This process will be covered in detail at the VTAC briefings for careers practitioners
All year 12 students have been affected by the government requirement to learn from home at some stages of the COVID-19 pandemic. A new process as part of Category 4 (Difficult Circumstances) in SEAS has been set up for this year to streamline the provision of information by students and reduce the administrative burden on schools in relation to some remote learning impacts. These impacts include lack of access to reliable internet, device access and sharing, and access to necessary practical materials.
VTAC applicants can use the new streamlined process by opening the SEAS application from their VTAC account after submitting course preferences. When applying for Category 4 (Difficult Circumstances), applicants will be asked:
If answering yes, a form will appear for applicants to indicate their level of remote learning impact:
After completing this section, applicants will be advised that they do not need to provide an impact statement or statement of support in relation to these remote learning impacts. They can then submit the SEAS application with no further action required for remote learning impacts.
Instead of providing written statements for each student to support the SEAS application for remote learning impact, schools will be asked to provide a single overall rating of remote learning impact for each student via CourseLink:
Schools will be provided with comprehensive information about the process for lodging student ratings, and guidelines for assessing impact.
We acknowledge that providing a remote learning impact rating for every student will be a substantial component of work for careers practitioners, however our aim is that this will be significantly less work than providing written supporting statements for almost every student due to remote learning impacts.
Impacts not covered by the streamlined process
This new process is designed to cover some specific impacts only; it is important for students and schools to understand that a traditional impact statement and supporting evidence will still be required in some cases.
The disruption to learning because of COVID-19 continues to affect all year 12 students. Large numbers of schools reported that all students had experienced social disconnection, uncertainty, trouble with focus and motivation, and excessive screen time as a result of remote learning.
Special consideration will not be available for these factors as they were experienced by the entire cohort and are therefore already reflected in the ATAR, because it is a rank. (That is, because the ATAR is a rank, giving special consideration to all students for these factors would have the same effect as giving special consideration to no students.)
Individual severe impacts
Some students experienced educational disadvantage as a result of COVID-19 which goes beyond the baseline impacts and those remote learning impacts covered by the streamlined process, for example family violence as a result of lockdowns, additional caring responsibilities for family members, or financial stress as a result of COVID-19.
To ensure students who have experienced these impacts can receive the appropriate special consideration, more information is required than can be gathered via the streamlined remote learning section of the SEAS application.
Students who have experienced these severe impacts are advised to follow the streamlined process to cover their remote learning impacts and also submit an impact statement and statement of support for the additional impacts.
We will provide further information and resources at the briefings for careers practitioners and via this blog. If you have questions about this process at the moment, you are welcome to submit them online (not via email at this time, please) and we will endeavour to answer them in the briefings and/or an FAQ document.
Categories: Special Consideration (SEAS)