From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.
For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA
The following resources are provided to assist you in completing the Data Collection.
Note: The purpose of the Word documents are for screen reader programs to provide accessibility for vision impaired people. A full printable version including graphics is available in the pdf.
The following demonstrates application of the NCCD model through case study examples, using the 4 steps for completing the data collection as guidance. See:
For further information, see:
Categories of disability
Definitions of broad categories of disability - for definitions of the categories of disability according to the DDA, the Australian Human Rights Commission interpretation and terms used in the Data Collection, see:
The following resource, from the University of Canberra is a practical guide for individuals, families and communities, which highlights the benefits of collaborating as a group to better support a student with disability:
The following fact sheet provides information on how parents can better prepare themselves for consulting with schools:
Data Collection Steps 1 - 4
Step 1 - Is there an adjustment?
Step 2 - What is the level of adjustment?
Step 3 - What is the category of disability
Step 4 - How do you record and submit the data?
Data Collection background and Model
For information about the development and purpose of the Data Collection, see:
Data Collection introduction and background
For an understanding of the legislation, see:
For an understanding of the data entry process, see:
CASES21 Data entry process (docx - 220.91kb)
The following document provides definations and further information on Reasonable adjustment, Broad definition of disability, Determining imputed disability, the Standards and Consultation.
When schools are determining the inclusion of a student’s details in the data collection, teachers have a number of factors to consider:
The fact sheet for parents and carers is available in 11 community languages
Frequently Asked Questions
Health Conditions Policy Guidelines (Department of Education and Training)
Illustrations of Practice
Level of Adjustment
Meeting obligations under the Standards/DDA
Moderation Resource for Schools
The purpose of this
resource (docx - 721.19kb) is to assist schools in undertaking within-school moderation to support them in making consistent and reliable decisions about students' level of adjustment and category of disability. This may be used to inform decisions about how to best support students with disability.
Planning for Personalised Learning and Support: A National Resource
document is to support personalised planning and learning for students with disability. All educators are encouraged to use this document for personalised planning, and to share this document with their school networks.
Positive Partnerships is the education component of the Australian Government’s Helping Children with Autism package, which provides professional development for school leaders and teachers, workshops for parents/carers and a dedicated website with online learning modules and other resources. For more information, see:
Professional online eLearning
For more information and to access the registration key see:
Reflection Tool Kit
Services and Supports
Strategies to support decision making
Student checklist and Record sheet
A record sheet for staff to collate student data prior to entry into CASES21:
Student Wellbeing Hub
The Student Wellbeing Hub is the Australian Government’s one-stop shop for information and resources for educators, students, parents, specialist professionals and pre-service teachers on strategies to build and sustain the wellbeing of the whole school community. For more information, see:
Talking about people with disability