
plans.
Depreciation and amortisation
All plant and equipment and other non-financial physical assets that have finite useful
lives are depreciated. Depreciation is generally calculated on a straight-line basis, at
rates that allocate the asset’s value, less any estimated residual value, over its
estimated useful life.
Amortisation is provided on computer software and other intangible assets.
Amortisation is generally calculated on a straight-line basis so as to write off the net
cost or other revalued amount of each asset over its expected useful life to its
estimated residual value.
The estimated useful lives, residual values and depreciation method are reviewed at
the end of each annual reporting period, and adjustments made where applicable.
The following are typical estimated useful lives for the different asset classes for 2015
and 2014 financial years.
Useful life (years)
Asset
2015
2014
Plant and equipment (including computer equipment)
3–5
3–5
Leased assets (motor vehicles)
5–10
5–10
4
4
Intangible assets
Where items of plant and equipment have separately identifiable components, which
are subject to regular replacement, those components are assigned useful lives distinct
from the item of plant and equipment to which they relate.
Supplies and services
Supplies and services are recognised as an expense in the reporting period in which
they are incurred and generally represent cost of goods sold and the day-to-day
running costs, including school requisites and maintenance costs, incurred in the
normal operations of the VCAA. Inventories are expensed when purchased.
56
VCAA Annual Report 2014–15
Bad and doubtful debts
Bad and doubtful debts are assessed on a regular basis. Those bad debts considered
as written off by mutual consent are classified as a transaction expense. Those written
off unilaterally and the allowance for doubtful receivables are classified as other
economic flows.
(h) Other economic flows included in net result
Other economic flows measure the change in volume or value of assets or liabilities
that do not result from transactions.
Net gain/(loss) on non-financial assets
Net gain/(loss) on non-financial assets and liabilities includes realised and unrealised
gains and losses from revaluations, impairments, and disposals of all physical assets
and intangible assets.
Disposal of non-financial assets
Any gain or loss on the sale of non-financial assets is recognised at the date that
control of the asset is passed to the buyer and is determined after deducting from the
proceeds the carrying value of the asset at that time.
Impairment of non-financial assets
All assets are assessed annually for indications of impairment.
If there is an indication of impairment, the assets concerned are tested as to whether
their carrying value exceeds their possible recoverable amount. Where an asset’s
carrying value exceeds its recoverable amount, the difference is written off as another
economic flow within the statement of comprehensive income.
It is deemed that, in the event of the loss of an asset, the future economic benefits
arising from the use of the asset will be replaced unless a specific decision to the
contrary has been made. The recoverable amount for most assets is measured at the
higher of depreciated or amortised replacement cost and fair value less costs to sell.
Net gain/(loss) on financial instruments
Net gain/(loss) on financial instruments includes:
• realised and unrealised gains and losses from revaluations of financial instruments at
fair value
• impairment and reversal of impairment for financial instruments at amortised cost
• disposals of financial assets and derecognition of financial liabilities.
Other gains/(losses) from economic flows
Other gains/(losses) from other economic flows include the gains or losses from
reclassifications of amounts from reserves and/or accumulated surplus to net result,
and from the revaluation of the present value of the long service leave liability due to
changes in the bond interest rates.
(i) Financial instruments
Financial instruments arise out of contractual agreements that give rise to a financial
asset of one entity and a financial liability or equity instrument of another entity. Due to
the nature of the VCAA’s activities, certain financial assets and financial liabilities arise
under statute rather than contract. Such financial assets and financial liabilities do not
meet the definition of financial instruments in AASB 132 Financial Instruments:
Presentation. For example, statutory receivables arising from taxes, fines and penalties
do not meet the definition of financial instruments as they do not arise under contract.
Where relevant for note disclosure purposes, a distinction is made between those
financial assets and financial liabilities that meet the definition of financial instruments in
accordance with AASB 132 and those that do not.
The following refers to financial instruments unless otherwise stated.
Notes to the financial statements
57
Categories of non-derivative financial instruments
Loans and receivables
Loans and receivables are financial instrument assets with fixed and determinable
payments that are not quoted on an active market. These assets are initially recognised
at fair value plus any directly attributable transaction costs. Subsequent to initial
measurement, loans and receivables are measured at amortised cost using the
effective interest method, less any impairment.
Loans and receivables category includes cash and deposits (refer to Note 1 (j)), term
deposits with maturity greater than three months, trade receivables, loans and other
receivables, but not statutory receivables.
Financial liabilities at amortised cost
Financial instrument liabilities are initially recognised on the date they are originated.
They are initially measured at fair value plus any directly attributable transaction costs.
Subsequent to initial recognition, these financial instruments are measured at
amortised cost with any difference between the initial recognised amount and the
redemption value being recognised in profit and loss over the period of the interestbearing liability, using the effective interest rate method.
Financial instrument liabilities measured at amortised cost include all of the VCAAs
contractual payables, deposits held and advances received, and interest-bearing
arrangements other than those designated at fair value through profit or loss.
(j) Financial assets
Cash and cash deposits
Cash and deposits recognised in the statement of financial position comprise cash on
hand and cash at bank, deposits at call and those highly liquid investments (with an
original maturity of three months or less), which are held for the purpose of meeting
short-term cash commitments rather than for investment purposes, and readily
convertible to known amounts of cash with an insignificant risk of changes in value.
Receivables
Receivables consist predominantly of amounts owing from the Victorian Government,
debtors in relation to goods and services and GST input tax credits recoverable.
Receivables that are contractual are classified as financial instruments and categorised
as loans and receivables. Amounts owing from the Victorian Government, taxes and
other statutory receivables are not classified as financial instruments.
Receivables are recognised initially at fair value and subsequently measured at
amortised cost, using effective interest rate method, less an allowance for impairment.
A provision for doubtful receivables is made when there is objective evidence that the
debts may not be collected. Bad debts are written off when identified.
Derecognition of financial assets
A financial asset (or, where applicable, a part of a financial asset or part of a group of
similar financial assets) is derecognised when:
• the rights to receive cash flows from the asset have expired; or
• the VCAA retains the right to receive cash flows from the asset, but has assumed an
obligation to pay them in full without material delay to a third party under a ‘pass
through’ arrangement; or
• the VCAA has transferred its rights to receive cash flows from the asset and either:
‒ has transferred substantially all the risks and rewards of the asset; or
‒ has neither transferred nor retained substantially all the risks and rewards of the
asset, but has transferred control of the asset.
Where the VCAA has neither transferred nor retained substantially all the risks and
rewards or transferred control, the asset is recognised to the extent of the VCAA’s
continuing involvement in the asset.
58
VCAA Annual Report 2014–15
(k) Non-financial assets
Plant and equipment, leased improvements and leased assets (motor vehicles)
Plant and equipment, leasehold improvements and leased assets are measured initially
at cost and subsequently revalued at fair value less accumulated depreciation and
impairment. More details about the valuation techniques and inputs used in determining
the fair value of non-financial physical assets are discussed in Note 6—Plant and
equipment.
The fair value of non-financial assets is normally determined by reference to the asset’s
depreciated replacement cost. For plant, equipment and vehicles, existing depreciated
historical cost is generally a reasonable proxy for depreciated replacement cost
because of the short lives of the assets concerned. Unless otherwise disclosed, the
current use of non-financial physical assets will be their highest and best uses.
Intangible assets
Purchased intangible assets are initially recognised at cost. Subsequently, intangible
assets with finite useful lives are carried at cost less accumulated amortisation and
impairment losses. Cost incurred subsequent to initial acquisition are capitalised when
it is expected that additional future economic benefits will flow to VCAA.
Intangible assets with finite useful lives are amortised on a systematic (typically
straight-line) basis over the asset’s useful life. Amortisation begins when the asset is
available for use, that is, when it is in the location and condition necessary for it to be
capable of operating in the manner intended by management. The amortisation period
and the amortisation method for an intangible asset with a finite useful life are reviewed
at least at the end of each annual reporting period.
(l) Other non-financial assets
Prepayments
Other non-financial assets include prepayments which represent payments in advance
of receipt of goods or services or that part of expenditure made in one accounting
period covering a term extending beyond that period.
(m) Liabilities
Payables
Payables consist of:
• contractual payables, such as accounts payable, and unearned income including
deferred income from concession arrangements. Accounts payable represent
liabilities for goods and services provided to the VCAA prior to the end of the financial
year that are unpaid, and arise when the VCAA becomes obliged to make future
payments in respect of the purchase of those goods and services
• statutory payables, such as goods and services tax and fringe benefits tax payables.
Contractual payables are classified as financial instruments and categorised as
financial liabilities at amortised cost. Statutory payables are recognised and measured
similarly to contractual payables but are not classified as financial instruments and not
included in the category of financial liabilities at amortised cost because they do not
arise from a contract.
Employee benefits
Long service leave and annual leave
The liabilities for long service leave and annual leave are recognised by DET. When a
staff member accesses their leave entitlement, it is paid by DET out of the accumulated
balances in the provision accounts in the DET balance sheet.
Notes to the financial statements
59
On-costs
Provisions for on-costs such as payroll tax, workers compensation and superannuation
are recognised separately from the provision for employee benefits.
(n) Leases
A lease is a right to use an asset for an agreed period of time in exchange for payment.
Leases are classified at their inception as either operating or finance leases based on
the economic substance of the agreement so as to reflect the risks and rewards
incidental to ownership. Leases of infrastructure, property, plant and equipment are
classified as finance infrastructure leases whenever the terms of the lease transfer
substantially all the risks and rewards of ownership from the lessor to the lessee. All
other leases are classified as operating leases.
Finance leases VCAA as lessee
At the commencement of the lease term, finance leases are initially recognised as
assets and liabilities at amounts equal to the fair value of the lease property or, if lower,
the present value of the minimum lease payment, each determined at the inception of
the lease. The lease asset is accounted for as a non-financial physical asset. If there is
certainty that the VCAA will obtain the ownership of the lease asset by the end of the
lease term, the asset shall be depreciated over the useful life of the asset. If there is no
reasonable certainty that the lessee will obtain ownership by the end of the lease term,
the asset shall be fully depreciated over the shorter of the lease term and its useful life.
Minimum finance lease payments are apportioned between reduction of the
outstanding lease liability, and periodic finance expense which is calculated using the
interest rate implicit in the lease and charged directly to the comprehensive operating
statement. Contingent rentals associated with finance leases are recognised as an
expense in the period in which they are incurred.
Operating leases VCAA as lessee
Operating lease payments, including any contingent rentals, are recognised as an
expense in the comprehensive operating statement on a straight-line basis over the
lease term, except where another systematic basis is more representative of the time
pattern of the benefits derived from the use of the leased asset. The leased asset is not
recognised in the statement of financial position.
All incentives for the agreement of a new or renewed operating lease are recognised as
an integral part of the net consideration agreed for the use of the leased asset,
irrespective of the incentive’s nature or form or the timing of payments.
In the event that lease incentives are received to enter into operating leases, the
aggregate cost of incentives are recognised as a reduction of rental expense over the
lease term on a straight-line basis, unless another systematic basis is more
representative of the time pattern in which economic benefits from the leased asset are
consumed.
(o) Equity
Contributions by owners
Additions to net assets which have been designated as contributions by owners are
recognised as contributed capital. Other transfers that are in the nature of contributions
or distributions have also been designated as contributions by owners.
Transfers of net assets arising from administrative restructuring are treated as
distributions to or contributions by owners.
(p) Commitments
Commitments for future expenditure include operating and capital commitments arising
from contracts. These commitments are disclosed by way of a note (refer to Note 13) at
their nominal value and inclusive of the goods and services tax (GST) payable. In
addition, where it is considered appropriate and provides additional relevant information
60
VCAA Annual Report 2014–15
to users, the net present values of significant individual projects are stated. These
future expenditures cease to be disclosed as commitments once the related liabilities
are recognised in the statement of financial position.
(q) Contingent assets and contingent liabilities
Contingent assets and contingent liabilities are not recognised in the statement of
financial position, but are disclosed by way of a note (refer to Note 14) and, if
quantifiable, are measured at nominal value. Contingent assets and liabilities are
presented inclusive of GST receivable or payable respectively
(r) Goods and services tax (GST)
Income, expenses and assets are recognised net of the amount of associated goods
and services tax (GST), except:
• where the amount of GST incurred is not recoverable from the taxation authority, it is
recognised as part of the cost of acquisition of an asset or as part of an item of
expense; or
• or receivables and payables which are recognised inclusive of GST receivable or
payable.
The net amount of GST recoverable from, or payable to, the taxation authority is
included with other receivables or payables in the statement of financial position.
Cash flows are presented on a gross basis. The GST component of cash flows arising
from investing and financing activities which is recoverable from, or payable to, the
taxation authority are presented as operating cashflows.
Commitments and contingent assets and liabilities are also stated inclusive of GST.
(s) Events after the reporting date
Assets, liabilities, income or expenses arise from past transactions or other past
events. Where the transactions result from an agreement between the VCAA and other
parties, the transactions are only recognised when the agreement is irrevocable at or
before the end of the reporting period. Adjustments are made to amounts recognised in
the financial statements for events which occur after the reporting period and before the
date the financial statements are authorised for issue, where those events provide
information about conditions which existed at the reporting period. Note disclosure is
made about events between the end of the reporting period and the date the financial
statements are authorised for issue where the events relate to conditions which arose
after the end of the reporting period and which may have a material impact on the
results of subsequent reporting periods.
(t) Rounding
Amounts in the financial statements have been rounded to the nearest dollar, unless
otherwise stated. Figures in the financial statements may not equate due to rounding.
Please refer to Note 23 for a style convention for explanations of minor discrepancies
resulting from rounding.
(u) AAS issued that are not yet effective
Certain new AAS have been published that are not mandatory for the 30 June 2015
reporting period. DTF assesses the impact of all these new standards and advises the
VCAA of their applicability and early adoption where applicable. As at 30 June 2015,
the following AAS have been issued by the AASB but not yet effective. They become
effective for the first financial statements for reporting periods commencing after the
stated operative dates as follows:
Notes to the financial statements
61
Standard/Interpretation
Summary
Applicable
for annual
reporting
periods
beginning
on
Impact on entity
financial statements
AASB 9 Financial Instruments
The key changes
include the simplified
requirements for the
classification and
measurement of
financial assets, a new
hedging accounting
model and a revised
impairment loss model
to recognise
impairment losses
earlier, as opposed to
the current approach
that recognises
impairment only when
incurred.
1 January
2018
The assessment has
identified that the
financial impact of
available for sale (AFS)
assets will now be
reported through other
comprehensive income
(OCI) and no longer
recycled to the profit and
loss.
The core principle of
AASB 15 requires an
entity to recognise
revenue when the
entity satisfies a
performance obligation
by transferring a
promised good or
service to a customer.
1 January
2017
AASB 15 Revenue from
Contracts with Customers
While the preliminary
assessment has not
identified any material
impact arising from AASB
9, it will continue to be
monitored and assessed.
(Exposure
Draft 263potential
deferral to 1
Jan 2018)
The changes in revenue
recognition requirements
in AASB 15 may result in
changes to the timing and
amount of revenue
recorded in the financial
statements. The standard
will also require additional
disclosures on service
revenue and contract
modifications.
A potential impact will be
the upfront recognition of
revenue from licences
that cover multiple
reporting periods.
Revenue that was
deferred and amortised
over a period may now
need to be recognised
immediately as a
transitional adjustment
against the opening
returned earnings if there
are no former
performance obligations
outstanding.
AASB 2014-1 Amendments to
Australian Accounting
Standards [Part E Financial
Instruments]
62
Amends various AAS
to reflect the AASB’s
decision to defer the
mandatory application
date of AASB 9 to
annual reporting
periods beginning on
or after 1 January
2018; as a
consequence of
Chapter 6; and to
amend reduced
disclosure
requirements.
1 January
2018
This amending standard
will defer the application
period of AASB 9 to the
2018-19 reporting period
in accordance with the
transition requirements.
VCAA Annual Report 2014–15
Standard/Interpretation
Summary
Applicable
for annual
reporting
periods
beginning
on
Impact on entity
financial statements
AASB 2014-4 Amendments to
Australian Accounting
Standards—Clarification of
Acceptable Methods of
Depreciation and Amortisation
[AASB 116 & AASB 138]
Amends AASB 116
Property, Plant and
Equipment and AASB
138 Intangible Assets
to:
1 January
2016
The assessment has
indicated that there is no
expected impact as the
revenue-based method is
not used for depreciation
and amortisation.
1 January
2016
The amending standard
will result in extended
disclosures on the entity’s
key management
personnel (KMP), and the
related party transactions.
• establish the
principle for the
basis of depreciation
and amortisation as
being the expected
pattern of
consumption of the
future economic
benefits of and asset
• prohibit the use of
revenue-based
methods to calculate
the depreciation or
amortisation of an
asset, tangible or
intangible, because
revenue generally
reflects the pattern
of economic benefits
that are generated
from operating the
business, rather than
the consumption
through the use of
the asset.
AASB 2015-6 Amendments to
Australian Accounting
Standards— Extending
Related Party Disclosures to
Not-for-Profit Public Sector
Entities [AASB 10, AASB 124,
& AASB 1049]
The amendments
extend the scope of
AASB 124 Related
Party Disclosures to
not-for-profit public
sector entities. A
guidance has been
included to assist the
application of the
standard by not-forprofit public sector
entities.
In addition to the new standards and amendments above, the AASB has issued a list of
other amending standards that are not effective for the 2014-15 reporting period (as
listed below). In general, these amending standards include editorial and references
changes that are expected to have insignificant impacts on public sector reporting.
• AASB 2010-7 Amendments to Australian Accounting Standards arising from AASB 9
(December 2010)
• AASB 2013-9 Amendments to Australian Accounting Standards—Conceptual
Framework, Materiality and Financial Instruments
• AASB 2014-1 Amendments to Australian Accounting Standards [PART D—
Consequential Amendments arising from AASB 14 Regulatory Deferral Accounts
only]1
• AASB 2014-3 Amendments to Australian Accounting Standards—Accounting for
Acquisitions of Interest in Joint Operations [AASB 1 & AASB 11]
1
This Standard or Amendment may not be relevant to Victorian not-for-profit entities when operative.
Notes to the financial statements
63
• AASB 2014-5 Amendments to Australian Accounting Standards arising from
AASB 15
• AASB 2014-6 Amendments to Australian Accounting Standards—Agriculture: Bearer
Plants [AASB 101, AASB 116, AASB 117, AASB 123, AASB 136, AASB 140 &
AASB 141]
• AASB 2014-7 Amendments to Australian Accounting Standards arising from AASB 9
(December 2014)
• AASB 2014-8 Amendments to Australian Accounting Standards arising from AASB 9
(December 2014)—Application of AASB 9 (December 2209) and AASB 9 (December
2010) [AASB 9 (2009 & 2010)]
• AASB 2015-2 Amendments to Australian Accounting Standards—Disclosure
Initiative: Amendments to AASB 101 [AASB 7, AASB 101, AASB 134 & AASB 1049]
• AASB 2015-3 Amendments to Australian Accounting Standards arising from the
Withdrawal of AASB 1031 Materiality
• AASB 2015-4 Amendments to Australian Accounting Standards—Financial Reporting
Requirements for Australian Groups with a Foreign Parent [AASB1 127, AASB 128]1
• AASB 2015-5 Amendments to Australian Accounting Standards—Investment Entities:
Applying the Consolidation Exception [AASB1 10, AASB 12 & AASB 128]1
1
This Standard or Amendment may not be relevant to Victorian not-for-profit entities when operative.
64
VCAA Annual Report 2014–15
Note 2
Income from transactions
2015
$
2014
$
47,278,323
42,227,468
-
950,000
47,278,323
43,177,468
Interest on bank deposits
165,310
185,033
Total interest
165,310
185,033
2,453,537
2,317,665
Royalties
293,417
654,707
Miscellaneous income
724,922
1,042,764
3,471,876
4,015,136
General purpose grants
2,869,495
1,779,716
Total grants
2,869,495
1,779,716
Accommodation
2,265,170
2,399,201
Total fair value of assets and services received free of charge or
for nominal consideration
2,265,170
2,399,201
(a) Output appropriations
Operating appropriations
Capital appropriations
Total output appropriations
(b) Interest
(c) Other income
User charges
Total other income
(d) Grants
(e) Fair value of assets and services received free of charge or
for nominal consideration
VCAA receives an operating appropriation from DET, from which the employee costs
are met.
Fair value of assets and services received free of charge or for nominal consideration
relates to two separate building occupancy agreements:
• 2 Lonsdale Street, Melbourne.
• VCAA’s Assessment Centre at Coburg.
Accommodation was paid on the VCAA’s behalf by DET. These amounts have been
recognised in the comprehensive operating statement as expenditure offset by an
increase to revenue as resources received free of charge.
Notes to the financial statements
65
Note 3
Expenses from transactions
2015
$
2014
$
(a) Employee expenses
Salary and wages (including annual leave and long service
leave)
17,791,247
17,252,383
Fees for setting, vetting and assessing examinations
11,487,229
10,795,602
Superannuation
2,779,385
2,594,507
Other on-costs (fringe benefits tax, payroll tax and WorkCover
levy)
1,839,577
1,813,262
33,897,438
32,455,754
697,804
1,036,432
58,610
54,494
756,414
1,090,926
3,320,640
4,289,483
503,812
384,656
Contractors and consultants
7,352,739
7,021,851
Administrative expenses
2,117,349
1,927,767
Information, technology and communication expenses
1,840,777
1,903,885
671,000
606,334
1,684,705
1,553,484
17,491,022
17,687,461
Accommodation
2,265,170
2,399,201
Total fair value of assets and services provided free of
charge or for nominal consideration
2,265,170
2,399,201
Total employee expenses
(b) Depreciation and amortisation expense
Depreciation of plant and equipment
Plant and equipment
Amortisation expense
Amortisation of leased assets (motor vehicles)
Total depreciation and amortisation expense
(c) Supplies and services
Examination centre, supervisor and other grants
Teacher release and development grants
Operating lease expenses
Other
Total supplies and services
(d) Fair value of assets and services provided free of
charge or for nominal consideration
66
VCAA Annual Report 2014–15
Note 4
Other economic flows included in net result
2015
$
2014
$
(a) Net gain/(loss) on non-financial assets
Net gain/(loss) on disposal of plant and equipment
4,880
14,214
Total net gain/(loss) on non-financial assets
4,880
14,214
Net gain/(loss) on receivables
(58,363)
(25,883)
Total other gains/(losses) from other economic flows
(58,363)
(25,883)
(b) Other gains/(losses) from other economic flows
Note 5
Receivables
2015
$
2104
$
Current receivables
Contractual
Fee-paying overseas students1
714,572
637,565
Provision for doubtful receivables (see Note 5(a))
(28,109)
(12,000)
Other receivables
754,233
733,063
1,440,696
1,358,628
10,000
10,000
10,000
10,000
Total current receivables
1,450,696
1,368,628
Total receivables
1,450,696
1,368,628
Statutory
Amounts owing from the Department of Education and Training2
1
The average credit period for fee-paying overseas students is 45 days and for other receivables is
30 days. A provision has been made for estimated irrecoverable amounts from the fee-paying services
when there is objective evidence that an individual receivable is impaired.
2
The Statutory amount incorporates funding for all commitments included in the appropriations drawn
down from the Consolidated Fund.
Notes to the financial statements
67
(a) Movement in provision for doubtful contractual receivables
2015
$
2014
$
Balance at beginning of the year
(12,000)
(10,000)
Increase in provision recognised in the net result
(58,363)
(25,883)
42,254
23,883
(28,109)
(12,000)
Reversal of provision of receivables written off during the year as uncollectible
Balance at end of the year
(b) Ageing analysis of contractual receivables
Please refer to table 15.3 in Note 15 for the ageing analysis of contractual receivables.
(c) Nature and extent of risk arising from contractual receivables
Please refer to table 15.5 in Note 15 for the nature and extent of risks arising from
contractual receivables.
Note 6
Plant and equipment
Table 6.1—Classification by ‘Purpose Group’—Carrying amounts
Education
Table 6.3
Table disclosure reference
2015
$
Total
Table 6.3
2014
$
2015
$
2014
$
Plant and equipment1
648,424
1,097,887
648,424
1,097,887
Motor vehicles
136,779
172,089
136,779
172,089
Work In Progress
395,660
183,580
395,660
183,580
1,180,863
1,453,556
1,180,863
1,453,556
Net carrying amount
1
Plant and equipment are classified primarily by the ‘purpose’ for which the assets are used according
to one of six ‘purpose groups’ based upon government purpose classifications. All assets within a
purpose group are further sub categorised according to the asset’s ‘nature’ (i.e. plant and equipment,
etc.), with each sub-category being classified as a separate class of asset for financial reporting
purposes.
68
VCAA Annual Report 2014–15
Table 6.2—Gross carrying amount and accumulated depreciation/amortisation
Accumulated
depreciation/amortisation
Gross carrying amount
2015
2014
$
$
Plant and
equipment
2015
$
Net carrying amount
2014
$
2015
$
2014
$
4,582,259
4,597,604
(3,933,835)
(3,499,717)
648,424
1,097,887
Motor
vehicles
229,473
231,101
(92,694)
(59,012)
136,779
172,089
Work in
progress
395,660
183,580
-
-
395,660
183,580
5,207,392
5,012,285
(4,026,529)
(3,558,729)
1,180,863
1,453,556
Table 6.3—Classification by Purpose Group ‘Education’—Movements in carrying amounts
Plant and equipment
2015
$
2014
$
Motor vehicles
WIP
2015
$
2014
$
2015
$
Total
2014
$
2015
$
2014
$
Opening
balance
1,097,887
1,360,540
172,089
103,590
183,580
41,750
1,453,556
1,505,880
Additions
109,269
519,368
34,557
164,302
351,152
423,582
494,978
1,107,252
Disposals
-
(27,341)
(11,257)
(41,309)
-
-
(11,257)
(68,650)
139,072
281,752
-
-
(139,072)
(281,752)
-
-
(697,804) (1,036,432)
(58,610)
(54,494)
-
-
136,779
172,089
395,660
183,580
Transfer to
plant and
equipment
Depreciation
amortisation
expense
Closing
balance
648,424
1,097,887
Notes to the financial statements
(756,414) (1,090,926)
1,180,863
1,453,556
69
Table 6.4—Fair value measurement hierarchy for assets as at 30 June 2015
Carrying
amount as
at 30 June
2015
$
Fair value measurement at end of
reporting period using:
Level 11
$
Level 21
$
Level 31
$
Plant, equipment and vehicles at
fair value
Vehicles2
Plant and equipment
3
Total of plant, equipment and
vehicles at fair value
136,779
-
-
136,779
648,424
-
-
648,424
785,203
-
-
785,203
Carrying
amount as
at 30 June
2014
$
Fair value measurement at end of
reporting period using:
Level 11
$
Level 21
$
Level 31
$
Plant, equipment and vehicles at
fair value
Vehicles2
Plant and equipment
3
Total of plant, equipment and
vehicles at fair value
172,089
-
-
172,089
1,097,887
-
-
1,097,887
1,269,976
-
-
1,269,976
Vehicles
The VCAA acquires new vehicles and at times disposes of them before the end of their
economic life. The process of acquisition, use and disposal in the market is managed
by experienced fleet managers in the Department of Treasury and Finance who set
relevant depreciation rates during use to reflect the utilisation of the vehicles.
Plant and equipment
Plant and equipment is held at fair value. When plant and equipment is specialised in
use, such that it is rarely sold other than as part of a going concern, fair value is
determined using the depreciated replacement cost method.
There were no changes in valuation techniques throughout the period to 30 June 2015.
For all assets measured at fair value, the current use is considered the highest and
best use.
1
Classified in accordance with the fair value hierarchy, see Note 1(b).
Vehicles are categorised to Level 3 assets as the depreciated replacement cost is used in estimating
the fair value.
3
Plant and equipment are classified primarily by the ‘purpose’ for which the assets are used according
to one of six ‘purpose groups’ based upon government purpose classifications. All assets within a
purpose group are further sub-categorised according to the asset’s ‘nature’ (i.e. plant and equipment,
etc.), with each sub-category being classified as a separate class of asset for financial reporting
purposes.
2
70
VCAA Annual Report 2014–15
Table 6.5—Reconciliation of Level 3 fair value
Vehicles
Plant and equipment
2015
$
2014
$
2015
$
Opening balance
172,089
103,590
1,097,887
1,360,540
Purchases (sales)
23,300
122,993
248,341
773,779
-
-
-
-
(58,610)
(54,494)
(697,804)
(1,036,432)
-
-
-
-
(58,610)
(54,494)
(697,804)
(1,036,432)
Transfers in (out) of Level 3
2014
$
Gains or losses recognised in net result
Depreciations
Impairment loss
Subtotal
Gains or losses recognised in other economic flows—other comprehensive income
Revaluation
-
-
-
-
Subtotal
-
-
-
-
136,779
172,089
648,424
1,097,887
Closing balance
Table 6.6—Description of significant unobservable inputs to Level 3 valuations
Valuation technique
Vehicles, plant and equipment
Note 7
Depreciated replacement cost
Significant
unobservable inputs
Useful life of vehicles, plant
and equipment
Intangible assets
2015
$
2014
$
Gross carrying amount
-
4,266,414
Disposals
-
(4,266,414)
Closing balance
-
-
-
(4,266,414)
Disposals
-
4,266,414
Closing balance
-
-
Net book value at the end of the financial year
-
-
Opening balance
Accumulated amortisation
Opening balance
Notes to the financial statements
71
Note 8
Other non-financial assets
2015
$
2014
$
Current other assets
Prepayments
346,030
388,369
Total current other assets
346,030
388,369
Total other non-financial assets
346,030
388,369
Note 9
Payables
2015
$
2014
$
Supplies and services1
1,803,695
2,342,366
Accrued wages and salaries
1,514,284
1,293,545
Accrued expenses
1,065,765
1,445,630
438,742
394,136
4,822,486
5,475,677
-
32
1,850
-
272,400
372,839
274,250
372,871
Total current payables
5,096,736
5,848,548
Total payables
5,096,736
5,848,548
Current payables
Contractual
Other payables
Statutory
FBT payable
Group tax payable
Amounts payable to government departments2
(a) Maturity analysis of payables
Please refer to table 15.4 in Note 15(c) for the ageing analysis of contractual payables.
(b) Nature and extent of risk arising from payables
Please refer to Note 15 for the nature and extent of risk arising from contractual
payables.
1
The average credit period is 30 days.
Terms and conditions of amounts payable to other government agencies vary according to a particular
agreement with that agency.
2
72
VCAA Annual Report 2014–15
Note 10 Borrowings
2015
$
2014
$
Current borrowings
Finance Lease Liabilities1
94,141
60,280
Total current borrowings
94,141
60,280
Finance Lease Liabilities1
44,186
113,599
Total non-current borrowings
44,186
113,599
138,327
173,879
Non-current borrowings
Total borrowings
(a) Maturity analysis of borrowings
Please refer to table 15.4 in Note 15(c) for the maturing analysis of borrowings.
(b) Nature and extent of risk arising from borrowings
Please refer to Note 15 for the nature and extent of risk arising from borrowings.
(c) Defaults and breaches
During the current and prior year there were no defaults and breaches of any of the
borrowings.
Note 11 Superannuation
As per the Education and Training Reform Act 2006, all employees of the VCAA are
recognised as employees of the Department of Education and Training and are entitled
to receive superannuation benefits. The Department contributes to both defined benefit
and defined contribution plans. The defined benefit plan(s) provides benefits based on
years of service and final average salary.
The VCAA does not recognise any defined benefit liability in respect of the plan(s)
because the entity has no legal or constructive obligation to pay future benefits relating
to its employees; its only obligation is to pay superannuation contributions as they fall
due. The Department of Treasury and Finance recognises and discloses the state’s
total defined benefit liabilities in its disclosure for administered items. However,
superannuation contributions paid or payable for the reporting period are included as
part of employee benefits in the comprehensive operating statement of the VCAA.
Superannuation contributions for the reporting period are included as part of salaries
and associated costs in the comprehensive operating statement of the VCAA.
The VCAA paid contributions on behalf of eligible casual and sessional employees into
163 different funds.
Contributions are calculated at a rate of 9.5 per cent (2014: 9.25 per cent) pursuant to
the provisions of the Superannuation Guarantee Act 1992. The names, details and
amounts of the major employee superannuation funds and contributions made by the
VCAA are as follows:
1
Secured by the assets leased. Finance leases are effectively secured as the rights to the leased
assets revert to the lessor in the event of default.
Notes to the financial statements
73
Paid contribution for
the year
Contribution
outstanding at year
end
2015
$
2014
$
2015
$
2014
$
631,155
627,253
188,315
179,524
Catholic Superannuation Fund
34,579
24,181
9,991
9,042
Tertiary Education Superannuation Scheme
13,023
13,998
14,898
8,805
Various other
131,822
86,543
32,404
23,359
Total
810,579
751,976
245,608
220,730
Defined contribution plans:
Victorian Superannuation Scheme
Note 12 Leases
Disclosure for lessees—finance leases
The lease commitments relate to the VCAA’s motor vehicle leases. The VCAA entered
into leasing arrangements with VicFleet to lease motor vehicles for lease periods
between 24 and 36 months.
Minimum future lease
payments
2015
$
Present value of minimum
future lease payments
2014
$
2015
$
2014
$
Not longer than one year
98,372
68,424
94,141
60,280
Longer than one year and not
longer than five years
44,648
117,416
44,186
113,599
-
-
-
-
143,020
185,840
138,327
173,879
(4,693)
(11,961)
-
-
138,327
173,879
138,327
173,879
Longer than five years
Minimum future lease payments
less future finance charges
Present value of minimum lease
payments
74
VCAA Annual Report 2014–15
Disclosure for lessees—operating leases
Minimum future lease
payments
2015
$
2014
$
Present value of
minimum future lease
payments
2015
$
2014
$
170,881
235,616
13,158
161,077
184,039
396,693
Non-cancellable operating lease
payable
Not longer than one year
Longer than one year and not longer
than five years
Total non-cancellable operating
lease payable
All amounts shown above are nominal amounts inclusive of GST.
Note 13
Commitments for expenditure
The following commitments have not been recognised as liabilities in the financial
statements:
2015
$
2014
$
Capital expenditure commitments
Payable
Not longer than one year
Longer than one year and not longer than five years
Total capital expenditure commitments
65,980
67,015
-
-
65,980
67,015
6,669,864
3,264,989
136,070
-
6,805,934
3,264,989
Operating expenditure commitments
Payable
Not longer than one year
Longer than one year and not longer than five years
Total operating expenditure commitments
All amounts shown in the commitments note are nominal amounts inclusive of GST.
Note 14 Contingent assets and contingent liabilities
At 30 June 2015 the VCAA had no contingent assets (nil at 30 June 2014) and no
contingent liabilities (nil at 30 June 2014).
Notes to the financial statements
75
Note 15 Financial instruments
(a) Financial risk management objectives and policies
The VCAA’s principal financial instruments comprise:
•
•
•
•
cash and deposits
receivables (excluding statutory receivables)
payables (excluding statutory payables)
finance lease payables.
Details of the significant accounting policies and methods adopted, including the criteria
for recognition, the basis of measurement and the basis on which income and
expenses are recognised, in respect of each class of financial asset and financial
liability are disclosed in Note 1 to the financial statements. The main purpose in holding
financial instruments is to prudentially manage VCAA’s financial risks within the
government policy parameters. VCAA’s main financial risks include credit risk, liquidity
risk and interest rate risk. VCAA manages these financial risks in accordance with its
financial risk management policy.
The carrying amounts of the VCAA’s contractual financial assets and financial liabilities
by category are in Table 15.1.
76
VCAA Annual Report 2014–15
Table 15.1—Categorisation of financial instruments
Contractual
financial
assets—loans
and
receivables
$
Contractual
financial
liabilities at
amortised
cost
$
Total
$
2015
Contractual financial assets
Cash and deposits
9,522,303
-
9,522,303
1,440,696
-
1,440,696
10,962,999
-
10,962,999
-
4,822,486
4,822,486
Lease liabilities
-
138,327
138,327
Total contractual financial liabilities
-
4,960,813
4,960,813
Cash and deposits
8,490,056
-
8,490,056
Receivables1
1,358,628
-
1,358,628
Total contractual financial assets
9,848,684
-
9,848,684
-
5,475,677
5,475,677
Lease liabilities
-
173,879
173,879
Total contractual financial liabilities
-
5,649,556
5,649,556
1
Receivables
Total contractual financial assets
Contractual financial liabilities
Payables1
Supplies and services
Borrowings
2014
Contractual financial assets
Contractual financial liabilities
Payables1
Supplies and services
Borrowings
(b) Credit risk
Credit risk arises from the contractual financial assets of the VCAA, which comprise
cash and cash equivalents and receivables. The VCAA’s exposure to credit risk arises
from the potential default of a counter party on their contractual obligations resulting in
financial loss to the VCAA. Credit risk is measured at fair value and is monitored on a
1
The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian
Government and GST input tax credit recoverable and taxes payable).
Notes to the financial statements
77
regular basis. Credit risk associated with the VCAA’s financial assets is minimal
because the main debtor is the Victorian Government.
Provision of impairment for contractual financial assets is recognised when there is
objective evidence that the VCAA will not be able to collect a receivable. Objective
evidence includes financial difficulties of the debtor, default payments, debts which are
more than 60 days overdue, and changes in debtor credit rating.
Except as otherwise detailed in the following table, the carrying amount of contractual
financial assets recorded in the financial statements, net of any allowance for losses,
represents the VCAA’s maximum exposure to credit risk without taking account of the
value of any collateral obtained.
The carrying amount of financial assets recorded in the financial report represents the
VCAA’s maximum exposure to credit risk as indicated in Table 15.2.
Table 15.2—Credit quality of contractual financial assets that are neither past due nor
impaired
Financial
Institutions
(AA- credit
rating)
$
Other
$
Total
$
2015
Contractual financial assets
Cash and deposits
1
Receivables
Total contractual financial assets
9,522,303
-
9,522,303
-
1,440,696
1,440,696
9,522,303
1,440,696
10,962,999
8,490,056
-
8,490,056
-
1,358,628
1,358,628
8,490,056
1,358,628
9,848,684
2014
Contractual financial assets
Cash and deposits
Receivables
1
Total contractual financial assets
Currently VCAA does not hold any collateral as security nor credit enhancements
relating to any of its financial assets.
There are no financial assets that have had their terms renegotiated so as to prevent
them from being past due or impaired, and they are stated at the carrying amounts as
indicated.
Table 15.3 indicates the ageing analysis of contractual financial assets.
1
The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian
Government and GST input tax credit recoverable).
78
VCAA Annual Report 2014–15
Table 15.3—Ageing analysis of financial assets
Past due but not impaired
Carrying
amount
$
Not past due
and not
impaired
$
Less than
1 month
$
1–
3 months
$
3
months
–1 year
$
1–5
years
$
2015
Receivables1
1,440,696
961,434
214,918
229,889
587
33,868
1,440,696
961,434
214,918
229,889
587
33,868
1,358,628
758,995
108,219
443,462
33,224
14,728
1,358,628
758,995
108,219
443,462
33,224
14,728
2014
Receivables1
(c) Liquidity risk
Liquidity risk is the risk that the VCAA would be unable to meet its financial obligations
as they fall due. The VCAA operates under the government fair payments policy of
settling financial obligations within 30 days and, in the event of a dispute, making
payments within 30 days from the date of resolution.
The VCAA’s maximum exposure to liquidity risk is the carrying amounts of financial
liabilities as disclosed on the face of the statement of financial position. VCAA manages
its liquidity risk by:
• close monitoring of its short-term and long-term borrowings by senior management,
including monthly reviews on current and future borrowing levels and requirements
• maintaining an adequate level of uncommitted funds that can be drawn at short
notice to meet its short-term obligations
• holding investments and other contractual financial assets that are readily tradeable
in the financial markets
• careful maturity planning of its financial obligations based on forecasts of future cash
flows
• a high credit rating for the State of Victoria (Moody’s Investor Services and Standard
& Poor’s AAA), which assists in accessing the debt market at a lower interest rate.
The VCAA’s exposure to liquidity risk is deemed insignificant based on prior periods’
data and current assessment of risk.
Table 15.4 discloses the contractual maturity analysis for the VCAA’s contractual
financial liabilities.
1
The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian
Government and GST input tax credit recoverable).
Notes to the financial statements
79
Table 15.4—Maturity analysis of contractual financial liabilities
Maturity dates
Carrying
amount
$
Nominal
amount
$
Less
than
1 month
$
1–3
months
$
3 months–
1 year
$
1–5
years
$
2015
Payables1
Supplies and services
4,822,486
4,822,486
4,822,486
-
-
-
138,327
143,020
7,845
15,690
70,606
44,186
4,960,812
4,965,506
4,830,331
15,690
70,606
44,186
5,475,677
5,475,677
5,475,677
-
-
-
173,879
185,840
5,023
10,047
45,210
113,599
5,649,556
5,661,517
5,480,700
10,047
45,210
113,599
Borrowings
Lease liabilities
2014
Payables1
Supplies and services
Borrowings
Lease liabilities
(d) Market risk
Interest rate risk
Fair value interest rate risk is the risk that the fair value of the financial instrument will
fluctuate because of changes in market interest rates. The VCAA does not hold any
interest-bearing financial instruments that are measured at fair value, therefore has no
exposure to fair value interest rate risk.
Cash flow interest rate risk is the risk that the future cash flows of a financial instrument
will fluctuate because of changes in market interest rates.
The VCAA has minimal exposure to cash flow interest rate risks through its cash and
deposits and term deposits that are at floating rates.
The VCAA manages this risk by mainly undertaking fixed rate or non-interest-bearing
financial instruments with relatively even maturity profiles, with only insignificant
amounts of financial instruments at a floating rate. Management has concluded for cash
at bank, as a financial asset that can be left at floating rate without necessarily
exposing the VCAA to significant bad risk, management monitors movement in interest
rates on a daily basis.
The carrying amount of financial assets and financial liabilities that are exposed to
interest rates are set out below. In addition, the VCAA’s sensitivity to interest rate risk is
set out in Table 15.5.
1
The carrying amounts disclosed exclude statutory amounts (e.g. GST payable).
80
VCAA Annual Report 2014–15
Table 15.5—Interest rate exposure of financial instruments
Weighted
average
effective
interest
rate
%
Interest rate risk exposure
Carrying
amount
$
Fixed
interest
rate
$
Variable
interest
rate
$
Noninterest
bearing
$
2015
Financial assets
Cash and deposits
1.86
Receivables1
Total financial assets
9,522,303
-
9,522,303
-
1,440,696
-
-
1,440,696
10,962,999
-
9,522,303
1,440,696
4,822,486
-
-
4,822,486
138,327
138,327
-
-
4,960,813
138,327
-
4,822,486
8,490,056
-
8,490,056
-
1,358,628
-
-
1,358,628
9,848,684
-
8,490,056
1,358,628
5,475,677
-
-
5,475,677
173,879
173,879
-
-
173,879
-
5,475,677
Financial liabilities
Payables1
Supplies and services
Borrowings
Lease liabilities
Total financial liabilities
2014
Financial assets
Cash and deposits
Receivables
1
Total financial assets
2.03
Financial liabilities
Payables1
Supplies and services
Borrowings
Lease liabilities
Total financial liabilities
5,649,556
1
The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian
Government and GST input tax credit recoverable and taxes payable).
Notes to the financial statements
81
Sensitivity disclosure analysis and assumptions
VCAA’s sensitivity to market risk is determined based on the observed range of actual
historical data for the preceding five-year period, with all variables other than the
primary risk variable held constant. The following movements are “reasonably possible”
over the next 12 months:
A movement of 100 basis points up and down (2014: 100 points up and down) in the
market interest rates (AUD)
The VCAA has performed a sensitivity analysis relating to its exposure to interest risk at
balance date. This sensitivity analysis demonstrates the effect on the current year
results and equity which could result from a change in this risk.
Table 15.6—Interest rate sensitivity analysis
At 30 June 2015, the effect on the net result and equity as a result of changes in the
interest rate, with all other variables remaining constant, would be as follows:
Interest Rate
- 100 basis points
+ 100 basis points
Availablefor-sale
revaluation
surplus
$
Net
Result
$
Availablefor-sale
revaluation
surplus
$
Carrying
Amount
$
Net
Result
$
Cash and deposits
9,522,303
(95,223)
-
95,223
-
Total contractual financial
assets
9,522,303
(95,223)
-
95,223
-
Cash and deposits
8,490,056
(84,901)
-
84,901
-
Total contractual financial
assets
8,490,056
(84,901)
-
84,901
-
2015
Contractual financial assets
2014
Contractual financial assets
The above interest rate sensitivity analysis has been performed on the assumption that
all other variables remain unchanged.
Only cash and cash equivalents would be affected by a movement in interest rates as
other financial instruments are either interest-free or subject to fixed interest rates.
No sensitivity analysis has been performed on foreign exchange risk, as the VCAA is
not exposed to foreign currency fluctuations.
82
VCAA Annual Report 2014–15
(e) Fair value
The fair values and net fair values of financial instrument assets and liabilities are
determined as follows:
• Level 1 – the fair value of financial instrument with standard terms and conditions and
traded in active liquid markets are determined with reference to quoted market prices
• Level 2 – the fair value is determined using inputs other than quoted prices that are
observable for the financial asset or liability, either directly or indirectly
• Level 3 – the fair value is determined in accordance with generally accepted pricing
models based on discounted cash flow analysis using unobservable market inputs.
The VCAA considers that the carrying amount of financial assets and financial liabilities
recorded in the financial statements approximates their fair values because of the
short-term nature of the financial instruments and the expectation that they will be paid
in full.
Table 15.7 shows that the fair values of most of the contractual financial assets and
liabilities are the same as their carrying amounts.
Table 15.7—Comparison between carrying amount and fair value
Carrying
amount
2015
$
Fair value
2015
$
Carrying
amount
2014
$
Fair value
2014
$
Contractual financial assets
Cash and deposits
1
Receivables
Total contractual financial assets
9,522,303
9,522,303
8,490,056
8,490,056
1,440,696
1,440,696
1,358,628
1,358,628
10,962,999
10,962,999
9,848,684
9,848,684
4,822,486
4,822,486
5,475,677
5,475,677
138,327
138,327
173,879
173,879
4,960,813
4,960,813
5,649,556
5,649,556
Contractual financial liabilities
Payables1
Supplies and services
Borrowings
Lease liabilities
Total contractual financial liabilities
The VCAA did not have any financial instruments that are measured subsequent to
initial recognition at fair value as at 30 June 2015 (2014: Nil).
1
The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian
Government and GST input tax credit recoverable and taxes payable).
Notes to the financial statements
83
Note 16 Cash flow information
(a) Reconciliation of cash and deposits
For the purposes of the cash flow statement, cash includes cash on hand and in banks.
Cash at the end of the financial year as shown in the cash flow statement is reconciled
to the related items in the statement of financial position as follows:
2015
$
2014
$
Total cash and deposits disclosed in the balance sheet
9,522,303
8,490,056
Balance as per cash flow statement
9,522,303
8,490,056
2015
$
2014
$
(b) Reconciliation of net result for the period
Net result for the period
1,586,647
(2,088,457)
(4,880)
(14,214)
756,414
1,090,926
(98,177)
248,058
42,339
(139,195)
(751,812)
447,455
16,109
2,000
1,546,640
(453,427)
Non-cash movements
(Gain)/loss on disposal of non-current assets
Depreciation and amortisation of non-current assets
Movements in assets and liabilities
(Increase)/decrease in receivables
(Increase)/decrease in other non-financial assets
Increase/(decrease) in payables
Increase/(decrease) in provisions
Net cash flows from/(used in) operating activities
Note 17 Ex gratia payments
As at 30 June 2015 the VCAA had not made any ex gratia payments (nil at 30 June
2014).
Note 18 Economic dependency
The VCAA is dependent on the State Government, through DET, for a significant
volume of its operating revenue, provision of human resources, information system
support, financial facilities and ongoing financial support as reported in Note 1.
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VCAA Annual Report 2014–15
Note 19 Responsible persons
In accordance with the Ministerial Directions issued by the Minister for Finance under
the Financial Management Act 1994, the following disclosures are made regarding
responsible persons for the reporting period.
Names
The persons who held the positions of Responsible Minister, and Members of the
VCAA are:
• Responsible Minister—Minister for Education:
‒ The Hon. James Merlino, MP (from 4 December 2014)
‒ The Hon. Martin Dixon, MP (until 4 December 2014)
‒ The Hon. Steve Herbert, MP acted while Minister Merlino was on leave.
• Responsible Minister—Minister for Families and Children:
‒ The Hon. Jenny Mikakos, MLC (from 4 December 2014)
• Responsible Minister—Minister for Children and Early Childhood Development:
‒ The Hon. Wendy Lovell, MLC (until 4 December 2014)
• Responsible Minister—Minister for Training and Skills (international education):
‒ The Hon. Steve Herbert, MP (from 4 December 2014)
• Responsible Minister—Minister for Higher Education and Skills:
‒ The Hon. Nick Wakeling MP (until 4 December 2014)
• Accountable Officer—Chief Executive Officer
‒ Mr John Firth
• VCAA Board Members
‒ Mr Chris Wardlaw, Chair
‒ Dr Esmerelda Bamblett—term completed 29 October 2014
‒ Mr Richard Bolt (Ex Officio)—term completed 31 December 2015
‒ Ms Suzy Chandler
‒ Professor Adrienne Clarke—term completed 31 May 2015
‒ Ms Gill Callister (Ex Officio)—term commenced 1 January 2015
‒ Ms Pauline Jelleff—term commenced 1 June 2015
‒ Dr Anne Jones
‒ Professor Wayne Hodgson—term commenced 1 June 2015
‒ Mr Tony Larkin
‒ Ms Vicki Miles—term completed 31 May 2015
‒ Mr Peter Moore
‒ Mr Dale Pearce
‒ Mr Russell Pettis
‒ Ms Andree Poulter
‒ Ms Debra Punton
‒ Professor Collette Tayler
Notes to the financial statements
85
Remuneration
Remuneration received or receivable by Board members including the Accountable
Officer in connection with the management of the VCAA during the reporting period
was in the range:
2015
Number
2014
Number
$0
10
7
$1 to $9,999
6
7
$20,000 to $29,999
-
1
$30,000 to $39,999
1
-
$280,000 to $289,999
-
-
$290,000 to $299,999
-
1
$300,000 to $309,999
1
-
Total numbers
18
16
$358,831
$352,786
Income Band
Total amount
Amounts relating to the Ministers are reported in the Financial Statements of the
Department of Premier and Cabinet.
Related party transactions
Ms Gill Callister is the Secretary of DET. According to the Education and Training
Reform Act 2006, membership of the authority must include the Secretary of the
Department. Accordingly, the value of transactions between the VCAA and DET were:
2015
$
2014
$
Revenue received
5,130,665
4,618,667
Expenditure incurred
2,728,559
3,011,556
The revenue and expenditure disclosed in this note represents transactions conducted
between the parties on normal commercial terms, excluding appropriations, and
includes resources received and provided free of charge.
Other related transactions and loans requiring disclosure under the Directions of the
Minister for Finance have been considered and there are no matters to report.
86
VCAA Annual Report 2014–15
Note 20
Remuneration of executives
The number of executive officers, other than Responsible Persons, and their total
remuneration during the reporting period are shown in the first two columns in the table
below in their relevant income bands. The base remuneration of executive officers is
shown in the third and fourth columns. Base remuneration is exclusive of bonus
payments, long service leave payments, redundancy payments and retirement benefits.
Several factors have affected total remuneration payable to executives over the year,
including contract renegotiation, new appointments, retirements and bonus payments.
These bonus payments depend on the terms of the individual employment contracts.
This had an impact on total remuneration due to the inclusion of annual leave, long
service leave payments and retirement benefits.
The executive officers receiving total remuneration exceeding $100,000 during the
reporting period are shown in the table below in their relevant income bands.
Total remuneration
Base remuneration
2015
Number
2014
Number
2015
Number
2014
Number
$140,000–$149,999
-
1
-
1
$150,000–$159,999
1
-
1
-
$160,000–$169,999
-
-
-
-
$170,000–$179,999
-
1
1
1
$180,000–$189,999
1
-
-
-
$190,000–$199,999
-
-
-
2
$200,000–$209,999
-
2
2
1
$210,000–$219,999
3
1
1
-
Total number of executives
5
5
5
5
Total annualised employee equivalents
(AEE)1
5
5
5
5
$979,065
$956,217
$948,183
$921,270
Income Band
Total amount
Note 21 Remuneration of auditors
2015
$
2014
$
30,180
29,300
30,180
29,300
Victorian Auditor-General’s Office
Audit of the financial statements
Note 22 Subsequent events
There were no significant events that have occurred subsequent to 30 June 2015.
1
Annualised employee equivalents is based on paid working hours of 38 ordinary hours per week over
the 52 weeks for a reporting period.
Notes to the financial statements
87
Note 23 Glossary of terms and style conventions
Actuarial gains or losses on superannuation defined benefit plans
Actuarial gains or losses are changes in the present value of the superannuation
defined benefit liability resulting from:
(a) experience adjustments (the effects of differences between the previous actuarial
assumptions and what has actually occurred)
(b) the effects of changes in actuarial assumptions.
Comprehensive result
The net result of all items of income and expense recognised for the period. It is the
aggregate of operating result and other comprehensive income.
Commitments
Commitments include those operating, capital and other outsourcing commitments
arising from non-cancellable contractual or statutory sources.
Employee benefits expenses
Employee benefits expenses include all costs related to employment including wages
and salaries, leave entitlements, redundancy payments and superannuation
contributions.
Financial asset
A financial asset is any asset that is:
• cash
• an equity instrument of another entity
• a contractual right
‒ to receive cash or another financial asset from another entity; or
‒ to exchange financial assets or financial liabilities with another entity under
conditions that are potentially favourable to the entity
• a contract that will or may be settled in the entity’s own equity instruments and is:
‒ a non-derivative for which the entity is or may be obliged to receive a variable
number of the entity’s own equity instruments
‒ a derivative that will or may be settled other than by the exchange of a fixed
amount of cash or another financial asset for a fixed number of the entity’s own
equity instruments.
Financial liability
A financial liability is any liability that is:
• a contractual or statutory obligation:
‒ to deliver cash or another financial asset to another entity
‒ to exchange financial assets or financial liabilities with another entity under
conditions that are potentially unfavourable to the entity; or
• a contract that will or may be settled in the entity’s own equity instrument and is:
‒ a non-derivative for which the entity is or may be obliged to deliver a variable
number of the entity’s own equity instruments; or
‒ a derivative that will or may be settled other than by the exchange of a fixed
amount of cash or another financial asset for a fixed number of the entity’s own
equity instruments. For this purpose the entity’s own equity instruments do not
include instruments that are themselves contracts for the future receipt or delivery
of the entity’s own equity instruments.
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VCAA Annual Report 2014–15
Financial statements
A complete set of financial statements comprises:
•
•
•
•
•
a balance sheet as at the end of the period
a statement of profit or loss and other comprehensive income for the period
a statement of changes in equity for the period
a statement of cash flows for the period
notes, comprising a summary of significant accounting policies and other explanatory
information
• comparative information in respect of the preceding period as specified in paragraph
38 of AASB 101 Presentation of Financial Statements
• a statement of financial position as at the beginning of the preceding period when an
entity applies an accounting policy retrospectively or makes a retrospective
restatement of items in its financial statements, or when it reclassifies items in its
financial statements in accordance with paragraph 41 of AASB 101.
Grants and other transfers
Transactions in which one unit provides goods, services, assets (or extinguishes a
liability) or labour to another unit without receiving approximately equal value in return.
Grants can either be operating or capital in nature. While grants to governments may
result in the provision of some goods or services to the transferor, they do not give the
transferor a claim to receive directly benefits of approximately equal value. Receipt and
sacrifice of approximately equal value may occur, but only by coincidence. For
example, governments are not obliged to provide commensurate benefits, in the form of
goods or services, to particular taxpayers in return for their taxes. For this reason,
grants are referred to by the AASB as involuntary transfers and are termed nonreciprocal transfers.
Grants can be paid as general purpose grants, which refer to grants that are not subject
to conditions regarding their use. Alternatively, they may be paid as specific-purpose
grants, which are paid for a particular purpose and/or have conditions attached
regarding their use.
Grants for on-passing
All grants paid to one institutional sector (e.g. a state general government) to be passed
on to another institutional sector (e.g. local government or a private non-profit
institution).
Intangible assets
Intangible assets represent identifiable non-monetary assets without physical
substance.
Interest expense
Costs incurred in connection with the borrowing of funds. Interest expenses include
interest on bank overdrafts and short-term and long-term borrowings, amortisation of
discounts or premiums relating to borrowings, interest component of finance leases
repayments, and the increase in financial liabilities and non-employee provisions due to
the unwinding of discounts to reflect the passage of time.
Interest income
Interest income includes unwinding over time of discounts on financial assets and
interest received on bank term deposits and other investments.
Net result
Net result is a measure of financial performance of the operations for the period. It is
the net result of items of income, gains and expenses (including losses) recognised for
Notes to the financial statements
89
the period, excluding those that are classified as ‘other economic flows – other
comprehensive income’.
Net result from transactions/net operating balance
Net result from transactions or net operating balance is a key fiscal aggregate and is
revenue from transactions minus expenses from transactions. It is a summary measure
of the ongoing sustainability of operations. It excludes gains and losses resulting from
changes in price levels and other changes in the volume of assets. It is the component
of the change in net worth that is due to transactions and can be attributed directly to
government policies.
Non-financial asset
Non-financial assets are all assets that are not ‘financial assets’.
Other economic flows included in net result
Other economic flows included in net result are changes in the volume or value of an
asset or liability that do not result from transactions. They include:
(a) gains and losses from disposals, revaluations and impairments of non-financial
physical and intangible assets
(b) depletion of natural assets (non-produced) from their use or removal
(c) fair value changes of financial instruments.
Payables
Includes short-term and long-term trade debt and accounts payable, grants and interest
payable.
Receivables
Includes short-term and long-term trade credit and accounts receivable, grants, taxes
and interest receivable.
Sales of goods and services
Refers to revenue from the direct provision of goods and services and includes fees
and charges for services rendered, sales of goods and services, fees from regulatory
services and work done as an agent for private enterprises. It also includes rental
income under operating leases and on produced assets such as buildings and
entertainment, but excludes rent income from the use of non-produced assets such as
land. User charges include sale of goods and services revenue.
Supplies and services
Supplies and services generally represent cost of goods sold and the day-to-day
running costs, including maintenance costs, incurred in the normal operations of the
VCAA.
Transactions
Transactions are those economic flows that are considered to arise as a result of policy
decisions, usually an interaction between two entities by mutual agreement. They also
include flows within an entity such as depreciation where the owner is simultaneously
acting as the owner of the depreciating asset and as the consumer of the service
provided by the asset. Taxation is regarded as mutually agreed interactions between
the government and taxpayers. Transactions can be in kind (e.g. assets provided/given
free of charge or for nominal consideration) or where the final consideration is cash. In
simple terms, transactions arise from the policy decisions of the government.
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VCAA Annual Report 2014–15
Style conventions
Figures in the tables and in the text have been rounded. Discrepancies in tables
between totals and sums of components reflect rounding. Percentage variations in all
tables are based on the underlying unrounded amounts.
- or 0
zero, or rounded to zero
(xxx)
negative numbers
20xx
year period
20xx–xx
year period
Notes to the financial statements
91
Appendices
Appendix 1 – Disclosure index
Ministerial
direction
Requirement
Page
Report of operations—Financial Reporting Direction guidance
Charter and purpose
FRD 22F
Manner of establishment and the relevant Ministers
7, 25
7
FRD 22F
Purpose, functions, powers and duties
FRD 8C
Departmental objectives, indicators and outputs
FRD 22F
Initiatives and key achievements
8
FRD 22F
Nature and range of services provided
7
NA
Management and structure
FRD 22F
34
Organisational structure
Financial and other information
FRD 8C,
SD 4.2(k)
Performance against output performance measures
NA
FRD 8C
Budget portfolio outcomes
NA
FRD 10
Disclosure index
92
FRD 12A
Disclosure of major contracts
NA
FRD 15B
Executive officer disclosures
87
FRD 22F
Employment and conduct principles
7
FRD 22F
Occupational health and safety policy
35
FRD 22F
Summary of the financial results for the year
24
FRD 22F
Significant changes in financial position during the year
24
FRD 22F
Major changes or factors affecting performance
24
FRD 22F
Subsequent events
87
Financial Report
FRD 22F
Application and operation of Freedom of Information Act 1982
38
FRD 22F
Compliance with building and maintenance provisions of Building
Act 1993
39
FRD 22F
Statement on National Competition Policy
39
FRD 22F
Application and operation of the Protected Disclosure 2012
39
FRD 22F
Application and operation of the Carers Recognition Act 2012
NA
FRD 22F
Details of consultancies over $10,000
38
FRD 22F
Details of consultancies under $10,000
38
92
VCAA Annual Report 2014–15
Ministerial
direction
Requirement
FRD 22F
Statement of availability of other information
41
FRD 24C
Reporting of office-based environmental impacts
NA
FRD 25B
Victorian Industry Participation Policy disclosures
38
FRD 29A
Workforce data disclosures
36
SD 4.5.5
Risk management compliance attestation
42
SD 4.2(g)
Specific information requirements
SD 4.2(j)
Sign-off requirements
Page
1, 3, 24
i
Financial statements required under Part 7 of the FMA
SD4.2(a)
Statement of changes in equity
48
SD4.2(b)
Operating statement
46
SD4.2(b)
Balance sheet
47
SD4.2(b)
Cash flow statement
49
Other requirements under Standing Directions 4.2
SD4.2(c)
Compliance with Australian accounting standards and other
authoritative pronouncements
52
SD4.2(c)
Compliance with Ministerial Directions
52
SD4.2(d)
Rounding of amounts
61
SD4.2(c)
Accountable officer’s declaration
43
SD4.2(f)
Compliance with Model Financial Report
52
Other disclosures as required by FRDs in notes to the financial statements
FRD 9A
Disclosure of Administered Assets and Liabilities by Activity
NA
FRD 11A
Disclosure of Ex gratia Expenses
84
FRD 13
Disclosure of Parliamentary Appropriations
NA
FRD 21B
Disclosures of Responsible Persons, Executive Officers and other
Personnel (Contractors with Significant Management Responsibilities)
in the Financial Report
85
FRD 102
Inventories
NA
FRD 103E
Non-Financial Physical Assets (pending revision)
68
FRD 104
Foreign Currency
82
FRD 106
Impairment of Assets
57
FRD 109
Intangible Assets
59
FRD 107A
Investment Properties
NA
FRD 110
Cash Flow Statements
49
FRD 112D
Defined Benefit Superannuation Obligations
73
FRD 113
Investments in Subsidiaries, Jointly Controlled Entities and Associates
(pending revision)
NA
Appendices
93
Ministerial
direction
Requirement
Page
FRD 114A
Financial Instruments–General Government Entities and Public NonFinancial Corporations
57
FRD 119A
Transfers through Contributed Capital
60
Legislation
Freedom of Information Act 1982
38
Building Act 1993
39
Protected Disclosure Act 2001
39
Carers Recognition Act 2012
NA
Victorian Industry Participation Policy Act 2003
38
Financial Management Act 1994
52
94
VCAA Annual Report 2014–15
Appendix 2 – Board meeting attendance
30 July 2014
27 August
2014
29 October
2014
10 December
2014
25 February
2015
29 April 2015
17 June 2015
Attendance
Yes
Yes
Yes
n/a
n/a
n/a
n/a
3/3
Richard Bolt (ex-officio)
Delegated
Delegated
Delegated
Delegated
n/a
n/a
n/a
4/4
Gill Callister (ex-officio)
n/a
n/a
n/a
n/a
Delegated
Delegated
Delegated
3/3
Suzy Chandler
Yes
No
Yes
Yes
No
Yes
No
4/7
Prof Adrienne Clarke
No
Yes
Yes
Yes
Yes
Yes
n/a
5/6
Prof Wayne Hodgson
n/a
n/a
n/a
n/a
n/a
n/a
No
0/1
Pauline Jelleff
n/a
n/a
n/a
n/a
n/a
n/a
Yes
1/1
Dr Anne Jones
Yes
Yes
Yes
No
No
Yes
No
4/7
Tony Larkin
Yes
Yes
Yes
Yes
No
Yes
Yes
6/7
Vicki Miles
No
Yes
Yes
Yes
Yes
Yes
n/a
5/6
Peter Moore
Yes
Yes
Yes
No
Yes
Yes
Yes
6/7
Dale Pearce
Yes
Yes
Yes
No
Yes
Yes
Yes
6/7
Russell Pettis
Yes
Yes
Yes
Yes
Yes
Yes
Yes
7/7
Andrée Poulter
Yes
Yes
Yes
Yes
Yes
Yes
Yes
7/7
Debra Punton
Yes
Yes
Yes
Yes
Yes
Yes
Yes
7/7
Prof Collette Tayler
No
Yes
Yes
No
Yes
Yes
No
4/7
Chris Wardlaw
Yes
Yes
Yes
Yes
Yes
Yes
Yes
7/7
Board Member
Dr Esme Bamblett
Appendix 3 – Acronyms and abbreviations
AASB
Australian Accounting Standards Board
ABS
Australian Bureau of Statistics
BP3
Budget Paper No. 3
BP4
Budget Paper No. 4
CAE
Centre for Adult Education
DET
Department of Education and Training
DTF
Department of Treasury and Finance
EMS
Environmental Management System
FRD
Financial Reporting Direction
FTE
Full-time equivalent
GST
Goods and services tax
IBAC
Independent Broad-based Anti-corruption Commission
NAPLAN
National Assessment Program—Literacy and Numeracy
RTO
Registered Training Organisation
TAFE
Technical and further education
VASS
Victorian Assessment Software System
VCAA
Victorian Curriculum and Assessment Authority
VCAT
Victorian Civil and Administrative Tribunal
VET
Vocational education and training
VEYLDF
Victorian Early Years Learning and Development Framework
VIT
Victorian Institute of Teaching
VPS
Victorian Public Service
VRQA
Victorian Registration and Qualifications Authority
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VCAA Annual Report 2014–15