Board of Senior Secondary Studies
Annual Report 2012-13

I am pleased to submit the Annual Report of the Board of Senior Secondary Studies for the year ending 30 June 2013.

This Report has been prepared under section 6(1) of the Annual Reports (Government Agencies) Act 2004 and in accordance with the requirements under the Annual Report Directions.

It has been prepared in conformity with other legislation applicable to the preparation of the Annual Report by the Board of Senior Secondary Studies.

I certify that the attached Annual Report is an honest and accurate account and that all material information on the operations of the Board of Senior Secondary Studies during the period 1 July 2012 to 30 June 2013 has been included and that it complies with the Chief Minister's Annual Report Directions.

I hereby certify that fraud prevention has been managed in accordance with Public Sector Management Standards, Part 2.

The Annual Report of the Board of Senior Secondary Studies is annexed to the administrative report of the Director-General of the Education and Training Directorate.

I commend the Annual Report to you.

Section A: Performance and Financial Management Reporting

A1 The organisation

Board of Senior Secondary Studies Act 1997 (the BSSS Act) was enacted in January 1998.

The key functions of the Board are to:

• provide students with Year 12 Certificates, Tertiary Entrance Statements and vocational certificates
• maintain the credibility and acceptance of courses through a regular accreditation program
• monitor and support the validity of assessment in years 11 and 12
• improve the comparability of standards across the Territory through moderation procedures
• gain the widest possible recognition for the credentials awarded by the Board
• service the information needs of the community.

The Board is committed to:

• a general education of high standards providing equal opportunity for all students to the end of year 12
• freedom of choice of courses for students supported by expert advice
• senior secondary college responsibility for course development
• senior secondary college responsibility for the assessment of its students
• shared responsibility for education
• open access to information.

The Board delivers year 12 certification services to 24 ACT colleges and five schools located in Papua New Guinea, Indonesia and Fiji. These are listed in Appendix C. The Woden School commenced delivery of Board accredited year 11-12 courses in February 2013.

A2 Overview

The Boardfs goal is to provide a high quality curriculum, assessment and certification system that supports:

• all young adults to achieve a Year 12 Certificate or equivalent vocational qualification
• high levels of achievement in literacy and numeracy
• improving educational outcomes for disadvantaged students
• effective transitions from school to post-school pathways.

In 2011, the Board developed a new strategic plan to guide its activities for the period 2011-2013. The key focus areas for the Board are:

• an informed and effective response to international, national and local initiatives; and
• a high quality, high equity curriculum, assessment and certification system that caters for all students.

A3 Highlights

During 2012-13, the Board continued to provide advice to the Australian Curriculum, Assessment and Reporting Authority (ACARA) on the senior yearsf Australian Curriculum and to discuss with ACARA implementation of the curriculum in the ACT. Following Ministerial endorsement of the senior yearsf English, mathematics, history and science courses by states and territories at the end of 2012, the Board has been working towards a trial implementation of ACT year 11-12 courses embedding the Australian Curriculum. This is currently planned to occur in a few colleges on a voluntary basis from 2014.

Processing of year 12 results occurred on schedule and certificates were issued to ACT colleges on Tuesday 18 December 2012 for distribution to students. Over 11,000 certificates were produced by the Board for students in year 12 and over 1,000 vocational qualifications were issued for students in year 10.

A4 Outlook

The Board is on track to complete the remaining actions in its 2011-2013 strategic plan by the end of 2013, and is consulting on key focus areas for its 2014-16 strategic plan. Areas currently identified include ACT implementation of Australian Curriculum in the senior years, and addressing new developments in vocational education and training (VET), including the introduction of a Unique Student Identifier (USI) for students seeking VET qualifications.

A9 Analysis of agency performance

An informed and effective response to international, national and local initiatives

The Board has continued to provide and facilitate ACT feedback on national curriculum and reporting initiatives through formal responses, teacher participation in workshops and videoconferences, consultation and membership of national working parties.

In September 2012, an ACARA representative discussed developments in the Australian Curriculum with ACT teachers at a BSSS Forum and in March 2013, the ACARA CEO met with officers of the Board to discuss integration of the senior secondary Australian Curriculum into ACT courses.

The Board has established working groups to provide advice on ACT implementation of Australian Curriculum in English, mathematics, history and science, and in June 2013 the Board approved new Course Frameworks as the basis for developing courses in these four subject areas for trialling in 2014.

The Board has provided feedback on the proposed National Trade Cadetships for year 11/12 students and the Boardfs VET Curriculum Officer has been appointed to an ACARA working group advising on the initiative. In 2013, the Boardfs Executive Officer was appointed to an ACARA working party to provide advice on the national reporting of senior secondary outcomes at the school and system level.

A high quality, high equity curriculum, assessment and certification system that caters for all students

In 2012-13, course frameworks in Fashion and Textiles, Design and Technology, and Latin have been revised and endorsed by the Board. Eighteen courses were approved for delivery to year 11/12 students from 2013 and 18 teams are currently developing courses for implementation from 2014. These courses are reviewed by expert panels of teachers, representatives from tertiary institutions, industry and the community, which provide advice on accreditation to the Board. A list of the panels that met to consider courses in 2012-13 is included as Appendix B.

The Board has continued its focus on enhancing assessment in colleges. In December 2012, the Board endorsed a set of common curriculum elements to assist teachers in developing high quality assessment tasks. Feedback on the quality and effectiveness of school-based assessment and consistency in application of grade achievement standards has continued to be provided to colleges through system-wide moderation. Over 1,000 senior secondary teachers participated in each of the Moderation Days in August 2012 and February 2013.

Redevelopment of the Boardfs assessment and certification software to accommodate changes in the VET area has continued throughout 2012-13 and is expected to be completed in the second half of 2013 for implementation from 2014.

Year 12 outcomes 2012

In 2012, 4,484 students met the requirements for an ACT Year 12 Certificate. This included 4,355 students enrolled in ACT colleges, including CIT Vocational College, and 129 students enrolled in overseas colleges. In the ACT, this represented 92.3 percent of year 12 students compared with 92.4 percent in 2011. There was a significant increase in the percentage of males and a small decrease in the percentage of females achieving a Year 12 Certificate from 2011 to 2012.

Of the Year 12 Certificate receivers, 2,884 students also achieved a Tertiary Entrance Statement (TES), having met the requirements for university entrance and calculation of an Australian Tertiary Admission Rank (ATAR). This included 2,786 students enrolled in ACT colleges and 98 students enrolled in overseas colleges.

Ninety-nine students (48 females, 51 males) from 18 colleges completed an H course through the Australian National University Secondary College in 2012. Of these students, 17 completed a course in Mathematics, 12 in Physics, 30 in Chemistry, 20 in Conservation Biology and 20 in Japanese. Sixty two students (62.6 per cent) used their scaled H course score in their ATAR calculation.

To achieve an ACT Year 12 Certificate, students are required to study a minimum of 17 standard units, which form at least three accredited courses from different course areas. However, it is pleasing to see that a large majority of students are studying more than the minimum number of units across a broader range of course areas. In 2012, 79.1 percent of Year 12 Certificate receivers (Standard Package) completed 20 or more standard units and 77.7 percent of Year 12 Certificate receivers completed five or more accredited courses from different course areas. These percentages have increased by 0.5 percent and 1.5 percent respectively when compared to 2011.

Figure BSSS 1 displays the percentage of Year 12 Certificate receivers achieving a TES from 1999 to 2012. In 2012, 63.5 per cent of ACT students receiving a Year 12 Certificate also received a TES. This is slightly lower than in 2010 and 2011. Figure BSSS 2 illustrates the range of ATARs across colleges for 2012. Of the students in the ACT who achieved an ATAR, 76.4 percent were at or above the University of Canberra main round general ATAR cut off of 65.00.

Figure BSSS 1: Year 12 Certificate receivers with a Tertiary Entrance Statements, 1999 to 2012

Source: ACT Board of Senior Secondary Studies
Note: From 2006 students classified as Mature Age are included in the data

Figure BSSS 2: Australian Tertiary Admission Ranks by college, 2012

Source: ACT Board of Senior Secondary Studies
Note:
1. The names of the colleges shown are listed in Appendix C.
2. The central line in the box represents the median score.
3. The block indicates the spread of 50 percent of the scores.
4. The single vertical line indicates the spread of the next 15 percent of scores.
5. Circles represent individual results in the top 10 percent and bottom 10 percent of scores.

The following table gives the percentage of Year 12 Certificate and TES receivers who completed an accredited course in the nominated areas.

Table BSSS 1: Selected courses on Year 12 Certificates and Tertiary Entrance Statements, 2012 and 2011

Source: ACT Board of Senior Secondary Studies

Whilst the minimum number of courses from different course areas required for an ACT Tertiary Entrance Statement is two T and/or H courses, 66.3 percent of ACT students used scaled course scores from four different course areas in the calculation of their ATAR. This is an increase of 2.7 percent from the 2011 cohort.

There are no compulsory courses in the ACT, however, the above data shows that 97.3 percent of ACT Year 12 Certificate receivers and 99.7 percent of TES receivers completed a course in English/ESL, and 92.4 percent of ACT Year 12 Certificate receivers and 94.5 percent of TES receivers completed a course in Mathematics.

The Board recognises on a studentfs Year 12 Certificate the contribution of learning undertaken outside the college environment during years 11 and 12. In 2012, 1,368 students received such recognition under Recreational Activities, 1,128 students received recognition under Community Involvement and 332 students received recognition under Recognition of Outside Learning.

The Board issues vocational certificates to years 10 and 12 students who have completed vocational qualifications through colleges as Registered Training Organisations (RTOs). In 2012, this included 468 year 10 students and 967 year 12 students. Of these students, 34 completed an Australian School-based Apprenticeship with their college as the RTO.

The following figure displays the number of students receiving vocational certificates issued by the Board for each RTO by year level in 2012. It should be noted that students may have received more than one vocational certificate.

Figure BSSS 3: Number of students receiving vocational certificates, 2012 by college and year level

Source: ACT Board of Senior Secondary Studies

Note: The names of the colleges shown are listed in Appendix C.

In addition to vocational studies undertaken during years 11 and 12 in colleges, vocational programs undertaken with external RTOs can contribute to the requirements for year 12 certification and be included on the ACT Year 12 Certificate. In 2012, vocational qualifications achieved through an external RTO and registered by the Board were recognised on the Year 12 Certificate as an E course. In 2012, five students were awarded an E course. The E courses were in the areas of business, childrenfs services, construction and hairdressing.

In 2012:

• 483 year 12 students achieved a vocational qualification through an external RTO, which was recognised on their Year 12 Certificate
• this is a significant increase compared to 2011 of 179 students.

Students may receive recognition for more than one vocational qualification completed with external RTOs.

Section B: Consultation and Scrutiny Reporting

B1 Community engagement

The Board facilitates community input through representation on committees, course writing teams, accreditation panels, working parties and at consultation forums. Groups represented include parents, teachers, principals, tertiary institutions, industry, business and unions.

The Board encourages and welcomes both positive and negative feedback and is committed to responding to complaints in a timely and positive manner. This enables staff, students, parents and community members to contribute to the Board's continuous improvement strategy. The Board's Feedback and Complaints policy is available on its website. The Board received 16 formal complaints in 2012-13, all relating to disruption caused by the ringing and use of a mobile phone by a supervisor during the AST exam at one college. All complaints were resolved and the Board has amended its policy on the use of mobile phones by exam supervisors.

Section C: Legislative and Policy Based Reporting

The Education and Training Directorate provides funding and secretariat staff, and ministerial, financial, legal, risk management and audit services to the Board through a memorandum of understanding. Most of the Board's legislative and policy based reporting is encompassed within the Directorate's reports. This is listed in Appendix A.

C5 Internal accountability

Board membership

The BSSS Act (s8) creates a board with a broad membership of 14 from the many stakeholders in senior secondary education. Members, other than the Director-General of the Education and Training Directorate, are appointed by the Minister for Education and Training for a period of up to three years. Members can be reappointed if they are eligible. Six new members were appointed to the Board in January 2013 and two members were reappointed. The new Director, Learning and Teaching in the Education and Training Directorate, became the Director-General's delegate to the Board from July 2012. The ANU nominee appointed from 2010-2012 resigned in March 2012 and a new nominee from that organisation was appointed from 2013.

Remuneration for Board members

The Chair is the only member eligible to receive remuneration, at a rate determined by the ACT Remuneration Tribunal.

Ethical standards

Prior to appointment, Board members are provided with the Bowen Code of Conduct as a guide to ethical behaviour. Members sign a declaration that they have read and agree to observe the principles of the code, and agree to disclose all conflicts of interest that arise during their term on the Board. The Board meeting agenda has declaration of conflicts of interests as a standing item. ACT public servants on the Board are also bound by the ACT Public Sector Management Act 1994.

Table BSSS 2: Board membership as at 1 July 2012

The Board has six scheduled meetings each calendar year. The Board met on four occasions from July-December 2012, including an extraordinary meeting in December.

Details of Board members in 2013

Six members are the same as for 2012. Dr Chris Peters was reappointed to the Board from 1 January 2013. Dr Peters passed away in February 2013 and a new nominee of the ACT and Region Chamber of Commerce and Industry has been sought. Details of the new members are provided below.

Professor Robert Fitzgerald

Professor Fitzgerald is Director of the Inspire Centre and Associate Dean Education Innovation in the Faculty of Education, Science, Technology and Mathematics at the University of Canberra. He has been a leader and innovator in the field of Information and Communication Technology Education for over 20 years working with schools, universities and community groups.

Qualifications: BEd(Primary), BEd(Secondary Mathematics), MEd(Hons), PhD

Professor Richard Baker

Professor Baker is Pro Vice-Chancellor Student Experience at the Australian National University. His main research interests are in the fields of environmental education, community participation in environmental planning and management, Indigenous land management issues, and university teaching methods. He has a number of awards for university teaching.

Qualifications: BA(Hons), PhD

Mr Angus Tulley

Mr Tulley has been Principal of St Francis Xavier College since 2003. Prior to that he held Assistant and Deputy Principal/Headmaster positions at several ACT catholic colleges. He has taught mathematics and religious education in secondary schools for over 30 years and was a member of the BSSS Religious Studies Accreditation Panel from 1994-2001 (Chair from 1999-2001).

Qualifications: BSc, GradDipEdMaths, GradDipRE, MEdAdmin, GradCert Education Law

Ms Lynne Bean

Ms Bean is an Executive Teacher, Assessment and Certification at Dickson College. She has over 30 years experience in teaching sciences and mathematics in colleges and high schools, and has been involved in ACT and national curriculum development. Assessment and moderation have been key areas of focus in her work in colleges.

Qualifications: BSc, DipEd, GradDip(Geology)

Mr Martin Watson

Mr Watson is Principal, University of Canberra Senior Secondary College Lake Ginninderra and was acting Principal and Deputy Principal at the college prior to that appointment. He has over 20 years' experience in ACT high schools and colleges, and has chaired the BSSS Curriculum Advisory Committee.

Qualifications: BA, GradDipEd

Mr Hugh Boulter

Mr Boulter is a 30 year career banker with a wide range of business experience. He is currently a District Manager and Team Leader for the Suncorp Metway Bank Limited. He is Treasurer of the ACT Council of Parents and Citizens Associations and was President of the Miles Franklin P&C. In 2013 he was appointed a member of the ACT Government Schools' Education Council. He was a member of the Board's Vocational Education and Training Committee and recently appointed Chair of the Discipline Committee.

Ms Judy van Rijswijk

Ms van Rijswijk is the Executive Teacher, Humanities, ESL and Languages at the Canberra College and has worked in colleges and high schools since 1980. Her key interests are in English and humanities curriculum and quality teaching. She has been an AEU Councillor since 2000.

Qualifications: BEd, GradCertEduc, MEdLeadership

Standing Committees

The Board appoints committees and panels to provide advice on specific matters. The main standing committees and their roles are listed below. Membership of these committees in 2012 and 2013 is included in Appendix B.

Table BSSS 4: Board Standing Committees and their roles

Board Secretariat

The Board secretariat is managed by the Executive Officer of the Board and consists of 10 other staff; six teachers and four administrative officers, all employed through the Directorate. The Executive Officer reports to the Board on its legislated functions and to the Directorate on ministerial, financial, audit, human resource and other corporate functions.

C21 Aboriginal and Torres Strait Islander reporting

The Board is committed to encouraging Aboriginal and Torres Strait Islander students to complete their senior secondary education and to aspire to high levels of achievement. At the end of each year, the Board recognises the excellent achievements of year 12 Aboriginal and Torres Strait islander students through a special award. To be eligible for this award, students must have demonstrated a sustained high level of achievement across all courses studied in years 11 and 12; and/or have made a significant contribution during years 11 and 12 to life in their college or the broader community. Twelve year 12 students received an Aboriginal and Torres Strait Islander Award at the Board's Recognition of Excellence Ceremony in December 2012.

C22 ACT Multicultural Strategy 2010-2013

The Board supports the ACT Multicultural Strategy 2010-2013 though the accreditation of curriculum and flexible approaches to certification to meet the needs of children and young people from migrant and refugee backgrounds, and those from culturally and linguistically diverse backgrounds.

Table BSSS 5: Progress against the focus areas of the strategy, 2012-13

For more information contact:

The Executive Officer
Board of Senior Secondary Studies
GPO Box 158
CANBERRA ACT 2601
(02) 620 57181

bsss.enquiries@act.gov.au
www.bsss.act.edu.au/

Appendix A: Sections not covered elsewhere in this report

Appendix B: Board committees that operated in 2012-2013

Appendix C: Institutions delivering courses