Schools must consider the individual needs of students when enrolling them into the VPC. They should conduct discussions about the certificate’s suitability with students and their families, carers or legal guardians.

Providers should decide whether to enrol a student in the VPC on a case-by-case basis. It may not be suitable to enrol whole cohorts of students into the VPC.

Schools should counsel students on their options for Year 11 and 12. Discussions should include the student's desired post-secondary pathway. Schools should also provide advice on the options available after completing the VPC.

VPC enrolment may suit a student who: 

• has had a highly modified F–10 program
• is re-engaging into the school environment
• has had a transient experience with previous school enrolments
• meets the eligibility criteria for the Program for Students with Disabilities (PSD) / Disability Inclusion Profile
• receives support from the top three levels of the Nationally Consistent Collection of Data (NCCD): extensive, substantial and supplementary
• has additional or complex social and wellbeing needs that Special Provisions cannot support in the VCE (including VCE VM).

For enrolment in the VPC, providers should consider the student’s:

• previous adjustments in the student's learning program
• future pathways
• literacy and numeracy levels
• previous engagement in learning

Students must complete 12 units. This must include:

• 2 units of VPC Literacy (or units from the VCE English group, including VCE VM Literacy)
• 2 units of VPC Numeracy (or units from the VCE Mathematics group, including VCE VM Numeracy)
• 2 VPC Personal Development Skills units
• 2 VPC Work Related Skills units

The remaining 4 units may include other VPC units and other curriculum, such as VCE units and units of competency from nationally recognised VET qualifications.

See the VPC curriculum for study designs and support material. 
 

The VCE VM and VPC Professional Learning page provides information about professional learning in varied formats.  

Schools may approve special provision for both classroom learning and school-based assessments. This is to enable students with disabilities, illnesses, impairments, or personal circumstances to participate in classroom learning and school-based assessments. Information is found in the VPC Administrative Handbook and via the Special Provision web page. 

Education providers must apply to the VCAA to seek permission to deliver the VPC and the studies within it. For information see Permission to Deliver the VCE and/or the VPC.  

Providers must ensure the integrity of assessments in the VPC. They must also ensure compliance with standards and requirements. For information about the audit program see VCE and VPC Audit.

The Student Achievement Profile (SAP) summary presents a holistic strengths-based overview of a student’s achievements during their senior secondary education. It complements the Statement of Results.

Schools may apply for a SAP summary for eligible VPC students who have satisfactorily completed at least 1 unit but have not yet completed the VPC. See the Student Achievement Profile summary page.

The Recognition of Learning Statement is a formal statement that acknowledges students who have meaningfully engaged in learning throughout their education, including during their senior secondary years, but for whom completion of the VCE or VPC is not achievable due to individual circumstances. See the Recognition of Learning Statement page.