The VCE Structured Workplace Learning Recognition for VET study provides students with the opportunity to engage in a range of learning activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities.
The nationally agreed employability skills* are: Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.
The table links those facets that may be understood and applied in a school or non-employment related setting, to the types of assessment commonly undertaken within the VCE study.
| Assessment | Employability |
|---|
Structured Questions
| Communication – writing to the needs of the audience; reading independently; sharing information Planning and organising – collecting, analysing and organising information; understanding basic business systems and their relationships Learning – managing own learning; contributing to the learning community at the workplace; being willing to learn in any setting – on and off the job; being prepared to invest time and effort into learning new skills |
| Gap analysis report on employability skills | Communication – writing to the needs of the audience; reading independently; sharing information Problem solving – showing independence and initiative in identifying problems and solving them; applying problem solving strategies to problem solving; testing assumptions taking the context of data and circumstances into account Self management – evaluating and monitoring own performance; having knowledge and confidence in own ideas and visions; articulating own ideas and visions; taking responsibility Technology – having a range of basic IT skills; using IT to organise data Planning and organising – collecting, analysing and organising information; understanding basic business systems and their relationships Learning – managing own learning; contributing to the learning community at the workplace; being willing to learn in any setting – on and off the job; being prepared to invest time and effort into learning new skills Initiative and enterprise – identifying opportunities not obvious to others; generating a range of options |
| Oral presentation | Communication – speaking clearly and directly; sharing information Self-management – evaluating and monitoring own performance; having knowledge and confidence in own ideas and visions; articulating own ideas and visions Technology – having a range of basic IT skills Planning and organising – collecting, analysing and organising information Initiative and enterprise – adapting to new situations |
| Written report | Communication – writing to the needs of the audience; speaking clearly and directly; persuading effectively; sharing information; listening and understanding; reading independently Self-management – having knowledge and confidence in own ideas and visions; articulating own ideas and visions Self-management – having knowledge and confidence in own ideas and visions; articulating own ideas and visions Technology – having a range of basic IT skills; using IT to organise data Planning and organising – collecting, analysing and organising information |
| Video or Podcast | Communication – speaking clearly and directly; sharing information; listening and understanding Self-management – having knowledge and confidence in own ideas and visions; articulating own ideas and visions Technology – having a range of basic IT skills; using IT to organise data Planning and organising – collecting, analysing and organising information |
| Interview | Communication – speaking clearly and directly; persuading effectively; sharing information; listening and understanding Self-management – having knowledge and confidence in own ideas and visions; articulating own ideas and visions Planning and organising – collecting, analysing and organising information Learning – managing own learning; being willing to learn in any setting – on and off the job; being open to new ideas and techniques Initiative and enterprise – adapting to new situations; being creative |
| Work-based product | Communication – understanding the needs of internal and external customers; sharing information Problem solving – developing creative, innovative solutions; developing practical solutions; showing independence and initiative in identifying problems and solving them; applying a range of strategies to problem solving goals; articulating own ideas and visions Self management – having a personal vision and goals; articulating own ideas and visions Planning and organsing – managing time and priorities – setting time lines, co-ordinating tasks for self and with others; being resourceful; taking initiative and making decisions; establishing clear project goals and deliverables; developing a vision and a proactive plan to accompany it; understanding basic business systems and their relationships Technology – having a range of basic IT skills; having the physical capacity to apply technology e.g. manual dexterity Learning – managing own learning; applying learning to ‘technical’ issues (e.g. learning about products) and ‘people’ issues (e.g. interpersonal and cultural aspects of work); being open to new ideas and techniques; being prepared to invest time and effort in learning new skills Initiative and enterprise – being creative; identifying opportunities not obvious to others; translating ideas into action; initiating innovative solutions |
| Workplace journal or blog | Communication – writing to the needs of the audience; persuading effectively; sharing information Self-management – having knowledge and confidence in own ideas and visions; articulating own ideas and visions Technology – having a range of basic ITC skills Planning and organising – collecting, analysing and organising information |
*The employability skills are derived from the
Employability Skills Framework (Employability Skills for the Future, 2002), developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published by the (former) Commonwealth Department of Education, Science and Training.
As in previous years, students must still keep a record of the 80 hours of SWL placement in the Workplace Learning Record (WLR). They must also undertake a work placement in a different workplace setting or context for each unit and maintain a separate WLR for each placement.
The award of satisfactory completion for a unit in SWL Recognition for VET will be based on whether the student has demonstrated the set of outcomes specified for the unit within the study design. Teachers should use a variety of learning activities and assessment tasks to provide a range of opportunities for the student to demonstrate the key knowledge and skills for these outcomes.
A SWL WLR assessment record must be filled out and signed by the assessor or teacher.
We are currently preparing individual Workplace Learning Records (WLR) for each
VCE VET Program (VE1) and a WLR to be used for a school-based apprenticeship or traineeship (SBAT)(VE2). These will be progressively published on this web page as they are finalised.
To support the delivery of the study design while the individual WLRs are finalised, following interim WLR has been prepared for students to use in their preparation for the SWL placement to document their reflections of on the job learning, employability skills and industry experience as part of the
VCE Structured Workplace Learning Recognition for VET study design.
Structured Workplace Learning (SWL) –
It is important to distinguish the difference between Structured Workplace Learning (SWL) and Structured Workplace Learning Recognition (SWLR).
SWL is an appropriate and valuable component of all VCE VET programs and other vocational and applied learning studies within the VCE VM and VPC.
SWL involves on-the-job training in which students are required to master a designated set of skills and competencies related to VCE VET programs.
VCE VET program publications contain information relating to SWL appropriate to the program. In all cases, SWL is strongly recommended.
Students can, and are encouraged to, undertake SWL as part of their VET to gain hands on experience and on-the-job training linked to their VET and can do SWL without doing the SWLR units within this study design.
Policy, Guidance and resources for SWL can be found on the Department of Education website here:
Structured Workplace Learning: Policy | education.vic.gov.au
Mandatory Workplace Requirements (MWR) –
Mandatory workplace requirements within a VCE VET qualification for example:
- where a period of work placement is mandated for the award of the qualification, or
- where the Assessment Conditions from a Unit of Competency contains a statement regarding the requirement to demonstrate skills in a workplace;
are not impacted by this new Study Design - they are part of the qualification/ assessed by the RTO as per the current arrangements.
Structured Workplace Learning Recognition (SWLR) –
SWLR is the credit students can receive towards their VCE or VPC from the formal recognition of the SWL placement. From 2024 credits will be awarded through the satisfactory completion of the VCE units contained within the Structured Workplace Learning Recognition for VET (2024-2025) study design.
Structured Workplace Learning Recognition is a valued program within the VCE (including the VCE VM) and VPC.
It provides students with the opportunity to experience, investigate, document and reflect on on-the-job-learning and workplace skills acquired through an authentic work placement in an industry aligned with their VCE VET qualification or school-based apprenticeship or traineeship (SBAT).
There is no expectation that students complete SWLR. This is not mandated for any VCE VET Study – this only applies to students who wish to get credit for SWLR.
Students can still, and are encouraged to, undertake SWL as part of their VET to gain hands on experience and on-the-job training linked to their VET without doing the SWLR units.
The Victorian Regulations and Qualifications Authority required the VCAA to review and update the arrangements for SWL Recognition for 2024. This was part of the registration process to ensure compliance with the minimum standards to award, confer or issue a registered senior or foundation secondary qualification (as per schedule 9 of the Education and Training Reform Regulations 2017).
There is no expectation that students complete SWLR. This is not mandated for any VCE VET Study – this only applies to students who wish to get credit for SWLR.
Mandatory workplace requirements within a VCE VET qualification for example,
- where a period of work placement is mandated for the award of the qualification, or
- where the Assessment Conditions from a Unit of Competency contains a statement regarding the requirement to demonstrate skills in a workplace;
are not impacted by this new Study Design - they are part of the qualification/ assessed by the RTO as per the current arrangements.
Students can still, and are encouraged to, undertake SWL as part of their VET to gain hands on experience and on-the-job training linked to their VET without doing the SWLR Units
A school may choose not to offer these Units – this is a school-based decision. Many schools will choose to offer and run SWLR to give students the opportunity additional Units (at the 1&2 level). Students can still, and are encouraged to, undertake SWL as part of their VET to gain hands on experience and on-the-job training linked to their VET without doing the SWLR Units.
Yes. Students can still, and are encouraged to, undertake SWL as part of their VET to gain hands on experience and on-the-job training linked to their VET without doing the SWLR units.
The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit in the study design. Teachers should use a variety of learning activities and assessment tasks that provide a range of opportunities for the student to demonstrate the key knowledge and key skills for the outcomes as per the study design. All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.
For each unit students are required to demonstrate two outcomes.
Suitable tasks for assessment are contained in the study design.
The increase to 20 hours of scheduled classroom instruction is to bring the study in line with the total nominal hours for a VCE study (50 hours of scheduled classroom instruction plus 50 hours of self-directed learning for each unit). Each unit of SWL Recognition for VET involves at least 20 hours of scheduled classroom instruction and 80 hours of SWL placement.
School principals are the formal authorities for many important procedural and managerial requirements in the VCE (including the provision of required hours of classroom instruction per unit) and VPC. The scheduling of classroom instruction for SWL Recognition for VET will vary depending on the school timetable structure, lesson lengths, staffing availability, resourcing and other local factors.
Students undertaking a VE1 VCE VET program can complete only one unit of SWL Recognition for VET per year, which provides the opportunity for schools to schedule and deliver the required 20 hours of scheduled classroom instruction across the academic year, not just limit it to one semester.
Providers need to carefully consider and document how they meet the provision requirements for the 20 hours of classroom instruction per unit. They could consider:
- using common student study periods (or free periods) or examination periods in their timetable blocking or structure to schedule classroom instruction for the study
- reviewing the current hours of delivery currently timetabled VCE classes (for example VCE VM Work Related Skills and VCE VM Personal Development Skills) and use the excess hours above the required 50 hours in the delivery of the study
There are no requirements for specialist
teacher qualifications for this study, other than the regular VIT requirements for a VCE teacher.
The WLR is to document the skills and knowledge learned, employability skills developed and industry experience gained relating to the VET qualification being undertaken during the SWL experience.
Students must undertake a different work placement for each unit and maintain a separate WLR per placement.
In each unit, students must maintain a WLR related to the 80 hour SWL placement industry aligned with their VCE VET qualification for recording, authentication and assessment purposes. It should be used as part of the teaching, learning and assessment program but not be the school-based assessment task for the unit.
The SWLR Workplace Learning Record (WLR) is not the only assessment or learning activity students will be completing for determining the S/N for the outcome/unit for the study design. Schools need to follow the assessment requirements of the Study Design. Classroom teachers will be determining the S/N for the units. Schools can work closely with the VET trainers/teachers, careers practitioners and vocational learning specialists when assessing a student’s submitted WLR as part of the overall S/N determination for the outcomes and the units.
As we have moved to a VCE Study Design, the award of satisfactory completion for a unit in SWLR for VET will be based on whether the student has demonstrated the set of outcomes specified for the unit within the study design.
Teachers should use a variety of learning activities and assessment tasks, which will include the Workplace Learning Record, that provide a range of opportunities for the student to demonstrate the key knowledge and key skills for the outcomes.
The areas of study, including the key knowledge and key skills listed for the outcomes, should be used for course design and development of learning activities and assessment tasks.
Assessment must be a part of the regular teaching and learning program and should be completed mainly in class and within a limited time frame.
Students undertaking this study must maintain a Workplace Learning Record related to the SWLR placement for recording, authentication and assessment purposes.
This is not the only assessment students undertake. Suitable tasks for assessment are outlined in the study design.
Yes. The Study Design states that students will undertake their Unit 2 SWLR placement “in different workplace settings or contexts”. This means that students either complete their second SWLR placement at a different/new workplace or at the same workplace but with a different context (i.e. different role, position, duties, responsibilities, related to their VCE VET program or SBAT).
VE1 (VCE VET) and VE2 (SBAT) students can complete their Unit 2 SWLR placement with the same employer, however the context of the placement will be focused on different UoCs as part of the WLR they complete.
Ensuring the workplace is in the same or similar industry area as the student’s VCE VET, is the best way of determining if a SWL placement is suitable for a student to undertake the SWLR Study. It is important that they are using the skills and knowledge in the workplace that they are learning within their VET. s. The skills and knowledge must be transferable and students must be able to reflect on these within the assessment tasks set, including the Workplace Learning Record. For example VCE VET Automotive or Engineering is likely to link well with an Agriculture Equipment and service centre, but not at a retail outlet or fast food restaurant. Schools will be best placed to make this decision on SWL work placement based on their knowledge of their student, the VCE VET program and availability.
The VET qualifications coded on VASS are:
- VE1 – VET certificates approved by the VCAA for delivery to secondary students. They are typically drawn from Certificate II and III levels with qualifications and units of competency (UoC) packaged within VCE VET programs. The best reference for VE1 programs is the
GET VET Program Chart.
- VE2 – VET certificates with training schemes approved by the Victorian Registration and Qualifications Authority (VRQA) for delivery as School-based Apprenticeships and Traineeships (SBATs).
Both VE1 and VE2 coded certificate types provide credit towards the VCE (including the VCE VM) and VPC in the form of VCE VET units.
- VE3 – all other VET certificates are contained within this certificate type. These certificates offer block credit recognition towards the VCE and VPC.
For more information visit
the VCAA website.
A student can obtain credit for satisfactory completion of each unit of this study only once. Students undertaking a VE1 VCE VET program and an approved VE2 school-based apprenticeship and traineeship can be eligible for a Unit 1 and Unit 2 credit for satisfactory completion of this study in 2024.
Students undertaking a VE3 VET certificate are ineligible to complete this VCE study and SWL General is also no longer available from 2024.
Schools may consider enrolling affected students into VCE Industry and Enterprise Units 1 and 2, which provide SWL opportunities in educational, community or industry settings as part of the curriculum offered in the study design.
The study design is accredited from 1 January 2024 to 31 December 2025.
This study has been deemed an equivalent study towards satisfactory VCE completion. The VCE Structured Workplace Learning Recognition for VET study design replaces the SWL Recognition credit arrangements in place before 2024. If a student undertakes an equivalent study of a unit they have already satisfactorily completed or received a credit for, only one of these units or credits can be included towards satisfactory VCE completion.
For example, if a student already has one SWLR credit from prior to 2024, this will mean they cannot undertake Unit 1 of the new Study Design as this is an equivalent unit, however they can undertake Unit 2 of the new Study Design from 2024. If a student already has two or more SWLR credits as part of their VCE program prior to 2024, they cannot undertake any further units of the new Study Design.
There is no change to the VCE Industry and Enterprise study design.
In 2024, we will undertake a major review of SWL within the VCE and VPC following the principles and procedures for the development and review of VCE studies. This will include a concurrent review of the VCE VM Work Related Skills study design, VCE Industry and Enterprise study design, VPC Work Related Skills curriculum design and VCE VET Business (Certificate II in Workplace skills) to ensure a comprehensive curriculum that incorporates SWL Recognition with minimal duplication and continues to meet the minimum standards for registration.
In 2024, we will undertake a major review of SWL within the VCE and VPC following the
principles and procedures for the development and review of VCE studies. This will include a concurrent review of the VCE VM Work Related Skills study design, VCE Industry and Enterprise study design, VPC Work Related Skills curriculum design and VCE VET Business (Certificate II in Workplace skills) to ensure a comprehensive curriculum that incorporates SWL Recognition with minimal duplication and continues to meet the minimum standards for registration.
VPC teachers in the specialist and flexible delivery settings please refer to the
Notice No.7/2024 for opportunities to incorporate on-the-job experince with school-based studies as part of the Victorian Pathways Certificate (VPC).
This is a recording of the webinar held on 5 December 2023. This webinar provides principals, directors and teachers with an overview of the new study design and explain the changes to SWL Recognition in more detail.