Personal Learning - Pathways to VCE, VCE VET and VCAL

As students approach the end of the compulsory years of schooling they begin to make choices about their preferred areas of and pathways for learning. Students choose studies from the Victorian Certificate of Education (VCE) or recognised vocational training through either a Vocational Education Training (VET) program or the Victorian Certificate of Applied Learning (VCAL).

By the completion of Year 10, it is expected that students will be able to exert some level of control over their own learning. This is based on their awareness and use of a range of learning strategies, and a capacity to plan, monitor and adapt their learning. As students develop autonomy in their personal learning, they will be on the journey to becoming lifelong learners in the post-compulsory years, and being effective and successful members of the broader community.

The range of pathways through Years 11 and 12 allows for a diverse range of students with varying types and levels of motivation. Although some pathways are more structured than others, students are expected to complete tasks, including examinations, independently. Students’ reflection on their learning – evaluating their progress and using strategies to build their resilience – is important given the stress and pressure associated with senior years of schooling.

Some specific strategies that could be used by students in Years 11 and 12 – many useful in vocational and lifelong learning – are summarised in the following table. They should be seen in the context of the Personal Learning phases and processes outlined in Approaches to Learning and Teaching. Senior students need to monitor and adapt strategies for particular subjects or situations.

Personal Learning strategy	Personal Learning skill or behaviour
Planning	Set learning and performance goals for set periods such as terms, semesters and the year. Use knowledge of their learning preferences to increase effectiveness and efficiency. Use a weekly and yearly planner to show when assignments are due. Develop realistic study habits. Establish a routine of planning and completing set work including homework, and ongoing study. Locate a study zone where they live. Decide what to study and when. Organise information in a way that helps them to understand it. Place limits on study time.
Reading and taking notes	Become familiar with set texts. Question what they are reading: What is the author's view? What evidence is provided? Is there an alternative view? What other information is needed? What questions are raised by this author that need to follow-up? Structure notes in a way that highlights major points and assists them to understand the material. Discuss reading with other students. Re-read material to check understanding.
Doing what needs to be done	Make a list of what needs to be done and when. Discuss what they need to do with peers or teacher. Establish patterns of behaviour that include monitoring and adaptation (see Approaches to Learning and Teaching). Remain focused (see Approaches to Learning and Teaching).
Examination preparation	Know about the type of exam. Revise material based on what will be covered in the exam. Develop practices that help them to memorise important information. Seek help if they have any problems or concerns. Learn how to effectively deal with anxiety and stress. Organise any materials needed. Rehearse, using exams from previous years.
Reflection (see Approaches to Learning and Teaching)	Conduct a regular self evaluation based on the key question – How successful was I? – after completing set work. Work on building resilience by adapting personal learning skills and behaviours in order to improve learning and/or performance.

More information about VCE (www.vcaa.vic.edu.au/vce)

More information about VET (www.vcaa.vic.edu.au/vet)

More information about VCAL (www.vcaa.vic.edu.au/vcal)