course guide · 2019-10-10 · languages: chinese (mandarin) 4 compulsory if intending to take...

COURSE GUIDE

2020

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CONTENTS MIDDLE SCHOOL YEARS 9-10

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BOrganisation and Planning

Year 9 Elective DescriptionsThe Arts: Visual ArtsArtDigital ArtVisual Communication DesignThe Arts: Performing ArtsMusic - Classroom InstrumentalDramaHumanities & CommerceFinancial LiteracyGeographyEnhancement HistoryPoliticsLiteratureLanguages : Italian, Japanese, Chinese (Mandarin)Digital TechnologiesSoftware Applications (Business)Creative Digital Media (Publishing)Software Development (Games Programming)Design and TechnologiesDesign TechnologyFood TechnologyPhysical EducationRaquet & Handball SportsFootball CodesSTEM: Science, Technology, Engineering & MathsForensic ScienceSTEM Robotics

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Year 10 Elective DescriptionsThe Arts: Visual ArtsStudio Arts Digital ArtVisual Communication DesignThe Arts: Performing ArtsVCE MusicDramaHumanities & CommerceCommerce A - Business and FinanceCommerce B - Economics & Legal StudiesAustralian & Global PoliticsGeographyLiteratureLanguages : Italian, Japanese, Chinese (Mandarin)Digital TechnologiesSoftware ApplicationsSoftware DevelopmentDesign and TechnologiesFood TechnologyPhysical Education Fitness & NutritionScienceEnhancement BiologyVETFurnishingCreative & Digital Media EngineeringCareer Investigation

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Year 10 Core DescriptionsReligious Eduction EnglishMathematicsScienceHistory

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Subject Selection Important ConsiderationsCriteria of allocation for Elective SubjectsCareer Planning InformationYear 9 Curriculum OverviewYear 10 Curriculum OverviewYear 9 - 12 Subject OfferingsEnhancement Pathways Year 10 - 12Year 9 Course PlannerYear 10 Course PlannerApplied Learning Pathway OverviewApplied Learning PlannerYear 9 Example Course PlannerYear 10 Example Course Planner

66 7891011121314151617

Planning and Application FormsYera 9 Practice Course PlannerYear 10 Practice Course PlannerApplication for Selecting VCE Music Year 9Application for Selecting Enhancement History Year 9Application for Selecting VCE Music Year 10Application for History 1 & 2, Language 1 & 2 and Enhancement Biology Year 10Application for Further MathematicsApplication for Applied Learning Package

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CONTENTS SENIOR SCHOOL YEARS 11 - 12

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ETimeline of EventsFurther AssistancePlanning your Senior School Pathways

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Introduction to VCE How to Qualify for VCE: Promotion PolicyHow do I Choose?Resources at Mazenod Student Program VCE: Successful Completion VCE: Assessment Tertiary Selection

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Subject Selection Important Considerations, CriteriaVCE/VET/VCAL Courses available at Mazenod College

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VCAL Program Description VCAL Intermediate Program Description

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Student ProgramsArt and DesignIndustrial DesignMusicBuilding/ArchitecturePhysical Science/EngineeringGeneral ScienceHealth ScienceSoftware DevelopmentBusiness/ComputingBusiness/AccountingBusiness ManagementEconomics/CommerceHospitality and TourismPersonal DevelopmentHumanities/LanguagesHumanitiesTechnology: Wood/MetalDrama

65666768697071727374757677787980818283

Subject OutlinesEnglish/Religious EducationArts/Commerce/Humanities/Language Science/Technology/VET Compulsory Subjects

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VCE Unit Descriptions Arts/Humanities/Languages/RE AccountingStudio ArtsBusiness ManagementDramaEconomicsEnglishEnglish LanguageLiteratureHistoryHistory - Revolutions

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VCE Unit Descriptions Mathematics/Science/TechnologyMathematics Units 1 & 2Mathematics Units 3 & 4Science: Biology Chemistry Physics PsychologyIT: Applied ComputingIT: Software Development

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VET Program DescriptionFurnishingEngineering Studies Creative and Digital MediaSport & Recreation

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University Enhancement Subjects 126

GeographyGlobal PoliticsLegal StudiesLanguages: ItalianJapaneseChineseMusic PerformancePhysical EducationReligious EducationVisual Communication Design

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Mathematics PathwaysEnhancement at MazenodEnhancement Pathways

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Organisation and Planning

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MIDDLE SCHOOL YEARS 9-10

CAREER PLANNING INFORMATION

If you are curious about the options of study and training in Years 11 and 12, the following information can help you plan your Senior Secondary School years and future career pathways.

ABOUT THE VCEThe Victorian Certificate of Education (VCE) is a certificate that recognises the successful completion of a student’s secondary education and provides pathways to further study at university, Technical and Further Education (TAFE) and to the world of work. It is designed to be undertaken in Years 11 and 12.

ABOUT THE VCALThe Victorian Certificate of Applied Learning (VCAL) is also a certificate that recognises the successful completion of a student’s secondary education. The VCAL provides a pathway to TAFE, an apprenticeship or employment. It gives you practical work-related experiences, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. It is designed to be undertaken in years 11 & 12.

If your son begins studies in the VCE and then wishes to change his enrolment to VCAL, he may be able to use units satisfactorily completed in VCE to provide credit towards VCAL.

Should your son wish to pursue Vocational Pathways during Year 10, a recommended package of units is provided in Year 10: APPLIED LEARNING PACKAGE which includes Further Mathematics, VET Career Investigation, Applied Science and a VET or practical study (refer to page 12 for more information).

ABOUT VCE VETAs part of your son’s VCE or VCAL program, he can choose a Vocational Education and Training (VET) program. This means that he will be undertaking training in a specific vocational area, for instance, Furnishing, Engineering, Sport & Recreation, Creative & Digital Media or Hospitality.

A VET program contributes towards your son’s VCE or VCAL program in the same way that other studies contribute. VET programs are TAFE programs attained in secondary school and are nationally recognised. VET/TAFE certificates at Mazenod College are completed in three years (except sport and recreation which is two years).

Where can I find more information?Parents and students can discuss these options with the Careers Coordinator, VCE, VCAL and VET Coordinator. For further information on VCE, VCAL or VET, visit the Victorian Curriculum (Year 12 certificate) and Assessment Authority (VCAA) website: www.vcaa.vic.edu.au

WHAT ARE THE OPTIONS?INTRODUCTION

The purpose of this booklet is to give students in Year 8 and 9, together with their parents, information to assist in their elective subject selection process.

Students are asked to hand in their subject selection form for by:

MONDAY, 26th August

SUBJECT SELECTION: IMPORTANT CONSIDERATIONS1. Some variations may occur in the subjects offered. This is due to student numbers, staff availability,

financial resources and the mix of other units on offer.

2. A subject will only be offered if there is a viable class. In cases where there is not a viable class, (ie. not enough students choose a subject), students will be given another selection opportunity

3. We make every effort to accommodate student’s choices however timetable constraints may require students to select a second or third preference.

4. Note also that timetable restrictions mean that there is only limited opportunity to change your subjects

at the beginning of next year or in the middle of next year.

CRITERIA FOR SELECTING STUDENTS INTO ELECTIVE SUBJECTS

If too many students apply for a subject some students may be placed on a waiting list and asked to make another choice. The following criteria will be applied to determine who is placed in the class:

• The student has received satisfactory results on previous exams and assessment tasks in that subject, (D+ = 55%). If a student has shown disinterest and/or consistently poor results in the assessment tasks of a subject studied in the previous semester, their place in that subject may be reviewed

• If it is a subject which is part of a package (eg VET), or complements the students course

• The student has displayed a serious approach to studies and school in general

• If a selection form arrived after the due date without extenuating circumstances, the student will be placed at the end of the waiting list for that particular subject

• The student displays a positive attitude towards study and staff

• The student displays an understanding and acceptance of all requirements as listed in the handbook and other information sheets including an awareness and acceptance of any extra costs involved.

• If too many students apply for a subject, some students may be placed on a waiting list and asked to make another choice.

VETVOCATIONAL EDUCATION

AND TRAINING

VCEVICTORIAN CERTIFICATE

OF EDUCATION

PRIMARYPATHWAY

TO GET AN ATAR FOR A:

UNIVERSITY COURSE

TAFE COURSE

PRIMARYPATHWAY

TAFE COURSE

APPRENTICESHIPS OR TRAINEESHIPS

FURTHER EDUCATION COURSES

EMPLOYMENT

VCALVICTORIAN CERTIFICATE OF APPLIED LEARNING

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YEAR 10 CURRICULUM OVERVIEWStudents take 9 core semester units, and 5 Elective semester units.

Semester 1 Semester 2

Religious Education or Youth Ministry Religious Education (4 lessons) Religious Education (4 lessons) English (4) English (4) Mathematics (4) Mathematics (4) Science (4) Science (4) History (4) Elective 3 (4) Elective 1 (4) Elective 4 (4) Elective 2 (4) Elective 5 (4) Sport (2) Sport (2) = 30 lessons/week = 30 lessons/week

Students must choose 5 elective units. PLUS A RESERVEAll units may be taken individually unless ‘2’ is indicated.Students cannot take BOTH VET Engineering and VET Furnishing.

Elective Units Notes

Languages: Italian 2 Compulsory if intending to take Italian in Yr 11Languages: Japanese 2 Compulsory if intending to take Japanese in Yr 11Languages: Chinese (Mandarin) 2 Compulsory if intending to take Mandarin in Yr 11VET Furnishing 2 VCE/VET Compulsory if intending to take Furnishing in Yr 11VET Engineering 2 VCE/VET Compulsory if intending to take Engineering in Yr 11VET Creative Digital Media 2 VCE/VET Compulsory if intending to take Digital Media in Yr 11 Enhancement VCE: these all require application formsVCE Music 1&2 2 Compulsory if intending to take VCE Music Performance 3&4IT Software Development 1&2 2 Compulsory if intending to take IT Software Development 3&4VCE History 1&2 2 Compulsory if taking VCE History 3&4, replaces Yr 10 HistoryEnhancement Biology 1 Compulsory if intending to take VCE Biology 3&4 in Year 11

Studio Arts A 1 Studio Arts B (with Studio Arts A) 1Visual Communication Design A 1VCD B (with VCD A) 1Drama: Expressive Skills 1 Drama: Theatrical Styles 1Food Technology 1Commerce: Business and Finance 1 Commerce: Economics & Legal Studies 1 Australian & Global Politics 1 Geography 1Literature 1Physical Education 1PE: Fitness & Nutrition 1 IT: Software Applications 1VET Career Investigation 1 (Only with Applied Learning Package)

YEAR 9 CURRICULUM OVERVIEWStudents take 5 core subjects and 4 elective units each semester.


Religious Eduction (4 lessons) Religious Eduction (4 lessons) English (4) English (4) Mathematics (4) Mathematics (4) Science (4) Science (4) History (4) History (4) Elective 1 (2) Elective 5 (2) Elective 2 (2) Elective 6 (2) Elective 3 (2) Elective 7 (2) Elective 4 (2) Elective 8 (2) Sport (2) Sport (2)

= 30 lessons/week = 30 lessons/week

Students must choose 8 elective units for the year. PLUS A RESERVE Languages: ‘Italian’ or ‘Japanese’ or ‘Chinese (Mandarin)’ are full year - four unit electives. Students can only take one.‘Music – Classroom Instrumental’ is a full year - two unit elective.Design Technology is a full year – two unit elective.All other electives are half year - single unit electives.Students can take no more than three of the IT and STEM electives.

Elective Units Notes

Languages: Italian 4 Compulsory if intending to take Italian in Yr 10Languages: Japanese 4 Compulsory if intending to take Japanese in Yr 10Languages: Chinese (Mandarin) 4 Compulsory if intending to take Chinese in Yr 10

Design Technology 2 Compulsory for VET Furnishing or Engineering in Yr10

Music – Classroom Instrumenta 2 Compulsory for VCE Music in Yr10

Art 1Digital Art 1Visual Communication Design 1Drama 1Food Technology 1Financial Literacy 1Politics 1Geography 1Enhancement History 1Literature 1PE: Racquet & Handball Sports 1PE: Football Codes 1IT: Software Applications (Business) 1IT: Creative & Digital Media 1 Students can take no more than three of the IT: Software Development (Games Programming) 1 IT and STEM electives.STEM – Robotics 1STEM – Forensic Science 1

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ENHANCEMENT PATHWAYS FROM YEAR 10 -12

RELIGIOUS EDUCATIONYear 10Youth Ministry Religious Education

Year 11Religion & Society 3 & 4

Year 12University Enhancement: Philosophy

MATHEMATICSYear 10Enhancement Mathematics

Year 11Double Mathematics:Mathematical Methods Specialist Mathematics

Year 12

Mathematical Methods & Specialist Mathematics

ENGLISHYear 10Enhancement English Literature

Year 11VCE English Language 1 & 2VCE Literature 1 & 2

Year 12VCE English Language 3 & 4VCE Literature 3 & 4

HISTORYYear 10VCE History 1 & 2

Year 11VCE History 3 & 4

Year 12University Enhancement: History or VCE Global Politics 3 & 4

INFORMATION TECHNOLOGY Year 10IT Software Development 1 & 2

Year 11IT Software Development 3 & 4

Year 12University Enhancement: Information Technology

MUSICYear 10Instrumental Music ProgramVCE Music 1 & 2

Year 11Instrumental Music ProgramVCE Music Performance 3 & 4

Year 12Instrumental Music ProgramVCE Music Investigations 3 & 4

SCIENCEYear 10Enhancement Science andEnhancement Biology

Year 11VCE Biology 3 & 4

Year 12University Enhancement: Biology

COMMERCEYear 10Commerce A andCommerce B

Year 11VCE Business Management 3 & 4

LANGUAGESYear 10VCE Japanese 1 & 2 orVCE Chinese (Mandarin) 1 & 2 orVCE Italian 1 & 2

Year 11VCE Japanese 3 & 4 orVCE Chinese (Mandarin) 3 & 4 orVCE Italian 3 & 4

All unit 3 & 4 Enhancement Subjects in Year 11 (except Religious Education) will require a special application form and high (A+/A) grades in all subjects in Year 10.

CORE AND ELECTIVE OPTIONS, YEAR 9 -12

Year 9 Electives Year 10 Electives Year 11 (units 1 & 2 unless otherwise indicated)

Year 12 (units 3 & 4)

RE English, Mathematics, Science, History + choose 8 units

RE or Youth Ministry REEnglish, Mathematics, Science, History + choose 5 units

Religion & Society (3 & 4)English and/or Literature and/or English Language + choose 5 subjects

RE seminars English and/or Literature and/or English Language + choose 4 subjects

Art, Digital ArtFinancial Literacy

Financial Literacy

Geography

PoliticsEnhancement History

Italian (4)Japanese (4)Chinese (Mandarin) (4)Literature

IT: Digital Media (Publishing)Music: Class Instrument (2)PE A – Racquet & Handballand/or PE B – Football Codes

DramaVCD

Studio Arts A or Studio Arts A or BCommerce: Business & FinanceCommerce: Business & FinanceCommerce: Economics & LegalCommerce: Economics & LegalGeographyHistoryAust & Global Politics

Italian (2)Japanese (2)Chinese (Mandarin) (2)Literature

Creative Digital Media (VET) (2)VCE Music (2PE, PE Fitness & NutritionPE, PE Fitness & Nutrition

Drama: Expressive, Drama: TheatricalVCD A or VCD A or B

Studio ArtsAccountingBusiness ManagementEconomicsLegal StudiesGeographyHistory: 20th Century/AsianGlobal Politics

ItalianJapanese Chinese (Mandarin)LiteratureEnglish Language

Creative Digital Media (VET)Music Performance (3 & 4)Physical EducationSport & Recreation (VET)

DramaVCD

Studio ArtsAccountingBusiness ManagementEconomicsLegal StudiesGeographyHistory: RevolutionsGlobal PoliticsUniversity Enhancement: - History/Politics - Philosophy

ItalianJapanese Chinese (Mandarin)LiteratureEnglish Language

Creative Digital Media (VET)Music InvestigationsPhysical EducationSport & Recreation (VET)

DramaVCD

Design Technology (2)

Food TechnologyIT: Software ApplicationsIT: Software Dev’t (Games)STEM: Robotics

STEM: Forensic Science

STEM: Forensic Science

Engineering (VET) (2)Furnishing (VET) (2)Food TechnologyIT: Software ApplicationsIT Software Development (2)

Further MathematicsMainstream MathematicsEnhancement Mathematics

Enhancement Biology

Science

Applied Learning PackageReligionEnglishFurther MathematicsVET: Career InvestigationApplied ScienceVET Engineering or VET Furnishing or VET Creative & Digital Media and/orA practical subject (PE, Fitness & Nutrition, Food, Studio Arts etc)

Engineering (VET)Furnishing (VET)Hospitality (VET)Applied ComputingSoftware Development (3 & 4)

Further Mathematics Mathematical MethodsSpecialist Mathematics

Biology (3 & 4)

BiologyChemistryPhysicsPsychology

VCAL Intermediate CertificateReligion & Society VCAL Literacy VCAL NumeracyVCAL Work Related Skills VCAL Personal Development Choose 1 VET/VCE from Yr 11SWL (1 day/wk)VET TAFE course (1 day/wk)

Engineering (VET)Furnishing (VET)Hospitality (VET)Data AnalyticsUniversity Enhancement: IT

Further MathematicsMathematical MethodsSpecialist Mathematics

University Enhancement: - BiologyBiologyChemistryPhysicsPsychology

VCAL Senior CertificateRE Seminars & RetreatVCAL Senior LiteracyVCAL Senior NumeracyVCAL Work Related Skills VCAL Personal Development Choose 1 VET/VCE from Yr 12SWL (1 day/wk)VET TAFE course (1 day/wk)

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YEAR 10 COURSE PLANNERYEAR 9 COURSE PLANNER

Due Date: Monday, 26th August

• You must include eight units in your planning.• Some subjects may not be able to be run, depending on student numbers.• Criteria will be used to determine places in a subject should more students apply than can be

accommodated – see the criteria on page 4 of this Course Selection Handbook.• You can choose NO more than three of the IT and STEM electives


• You must include five units in your planning.• Some subjects may not be able to be run, depending on student numbers.• Criteria will be used to determine places in a subject should more students apply than can be

accommodated – see the criteria on page 4 of this Course Selection Handbook.


Compulsory SubjectsReligious Educationor Youth Ministry RE

Religious Education

English English

Mathematics Mathematics

Electives

Languages: Italian (2)Languages: Japanese (2)Languages: Chinese (Mandarin) (2)VET Furnishing (2)VET Engineering (2)VET Creative Digital Media (2)

VCE Music (2)IT Software Development (2)VCE History (2)Enhancement Biology (1)

Studio Arts A or B-Visual Communication Design A VCD B (with A)Drama: Expressive SkillsDrama: Theatrical StylesFood TechnologyCommerce: Business & FinanceCommerce: Economics & LegalAustralian & Global PoliticsGeographyLiteraturePhysical EducationPE: Fitness & NutritionIT: Software Applications

Science Science

History 3

1 4

2 5

Reserve

Rankingplease consider how you would rank these subjects from 1 to 6


Compulsory SubjectsReligious Education Religious Education

English English


Electives

Languages: Italian (4)Languages: Japanese (4)Languages: Chinese (Mandarin) (4)

Design Technology (2)Music–Classroom Instrumental (2)

ArtDigital ArtVisual Communication DesignDrama Food TechnologyFinancial LiteracyPoliticsEnhancement HistoryGeographyLiteraturePE: Racquet & Handball SportsPE: Football Codes IT: Software Applications (Business) IT: Creative & Digital Media (Publishing)IT: Software Developm’t (Programming)STEM: RoboticsSTEM: Forensic Science

Science Science

History History

Reserve

NO more than three IT and STEM

Rankingplease consider how you would rank these subjects from 1 to 9

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APPLIED LEARNING PLANNER


Compulsory Subjects Religious Educationor Youth Ministry RE

Religious Education

English English

Further Mathematics

Applied ScienceVET: Career Investigation

Further Mathematics


Electives

Languages: Italian (2)Languages: Japanese (2)Languages: Chinese (Mandarin) (2)VET Furnishing (2)VET Engineering (2)VET Creative & Digital Media (2)

VCE Music (2)IT Software Development (2)VCE History (2) or Year 10 History (1)Enhancement Biology (1)

Studio Arts A Studio Arts B (with A)Visual Communication Design A VCD B (with A)Drama: Expressive SkillsDrama: Theatrical StylesFood TechnologyCommerce: Business & FinanceCommerce: Economics & LegalAustralian & Global PoliticsGeographyLiteraturePhysical EducationPE: Fitness & NutritionIT: Software Applications

1 VET or Practical based ElectiveVET Furnishing or VET Engineering or VET Creative & Digital Media and/or Physical Education or Food Technology or Fitness & Nutrition

2 VET or Practical based ElectiveVET Furnishing or VET Engineering or VET Creative & Digital Media and/or Physical Education or Food Technologyor Fitness & Nutrition

3 Elective 4 Elective

5 6


• You must include five units in your planning, at least two of which should come from the following list...VET Furnishing, VET Engineering, Physical Education 1 & 2, Commerce A & B, VET Creative & Digital Media.

• Other possible subjects would include VCD, Studio Arts, Drama, Software Applications, Food Technology, Geography.

• Some subjects may not be able to be run, depending on student numbers.• Criteria will be used to determine places in a subject should more students apply than can be

accommodated – see the criteria on page 4 of this Course Selection Handbook.

APPLIED LEARNING PATHWAYThe Applied Learning Program caters for students who are intending to undertake the Victorian Certificate of Applied Learning (VCAL) in Year 11 and 12 with the view of moving into Apprenticeships and Traineeships or undertaking further education and training at TAFE. The program places particular emphasis on career planning and work skills and is designed as a competency based course.

Students are provided with the opportunity to participate in subjects and experiences that will assist them as they develop their knowledge and skills related to training, career, jobs and study options. The program includes Religious Education, English, Applied Science, Further Mathematics, Career Investigations, and the choice of practical based subjects or VET certificates such as Engineering, Furnishing or Creative Digital Media. Students also select three electives.

SAMPLE YEAR 10 APPLIED LEARNING COURSE PLANNERSemester 1 Semester 2

Compulsory Subjects Religious Education or Youth Ministry RE

Religious Education

English EnglishFurther Mathematics Further MathematicsApplied ScienceVET: Career Investigation


Electives (4)As per the full year 10 elective list.# Students may choose practical based electives and/VET in this section also

1 VET or Practical based ElectiveVET Furnishing or VET Engineering or VET Creative & Digital Media and/or Physical Education or Food Technology or Fitness & Nutrition

3 Elective

2 VET or Practical based ElectiveVET Furnishing or VET Engineering or VET Creative & Digital Media and/or Physical Education or Food Technologyor Fitness & Nutrition

4 Elective

VET or Practical based elective subjects (2)VET Engineering (2)VET Furnishing (2)VET Creative & Digital Media (2)Food Technology (1)Physical Education (2 or 1)

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Students enrolled in the Applied Learning Program in Year 10 are expected to meet the agreed academic standards and be able to demonstrate competencies in ‘work skills’ related experiences. Successful completion of this program will lead students to VCAL Intermediate (Year 11) and VCAL Senior (Year 12), TAFE, apprenticeships or the workforce.Excursions and IncursionsApplied Learning Program students are involved in various excursion and incursion experiences which aim to enhance their learning. These experiences relate directly to specific elements of their course.Work ExperienceAll Applied Learning Program students participate in Work Experience (WE). This experience provides students with the opportunity to experience the ‘real world’ workplace. Students must attend five days of Work Experience during the course of the year. The days of WE occur during term time, typically the second last week of Term 2. TAFE Taster ProgramIn preparation for future learning opportunities, Applied Learning Program students participate in a structured ‘TAFE Taster’ Program. As a group, students attend a specified TAFE College for the day where they are involved in a variety of activities. Students are encouraged to recognise this experience as a wonderful opportunity to begin to familiarise themselves with TAFE Colleges, ongoing training and industry based opportunities.All students selecting the Applied Learning Program will also need to fill out the application at the end of this handbook.

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YEAR 9 EXAMPLE COURSE PLANNER


Compulsory SubjectsReligious Education Religious Education

English English


Science Science

History History

Electives



ArtDigital ArtVisual Communication DesignDrama Food TechnologyFinancial LiteracyPoliticsGeographyEnhancement HistoryLiteraturePE: Racquet & Handball SportsPE: Football Codes IT: Software Applications (Business) IT: Creative & Digital Media (Publishing)IT: Software Developm’t (Programming)STEM: RoboticsSTEM: Forensic Science

1 Italian/Japanese/Chinese




3 Music- Instrumental

7 Music- Instrumental

4 Food Technology

8 Financial Literacy


• An example showing how the 4 unit and 2 unit electives should be included in your planning if you wish to take them.

• The 4 unit languages take up 4 of your 8 choices.• The 2 unit Music – Classroom Instrumental takes up 2 of your 8 choices.• Design Technology takes up 2 of your 8 choices.• All other electives all take up 1 of your 8 choices.• You can choose NO more than three of the IT and STEM electives• This is an example only, not a recommended package of electives

YEAR 10 EXAMPLE COURSE PLANNER



Religious Education

English English


Electives



Studio Arts A or B OR A + BVCD A or B OR A + BDrama: Expressive SkillsDrama: Theatrical StylesFood TechnologyCommerce: Business & FinanceCommerce: Economics & LegalAustralian & Global PoliticsGeographyLiteraturePhysical EducationPE: Fitness & NutritionIT: Software Applications

Science Science

History 3Physical Education 1

1VET Furnishing

4VET Furnishing

2Italian or Japanese or Chinese

5Italian or Japanese or

Chinese


• An example showing how the 2 unit electives should be included in your planning if you wish to take them.

• The 2 unit electives take 2 of your 5 choices.• All other electives take 1 of your 5 choices.• This is an example only, not a recommended package of electives.


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YEAR 9 ELECTIVE DESCRIPTIONSThe Arts: Visual ArtsArt (1 unit)The Year 9 Art Elective at Mazenod College is offered over one semester. Students use a variety of drawing, painting and printmaking media to develop their skills and produce creative responses to tasks. Work is structured, but students are encouraged to push boundaries and explore their creativity in an active and inspired manner.

Art appreciation is informal, with relevant artists and art styles discussed when new topics are introduced.

Digital Art (1 unit)The Year 9 Digital Art Course focuses on the creation of digital artworks. Students use digital cameras, scanners, printers and Photoshop to generate and manipulate imagery. At times, both traditional and digital art techniques are combined. Students develop confidence and skill in using Photoshop exploring its tools to create contemporary digitally enhanced artworks from photographic beginnings.

Visual Communication Design (1 unit)Visual Communication and Design is an elective offered for one semester with no prerequisite. Students are instructed in the correct manner to communicate via drawings, symbols, charts and diagrams. Many aspects of this subject are modern and appealing. Tasks can be done freehand, with instruments or computer generated. All students’ abilities are challenged and independent research is encouraged to aid creativity. The majority of work is completed in class time; however, opportunities for after school work exist for enthusiastic students.

The Arts: Performing Arts

Music – Classroom Instrumental (2 units)It is compulsory that students complete these Year 9 Instrumental Elective units as preparation for entry into VCE Music units in Years 10-12. All students must be currently enrolled in instrumental tuition at the College or externally and MUST have at least two years of professional instrumental tuition on their instrument. Entry to this subject is by interview with the Head of Faculty to assess suitability and alignment to the course. Throughout these units, students learn about and apply musicianship as they create, interpret, perform and analyse solo and ensemble works, in a range of styles. There is a wide range of ensembles for students to participate in at the college and all students in this subject must be a member of the College ensemble program. In addition to the ensemble program all Year 9 classroom instrumental music students must participate in the liturgical choir as this forms part of the subject assessment.Music – Classroom Instrumental is an elective offered for a package of two semesters. The focus is on practical music making, involving composition, arranging, conducting, analysis and performance. Assessment tasks range from computer based written and audio tasks, to oral and live performances.Areas of study:

• Solo and Group performance • Practical & Theoretical concepts • Aural skill development • Composition

Drama (1 unit)The Year 9 Drama Elective at Mazenod College is offered over one semester. There are no prerequisites. Students will work with script ideas that they will improvise and develop into finished group and solo performances. They will be given stimulus material and structured situations to act out in groups to help them build confidence towards their finished group and solo performances.

YEAR 9 ELECTIVE DESCRIPTIONSHumanities & CommerceFinancial Literacy (1 unit)This unit is designed to equip young people with the skills to make informed and effective decisions about earning, using and managing money. Students learn about the concepts of money and income, budgeting, personal taxation and rational consumer behaviour. The Economics and Business curriculum explores the ways in which individuals, families, the community, workers, businesses and governments make decisions in relation to the allocation of resources. It enables students to understand the process of economic and business decision-making at the personal, local, national, regional and global levels and the effects of these decisions on themselves and others, now and in the future. Students learn to appreciate the interdependence of decisions made and develop the knowledge, understanding and skills that will inform and encourage them to participate in, and contribute to, the economy.

In studying economics and business, students will develop transferable skills that enable them to identify and investigate contemporary economic and business issues or events. They will apply economic and business reasoning and interpretation to solve problems and interpret issues and events. This will assist them to understand the behaviour of participants in the economy, business, society and the environment. Students will then be better placed, now and in their adult lives, to partcipate in economic and business activities actively and effectively. They learn how current decisions and actions will shape future consequences and are encouraged to think critically about probable and preferred futures. This will enable them to contribute to the development of prosperous, sustainable and equitable Australian and global economies, to secure their own financial wellbeing, and to face the future with optimism and confidence.

Geography (1 unit)In Year 9 Geography, students study many large-scale issues from different places around the world. They consider how and why natural environments are different based on their location and climate and explore how these places are being impacted by the increased food production needed to support our growing population. They also study different regions from developed and developing countries, exploring the factors that determine food security. Students investigate their choice of case studies, looking at some modern forms of managing these issues such as harvesting and eating insects, using drones and autonomous farming equipment and growing meat in a lab.

Students practice their fieldwork skills by assessing the success of recent upgrades to the Freeway Reserve Drainage Basin. They learn about the importance of this infrastructure for suburban water management, community recreation and local habitat. Throughout these investigations, students use a variety of spatial technologies including Google Earth, Virtual Reality, Augmented Reality and digital maps.

Enhancement History (1 unit)The Year 9 Enhancement History course is a new elective that will run as a single semester course. It is aimed at high achieving Humanities students, many of whom might have been involved in the History Enhancement program in lower year levels, and forms part of the accelerated History pathway that leads to the option of taking VCE History Revolutions in Year 11. In this course, students learn to argue effectively using evidence collated from a number of sources. In doing so, they also learn the basic research skills needed to appraise evidence for significance and reliability. The first unit focuses on debating/argumentative skills and preparation for the major assessment of the year: the research essay. The second unit is primarily an opportunity to learn the structures, methods and nuances of advanced essay writing. The course strongly emphasizes student choice, especially in terms of the themes picked for essay writing and research. Students who select this elective will still study mainstream History throughout Year 9. Please note that entry to this course is subject to application and approval, and places will be limited.

Politics (1 unit)Major global events from every corner of the world are now broadcast on 24 hour rolling news. Now, at the click of a mouse or button, ordinary citizens can upload and share videos of state terror with the outside world. The Politics course digs deeper, to learn about the individuals and organisations that dominate modern world affairs, whilst engendering a critical analysis of contemporary global issues. It provides an introduction to the study of the modern international world, political science and international relations. The course applies a thematic approach, drawing on relevant case studies, and is designed to incorporate a significant student-led investigative approach. In 2019, political issues that were covered included:• Gun ownership controls in the USA and Australia • Compulsory voting in Australia• Should Australia adopt a new flag? • The rise of international terrorism• The challenges presented by mass migration • FIFA and the corruption scandal

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YEAR 9 ELECTIVE DESCRIPTIONSLiterature: Life through a Lens (1 unit) This subject focuses on the experience of being human and offers students a lens through which they can explore and understand the world. By studying written texts from different cultures, past and present, students will develop empathy and learn something of the universal challenges that shape and define individuals and societies. Students will develop the following skills:- Critical and independent reading and thinking- Expert understanding of language, vocabulary and written expression

It remains true that those who read well, write well. This course provides students with an excellent opportunity to get one step ahead academically, and to equip themselves with some of the ‘tools’ needed to navigate their future. Literature is an academically challenging elective for capable English students that will appeal to those keen to develop creative expression and expert communication skills; invaluable preparation for senior studies and adult life.

Languages

In Year 9 the study of Languages in Italian, Chinese (Mandarin) or Japanese is an elective which builds on the linguistic concepts covered in Year 8. Students doing a Language need to know that the study is equivalent to two (2) electives each semester and that it runs for the whole year. Students are strongly advised to continue with a Language as this will enhance their choices at the end of Year 9. These subjects are compulsory for students intending to study them in year 10.

Students must have received a satisfactory level of achievement in their Year 8 course. Students will be required to present an oral task, a piece of writing in Italian/Japanese/Chinese and a comprehension exercise, which will include both listening and reading activities. These will form part of their assessment. They will also have a vocabulary and unit test for each area of study and will have a semester examination. Successful completion of Year 9 Italian/Japanese/Chinese is compulsory to enable students to choose that language as an elective in Year 10.

Languages: Italian (4 units)Students start their study from a personal focus on their home life and continue with an exploration of their wider community. Students learn to use Italian within the context of teenage experience. Topics studied include events of general interest such as the home, fashion and health & fitness. They also study wider themes drawn from Italian culture such as films & festivals. Students in Year 9 may have the option of joining the study tour to Italy, which is held in alternate years.

Languages: Japanese (4 units)Katakana script will be introduced together with Hiragana and some Kanji throughout the year. The themes studied include: family, clothing, school, past experiences, food, weather, location, seasons and time. Students will have the option of joining the study trip to Japan in Year 10, which is usually held every two years. A placement test for the Acceleration Program is conducted at the end of Term 2 for students who are capable of completing Unit 3 & 4 in Year 11.

Languages: Chinese (Mandarin) (4 units)Students are introduced to more Chinese Characters and develop their writing skills with the goal of producing a short essay towards the conclusion of the year. They also examine Ancient Chinese Poetry. ICT activities are undertaken to create an interactive learning environment for the development of listening and speaking skills. In Year 9, students may have the option of travelling to Beijing to improve their spoken Chinese in a language school and also tour Xian and Shanghai. The Chinese Language Study Tour is offered in alternate years.

YEAR 9 ELECTIVE DESCRIPTIONSDigital Technologies (Note: You can choose NO more than three of the IT and STEM electives)

Software Applications (Business) (1 unit)IT –Software Applications (Business) is an Elective offered for one semester with no prerequisite. Students work with a selection of software applications used to support business environments. These packages include Microsoft Word, Microsoft Excel and Google Apps. The course allows students to build a range of knowledge and skills in the use of these packages, and the presentation of formal information, to communicate effectively to a business audience. Assessment will be based on a number of assignments requiring the establishment of a survey and the production of business reports. Students are also introduced to the theory behind the use of Information Technology and its application within an organisation. This elective leads on to Year 10 Software Applications the following year.

Creative Digital Media (Publishing) (1 unit)IT – Creative Digital Media (Publishing) is an elective offered for one semester with no prerequisite. Students study and create the layouts required to produce online presentations. They use digital authoring packages to develop and test online presentations that are targeted to a specific audience. In so doing students adhere to the correct formatting and conventions for communication online. This elective leads on to VCE VET Certificate II in CDM (first year) in Year 10.

Software Development (Games Programming) (1 unit)IT – Software Development (Games) allows students to begin software programming in a context they are interested in and can relate to. The programming environment provides the opportunity for creativity, design, problem solving, decision-making, multi-tasking and parallel processing. Students create interactive games initially using Gamemaker and then progress to using VisualBasic.Net. They acquire knowledge and skills that are used in the IT industry. This elective has elements of the Victorian Curriculum: Digital Technologies and leads on to Year 10 Software Development Units 1 & 2 (2 units) the following year).

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YEAR 9 ELECTIVE DESCRIPTIONS

Design and Technologies

Students wishing to continue with Metal (VET Engineering) or Timber (VET Furnishing) in Year 10 are required to take Design Technology in Year 9.

Design Technology (2 units) Metal & Timber Technology can only be taken as a full year (2 semesters) subject called Design Technology. These units are very valuable preparation for students intending to take the VET: Engineering or VET: Furnishing courses in Years 10 – 12. They include all of the Metal & Timber skills outlined below.

In the Metal Technology part of the course students work with metal and prepare detailed design proposals for metal products, using complex equipment. They then analyse the effectiveness of their product with reference to specified criteria. The students apply knowledge of factors that affect product design, such as function, aesthetics and cost. They also become aware of organizations that monitor quality control, including the Australian Standards Association.

In the Timber Technology part of the course students are introduced to a variety of hand tools, power tools and specific techniques. Each student will produce two models using various joinery techniques. Both of the articles produced can be kept by the student. This course aims to develop confidence and self-esteem in each student through the use of hands-on experiential learning in a very practical way.

Food Technology (1 unit)Food Technology is an Elective that is offered over one semester and has no prerequisites. It consists of both theoretical and practical units, which are closely related. The aims of the units are intended to further develop basic skills in the areas of food preparation, service and nutrition. Students also become fully aware of the correct methods of food handling, storage and hygiene requirements for the home and the Hospitality Industry.

YEAR 9 ELECTIVE DESCRIPTIONS

Physical EducationAt Year 9 there are two elective offered in the study of Physical Education. Students are required to wear sports uniform and to participate in practical classes to aid their development of coordination, motor skills and physical fitness levels. The two electives offer a range of sports to cover the range of sporting interests amongst students. Practical classes are conducted in a number of locations including The Provence Centre, Oblate Hall, The Johnson Oval, St. Eugene’s Park, the Table Tennis room and Monash University.

Racquet and Handball Sports (1 Unit)In Year 9 Physical Education: Racquet Sports and Handball, students aim to increase their skill level, tactical understanding and aerobic fitness by completing practical units in a variety of racquet sports. Students perform and refine specialised movement skills in challenging movement situations, evaluate their own and others’ movement compositions and provide and apply feedback in order to enhance performance situations. Students develop, implement and evaluate movement concepts and strategies for successful outcomes. Units that are covered include Tennis, Hockey, Handball and Badminton. The Multi-Stage Fitness Test is used to give an indication of a student’s aerobic level of fitness.

Football Codes (1 Unit)In Year 9 Physical Education: Football Codes, students aim to increase their skill level, tactical understanding and aerobic fitness by completing practical units in a variety of football codes. Students perform and refine specialised movement skills in challenging movement situations, evaluate their own and others’ movement compositions and provide and apply feedback in order to enhance performance situations. Students develop, implement and evaluate movement concepts and strategies for successful outcomes. Units that are covered include Australian Rules Football, American football, Soccer and Touch Football. The Multi-Stage Fitness Test is used to give an indication of a student’s aerobic level of fitness.

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YEAR 9 ELECTIVE DESCRIPTIONSSTEM: Science, Technology, Engineering & Maths Electives(Note: You can choose NO more than three of the IT and STEM electives)

There are a number of electives on offer at Year 9 to provide a greater diversity in the STEM curriculum. The electives are designed to be innovative, practical based and integrate technology to help engage students. Each elective will provide an insight to particular career fields that students may decide to pursue at tertiary level.

Forensic Science (1 Unit)Forensic scientists collect scientific evidence from a crime scene that will allow the police and legal system to find out exactly what happened and who committed the crime. Forensic science helps to answer questions such as when a death occurred and why, the manner in which a crime occurred and the identification of key personnel involved.

The unit has been designed with an emphasis on laboratory activities that include crime scene scenarios. Students will be introduced to some forensic techniques used at real crime scene investigations and become competent with the applications. The unit will include the following topics:

• Examination of fibres, hairs and blood spatter analysis• Fingerprinting, scanning and computer recognition • Genetics, DNA and blood typing • Soil analysis and impressions • Examination and analysis of bones• Major crime scene investigation • Entomology and stages of corpse decay

STEM Robotics (1 Unit)This elective draws on four core disciplines of Science, Technology, Engineering and Mathematics. Students study the science behind solar electricity generation, they design their robots, labelling the physical components. These robotics are then built and coded by way of Input, Processing and Output and finally they model and predict the speed of their solar car and the graphical presentation of the effect of adding ice in two lots to room temperature water. Students investigate the principles of gearing and calculate speeds of their “solar cars” over 10 metres.

YEAR 10 CORE DESCRIPTIONSIn Year 10, students study a core of five subjects and weekly sport.The five core areas are: Religious Education, English, Mathematics, Science and History.In each of these five core areas there are options and alternatives to cater for the diverse needs of all students, as follows:

Religious Education Mainstream Religious Education or Youth Ministry Religious EducationEnglish Mainstream English or Enhancement English Mathematics Mainstream Mathematics or Enhancement Mathematics or Further MathematicsScience Mainstream Science or Enhancement Science or Applied ScienceHistory Mainstream History or VCE History 1 & 2

Religious Education OptionsIn Year 10, students have a choice between two Religious Education units in Semester 1. In Semester 2 all students do the same Religion and Society preparation course.

SEMESTER 1A. Year 10 Youth Ministry Religious EducationThe Youth Ministry RE Program is designed to give students a chance to develop their faith and leadership skills in a practical way. The course consists of both theoretical and practical learning, culminating in the students leading a Christian youth experience. There are two assessment tasks and an examination. Topics explored include:• What it means to be a Christ-centred leader in contemporary society• Leadership skills and techniques to be utilised within youth ministry• The role of Catholic Mission within Australian and global contexts• Planning, facilitating and evaluating a youth ministry experienceAll students selecting Youth Ministry RE will also need to fill out the application form at the end of this handbook. Students undertaking this course are expected to contribute to the faith life and liturgical celebrations of the college.

B. Mainstream Religious Education (Semester 1)The mainstream Religious Education course focuses on the story of Jesus Christ and how it is lived out in the lives of Christians. The Semester starts with an exegetical exploration of Mark’s Gospel and the message of Christ. Other topics studied include change and continuity in the Church over time and a discussion of contemporary moral issues relevant to young people today. Students explore the Christian response to issues relating to life and death and personal freedom.As with Youth Ministry Rrligious Education, there are two assessment tasks and an examination.

SEMESTER 2Religious EducationIn Semester 2, all students focus on studies that prepare them for VCE Religious Education. In particular, they learn the subject specific language used in the Religion and Society course, whilst revising and deepening their understanding of distinctive Catholic beliefs. Students also investigate the lives of important Saints and discover how the Church responded to the challenge of modernity at the Second Vatican Council.

English OptionsMainstream English studies three texts in depth, develops analytical skills and oral communication skills as well as introducing students to comparative and creative writing. Enhancement English has a pace and depth of study involved that is greater than that in normal mainstream English classes. In this subject students are exposed to the skills and knowledge necessary for the study of Literature and English Language. In this way it acts as a precursor to VCE Literature and English Language at Years 11 and 12. The Literature elective is an elective that assists in preparation for VCE Literature and English.

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YEAR 10 CORE DESCRIPTIONSMathematics Options:Mainstream Mathematics, Enhancement Mathematics or Further Mathematics.The enhancement classes are a continuation of the Year 9 enhancement classes. The pace and depth of study involved is greater than that in normal mainstream classes. Selection in the classes is based on the Year 9 exams, and is by invitation. These classes are reviewed each semester.

The Further Mathematics class is tailored for the needs of students who have found Mainstream Mathematics in Year 9 difficult. It is designed to be preparation for Year 11 Further Mathematics or for Year 11 VCAL Intermediate Numeracy. Students who study Further Mathematics in Year 11 may continue to Further Mathematics 3 & 4 in Year 12. Selection in the classes is based on the Year 9 exams, and is by invitation. These classes are reviewed each semester. Science Options: Mainstream Science or Enhancement Science or Applied Science. The pace and depth of study involved in the enhancement class is greater than that in normal mainstream classes. Selection in the enhancement class is based on performance in a Science exam in Year 9, and is by invitation.

Science education will enable students to see the connections between science and people, note the relevance of science and technology to past achievement and current and future developments and be aware of the impact of science and technology on society, the individual and the environment. Science education prepares students for continuing studies at VCE and entry into the workforce in a variety of capacities. Science is preparation for students wishing to continue with Physics, Chemistry or Biology at VCE level. Applied Science is a course designed for VCE students not undertaking Physics or Chemistry at Year 11 and 12. Students MUST apply to take Applied Science as part of the Applied Learning Package in place of Core Science using the application form at the end of this handbook. Applications are due by Monday, 26th August.

History OptionsMainstream History (1 unit) or VCE History 1 & 2. The pace and depth of study involved in the enhancement VCE class is greater than that in normal mainstream classes. Selection in the enhancement VCE class is based on performance in Year 9 and in particular the Year 9 exams and on participation in the History enhancement program in years 7-9, and is by invitation.

Mainstream History is studied for one semester only. Students studying VCE History must take this study for the whole year. (2 units)

Year 10 History A study of fascinating and widely diverging topics, such as “was it right to drop the Atomic bombs on Japan?” and the Stolen Generation, engage students to think deeply. Educated Australians should know how populist politicians like Hitler continue to attract support, why Australians gave their lives for democracy against Japan and how governments have been unable to bridge the gap between indigenous and non-indigenous Australians. To do this, students enquire into the Rise of Hitler, this War in the Pacific, the Cold War between the USSR and the United States, and the history of Indigenous Australians from the Twentieth Century to present day. We also analyse one movie’s representation of History as a valuable tool of media awareness. The course is largely online, using a wide variety of technologies to collaborate, display ideas, view video and research topics. Students must bring headphones as more than half the classes will involve the viewing of some video.

VCE Unit 1 (Enhancement) looks at how a “mad man” (Adolf Hitler) became a beloved leader of Germany and the dictatorial but popular rule that followed.

VCE Unit 2 studies how the world battled over Vietnam and the various ways true conflict was portrayed in pictures, television and song.

YEAR 10 ELECTIVE DESCRIPTIONSVisual ArtsStudio Arts (1 or 2 units)In year 10 students may choose either a one semester Studio Arts unit or two units over both semesters. There are no prerequisites. Students develop their skills in both the practical and theoretical components and have the opportunity to broaden their experiences and skills with a large variety of art materials and activities. Gallery visits are an important aspect of the course, linking the practical and theory aspects. Studio Arts at VCE has no prerequisites but it is strongly recommended that interested students pursue Studio Arts electives in year 10. These studies greatly benefit those seeking a future in art and design related industries, maximising students scope for practical work and creative expression.

Studio Arts AStudents are exposed to a broad range of art media and are encouraged to produce creative designs and major folio works. Emphasis is placed on developing skills in drawing and designing, as these underpin all art activities. The range of media available includes drawing, painting and printmaking. Technical skills are mastered and concepts are explored through a process of visual enquiry. This course contains many opportunities for students to develop their own designs and complete tasks to a high level of presentation. Students will have the opportunity to visit an art exhibition, at a gallery such as the National Gallery of Victoria, during the semester.

Studio Arts - Digital Art BDigital and contemporary art is the focus in this Unit. Students generate individual ideas, broadening their skills in using Photoshop and hand drawing techniques, to respond to contemporary issues. A wide range of stimuli is provided and both two and three dimensional works can be created. Students are encouraged to develop works with high levels of expertise and individuality. During the semester students will also have the opportunity to engage with contemporary art through exhibitions visits. The power of contemporary artists to think and act creatively in response to contemporary issues provides the catalyst for creating artworks in new media.

Visual Communication and Design (VCD) (1 or 2 units)In year 10, students can elect to undertake VCD for one or two semesters. (VCD A or VCD B).There are no prerequisites.

Visual Communication and Design AIn this course, the first semester delves into the ‘creative’ side of VCD with tasks in Symbol and Poster design undertaken. Students also explore 3D drawing, rendering techniques and theory to broaden their skills and knowledge of Graphics. Students are introduced to a variety of media and new techniques and are afforded the opportunity to explore and create designs either by hand or with computer software of Illustrator or Photoshop programs. Our ICT computer room boasts the most modern software and hardware in this totally VCD dedicated area.

Visual Communication and Design BThe second semester is a ‘conventional’ Graphics course with tasks covering an introduction to Architectural and Engineering Drawing. All students undertake three tasks in this area based on Australian drawing standards and conventions. Further drawing tasks exploring the full range of three dimensional drawing systems are undertaken in term 4.

The majority of tasks in both semesters are student selections from a choice of recommended alternatives. All aspects of both courses are supported by theory.The Year 10 course has proven to provide a solid foundation for the continued study of VCD at senior level where skills and knowledge acquired during Year 10 are further explored and consolidated. Studies of VCD in the senior levels focus on Environmental (Architectural), Industrial (Product design) and Communication (Advertising) areas. The opportunity for all students to build on their computer skills exists in this second semester program.It is highly recommended that students contemplating VCE studies in these areas, undertake VCD at Year 10 level.

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YEAR 10 ELECTIVE DESCRIPTIONSPerforming ArtsVCE Music Performance – Unit 1 & 2 (2 units)

Music is offered as a VCE subject from Year 10-12. All students must be enrolled in instrumental tuition at the College or externally and must be receiving approved professional instrumental tuition on their instrument.

As soloists and members of ensembles, students develop skills in preparing programs of music works for performance. Throughout these units, students learn about and apply musicianship as they create, interpret, perform and analyse solo and ensemble works, in a range of styles. There is a wide range of ensembles for students to participate in at the college and the music department is fully equipped with the latest music computer technology. Students are instructed in the full use of music software and assessed in accordance with VCAA assessment policies.

All students intending to enrol in VCE Music Performance must attend an interview with the Head of Faculty to determine the suitability to the course. It is compulsory that students who select these units have completed the Music Instrumental elective in Year 9, and have at least THREE years of tuition on their instrument. The study of Music at Year 10 consists of two semesters: VCE Music Performance Unit 1 & 2. These units lead to Unit 3 & 4 Music Performance in Year 11 or 12. All students undertaking any VCE Music unit must attend all co-curricular music activities, including choir. Exceptions will be assessed on an individual basis.

These units focus on developing skills in practical music and performance in solo and group contexts, and developing skills in aural comprehension and organization of sound. As soloists and members of ensembles, students develop skills in preparing programs of music works for performance. Throughout these units, students learn about and apply musicianship as they create, interpret, perform and analyse solo and ensemble works, in a range of styles. There is a wide range of ensembles for students to participate in at the College and the music department is fully equipped with the latest music computer technology.

Areas of study:1. Performance skill development - Solo Performance and Ensemble Performance2. Background of Music Works 3. Music Craft - Aural skill development and Analysis of music

Drama (1 or 2 units)Drama Expressive Skills: AThis unit focuses on the expressive skills of voice, facial expressions, gesture and movement. Students devise and perform pieces based on actor focused performance styles. Students will study theatre practitioners such as Rudolph Laban and the method style of Constantin Stanislavski. Within the unit students will be expected to complete assessment tasks both in practical performance and written evaluation. This unit will encompass both solo and ensemble works with students devising their own pieces and working with scripts written by professional practitioners. Theatrical Styles: B “Comedy, it’s all in the timing!”.This unit focuses on a range of theatrical styles as a possible lead into VCE drama. Studies will include exploration of Absurdist theatre, Commedia Dell’arte and 19th Century Melodrama. Students will be looking at devising and performing pieces in these styles, including the theatre studies element of stagecraft such as costuming, staging and lighting. The core focus of this unit is how comedy has developed within theatre history. Within the unit students will be expected to complete assessment tasks both in practical performance and written evaluation. Although this unit can be completed without the semester 1 unit ‘Drama: Expressive Skills’, it is recommended that students undertake both.

YEAR 10 ELECTIVE DESCRIPTIONSCommerce and Humanities Electives

Although no prerequisites are required for VCE Humanities or Commerce studies in Year 11, students are encouraged to have completed the relevant electives as preparation in Year 10.

Commerce A – Business and Finance (1 unit)The theme of this course is to introduce students to the key factors that influence Australian businesses such as the importance of entrepreneurship in developing innovation. The process of decision-making and planning when developing a Business Plan that continues to evolve during the life of a business. To develop an understanding of introductory Accounting. Those who do not wish to pursue these subjects in Year 11 will at least gain an insight into the world of commerce.

The World of BusinessEntrepreneurship• Enterprising individuals

Small Business Decision-Making• Starting your own small business• The Business Plan• Business evaluation

Commerce B - Economics and Legal Studies (1 unit)The theme of this course is to introduce students to the key factors that influence the Australian economy and to examine Australia’s legal system in relation to law making and civic responsibilities. Students will learn the basic concepts underlying Economics and Law. Those who do not wish to pursue these subjects in Year 11 will at least gain an insight into the world of commerce.

EconomicsHow the Australian Economy Works• The importance of key economic concepts; the role of scarcity and choice• Opportunity cost and production possibilities• Circular flow of income• The role of markets – using demand and supply to make meaningful predictions• The share market• Economic issues - Interest Rates, Unemployment, Inflation, Exchange Rates

Legal StudiesThe Nature & Function of LawsFunctions of the law• What are laws?• How laws are made in Australia

Civil Law• The difference between criminal and civil law• An introduction to Tort laws

Commerce A - Business & FinanceAccounting• Introduction to Accounting

Assessment Tasks• Major assignment – Business Plan and report• Applied exercises (class work, homework, topic tests)• Unit Examination

Criminal Law• What is crime?• An introduction to the crimes of murder, manslaughter,

rape and assault• The role of sanctions in criminal law

Assessment Tasks• Major assignments – Criminal Law and Economic Issues• Applied exercises (class work, homework, topic tests)• Unit Examination

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YEAR 10 ELECTIVE DESCRIPTIONSCommerce and Humanities Electives (continued)

Australian and International Politics (1 Unit)“Man is by nature a political animal” – AristotlePolitical decisions shape almost every aspect of society and our modern lives, from the laws we obey to the type of education we receive. The Year 10 course provides a study of the Australian political system, an introduction to political science and ideology, and an examination of many of the key issues and challenges facing the modern, global world, whilst also considering the role of and impact on individuals. Whilst this course will help prepare students for the VCE Global Politics in our senior year levels, students do not need to have studied any Politics subject previously. The course applies a thematic approach, drawing on relevant recent and contemporary case studies, and is designed to incorporate a significant student investigative component, utilising the many online resources available to enhance learning. A sample of the issues covered in 2019 included:• 1972 Munich Olympic Games Black September terrorist attacks • How democratic is Australia? • Should Australia become a republic?• The rise of the Far Right in Australia • War crimes in the 21st Century• Why is there so much tension in Israel? • 1994 Rwandan Genocide

Geography (1 unit)This subject is perfect for the students looking to develop a wide variety of research and analysis skills to gain knowledge of topical issues surrounding the management of the world. They will not just look at what has been done, but investigate futuristic ideas of environmental management, and how technology and computer programmes can be used by town planners to assess variation in quality of life around the World and within Australia. Students will discuss, deliberate and debate what can, and should be done to create a sustainable way of life.

Topics will be based on environmental issues in line with our ‘moral obligation towards sustaining the environment in which we live’. Studying Geography will open up a wide range of future employment pathways in a changing world. There is a unit examination.

Literature (1 unit)‘A good head and good heart are always a formidable combination. But when you add to that a literate tongue or pen, then you have something very special.’ -Nelson Mandela

Central to the study of all literature is an understanding of language, ideas and experiences. Literature focuses on the experience of being human. It offers students a lens through which to explore the world and it fosters a communication of their own thoughts, beliefs, emotions and ideals.

By exploring written and film texts, past and present, of different personal, cultural, social and aesthetic value, students will develop their ability to read and view critically, and they will understand that multiple meanings and interpretations can be found within texts. They will also become more empathetic as they develop their appreciation of the universal challenges that shape and define individuals and societies.

Literature students develop the following skills:- Critical thinking - Independent reading- Expert command of language - Creative and imaginative expression

Literature is an academically challenging elective that can be taken either as a pre-cursor to VCE study of Literature or it can be studied by those keen to develop diverse, transferrable skills that give them a competitive edge in senior and tertiary studies and in the employment market.

YEAR 10 ELECTIVE DESCRIPTIONSLanguages

Italian (2 units)Year 10 Italian is an elective subject for students who have achieved a satisfactory standard in Year 9 Italian. It is a two semester elective. It introduces more complex grammatical concepts and provides greater depth to the students’ oral and written comprehension while expanding their knowledge of Italian culture. The course gives students a sound preparation for VCE Italian.

Students will focus on themes that cover teenage experiences such as friendship, technology, work, travel and school life. They will also study how Italian is utilised within the sphere of their own world and that of the wider community.

Students will participate in various activities using the four main skills of listening, speaking, reading and writing. Each area of study will include reading and listening comprehension tasks, an oral and a writing task. These will form part of the assessment together with a vocabulary and unit test. They will also be required to complete a semester examination.

Students in Year 10 will be able to join the study tour to Italy, which occurs in alternate years. Successful completion of Year 10 Italian is compulsory to enable students to do Year 11 Italian.

Japanese (2 units)Students enrolled into Year 10 Japanese will be expected to have successfully completed the Year 9 course in Japanese. A fluency in the two basic scripts of hiragana and katakana is a prerequisite. It is a two semester elective.

Year 10 extends the concepts and the grammar that students have learnt in Year 9. Kanji characters learnt in Year 9 are revised and newer Kanji is introduced. The topics in Year 10 include my town and my community, dates and calendar, seasons, weather, hobbies, travel and tourism and the world of work. Students study cultural celebrations in Australia and make comparisons to the Japanese concept of cultural celebrations. Students also study celebrations such as Children’s Day and the Tanabata Festival as well as New Year’s Day.

Each unit will include reading and listening comprehension, writing and an oral task. Students will do a semester examination. Students in Year 10 are encouraged to get involved in the Student Exchange Program with our brother school in Osaka in Japan, either as Mazenod Hosts or as participants in the Mazenod Language Study Tour to Japan. Successful completion of Year 10 Japanese is compulsory to enable students to take up Japanese at VCE level.

Chinese (Mandarin) (2 units)Year 10 Chinese is an elective subject for students who have successfully completed the Year 9 course in Chinese. It is a two semester elective.

Year 10 Chinese introduces more complex grammatical concepts and provides greater depth to the students’ oral and written comprehension while expanding their knowledge of Chinese culture. Hanzi characters learnt in Year 9 are revised and newer Hanzi is introduced. ICT activities are undertaken to create an interactive learning environment for the development of the four main skills of listening, speaking, reading and writing.

Students will study cultural celebrations such as Chinese New Year, Dragon Boat Festival and the Mid-Autumn Festival. They will also be required to complete a semester examination.

In Year 10, students may have the opportunity to participate in the Chinese Language Study tour, which is offered in alternate years. Successful completion of Year 10 Chinese is compulsory to enable students to take up Chinese at VCE level.

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YEAR 10 ELECTIVE DESCRIPTIONSDigital Technologies – Software Development (2 units)Students intending to study Software Development 3 & 4 in Yr 11 must take both of these units.

Year 10 Software Development Unit 1Students are introduced to basic programming skills and concepts through the development of programs using Microsoft Visual Basic.net. The course introduces problem solving skills, program development and foundation constructs (sequence, selection and iteration) for programming. As the semester progresses students will begin to develop simple simulations of rocket ship launching and car race through to computer animation as well as text and file manipulation.

Year 10 Software Development Unit 2 Students continue to develop basic programming skills and concepts through the use of Microsoft Visual Basic.net. Students’ progress, in second semester to developing programs with advanced data structures and customised objects, through to database development using ADO.net. IT Software Development Unit 1 and 2 is required as a preparation for VCE IT: Software Development 3 & 4 that can be studied in Year 11. This elective has elements of the Victorian Curriculum: Digital Technologies and leads on to IT Software Development Units 3 & 4 in either Year 11 (subject to successful application) or Year 12.

Year 10 Software ApplicationsStudents can continue to develop their knowledge and skills using the advanced features of word processing, spreadsheet and database software applications. They also investigate and recommend the development of a small network. Finally the students investigate the capabilities of collaborative learning and social networking sites. This elective leads onto Year 11 VCE Computing Units 1 & 2 and Year 12 VCE Informatics Units 3 & 4. This elective has elements of the Victorian Curriculum: Digital Technologies and leads on to VCE Computing Units 1 & 2.

VCE VET Certificate III in Screen and Media (VCE VET Creative & Digital Media) (first year) (2 units)In order to complete the pathways from Year 9 through to VCE VET Certificate III CDM (first year), it is highly recommended that students are familiar with this course detailed on page 34. This is a three year course commencing in Year 10 through to Year 12. CUA31015 Certificate III in Screen and Media: provides students with a pathway to a variety of creative idustries. Units 3 and 4 offers scored assessment and incorporates units such as 2D digital animations, writing content for a range of media, authoring interactive sequences and creating visual design components.

YEAR 10 ELECTIVE DESCRIPTIONSDesign and Technologies

Food Technology (1 unit)

At Mazenod College this elective subject is offered over one semester and has no pre-requisites. It consists of both theoretical and practical units, which are closely related.

• The units are intended to further develop their knowledge and skills in the areas of nutrition, food preparation and service.

• To be fully aware and practically experiencing the correct methods of food handling, storage and hygiene requirements when working with food, both in the Home and in the Hospitality Industry.

• To continue developing safety awareness in the kitchen environment.• To develop self esteem through successfully learning and participating in a range of practical skills.

Assessment is a combination of practical work, theoretical test, major practical assessment tasks and written projects. Year 10 Food Technology is an excellent introduction to the Year 11 and Year 12 VET Hospitality program offered externally at Holmesglen Institue of TAFE, Waverley Campus.

Physical EducationAt Year 10 there are two elective offered in the study of Physical Education. In both subjects there is a combination of theory and practical classes to assist students in their understanding of Physical Education. Students are required to wear sports uniform and to participate in practical classes to aid their development of coordination, motor skills and physical fitness levels, as well as relating the practical being completed to the theory content. Practical classes are conducted in a number of locations including The Provence Centre, Oblate Hall, The Johnson Oval, St. Eugene’s Park, the Table Tennis room and Monash University.

Physical Education (1 Unit)In Year 10 Physical Education students focus on developing knowledge and understanding about how and why the body moves and what happens to a body when it moves. While participating in physical activities, students analyse and evaluate theories, techniques and strategies that can be used to understand and enhance the quality of movement and physical activity performance. Students work towards establishing knowledge and understanding of the energy systems, biomechanics, muscular system, skeletal system and leadership. They also develop their understanding of the muscular and skeletal systems and the effects of exercise on these systems. Students work towards establishing complex motor skills and movement sequences in a variety of practical and theoretical activities. This subject prepares students for VCE Physical Education Units 1&2. Fitness and Nutrition (1 Unit)In Year 10 Fitness and Nutrition students focus on developing knowledge and understanding about how and why the body moves and what happens to a body when it moves. While participating in physical activities, students analyse and evaluate theories, techniques and strategies that can be used to understand and enhance the quality of movement and physical activity performance. Students work towards establishing knowledge and understanding of fitness, fitness components, fitness testing, training methods and training principles. They also develop their understanding of the cardiovascular and respiratory systems, the effects of exercise on these systems and the importance of a healthy diet. Students work towards establishing complex motor skills and movement sequences in a variety of practical and theoretical activities. This subject prepares students for VCE Physical Education Units 1&2.

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YEAR 10 ELECTIVE DESCRIPTIONSScience

Enhancement Biology (1 unit)Enhancement Biology is an in depth study of the structure of cells and organs of the human body. It is designed to further student interest in the subject and offer an insight into the concepts and skills needed to be a successful VCE Biology student. Successful completion of this course will provide an advantage when completing Units 1 and 2 in Year 11 as students will have already studied the subject at a VCE level and have begun developing the study skills needed to perform at a high level in this subject. Those students who excel in enhancement biology are eligible upon application to complete Units 3 and 4 in Year 11. These students would need to achieve an A standard (greater than 80%) for their work in Year 10 in this subject and a B+ (greater than 75%) or better in all their Year 10 subjects to be eligible to accelerate to Units 3 and 4 in Year 11.

Topics overview

• Cellular Organisation • Digestive System and Molecular Breakdown • Respiration, Circulation, Excretion, Nervous System, Endocrine System, Meiosis and Mitosis

YEAR 10 ELECTIVE DESCRIPTIONSFurnishing (VET in VCE) (2 Units)Overview The VET in the VCE Furnishing (Cabinet Making) Program provides participants with a variety of skills in Furniture Manufacturing. The emphasis is on practical, hands on training which is interesting and enjoyable. The course offers an opportunity for young men to participate in broad based training in Furniture Manufacturing with a view to gaining a nationally recognised qualification and/or an apprenticeship and make a more informed choice of vocation and career paths. In this course students will make chairs, tables, a writing desk and other fine pieces of furniture.

Course Code and Title MSF20516 Certificate II in Furniture Making Pathways

Course OutcomesOn successful completion of this course, students will be able to:• Learn about basic occupational health and safety, how to read documents and how to make accurate

measurements• Create furniture using hand tools, power tools and wood working machinery• Learn to make joints by hand, leg and rail construction methods, furniture and cabinet assembly, timber

preparation and finishes• Participate in environmentally sustainable work practices

Training & Employment outcomesMost units will give credits for Certificate III Furnishing (apprenticeship) courses: • Cabinet making • Wood machining • Upholstery • Furniture finishing (polishing) Students can also articulate to TAFE studies in Furnishing at either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCALVCE: Students who complete MSF20516 Certificate II in Furniture Making with units from the Certificate III, will be eligible for up to five units credit towards their VCE: three units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Furnishing must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.

VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL.

Course Delivery Certificate II in Furnishing is delivered in partnership with Holmesglen Institute of TAFE. The units are delivered at the College over 3 years – Year 10, 11 and 12. Units of Competence include: • Construct a basic timber furnishing product • Set up, operate and maintain basic static machines • Follow plans to assemble production furniture • Select and apply hardware • Prepare cutting list from plans and job specifications• Use furniture making hand and power tools• Carry out measurements and calculations

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Creative & Digital Media (CDM) (VET in VCE) (2 Units)

Overview• The VET in the VCE Creative & Interactive Digital Media program provides participants with foundation skills

and knowledge in a range of competencies to enhance their opportunities for employment in the multimedia industry or, as preparation for further studies in Digital and Interactive Media. The course offers an opportunity for young men to develop skills in design communication, animation, and web development with a view to gaining a nationally recognised qualification to make a more informed choice of vocation and career paths. In this course students will learn practical skills in 2D animation and 3D visualisation, sound editing and digital visual effects.

Course code and title• CUA31015 - Certificate III in Screen and Media

Course OutcomesOn successful completion of this course, students will be able to:• Have an understanding of the basics of the interactive digital media industry• Acquire versatile skills in digital media, games design and website development• Have transferable skills and knowledge into other industries and further study• Develop an understanding of a broad range of digital media areas such as interactive content, radio

presentation, multimedia, basic vision and sound editing.

Training & Employment outcomesOn successful completion of this course, students may continue further study at either Certificate IV, Diploma, Advanced Diploma or Degree in Interactive Digital Media. Employment may be gained in:• Animation• Digital Media Designer/Web designer• Digital Media Developer• Digital Media Programmer• Digital Media Development Technician

Contribution to the VCE or VCALVCE: Students who complete CUA31015 Certificate III in Screen and Media, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Interactive Digital Media must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.

Creative & Digital Media (CDM) (VET in VCE)

Course Delivery Certificate III in Media is delivered in partnership with the Australian Institute of Education and Training (AIET). The units are delivered at the College over 3 years – Year 10, Year 11 and Year 12. Units of Competence include:

• Apply critical thinking techniques• Develop and apply creative industry knowledge• Maintain interactive content• Evaluate the nature of design in a specific industry context• Create 2D digital animations• Author interactive sequences

YEAR 10 ELECTIVE DESCRIPTIONS YEAR 10 ELECTIVE DESCRIPTIONS

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YEAR 10 ELECTIVE DESCRIPTIONSEngineering (VET in VCE) (2 Units) OverviewThe VET in the VCE Engineering Technology Program provides participants with a variety of skills in Engineering. The emphasis is on practical, hands on training which is interesting and enjoyable. The course offers an opportunity for young men to participate in entry-level studies with a view to gaining a nationally recognised qualification and/or an apprenticeship and make a more informed choice of vocation and career paths. In this course students will make sheet metal products and various mechanical devices and tools using traditional and modern manufacturing methods such as 3D printing and design.

Course code and title22470VIC - Certificate II in Engineering Studies


measurements• Create metal products using hand tools, power tools and metal working machinery• Learn to make sheet metal joins, operate lathes and mills, fabricate and weld, and design and prototype various

products• Participate in environmentally sustainable work practices• Have an understanding of competitive manufacturing systems, for example, 5S.

Training & Employment outcomesMost units will give credits for Certificate III Engineering (apprenticeship) courses: • Fabrication Trade• Machinist • Tool Maker • Mechanical Trade• Lock SmithingStudents can also articulate to TAFE studies in Engineering at either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCALVCE: Students who complete 22470VIC Certificate II in Engineering Studies, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and two Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Engineering must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study. VCAL: This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL.

Course Delivery Certificate II in Engineering is delivered in partnership with the Australian Institute of Education and Training (AIET). The units are delivered at the College over 3 years – Year 10, 11 and 12. Units of Competence include: • Use engineering hand and power tools • Produce engineering components and products using fabrication and machining• Apply mathematical techniques in a manufacturing engineering or related environment • Use computer-aided drafting systems to produce basic engineering drawings

YEAR 10 ELECTIVE DESCRIPTIONSCareer Investigation (VET in VCE) (2 Units)

OverviewThis course is designed to develop student’s employability and work readiness skills. Students will be provided with valuable tools that will assist in the development of foundation skills in communication, team work, goal and career planning. This unit can only be taken as part of the Applied Learning Package.

Course code and title22280VIC - Certificate I in Employment Pathways

Course OutcomesOn successful completion of this course, students will be able to:• establish routines, set goals and use planning and organisational tools to maximise their personal productivity• create professional resumes and cover letters and interview confidently• understand different methods of communication and how to make the most of each of them• understand and follow workplace safety standards.• have an understanding of the world of work • skills and knowledge, which are transferable to other industries.

Training & Employment outcomesThe program enables students to progress into a range of preparatory courses in a range of industries. Graduates of this course will be well placed to:• Continue in VCAL Intermediate in year 11, and VCAL Senior in year 12• Continue training through an Apprenticeship or Traineeship• Continue with training through a specific training package, such as a pre-apprenticeship at TAFE• Move directly to seek employment with the skills gained.

Contribution to the VCE or VCALVCE: Students undertaking the Certificate I in Employment Pathways are eligible for 2 credit units at Unit 1 & 2 level.

VCAL:This program contributes to the Industry Specific Skills Strand and may also contribute to the Work Related Skills Strand of VCAL.

Course Delivery Certificate I in Employment Pathways is delivered in partnership with iVET Institute. The units are delivered at the College over two semesters in year 10 only. Units of Competence include:• Participate in OHS processes • Increase Personal effectiveness • Prepare for employment • Develop an action plan for career planning • Participate in job seeking activities • Participate in a practical placement with support

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ANOTHER YEAR 9 PRACTICE COURSE PLANNER


Compulsory Subjects

Religious Education Religious Education

English English


Science Science

History History

Electives



ArtDigital ArtVisual Communication DesignDrama Food TechnologyFinancial LiteracyPoliticsEnhancement HistoryGeographyLiteraturePE: Racquet & Handball SportsPE: Football Codes IT: Software Applications (Business) IT: Creative & Digital Media (Publishing)IT: Software Developm’t (Programming)STEM: RoboticsSTEM: Forensic Science

1 5

2 6

3 7

4 8


• You must include eight units in your planning.• Some subjects may not be able to be run, depending on student numbers.• Criteria will be used to determine places in a subject should more students apply than can be accommodated

– see the criteria on page 4 of this Course Selection Handbook.• You can choose NO more than three of the IT and STEM electives

ANOTHER YEAR 10 PRACTICE COURSE PLANNER



Religious Education

English English


Electives



Studio Arts A or B OR A + BVCD A or B OR A + BDrama Expressive Skills: ADrama Theatrical Styles: BFood TechnologyCommerce: Business & FinanceCommerce: Economics & LegalAustralian & Global PoliticsGeographyLiteraturePhysical EducationPE: Fitness & NutritionIT: Software Applications

Science Science

History 3

1 4

2 5


• You must include five units in your planning.• Some subjects may not be able to be run, depending on student numbers.• Criteria will be used to determine places in a subject should more students apply than can be accommodated

– see the criteria on page 4 of this Course Selection Handbook.


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MAZENOD COLLEGE APPLICATION FOR SELECTING MUSIC –

Classroom InstrumentalIN YEAR 9 (VCE Music Pathway)

Collect the Blue Form from the Music Director

Name: ___________________________________ Home Room: ____________________________

Students wishing to take Music – Classroom Instrumental in year 9 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 26th August.

Notes:It is compulsory that students complete these Year 9 Instrumental Elective units as preparation for entry into VCE Music units in Years 10-12. All students must be currently enrolled in instrumental tuition at the College or externally and MUST have two years of professional instrumental tuition on their instrument. Entry to this subject is by interview and audition with the Head of Faculty to assess suitability and alignment to the course. All students undertaking any VCE Music unit must attend all co-curricular music activities including choir. Exceptions will be assessed on an individual basis.

Please provide the following information:

Music Tutor Name:___________________________________________________________________________Why do you wish to undertake this study?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHERSIGN IN TABLE

COMMENTS SUPPORT PROPOSALYes/No

MUSIC DIRECTOR (INSTRUMENTAL)

MUSIC DIRECTOR (CLASSROOM MUSIC)

MUSIC TEACHER (INSTRUMENTAL)

Parents’ Comments & Signature:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.

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MAZENOD COLLEGE APPLICATION FOR SELECTING

ENHANCEMENT HISTORY IN YEAR 9Collect the Blue Form from the Yr 8 Co-ordinators Office

Name: ___________________________________ Home Room: ____________________________

Students wishing to take Enhancement History in year 9 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 26th August.

Fill out the following table, listing current subjects and your exam results for your Year 9 subjects.


Year 9Subject Exam ResultEnglishReligious EducationMathematicsScience

Parents’ Comments & Signature:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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VCE MUSIC IN YEAR 10Collect the Green Form from the Music Director

Name: ___________________________________ Home Room: ____________________________

Students wishing to be considered for VCE Music in Year 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 26th August.

Notes:Music is offered as a VCE Subject from Year 10 – 12. All students must be enrolled in instrumental tuition at the College and must be receiving approved professional instrumental tuition on their instrument.

It is compulsory that students who select these units have completed the Music Instrumental elective in Year 9, and have at least THREE years of tuition on their instrument.


Music Tutor Name:_________________________________________________________________________

Year 9 Year 10 Year 11Subject Subject Subject: VCE or VCALEnglish English English 1 & 2Religious Education Religious Education Religious Education R&S 3 & 4MathematicsScienceHistoryMusic – Classroom Instrumental VCE Music Performance 1 & 2 VCE Music Performance 3 & 4

Career intentions: ________________________________________________________________________

Why do you wish to undertake this study?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please complete the table on the reverse side.



YEAR LEVEL COORDINATOR

CURRENT YEAR 8 HISTORY TEACHER

ENHANCEMENT TEACHER

Parents’ Comments & Signature:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________


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MUSIC DIRECTOR (INSTRUMENTAL)

MUSIC DIRECTOR (CLASSROOM MUSIC)

MUSIC TEACHER (INSTRUMENTAL)

Parents’ Comments & Signature:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PLEASE RETURN TO YOUR HOMEROOM TEACHER WITH YOUR SUBJECT SELECTION FORMS.


VCE HISTORY 1 & 2 OR VCE LANGUAGE 1 & 2 ORENHANCEMENT BIOLOGY IN YEAR 10

Collect the Purple Form from the Yr 9 Co-ordinators Office

Name: ___________________________________ Home Room: ____________________________

Students wishing to be considered for any of VCE History 1 & 2, VCE Japanese or Italian or Chinese 1 & 2 or Enhancement Biology in Year 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 26th August.

Fill out the following table, listing current subjects and your exam results for your Year 9 subjects.

Year 9Subject Exam ResultEnglishReligious EducationMathematicsScience


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CURRENT YEAR 9 HISTORY, LANGUAGE OR SCIENCE TEACHER

SUBJECT COORDINATORHISTORYLANGUAGEBIOLOGY



MAZENOD COLLEGE APPLICATION FOR CONSIDERATION FOR

YEAR 10 Further MathematicsIt is designed to be preparation for Yr 11 Further Mathematics or for Yr 11 VCAL Maths I.

Collect the Yellow Form from the Yr 9 Co-ordinators Office

Name: ___________________________________ Home Room: ____________________________

Students wishing to be considered for Year 10 Further Mathematics in Year 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 26th August.

List your Year 9 mid-year Mathematics exam results:___________________________




CURRENT YEAR 9 MATHEMATICS TEACHER

SUBJECT COORDINATORMATHEMATICS



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MAZENOD COLLEGE APPLICATION FOR SELECTING: Applied Learning Package

(Further Mathematics/Applied Science/Career Investigation/ VET or Practical subject) IN YEAR 10

It is designed to be preparation forthe Victorian Certificate of Applied Learning (VCAL)

Collect the Pink Form from the Yr 9 Co-ordinators Office

Name: ___________________________________ Home Room: ____________________________

Students wishing to take the Applied Learning Package in Yr 10 MUST complete this form, signed by all the relevant staff and their parents. Due Date: Monday 26th August.

Notes:Further Mathematics is a course designed for students not undertaking Mathematical Methods at Year 11 and 12. You will be UNABLE to take Maths Methods if you take Further Mathematics in Year 10.Students taking Further Mathematics in Year 10 may study Maths as part of VCAL in Year 11 and 12 or they may choose to study Further Mathematics in the VCE.Applied Science is a course designed for students not undertaking Physics or Chemistry at Year 11 and 12. You will be UNABLE to take these subjects if you take Applied Science in Year 10.Students taking Applied Science may choose to study VCAL in Yr 11 and 12 or Biology or Psychology in the VCE

Students take VET: Career Investigation and Applied Science as a package, together with Further Maths and another VET or Practical subject.

Fill out the following table, listing current subjects, and proposed Year 10 & 11 subjects.Put your exam results for your Year 9 subjects.

Year 9 Year 10 Year 11Subject Exam Result Subject (Unit Total = 14) Subject: VCE or VCALEnglish English (2) EnglishReligious Education Religious Education (2) Religious EducationMathematics Further Mathematics (2) Further Mathematics or VCAL

MathematicsScience Applied Science (1) Biology or Psychology or VCAL

VET: Career Investigation (1)

Career Intentions:___________________________________________________________________________________________

Why do you wish to undertake this study?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Timeline of EventsDistribution of Senior School Course Guide to current Yr 10 and Yr 11 students.Brief overview by Deputy Principal – Curriculum and Careers Coordinator. Information Gathering (My Career Match, Careers Office, Open Days, Work Experience etc.)

Course Counselling occurring within Pastoral Care periods with assigned staff counsellors. Monday 29th July - Senior School Information Evening for Yr 10 commencing at 7.00 pm in The Provence Centre.

Tuesday 20th and Wednesday 21st August - Parent Teacher Interview Nights

Monday 26th August – Course selection completed online by Yr 10 and Yr 11 students.

Planning and blocking of units to be offered by Mazenod College.

Further counselling on course selections, where necessary, based on review of this year’s results. Individual interviews with students/parents where necessary.

Final blocking of units and course selection completed.Confirmation and approval to students for 2019 course. Transition timetabled classes: Yr 11 2020, 27 - 28 November Yr 12 2020, 19 - 29 November

Commence Senior School classes

Note: The college will endeavour to offer as many VCE/VCAL/VET units as possible. All offers of units are initially provisional and final classes are dependent on staff availability, level of student interest and blocking constraints of the timetable.

July

August

September

Oct/Nov

November

Jan/Feb2020

SENIOR SCHOOL YEARS 11 - 12

Further AssistanceIf parents or students would like further assistance with any matters regarding the VCE/VCAL/VET beyond that which is offered, please ring the college to arrange an appointment.

Please contact:

Mr Noel Jenkinson Mrs Vivian Seremetis Mr Leigh HarrisDeputy Principal – Curriculum Careers Coordinator VET Coordinator

Mr Mark Rolfe Mr Leigh Harris Mr James Tranter VCE Coordinator VCAL Coordinator Enhancement Coordinator

Visit the College Careers website: www.mazenodcollegeviccareers.com

Mazenod CollegeAddress: 5 Kernot Avenue, MULGRAVE VIC 3170Telephone: 9560 0911Facsimile: 9562 2442Web Address: www.mazenod.vic.edu.au

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PLANNING YOUR SENIOR SCHOOL PATHWAY - CHECKLIST INTRODUCTION INTO VCE

The Victorian Certificate of Education (VCE) offers a range of options to the student that complements the work undertaken in Years 7 – 10 and which also acts as a foundation for further studies or career choices.

To maximise opportunities and experiences the VCE extends over 2 years. Some students may be strongly advised at the end of their first year to extend their VCE to a 3 year program. This advice will be based on the students’ preparedness to cope with the assessment program in Year 12 as demonstrated in their first year of VCE. A major aim of study in Years 11 and 12 is to encourage the student to develop self-discipline and become responsible for his own learning.

How to Qualify for VCE Entry: Promotion Policy

• To qualify for VCE a student must have demonstrated a reasonable effort and an aptitude for study. Students will also need to achieve D+ or better in the end of year exam in Year 10 (55%).

• To qualify for VCE entry into any given subject a student should have been successful in that subject or a related unit in Year 10. The quality of Year 10 results will affect the subject choices available to students.

• Special consideration may be available on application.• Students are strongly advised to consult both the appropriate subject coordinator and

teacher prior to all subject choices.

How do I choose?

• Determine your dreams and ambitions for future career paths.• Work out how you might get there (don’t forget there will be several different pathways to

get you where you want to go).• Will you need to go on to Higher Education (University or TAFE Diplomas) or will you need

an apprenticeship or traineeship?• Are there any subjects in Years 11 and 12 that you MUST take (prerequisites) to enter the

course or jobs you are researching?• Most courses or jobs only require you to have an English Study and 1 or 2 other subjects.

The other subjects you can study should be the ones you are best at and enjoy the most.• Get your information from reputable sources (e.g. course guides, Industry Representatives,

Careers Practitioners etc).• Rank the jobs and courses into your order of preference then investigate them in detail (e.g.

Open days, VICTER, Handbooks and on-line web resources).

Before you make the final choice1. Realistically assess your own abilities. Look at previous test, exam, project and essay grades

and comments. How well did you perform in these tasks?2. Based on your self-assessment, determine the career goals available to you (this should

involve gathering information from parents, teachers, the careers practitioner and career resources).

3. Be aware of the importance of Years 11 and 12 to your future and be prepared to cope with the demands and commitment they will entail.

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Planning for Year 11 Before Monday 29th July 2019• Read the Mazenod College Senior School Course Guide and together with your parents look

through the courses on offer by the College.• Attend the Senior School Information Evening together with your parents.

Pathway Planning (3 weeks – by 23rd August 2019)

• My Career Match online career profiling completed at school and emailed to students. • Make a list of the University and/or TAFE courses you are interested in.• Discuss your selection with your parents.• In the month of August, attend University and TAFE Open Days together with your parents to

collect information on potential courses of interest.• Using The Tertiary Entrance Guide, complete a prerequisite check for your courses of interest. • Build a list of the subjects you will undertake in your VCE or VCAL program (back page of this

Guide). • Make sure you have all the prerequisite subjects for the courses that interest you.• Make an appointment with your Subject Counsellor.

Final Planning Stage - Enter your subject selections by Monday 26th August 2019.

• A follow up appointment or referral may be made for you by your counsellor.• Attend parent-teacher interviews to speak with your teachers about your progress and seek

their recommendations in pursuing subjects in your Senior School Program.• Complete your final subject selections and have these checked and signed by your subject

counsellor for approval.

Planning For Year 12 - Enter your subject selections by Monday 26th August 2019.

• Read the Mazenod College Senior School Course Guide and encourage your parents to look through the courses on offer by the College.

• Refine your list of the University and/or TAFE courses you are interested in (from last year’s planning).

• Discuss your career pathway plan with your parents.• In the month of August, attend University and TAFE Open Days together with your parents to

collect information on potential courses of interest.• Confirm your list of subjects you will undertake in your Yr 12 VCE or VCAL program.• Make an appointment with your Subject Counsellor. • A follow up appointment or referral may be made for you by your subject counsellor.• Attend parent-teacher interviews to speak with your teachers about your progress and seek

their recommendations in pursuing subjects in your Senior School program.• Complete your final subject selections and have these checked and signed by your subject

counsellor for approval.

Many of the following resources are available for students and parents to consult either in the College Library or from the:

Careers Coordinator – Ms Vivian Seremetis VET Coordinator - Mr Leigh Harris VCAL Coordinator – Mr Leigh Harris VCE Coordinator - Mr Mark RolfeEnhancement Coordinator – Mr James Tranter Deputy Principal (Curriculum) – Mr Noel Jenkinson

- My Career Match - University & TAFE Handbooks/Brochures - Victorian Tertiary Entrance Requirements- Open Days - Careers Web Page- VTAC Guides and Interstate Guides www.mazenodcollegeviccareers.com

Student ProgramGenerally students will undertake a program consisting of 24 units spread over two years. In some circumstances, some students may be given permission to attempt fewer or more than 24. The VCE requires each student’s program to include:

• Four units of English Studies (Including English 1-4 and/or Literature 1-4 and/or English Language 1-4)

At Mazenod College students can choose their remaining units, but Religious Education in Years 11 and 12 is compulsory.

Some Year 11 and Year 12 students have also taken the opportunity to enrol as TAFE students and in addition to obtaining their VCE will receive credits in VET (Vocational Education and Training) programs. Some Year 12 students are engaged in Biology, History, Mathematics or Philosophy Enhancement Studies Program at Monash and Melbourne Universities, which gives them credits towards a first year university subject.

VCE: Successful Completion To be eligible for the award of the VCE, students must successfully complete at least 16 units and a certificate will only be granted if you successfully complete:• At least three units of English Studies (English 1-4 and/or Literature 1-4 and or English

Language 1-4) AND• Three sequences of Units 3 and 4 studies other than English

“Successful Completion” for each unit is granted when outcomes for each unit are deemed satisfactorily demonstrated according to the specifications stated with each school assessment (SAC or SAT). Work submitted must clearly be the student’s own work. It not only has to be done but it has to meet the specifications that determine the quality and quantity of the work. Work is judged S (Satisfactory) or N (Unsatisfactory).

For each unit, all work must be successfully completed for a unit result of S. A unit result of N is awarded if some of the work within the unit has not been completed within the semester the unit is studied. These results are included for each subject on the VCE Certificate, which is issued at the end of each year. It is vital for students to be aware of the importance of completing all school assessment within the semester.

Outcomes Units 1 – 4Each VCE unit includes 2 to 4 outcomes that highlight the key knowledge and key skills to be achieved by students. Students will be given the opportunity in the assessment tasks of each unit to demonstrate the achievement of each outcome. The achievement of outcomes will be assessed by teachers and will be reported to the Victorian Curriculum and Assessment Authority (VCAA).

Levels of PerformanceWithin each unit students are required to complete a number of assessment tasks and an exam from which evaluations are made regarding the level of performance or standard attained.

School Based Assessment Units 1 and 2Within Units 1 and 2, the subject teachers at Mazenod College determine assessment tasks and each will be ranked on a 10-point scale (A+ to E) indicating the level of performance on that task. These results will be communicated to parents in a school report for each subject, but will not be included on the statement of results from VCAA. For Unit 1 & 2 subjects VCAA only reports S or N for each unit.

School Assessment (SACs and SATs) Units 3 and 4For most subjects this involves School Assessed Coursework (SACs) but some subjects such as Studio Arts or Visual Communication Design have School Assessed Tasks (SATs). In both cases, VCAA outlines the type of assessment tasks to be completed 10 point scale (A+ to E) are reported by VCAA for assessment tasks (SACs, SATs or exams) completed as part of Units 3 and 4.

Tertiary Selection

An Australian Tertiary Admission Ranking (ATAR) is calculated using the grades achieved on Assessment Tasks for each subject. It uses the scores in an English Study (includes English 3/4 or English Literature 3/4 or English Language 3-4) plus the best three other subject scores plus 10% of the next two subject scores. Only six subject scores are counted. Requirements for all institutions are:• The satisfactory completion of the VCE, AND• The satisfactory completion of units 3 and 4 of an English Study in the one year.

A subject will not be included in a tertiary entrance calculation, if• A student has not obtained an S for the coursework• More than one assessment task in a subject is graded either UG or NA.

The ATAR is used as the basis for selection into tertiary studies (Universities or TAFE Institutes).

Tertiary entrance is also affected by the prerequisite subjects which are included by the different university faculties and TAFE Colleges. Students need to be aware of this information and if they have a particular interest in a tertiary course the best source of information is the selection officer of the faculty of the tertiary institution.

RESOURCES AT MAZENOD VCE ASSESSMENT

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• Some variations may occur in the subjects offered. This is due to student numbers, staff availability, financial resources and the mix of other units on offer. A subject will only be offered if there is a viable class. In cases where there is not a viable class, (i.e., not enough students select that subject), students will be given another selection opportunity.

• It is in students’ interest to determine from tertiary prerequisites, which sequence of Mathematics and which other subjects are best suited to their career aspirations.

• Note that timetable restrictions mean that there is limited opportunity to change your subjects at the beginning or in the middle of next year.

• Some subjects may have both Year 11 and 12 students together. Due to timetabling constraints, these subjects will have one of their single periods before or after school EACH week. Students MUST attend this class outside normal school hours each week. Previous examples include History, Biology, Japanese, Music and IT: Software Development.

Criteria for selecting students into VCE coursesThe following criteria will be applied to determine who is placed in a subject (if too many students apply for a subject some may be placed on a waiting list and asked to make another choice):• The student has received satisfactory results on previous exams in that subject (55%)• The student has displayed a serious approach to studies and school in general• If the subject is necessary for the student to fulfil VCAA requirements• If the subject is part of a package (e.g. VET), or complements the student’s course• If a student has shown disinterest and/or consistently poor results in the assessment tasks

of a subject studied in the previous semester, their position in that subject may be reviewed• If the selection form arrived after the due date without extenuating circumstances, the

student will be placed at the end of the waiting list for that particular subject.

Criteria for Selecting Students into VET and VCAL coursesAs there may be limited places in these courses, the following criteria have been established to appropriately select students: • Commitment to the course, including extra work at school and at TAFE if required• A positive attitude towards study and staff• Demonstrated interest in this field as a career choice• An understanding and acceptance of all requirements as listed in the handbook and other

information sheets• An awareness and acceptance of any extra costs involved• Students must find their own work placement to gain entry into the VCAL courses.For further information, see the VET and VCAL sections of this handbook or contact Mr Leigh Harris- VET/VCAL Coordinator.

Criteria for Selecting Students into Units 3 & 4 Subjects in Year 11Students wanting to attempt Unit 3 & 4 subjects in Year 11 other than Religion will need to meet these criteria: • A/B+ average grades in Year 10 subjects• An 80% Mid-Year 10 Exam Average• A very strong record of achievement in the particular subject area• A well considered two year VCE program• Teacher endorsement for the student to take that subject• Available room in the class

Year 10 VCE/VET Year 11 (Units 1 & 2 unless indicated 3 & 4)

Year 12 (Units 3 & 4)

Compulsory: Religious EducationReligious Education Units 3 & 4 is compulsory for Year 11

Religious Education Religious Education (3 & 4)English or Literature or English Language

Religious Education SeminarsEnglish or Literature or English Language

Arts CommerceHumanities Languages

Interactive Digital Media (VET)Music (1&2)

AccountingStudio ArtsBusiness Management EconomicsEnglish Language History: 20th Century/AsianGeographyAustralian and Global PoliticsItalianJapaneseChinese (Mandarin) Legal StudiesLiteratureInteractive Digital Media (VET)Music Performance (3 & 4)Physical EducationDrama Sport & Recreation (VET)Visual Communication Design

AccountingStudio ArtsBusiness ManagementEconomicsEnglish LanguageHistory: RevolutionsGeographyGlobal PoliticsItalianJapaneseChinese (Mandarin) Legal StudiesLiteratureInteractive Digital Media (VET)Music InvestigationsPhysical EducationDrama Sport & Recreation (VET)Visual Communication DesignUniversity Enhancement: Aust. History/Politics

MathematicsScienceTechnology

Engineering (VET)Furnishing (VET)

IT: Software Development (1 & 2)IT: Software Applicatons

BiologyChemistry PhysicsPsychology

Engineering (VET)Furnishing (VET)Hospitality (VET) - External

Applied Computing (1 & 2)IT: Software Development (3 & 4) Further MathematicsMathematical MethodsSpecialist Mathematics & Mathematical Methods

BiologyChemistry PhysicsPsychology

Engineering (VET)Furnishing (VET)Hospitality (VET) - External

Data AnalyticsIT: Software Development

Further MathematicsMathematical MethodsSpecialist Mathematics & Mathematical Methods

University Enhancement: Mathematics, Biology, IT

VCAL Certificate Applied Learning Package

Career Investigations (VET)

IntermediateReligious EducationVCAL Literacy VCAL Numeracy VCAL Work Related Skills VCAL Personal Development Work Experience (1 day/week)VET TAFE course (1 day/week)Choice of one VET/VCE from Yr 11

SeniorRE Seminars & RetreatVCAL LiteracyVCAL NumeracyVCAL Work Related Skills VCAL Personal Development Work Experience (1 day/week)VET TAFE course (1 day/week)Choice of one VET/VCE from Yr 12

VCE/VET/VCAL COURSES AVAILABLE AT MAZENOD COLLEGEIMPORTANT CONSIDERATIONS, CRITERIA

6160

The Victorian Certificate of Applied Learning (VCAL) provides an alternative option for students in Years 11 & 12. VCAL, like VCE, is an accredited senior school certificate recognised nationally and provides industry training. Students can complete Year 11 (Intermediate) and/or Year 12 (Senior) and move into a career or further study.

The VCAL gives you:• Practical work-related experience and employability skills• Literacy & Numeracy skills together with personal skills that are important for life and work

Students who do the VCAL are likely to be interested in going on to training at TAFE institutes, doing an apprenticeship, or getting a job after completing school.

Once you have completed your VCAL, you will have knowledge and skills that are a useful preparation for a trade or industry certificate

Program ContentVCAL programs offered by Mazenod College at Intermediate and Senior level include:• Literacy & Numeracy classes – units are selected from VCAL Literacy and Numeracy. VCAL Numeracy

caters for pre-apprenticeships and for specific trade courses and preparation.• VCAL Work Related Skills units – incorporating work placement within the specific industry relating to the

chosen VCAL program. For year 11 students, work placement is every Tuesday (one day per week) and for year 12 students, work placement is every Thursday (one day per week).

• VCAL Personal Development Skills units – incorporating Unit 1 & 2 Religion and Society, Year 12 RE days, and involvement in community based and personal projects.

• Industry Specific Skills – various units of competency from a range of TAFE certificates closely related to the VCAL program chosen. Students will select a Mazenod internally delivered VET and an externally delivered VET at our TAFE partner Institutions.

Entry RequirementsIntermediate: Students must complete Year 10 before undertaking the Intermediate Certificate in VCAL.Senior: Students must satisfy all three components of the Year 11 VCAL Intermediate Certificate which includes; course work, work placement & TAFE; or satisfactorily complete Year 11 VCE before undertaking the Senior Certificate in VCAL. All students will be required to attend an interview with the VCAL Coordinator, VET Coordinator and respective Year Level Coordinator to determine the student’s suitability and commitment to this course. Parents are also encouraged to attend this interview.Students who have previously completed VCE Units and/or Certificate units of competency are able to receive recognition of prior learning for these units of study.

Structured Workplace Learning (SWL)Students are required to undertake a minimum of 100 hours per semester of Structured Work Placement as part of VCAL Work Related Skills. Students may use this opportunity to sample industries of interest over one-day per week. For example, a student interested in Building may choose to work with a Builder in Term 1, a Glazier in Term 2, a Cabinet Maker in Term 3 and a Floor and Wall Tiler in Term 4. Obviously the more the student samples while on work placement the better he will be to make the decision as to which trade he may wish to specialise or pursue a Pre-Apprenticeship in the following year.Students are required to find their own SWL. Some assistance is provided in class as to how to approach employers, write letters of application etc. Typically, work placement is found via family and friend networks. A small database of employers is available at the College for students experiencing difficulty in finding employment. Assistance is available through SWL the portal. This is a statewide portal to assist VCAL students across Victoria.Students MUST complete the VCAL Application form available from your Year Level Coordinator or Mr Harris, VCAL Coordinator. More information is available for each of these courses from the VCAL/VET or Careers Coordinators.

Your VCAL Intermediate or Senior program must include units from VET certificates. The range of VET options is extensive however Mazenod students have the opportunity to include a variety of VET programs from within the College and programs accessed externally, one day per week (every Wednesday).

Internal VET programs offered at the College include Furnishing, Engineering, Sport & Recreation – Fitness stream, and Interactive Digital Media. For more information on these programs, please refer to the full program details in the VET section of this course guide.

Sample VCAL specialised programsAUTOMOTIVE BUILDING & CONSTRUCTION ELECTRICAL

This program will give you VCAL Intermediate, VCAL Senior plus the Automotive Pre-vocational certificate (Pre-apprenticeship) that include units in automotive and welding. These qualifications are highly sought after by employers of Automotive apprentices. The trade units combine theory and practical training, teaching students how to use workplace tools equipment, remove, replace, dismantle and assemble conventional engines and other automotive parts.

The VCAL units of literacy, numeracy, personal development and work skills will be integrated into the learners’ training.

Suggested Mazenod VET to complement this program – Engineering studies(Pre-apprenticeship certificate)

This program will give you VCAL Intermediate, VCAL Senior plus the Certificate II in (Carpentry) Pre-apprenticeship. These qualifications are highly sought after by employers of Carpentry apprentices. You will gain basic knowledge and skills for work in the building construction industry, such as building structures, using carpentry tools, framing types, sub-floor construction, form-work for concreting and adhering to OH&S requirements.


Suggested Mazenod VET to complement this program – Furnishing studies(Pre-apprenticeship certificate)

This program will give you the Certificate II in Electro-technology Studies (Pre-vocational) and an Intermediate and or Senior VCAL certificate. These qualifications are highly sought after by employers of Electrical and/or Refrigeration apprentices. You will gain basic knowledge and skills in the electrical and refrigeration industry, such as basic operations of vapour compression systems, electrical equipment, interpret electrical drawings and electrical mathematics.



VCAL PROGRAM DESCRIPTIONSVICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL)

6362

PLUMBING HOSPITALITY SPORT & RECREATION

This program will give you both the Certificate II in Plumbing (Pre-vocational) and an Intermediate and or Senior VCAL certificate. These qualifications are highly sought after by employers of Plumbing apprentices. You will gain the basic knowledge and skills for work such as using plumbing tools, plumbing pipe systems, welding and cutting, OH&S requirements and how to communicate effectively in the workplace.



This program will give you both the Certificate II in Hospitality (Kitchen Operations) and an Intermediate and or Senior VCAL certificate. The course will give you an introduction to the hospitality (back of house or cookery) and hospitality (front of house & management). You will develop hands on skills in food production, meal preparation and food hygiene. Learn how to work in teams, plan and cater for events and learn responsible service of alcohol.


Suggested Mazenod VET or VCE to complement this program – VCE Business Management Units 1-4

This program will give you the opportunities to participate in subjects which include fitness, sports coaching, sports even management, player management, outdoor recreation and sports marketing. Learners will have the opportunity to gain the Certificate III in Sport & Recreation together with an Intermediate and or Senior VCAL Certificate. It is recommended that the student undertakes a Certificate II in Business at TAFE.


Suggested Mazenod VET or VCE to complement this program – VCE Sport & Recreation

DIGITAL MEDIA/INFORMATION TECHNOLOGY

HEALTH & PATIENT SERVICES LEADING TO NURSING

OTHER INDIVIDUALLY TAILORED PROGRAMS

This program will give you an introduction to aspects of IT and Digital Media. Learners will have the opportunity to gain the Certificate II in Computer Assembly and Repair or the Certificate II in Information, Digital Media and Technology together with an Intermediate and or Senior VCAL Certificate. Students will gain skills in multimedia, social media, web development, IT networking and computer maintenance. This program can also be customised to meet other interests such as Screen and Media studies.


Suggested Mazenod VET to complement this program – VET Interactive Digital Media

This program will give you both the Certificate III in Health Services Assistance or Certificate II in Community Services (Early Childhood, Aged Care or Nursing). The program is designed to give you a unique way to enter the health care industry whilst completing an Intermediate and or Senior VCAL Certificate. The Patient Services stream teaches you how to comply with infection control policies and procedures in health work and understand basic medical terminology.


Suggested Mazenod VET or VCE to complement this program – Student selection/choice

This program will provide you with the scope to select one of the VET (vocational programs) delivered by any of our partner TAFE Institutes as part of your Intermediate and or Senior VCAL Certificate. You can choose an industry specific skill you wish to pursue based on your area of interest, strengths and skills. Programs include (but are not limited to) the following: Music Industry, Animal Studies, Horticulture, Drafting/Graphic Design, Youth Work and many more as negotiated with the VCAL and VET Coordinators of the College.


Suggested Mazenod VET or VCE to complement this program – Student selection/choice

Acceptance into any external VET programs is at the discretion of the TAFE Institute offering the course. In some instances, students will also be required to pay for materials and appropriate footwear and clothing. More information is available from the VCAL and/or VET Coordinators.

Note: Students must complete 3 years of VET studies to qualify for the full Certificate II. In some cases, students will be required to complete additional units of competency at TAFE at the completion of VCAL studies to qualify for the full pre-apprenticeship certificate. More information available from the VCAL/VET Coordinators.

Student ProgramsA student program is the collection of VCE units, which students select for their two year VCE course. It suggests core subjects necessary for a particular course of study and highlights the available post VCE options, including a range of University and TAFE courses as well as possible employment opportunities.

Programs suggested in this booklet highlight the close links between VCE subjects and post VCE options. They should assist students to make sensible and realistic choices linked to their possible future. It also gives students the opportunity to “keep their options open” by enabling them to combine some programs giving them more than one pathway.

How to use Student Programs? Determine subjects you are interested in or careers you might follow and find the student programs which include these subjects or careers. These will give a guide to the subjects students could choose for their VCE studies.

WARNING: many complications exist in developing a student programs approach – most are associated with the differing prerequisite and tertiary requirements for tertiary courses. These can vary from university to university. Generally speaking tertiary requirements set down by Melbourne and Monash Universities tend to be higher and even more demanding than other tertiary institutions. An English Study is included in the primary four subjects, but many tertiary institutions require a particular standard to be achieved in English (e.g. a grade average of 25).

Students with specific ambitions (Law, Medicine, Engineering, Economics, Journalism, etc.) at specific universities or TAFE colleges need to be sure that they satisfy the requirements. For example, degrees in Commerce at Monash and Melbourne Universities require English and Mathematical Methods but at Deakin University the prerequisite is English only. In addition, students aiming for combined courses such as Commerce/Law or Arts/Engineering must fulfil the prerequisites for both.

It is vital for students to be aware of the different conditions for each course in which they are interested. This requires careful study of the prerequisites set down by the tertiary institutions and may require parents and students to contact these institutions for confirmation in some circumstances.

VETVOCATIONAL EDUCATION

AND TRAINING

VCEVICTORIAN CERTIFICATE

OF EDUCATION

PRIMARYPATHWAY

TO GET AN ATAR FOR A:

UNIVERSITY COURSE

TAFE COURSE

PRIMARYPATHWAY

TAFE COURSE

APPRENTICESHIPS OR TRAINEESHIPS

FURTHER EDUCATION COURSES

EMPLOYMENT

VCALVICTORIAN CERTIFICATE OF APPLIED LEARNING

VCEPATHWAY

VCALPATHWAY

6564

ART AND DESIGNFine Arts/Visual Communication & Design/Art Design

Other Units: Choose from any of the remaining studies.To complete your program you could choose subjects like:

Mathematics, Information Technology, Physics, History, VET Creative Digital Media

Other Units: Choose from any of the remaining studies.To complete your program you could choose subjects like:

Mathematics, Physics, History, Information Technology, VET Creative Digital Media

Year 12Compulsory Subjects

English Study Unit 3

Religious Education Seminar

DaysEnglish Study Unit 4





Program Units Other Units

Studio ArtsUnit 1

Visual Communication

Design Unit 1

ORVET Interactive Digital Media

Unit 1

Studio ArtsUnit 2


Design Unit 2

VET Interactive Digital Media

Unit 2


Studio ArtsUnit 3


Design Unit 3

VET Interactive

Digital MediaUnit 3

Studio ArtsUnit 4


Design Unit 4

VET Interactive

Digital MediaUnit 4

Must include at least 3 sequences of level 3 and 4 units.

THIS PROGRAM MAY LEAD TO:

EMPLOYMENT OPPORTUNITIES INCLUDE:Teacher, Architect, Designer (Fashion, Industrial, Interior), Graphic Artist, Urban Planner, Building and related industries, Illustrator, Sculptor, Jeweller, Painter, Potter, Sign Writer, Screen Painter.Note: Some courses prefer students to attempt both Studio Art and Visual Communication Design.

INDUSTRIAL DESIGN (Product Design)


English Study

Religion and Society Unit 3

English Study



English Study


English Study



Studio ArtsUnit 1


Design Unit 1

Studio ArtsUnit 2


Design Unit 2


Studio ArtsUnit 3

Visual Communication Design Unit 3

Studio ArtsUnit 4

Visual Communication Design Unit 4



TAFEDiploma and Certificate courses in:Building & Construction, Industrial Design, Graphic Design, Art & Design

UNIVERSITYBachelor Degrees in:Industrial Design, Architecture, Building Planning, Interior Design, Graphic Design, Environments, Product Engineering

TAFEDiploma and Certificate courses in:Building & Construction, Visual Arts, Art & Design, Graphic Design, Photography

UNIVERSITYBachelor Degrees in: Fine Arts, Visual Arts, Interior Design, Fashion, Visual Communication, Graphic Design, Photography, Interactive Media, Architecture, Advertising, Landscape Architect, Environments

EMPLOYMENT OPPORTUNITIES INCLUDE:Designer (Fashion, Industrial, Interior, Graphic), Teacher, Architect and other Art related opportunities, Mechanical Engineering.

6766

MUSIC

Other Units: Choose from any of the remaining studies.To complete your program in Year 12 you could choose from the following:

Music Investigations, Mathematics, Biology, History, Economics, Accounting, Italian, Legal Studies

Program Units (Year 11 or 12) Music Investigations

Music Completed in Year 10

Music Performance

Unit 3

Music Completed in Year 10

Music Performance

Unit 4


BUILDING/ARCHITECTURE

Other Units: Choose from any of the remaining studies.To complete your program you could choose from the following:

Physics, Information Technology, Specialist or Further Mathematics.



Design Unit 1

Studio ArtsUnit 1

Mathematical Methods

Unit 1


Design Unit 2

Studio ArtsUnit 2


Unit 2



Design Unit 3

Studio ArtsUnit 3

Mathematical Methods Unit 3


Design Unit 4

Studio ArtsUnit 4








English Study


English Study



English Study


English Study




EMPLOYMENT OPPORTUNITIES INCLUDE:Professional Musician (Orchestras, Rock Bands, Pit Bands), Piano Tuner, Record Producer, Sound Engineer, Acoustic Engineer, Music Therapy, School Teaching, Instrument Repairer, Music Administration.Note: Most courses require at least Music – Performance or A.M.E.B. Grade 6 (Melbourne University requires Grade 7).

EMPLOYMENT OPPORTUNITIES INCLUDE:Architect, Urban Planning, Teacher, Designer, Building and related Industries.Note: A Mathematics/Science course also qualifies for entry into Architecture.

TAFEDiploma and Certificate courses in:Music, Music (Technician), Music (Education), Sound Engineer, Piano Technician/Tuner

UNIVERSITYBachelor Degrees in:Arts, Music, Education

TAFEDiploma and Certificate courses in:Architectural Drafting, Architectural Technology, Construction, Planning & Design, Interior Architecture

UNIVERSITYBachelor Degrees in:Architecture, Landscape Architecture, Building, Environments

6968

PHYSICAL SCIENCE/ENGINEERING


Economics, Accounting, Italian, History, Legal Studies, Studio Arts, Visual Communication, P.E, Music, Geography


Physics Unit 1

Chemistry Unit 1


SpecialistMathematics

Unit 1

Physics Unit 2

Chemistry Unit 2


Unit 2

Specialist Mathematics

Unit 2

Program Units

Physics Unit 3

Chemistry Unit 3


Unit 3

SpecialistMathematics Unit 3

Physics Unit 4

Chemistry Unit 4


Unit 4

SpecialistMathematics Unit 4


GENERAL SCIENCE


Physics, Biology, Specialist or Further Mathematics, Studio Arts, Visual Communication, P.E, Music, History, Geography, Economics, Accounting, Italian, Legal Studies, Psychology


Physics, Biology Unit 1

Chemistry Unit 1

MathematicalMethods

Unit 1


Unit 1


Chemistry Unit 2


Unit 2


Unit 2



Chemistry Unit 3

MathematicalMethods

Unit 3

Specialist Mathematics Unit 3

Physics, BiologyUnit 4

Chemistry Unit 4


Unit 4

Specialist Mathematics Unit 4



English Study Unit 3 Religious

Education Seminar







English Study


English Study



English Study


English Study


THIS PROGRAM MAY LEAD TO: THIS PROGRAM MAY LEAD TO:

EMPLOYMENT OPPORTUNITIES INCLUDE:Physiotherapy, Architecture, Science, Medicine, Engineering, Building and Planning, Education, Dentistry, Optometry and a wider range of other opportunities.Note: Most University courses (Law, Arts, Commerce) are available to students performing well in these science subjects.

EMPLOYMENT OPPORTUNITIES INCLUDE:Medicine, Nursing, Horticulture, Landscape & Environmental Management, Paramedical, Teaching and a wide range of other opportunities.Note: For Medicine, students must also complete the UCAT during Year 12.

TAFEDiploma and Certificate courses in:Engineering, Applied Science, Mechanical Drafting, Laboratory Technology

UNIVERSITYBachelor Degrees in:Engineering (Civil, Chemical, Electrical, Mechanical, Geological, Electronic), Medicine, Science, Biomedical Science, Forestry, Surveying, Physiotherapy, Architecture, Building

TAFEDiploma and Certificate courses in:Applied Science, Technology, Horticulture

UNIVERSITYBachelor Degrees in:Science, Dentistry, Pharmacy, Physiotherapy, Applied Science, Medicine, Education, Agricultural Science

7170

HEALTH SCIENCES


Psychology, Specialist or Further Mathematics, Physics, Legal Studies, Geography,Economics, Accounting, Studio Arts, Visual Communication, Music, Italian.


BiologyUnit 1

Chemistry Unit 1


Unit 1

PEUnit 1

BiologyUnit 2

Chemistry Unit 2


Unit 2

PEUnit 2


BiologyUnit 3

Chemistry Unit 3


Unit 3

PEUnit 3

BiologyUnit 4

Chemistry Unit 4


Unit 4

PEUnit 4



Specialist or Further Mathematics, Legal Studies, Economics, Accounting, Studio Arts, Visual Communication, P.E, Music, Italian, VET Interactive Digital Media.


IT: Software Development

Unit 3


Unit 1

Physics Unit 1

Applied Computing

Unit 1

IT: Software Development

Unit 4


Unit 2

Physics Unit 2

Applied Computing

Unit 2


Data Analytics Unit 3


Unit 3

Physics Unit 3 Software Development Unit 3

Data Analytics Unit 4


Unit 4

Physics Unit 4 Software Development Unit 4


SOFTWARE DEVELOPMENT


English Study


English Study



English Study


English Study




Education Seminar




Education Seminar



EMPLOYMENT OPPORTUNITIES INCLUDE:Medicine, Nursing, Dentistry, Physiotherapy, Paramedical, Landscape and Environmental Management, Agricultural Science, Mining, Horticulture, Urban Planning, Surveying, Teaching, Marine Biology, Pharmacy.Note: For Medicine, students must also complete the UMAT during Year 12.

EMPLOYMENT OPPORTUNITIES INCLUDE:Computer Programming & Technology, Computer Designer, Business Systems, Systems Engineer.Note: Some Universities require Physics (some courses do not) and others give subject adjustments for Chemistry or Specialist Mathematics.

TAFEDiploma and Certificate courses in:Applied Science, Technology, Horticulture, Bio-Technology and Farming

UNIVERSITYBachelor Degrees in:Medicine, Nursing, Physiotherapy, Science, Chiropractic, Agricultural Science, Applied Science, Marine Science, Education, Biomedical Science, Pharmacy

TAFEDiploma and Certificate courses in:Computing, Science & Engineering, Mirco-Computing, Information Technology, Computer Programming

UNIVERSITYBachelor Degrees in:Information Technology, Computer Science, Surveying, Information Systems, Geomatics, Software Engineering

7372

BUSINESS/COMPUTING


Applied Computing

Unit 1

Legal Studies,

AccountingUnit 1

Business Management,

Economics Unit 1


Unit 1

Applied Computing

Unit 2

Legal Studies,

AccountingUnit 2


Economics Unit 2


Unit 2

Program Units

Data Analytics

Unit 3

Legal Studies,

Accounting Unit 3


Economics Unit 3


Data Analytics

Unit 4

Legal Studies,

Accounting Unit 4


Economics Unit 4




Specialist or Further Mathematics.


Specialist or Further Mathematics


Accounting Unit 1

EconomicsUnit 1

Legal StudiesUnit 1

Business Management

Unit 1


Accounting Unit 2

EconomicsUnit 2

Legal StudiesUnit 2

Business Management

Unit 2



Accounting, Economics

Unit 3

Legal Studies, Business Management

Unit 3



Unit 4


Unit 4


COMMERCE/ACCOUNTING



English Study


English Study



English Study


English Study




Education Seminar




Education Seminar



EMPLOYMENT OPPORTUNITIES INCLUDE:Banking, Insurance, Marketing, Office Management, Retailing, Computer Applications & Operations, Information Processing, Secretarial & Administrative Duties, Law.

EMPLOYMENT OPPORTUNITIES INCLUDE:Banking, Insurance, Marketing, Finance, International Trade, Travel & Tourism, Clerical Work, Public Administration, Local Government, Real Estate, Sales & Retail, Auditor, Accountant. Note: Some Universities (Monash, Melbourne) set Mathematical Methods as a prerequisite for commerce.

TAFEDiploma and Certificate courses in:Business Applications, Business/Computing, Business/Secretarial Studies and Office Practice, Information Technology

UNIVERSITYBachelor Degrees in:Business/Computing, Information Technology, Information Systems, Accounting, Commerce, Economics, Office Management, Marketing, Commerce/Law

TAFEDiploma and Certificate courses in:Business, Computing, Accounting, Taxation, Banking & Finance, Real Estate, Retailing, travel & Tourism, Marketing, Hospitality

UNIVERSITYBachelor Degrees in:Economics, Business Systems, Banking & Finance, Marketing, Management, Business, Information Technology, Arts/Commerce, International Trade, Tourism & Hospitality, Teacher Education, Commerce/Law, Economics, Law, Social Sciences

7574


Accounting Unit 1

EconomicsUnit 1

Legal StudiesUnit 1

Business Management

Unit 1

Any Mathematics

Accounting Unit 2

EconomicsUnit 2

Legal StudiesUnit 2

Business Management

Unit 2

Any Mathematics



Unit 3


Unit 3

Any Mathematics


Unit 4


Unit 4

Any Mathematics

BUSINESS/BUSINESS MANAGEMENT


Computing, Specialist or Further Mathematics



Global Politics, Legal Studies, Computing, Specialist or Further Mathematics, Biology.


Accounting Unit 1

Economics Unit 1

Business Management

Unit 1


Unit 1

Accounting Unit 2

Economics Unit 2

Business Management

Unit 2


Unit 2

Program Units

Accounting Unit 3 Economics Unit 3

Business Management

Unit 3


Unit 3

Accounting Unit 4 Economics Unit 4

Business Management

Unit 4


Unit 4

ECONOMICS/COMMERCE



English Study


English Study



English Study


English Study




Education Seminar







EMPLOYMENT OPPORTUNITIES INCLUDE:Banking, Marketing, Insurance, Finance, International Trade, Travel & Tourism, Clerical Work, Public Administration, Local Government, Real Estate, Sales & Retailing, Human Resource Management.

EMPLOYMENT OPPORTUNITIES INCLUDE:Sales, Banking, Clerical Public Relations, Barrister, Solicitor, Journalist, Market Researcher, Systems Analyst.Note: Some Universities (Monash, Melbourne) set Mathematical Methods as a prerequisite for some courses.

TAFEDiploma and Certificate courses in:Business, Computing, Accounting, Taxation, Banking & Finance, Real Estate, Retailing, Travel & Tourism, Marketing.

UNIVERSITYBachelor Degrees in:Business Systems, Banking & Finance, Marketing, Management, Information Technology, Arts/Commerce, Business, International Trade, Tourism & Hospitality, Teacher Education, Commerce/Law, Social Sciences.

TAFEDiploma and Certificate courses in:Accounting, Public Relations, Hotel Management, Human Resource Management

UNIVERSITYBachelor Degrees in:Law, Journalism, Planning, Education, Accounting, Commerce, Business Marketing

7776

HOSPITALITY AND TOURISM


Applied Computing

Unit 1

AccountingUnit 1

Business Management

Unit 1

VET Hospitality (External)Unit 1

Applied Computing

Unit 2

AccountingUnit 2

Business Management

Unit 2

VET Hospitality (External)Unit 2


Data Analytics

Unit 3

Accounting Unit 3

Business Management Unit 3

VET Hospitality (External) Unit 3

Data Analytics

Unit 4

Accounting Unit 4

Business Management Unit 4

VET Hospitality (External) Unit 4


Mathematics, History, Global Politics, Italian, Japanese, Chinese (Mandarin), Economics, Geography, Legal Studies.



Psychology, Mathematics, Information Technology, Economics, Accounting, Chemistry, Legal Studies


Physical Education

Unit 1

Biology Unit 1

PsychologyUnit 1

Physical Education

Unit 2

BiologyUnit 2

PsychologyUnit 2


Physical Education

Unit 3

Biology Unit 3

PsychologyUnit 3

Physical Education

Unit 4

BiologyUnit 4

PsychologyUnit 4

PERSONAL DEVELOPMENT



English Study


English Study



English Study


English Study




Education Seminar




Education Seminar



EMPLOYMENT OPPORTUNITIES INCLUDE:Hospitality Services, Tourism, Trade and Service Industries, Hotel Management & Services, Catering

EMPLOYMENT OPPORTUNITIES INCLUDE:Sports Administration, Nursing, Child Care, Youth Work, Social Work, Exercise Science, Recreation & Fitness Industry, Police & Armed Services, Teaching, Local Government.

TAFEDiploma and Certificate courses in:Trade, Tourism, Hospitality, Hotel Management & Catering

UNIVERSITYBachelor Degrees in:Business (Hotel Management, Travel & Tourism, Marketing), Economics, Commerce

TAFEDiploma and Certificate courses in:Service Industries, Trades, Hospitality, Health & Fitness, Social Sciences, Medical Technology

UNIVERSITYBachelor Degrees in:Physical Education, Health Science, Applied Science (Human Movement, PE), Occupational Therapy, Family Studies, Business, Arts, Child Care, Nursing, Paramedics

7978

HUMANITIES/LANGUAGES


Italian, Japanese or Chinese (Mandarin)

Unit 1


Unit 2



Unit 1


Unit 2


Mathematics, Biology, Legal Studies, History, Economics, Accounting, Studio Arts, Visual Communication, Music, Physical Education, Psychology, Geography, Global PoliticsNote: There are many combinations possible in the Arts/Humanities area.


Literature, History, Music, Languages, Studio Arts.

Program Units chosen from: Other Units

History: Rise of Hitler Unit 1

Global PoliticsUnit 1

LiteratureUnit 1

GeographyUnit 1

History: Vietnam & Its WarsUnit 2


LiteratureUnit 2

GeographyUnit 2

Program Units chosen from:

History Revolutions:

Russian Unit 3


LiteratureUnit 3

GeographyUnit 3

History Revolutions:

American Unit 3


LiteratureUnit 4

GeographyUnit 4


HUMANITIES


English Study


English Study



English Study


English Study




Education Seminar







THIS PROGRAM MAY LEAD TO:THIS PROGRAM MAY LEAD TO:

EMPLOYMENT OPPORTUNITIES INCLUDE:Australian and Victorian Government Public Service, Public Relations, Journalism, Film & TV, Media, Humanities, Teacher, Education, Travel & Tourism, Social Work, Child Care, Youth Work, Community Work, Local Government, Human Resource Management, Library Services, Counselling, Barrister, Solicitor, Law Clerk.

EMPLOYMENT OPPORTUNITIES INCLUDE:Public Relations, Journalism, Film & TV, Media, Humanities, Teacher Education, Travel & Tourism, Social Work, Child Care, Youth Work, Interpreter, Community Work, Local Government, Human Resource Management, Library Services, Counselling.

TAFEDiploma and Certificate courses in:Social/Community Services, Child Care, Welfare Studies, Criminal Justice, Law Enforcement Studies, Arts, Media

UNIVERSITYBachelor Degrees in:Journalism, International Relations, Arts, Law, Education, Arts/Business (Languages), Social Sciences, Psychology, Family Studies, Business Management

TAFEDiploma and Certificate courses in:Social/Community Services, Child Care, Welfare Studies, Criminal Justice, Law Enforcement Studies

UNIVERSITYBachelor Degrees in:Arts, Law, Education, Arts/Business (Languages), Social Sciences, Psychology, Family Studies, Business Management

8180

TECHNOLOGYVET Furnishing / VET Engineering


VET Engineering

Unit 1

ORVET

FurnishingUnit 1

Further Mathematics

Unit 1

VETEngineering

Unit 2

VET Furnishing Unit 2

Further Mathematics

Unit 2


VET Engineering

Unit 3

ORVET

FurnishingUnit 3

Further Mathematics

Unit 3

VET Engineering

Unit 4

VET Furnishing Unit 4

Further Mathematics

Unit 4


Information Technology, Visual Communication, Mathematics, History, Accounting, Biology, Legal Studies, Business Management



Drama Unit 1: Introducing

Performance Styles

Drama Unit 2: Australian

Identity


Drama Unit 3:Devised

Ensemble Performance

Drama Unit 4:Devised Solo Performance

DRAMA



Mathematics, Biology, Legal Studies, Economics, Accounting, Studio Arts, Visual Communication, Music, Physical Education, Psychology

Note: There are many combinations possible in the Arts/Humanities area.


English Study


English Study



English Study


English Study








Education Seminar



EMPLOYMENT OPPORTUNITIES INCLUDE:Building & Construction Industry, Shop Fitting, Cabinet Making, Production Turning, Plastic Fabrication, Automotive & Manufacturing Industry, Interior Decoration, Furniture Designer, Sheet Metal Fabrication, Toolmaking.

TAFEDiploma and Certificate courses in:Drafting (Mechanical), Building, Construction, Building Inspection, Materials Technology, Panel Beating, Spray Painting, Fitting & Turning, Plumbing, Carpentry, Cabinet Making & Shop Fitting, Motor Mechanics, Bricklaying, Furniture Design, Tiling, Painting & Decorating.

UNIVERSITYBachelor Degrees in:Technology- Manufacturing, Design, Business


EMPLOYMENT OPPORTUNITIES INCLUDE:Community Theatre, Contemporary Performance Companies, Drama Education, Film, Live Theatre, Performing Arts Centres, Television.

TAFEDiploma and Certificate courses in:Drama, Theatre (Technician), Drama (Education), Sound Engineer

UNIVERSITYBachelor Degrees in:Arts, Drama and theatre studies, Performing Arts, Education.

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English

Religion & Society

Arts/Commerce/Humanities/Language

Accounting

Economics

Legal Studies

Business Management

Studio Arts

Drama

Visual Communication Design

Unit 1: Visual Communication

Unit 2: Communication in Context

Unit 3: Visual Communication Practices

Unit 4: Designing a Brief

GeographyUnit 1:Hazards and Disasters Unit 2: Tourism Unit 3: Changing the

LandUnit 4: Human Populations

History History- Revolutions

Unit 1: Rise of Hitler Unit 2: Vietnam and Its Wars

Unit 3: Russian Revolution

Unit 4: American Revolution

Global PoliticsUnit 1: The National Citizen

Unit 2:The Global Citizen Unit 3: Global Actors Unit 4: Global

Challenges

Italian

Unit 1: Italian Unit 2: Italian Unit 3: Italian Unit 4: Italian

Japanese Second LanguageUnit 1: Japanese Unit 2: Japanese Unit 3: Japanese Unit 4: Japanese

Chinese (Mandarin) Second Language

Unit 1: Chinese Unit 2: Chinese Unit 3: Chinese Unit 4: Chinese

Music

Unit 1: Music Performance Completed in Yr 10

Unit 2: Music Performance Completed in Yr 10

Unit 3: Music Performance Completed in Yr 11 or Yr 12

Unit 4: Music Performance Completed in Yr 11 or Yr 12

Physical Education

Unit 1: Bodies in Motion

Unit 2: Sports Coaching and Physically active lifestyle

Unit 3: Physiology and Participatory Perspectives of Physical Activity

Unit 4: Enhancing Physical Performance

VET Sport & Recreation and Fitness

Certificate II in Sport & Recreation, Units 1 & 2 Certificate III in Sport & Recreation Units 3 & 4

Unit 3: The Search for Meaning

Unit 4: Religion, Challenge and Change

Unit 1: English and/orUnit 1: Literature and/orUnit 1: English Language




Unit 1: Establishing and Operating a Service Business

Unit 2: Accounting for a Trading Business

Unit 3: Recording and Reporting for a Trading Business

Unit 4: Control and Analysis of Business Performance

Unit 1: The Australia Economy

Unit 2: Australian and Global Politics

Unit 3: Economic Activity & Objectives

Unit 4: Economic Management

Unit 1: Criminal Law and Justice

Unit 2: Civil Law and Law in Focus

Unit 3: Law Making Unit 4: Evaluation of the Legal System

Unit 1: Small Business Management

Unit 2: Communication and Management

Unit 3: Corporate Management

Unit 4: Managing People and Change

Unit 1: Artistic inspiration and techniques

Unit 2: Studio exploration and concepts

Unit 3: Studio practices and processes

Unit 4: Studio practice and art industry contexts

Unit 1: Introducing Performance Styles

Unit 2: Australian dentity Unit 3: Devised Ensemble Performance

Unit 4: Devised Solo Performance

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Unit 3 & 4: Music Investigations

Science/TechnologyBiology

Unit 1: How do living things stay alive?

Unit 2: How is continuity of life maintained?

Unit 3: How do cells maintain life?

Unit 4: How does life change and respond to challenges over time.

ChemistryUnit 1: The Big Idea of Chemistry

Unit 2: Environmental Chemistry

Unit 3: Chemistry at Work

Unit 4: Chemical Pathways

PhysicsUnit 1: Physical World. Thermodynamic principles and electric circuits.

Unit 2: Motion and practical investigation.

Unit 3: Electric fields, magnetism and electricity.

Unit 4: Motion and Light and Matter.

PsychologyUnit 1: How are behaviour and mental processes shaped?

Unit 2: How do external factors influence behaviour and mental processes?

Unit 3: How does experience affect behaviour and mental processes?

Unit 4: How is wellbeing developed and maintained?

Digital Technology: Computing VCE Data Analytics

Unit 1: Applied Computing

Unit 2: Applied Computing Unit 3: Data Analytics Unit 4: Data Analytics

IT: Software DevelopmentUnit 3: Software Development

Unit 4: Software Development

VET Interactive Digital MediaCertificate III in Media, Units 1 & 2 continued from Yr 10 Certificate III in Media, Units 3 & 4

VET Hospitality (Holmesglen, Waverley Campus) Tuesday/Wednesday afternoon)

Certificate II in Hospitality (Kitchen Operations), Units 1 & 2 Certificate III in Hospitality, Units 3 & 4

VET FurnishingCertificate II in Furniture Making, Units 1 & 2 continued from Yr 10 Certificate II in Furniture Making, Units 3 & 4

VET EngineeringCertificate II in Engineering Studies, Units 1 & 2 continued from Yr 10 Certificate II in Engineering Studies, Units 3 & 4

COMPULSORY SUBJECTS

Religious Education

English Study

Mazenod College strives to educate students to be young men of genuine faith informed by both Sacrament and prayer, but also grounded in a sound academic understanding. With this as our goal, Mazenod has developed a unique VCE Religious Education program.

At Year 11 the majority of students complete Units 3 and 4 Religion and Society. This is the expected pathway, and for most students, taking this subject is a mandatory part of completing VCE at Mazenod. This rigorous pathway ensures that our students have a solid knowledge of their Tradition. Students completing VCAL and those invited to by the College complete Units 1 and 2 Religion and Society.

At Year 12, with students having completed their formal Religious Education classes the previous year, the College provides a faith formation program in the form of a three day retreat and five full reflection days. This frees the students to focus on their other Year 12 studies whilst still allowing them the chance to develop their faith. Students completing senior VCAL will also participate in the retreat and reflection days.

This Religious Education program operates together with opportunities to become fully involved in the Mission of the Oblates so that our students are invited to immerse themselves in Oblate service. This includes:• Coordinating and contributing to Mission Action Day• Rosies Oblate Street Mission• Mission trips to China• Peer Support

Students have a choice of three English Studies in Year 11 and Year 12: English, Literature and English Language. No more than two of these subjects can be studied concurrently.

Of these three English Studies, students who are considering Literature and/or English Language at Year 12 would be advised to select these subjects as part of their Year 11 course. Because of the specialist nature of Literature and English Language, students should also have achieved solid English results in Year 10 before considering them as part of their studies next year. Students who require further information about their Year 11 and 12 English choices should see their English teacher or English Co-ordinator.

Two units of English Studies must be completed by students in Years 11 and 12. These units can be drawn from the three English studies: English 1-4, English Language 1-4, Literature 1-4

Students can undertake two of these English Studies in Years 11 and 12. For example:

Year 11 Students may choose one or two of the following: English and/or Literature and/or English Language Intermediate VCAL students will study Intermediate Literacy.Year 12 Students may choose one or two of the following: English and/or Literature and/or English Language

• Students who select English Language or Literature in Year 11 may do English in Year 12 if they discontinue either Literature or English Language at the end of Year 11.

• Students who meet VCAA criteria may be eligible to undertake English as an Additional Language (EAL)

Year 12 VCAL students study VCAL Senior Literacy

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MATHEMATICS PATHWAYS FROM YEAR 10 TO YEAR 11

To complete a subject in Year 11 a student must achieve a mark of 55% or more on their semester examinations. As there are two examinations for Mathematics the students must achieve an average mark of 55% or more. For Mathematics, an average of 55% allows a student to complete Further Mathematics in Year 11.

Any student planning to complete the more advanced Year 11 Mathematical Methods should achieve an average mark of 65% or more on their semester examinations.

Any student planning to complete the most advanced subject Year 11 Specialist Mathematics should achieve an average mark of 75% or more on their semester examinations. Please note that Specialist Mathematics cannot be studied without Mathematical Methods.

Students whose results do not meet the automatic entrance requirements for the subject they wish to select will need to have an interview during the subject selection process.

Year 10 Mathematics Pathways for Year 11This second semester Year 10 subject is chosen on the basis of Semester 1 Core Mathematics

Exam Results.

Year 10 “ Further Mathematics” pathway based on Core

Mathematics Exam results

55% + 35 - 55%

Interview process

Further Mathematics

Year 11

VCAL Numeracy

Year 11

<35%

YEAR 10 CORE & ENHANCEMENT MATHEMATICS PATHWAYS FOR YEAR 11

Mathematics Pathways based on Year 10 Semester 1 core

exam results

55% +70% + 63% +

55 - 63% 30 - 55%60 - 70%

Interview process

Interview process

Interview process

If wanting Specialist

Mathematics

If wantingMathematical

Methods

If wanting Further

Mathematics

Specialist and Mathematical

Methods Year 11

Mathematical Methods Only

Year 11

Foundation Mathematics Year 11 Only

Further Mathematics

Year 11

<30%

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MATHEMATICS PATHWAYS FOR YEAR 11 TO 12:The course chosen in Mathematics should depend on your mathematical ability (consult your teacher and the Year 11 Mathematics teachers about this) and on your future career choice, especially if you intend to attempt tertiary studies. The following is a guide to the minimum requirements for tertiary courses (you can attempt a higher level of Mathematics if your wish). It is advisable to be aware of the specific requirements of individual universities and TAFE Colleges.

COURSE A is designed for engineering and computer science courses at universities.

COURSE B is sufficient for all physical science courses, medicine, architecture, physiotherapy and optometry

courses. Students should check prerequisites for particular courses.

COURSE C is suited to commerce, economics, accounting, marketing & some combined law degrees.

COURSE D is suited for tertiary courses with no formal prescribed Mathematics requirements.

COURSE E is suited for students planning to undertake the VCAL Year 11 and Year 12 (Intermediate and Senior)

Course A

AND

AND

OR

AND

VCAL Intermediate VCAL Senior

Course B

Course C

Course D

Unit 1: Mathematical Methods



Unit 1: Specialist Mathematics


Unit 1: Further Mathematics

VCAL Numeracy - Unit I

VCAL Numeracy - Unit I

VCAL Numeracy - Unit 2

VCAL Numeracy - Unit 2



















ENHANCEMENT AT MAZENODFor general information, please contact Mr James Tranter, the Enhancement Coordinator.

Year 11 students can take one of the following six Unit 3 & 4 subjects IN ADDITION to Religion and Society 3 & 4.

They must satisfy the criteria for selection as outlined on page 7 of this handbook.

Year 11 students in these classes will most likely have one lesson each week after school.

Applied Computing: Software Development (follows from Software Development 2 units in Yr 10, see Mr Steel/Mr Wright)Music Performance (follows from VCE Music 1&2 in Yr 10, see Mr Blakiston)History (follows from VCE History 1&2 in Yr 10, or from Yr 10 History, see Mr Young)Languages: Japanese(follows from VCE Japanese 1&2 – see Ms Bonica and Mr Fuji)Biology(follows from Enhancement Biology in Year 10 see your Yr 10 Science teacher and Ms Vissenjoux)Business Management(Follows from Commerce in Year 10, see Ms McLeod)

Year 12 students can take one of the following Monash University Enhancement subjects. Further information is at the end of this handbook.

Australian HistoryA Monash University Arts/Humanities based course. For further information contact Mr Nicholas Young at the College.Students must study or have studied Units 3 & 4 History or Global Politics. This study complements History or Global Politics.

BiologyA Monash University Science course. For further information contact Ms Vissenjoux at the College.Students must study or have studied Units 3 & 4 Biology in Year 11.

PhilosophyA Monash University Arts/Humanities CourseFor further information contact Mr Kyle Hoad at the CollegeStudents must have achieved excellent results in Religion & Society Units 3 & 4 in Year 11.

Information TechnologyA Monash University IT CourseFor further information contact Mr Ian Steel at the CollegeStudents must have achieved excellent results in Software Development Units 3 & 4 in Year 11.

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Year 10Religious Education

CSYMA

Year 10Enhancement Mathematics

Year 10Enhancement English

(English, Literature & English Language)


Year 10VCE Software

Development 1 & 2

Year 10Instrumental Music

Program VCE Music 1 & 2

Year 10Enhancement Biology

Year 10VCE Japanese 1 & 2

Year 11Religious & Society 3 & 4

Year 11Double Mathematics:

Mathematical Methods & Specialist Mathematics

Year 11VCE English Literature 1 & 2 or

VCE English Language 1 & 2


Year 11VCE Software

Development 3 & 4

Year 11Instrumental Music Program VCE Music Performance 3 & 4

Year 11VCE Biology 3 & 4

Year 11VCE Business

Management 3 & 4

Year 11VCE Japanese 3 & 4

Year 12University Enhancement:

Philosophy

Year 12Mathematical Methods & Specialist Mathematics

Year 12VCE English Literature 3 & 4 or

VCE English Language 3 & 4

Year 12University Enhancement: History

VCE Global Politics 3 & 4

Year 12University Enhancement: Information Technology

Year 12Instrumental Music Program

VCE Music Investigations 3 & 4

Year 12University Enhancement:

Biology

Religious Education

Mathematics

English

History

Applied Computing

Music

Science

Commerce

Language

ENHANCEMENT PATHWAYS FROM YEAR 10 TO YEAR 12

Year 10

Commerce

ARTS/HUMANITIES/LANGUAGES/RELIGIOUS EDUCATION

ACCOUNTING VCE Accounting focuses on the financial recording, reporting and decision-making processes of a sole proprietor small business. Students study both theoretical and practical aspects of Accounting. Financial data will be collected and recorded, and accounting information reported, using both manual and information and communications technology (ICT) methods.

Accounting Unit 1: Role of accounting in businessStudents analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial data and prepare reports for service businesses owned by sole proprietors.

Accounting Unit 2: Accounting and decision-making for a Trading BusinessStudents use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance.

Accounting Unit 3: Financial accounting for a Trading BusinessStudents use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business. Accounting Unit 4: Recording, reporting, budgeting and decision-makingStudents use the double entry system of recording financial data, and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report. Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. From this evaluation, students suggest strategies to business owners to improve business performance.

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STUDIO ARTSThe Studio Arts study enables the student to develop ideas and create finished artworks that relate to a theme of their interest and in their chosen artform.

Areas of study are not restricted, allowing students to work in traditional and contemporary art forms such as painting, drawing, printmaking, sculpture ceramics, fashion, digital photography, animation, film and installation work. Students attend exhibitions at a range of galleries including public, private and artist run spaces, as both stimulus for the studio process and technical practice, and to support their study into the preparation, presentation and conservation of artworks.

Unit 1: Studio Inspiration and Techniques In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice.

Unit 2: Studio Exploration and ConceptsIn this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process.

Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks. Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand developments in studio practice. Using a range of artperiods, movements or styles, students develop a broader knowledge about the history of art. Analysis is used tounderstand the artists’ ideas and how they have created aesthetic qualities and subject matter.

Unit 3: Studio Practices and ProcessesIn this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the studio process to support the making of finished artworks in Unit 4.Students also investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques. They explore the professional art practices of artists from different historical and cultural contexts in relation to particular artworks and art forms.

Unit 4: Studio Practice and Art Industry ContextsIn this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, studentspresent visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. The development of these artworks should reflect refinement and skillful application of materials and techniques, and the resolution of ideas and aesthetic qualities discussed in the exploration proposal in Unit 3. Once the artworks have been made, students provide an evaluation about thecohesive relationship between the artworks.

This unit also investigates aspects of artists’ involvement in the art industry, focusing on a least two different exhibitions, that the student has visited in the current year of study with reference to specific artworks in those exhibitions.

BUSINESS MANAGEMENT

VCE Business Management examines the ways businesses manage resources to achieve objectives. Throughout the course students will follow the process from the first idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. They will also investigate changes that need to be made to ensure continued success of a business. Across the four units students will study a range of management theories and compare these with management in practice through the use of contemporary case studies. Students will also learn to propose and evaluate alternative strategies to contemporary challenges in establishing and maintaining a business.

Unit 1: Planning a Business Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students will explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Unit 2: Establishing a BusinessThis unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students will examine the legal requirements that must be satisfied to establish a business. They will also investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping.

Unit 3: Managing a BusinessIn this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students will examine the different types of businesses and their respective objectives. They will consider corporate culture, management styles, management skills and the relationship between each of these. Students will also investigate strategies to manage both staff and business operations to meet objectives.

Unit 4: Transforming a Business Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students will consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students will study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They will also investigate the importance of leadership in change management.

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DRAMAUnit 1: Introducing Performance Styles

In this unit students study three or more performance styles from a range of contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation of real life as it is lived.

This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and a work by professional drama performers.

Unit 2: Australian Identity

In this unit students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring he work of selected drama practitioners and associated performance styles. This unit focuses on the use and documentation of the processes involved in contructing a devised solo or ensemble performance. Students create, present and analayse a performance based on stimulus material from a contemporary or historical Australian context.

Students analyse their own performance work as well as undertaking an alaysis of a performance of an Australian work, where possible, by professional actors.

Unit 3: Devised Ensemble Performance

In this unit students explore the work of drama practitioners and draw on contemporary practice as they work collaboratively to devise, develop and present an ensemble performance. Students create work that reflects specific performance styles and use play-making techniques to extract dramatic potential from stimulus material, then apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas. In addition, students document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

Unit 4: Devised Solo Performance

This unit focuses on the development and the presentation of devised solo performances. Students explore contemporary practice and works that are eclectic in nature. Students develop skills in extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo performance. They also devise and prepare a solo performance piece from a topic chosen from the official VCAA prescribed criteria and topic list. This performance is presented externally to VCAA assessors as a performance examination at the end of the year.

Students document and evaluate the stages involved in the creation, development and presentation of their solo performance.

ECONOMICSEconomics is the study of how resources are allocated to meet the needs and wants of society. It attempts to explain how and why individuals behave the way they do and the consequences of their decision making. Studying Economics as a social science enables students to gain valuable insight into the economic problems that they may face on an individual basis and collectively as a society to meet the needs and wants of citizens, and may therefore assist them in making more informed and responsible decisions.

Unit 1: The behaviour of consumers and businessesIn this unit students explore their role in the economy, how they interact with businesses and the way economic models and theories have been developed to explain the causes and effects of human action. Students explore some fundamental economic concepts. They examine basic economic models where consumers and businesses engage in mutually beneficial transactions and investigate the motivations and consequences of both consumer and business behaviour. They examine how individuals might respond to incentives and how technology may have altered the way businesses and consumers interact. Students are encouraged to investigate contemporary examples and case studies to enhance their understanding of the introductory economic concepts. Through close examination of one or more key markets they gain insight into the factors that may affect the way resources are allocated in an economy and how market power can affect efficiency and living standards.

Unit 2: Contemporary economic issuesStudents focus on the possible trade-off between the pursuit of growth in incomes and production and the goal of environmental sustainability and long-term economic prosperity. They investigate the importance of economic growth in terms of raising living standards and evaluate how achievement of this goal might result in degradation of the environment and the loss of key resources. Students examine whether the goals of economic growth and environmental sustainability can be compatible and discuss the effect of different policies on the achievement of these important goals. They evaluate the role of government intervention in markets and discuss whether achieving greater equality causes a decline in economic growth and average living standards. Through the analysis of specific policy measures, students analyse and question the nature of this key trade-off and evaluate whether there is a degree of compatibility between equity and efficiency. Students consider the influence on the world’s living standards of the decisions made and the actions taken in the global economy by investigating one or more contemporary global issues and the trade-offs involved. Through an examination of the issue, students gain a greater appreciation of additional factors that can affect living standards in both Australia and in other nations.

Unit 3: Australia’s economic prosperityIn this unit students investigate the role of the market in allocating resources and examine the factors that are likely to affect the price and quantity traded for a range of goods and services. They develop an understanding of the key measures of efficiency and how market systems can result in efficient outcomes. Students consider contemporary issues to explain the need for government intervention in markets and why markets might fail to maximise society’s living standards. As part of a balanced examination, students also consider unintended consequences of government intervention in the market. In this unit students develop an understanding of the macroeconomy. Australia’s economic prosperity depends, in part, on strong economic relationships with its major trading partners. Students investigate the importance of international economic relationships in terms of their influence on Australia’s living standards. They analyse how international transactions are recorded, predict how economic events might affect the value of the exchange rate and evaluate the effect of trade liberalisation.

Unit 4: Managing the economyThe ability of the Australian Government to achieve its domestic macroeconomic goals has a significant effect on living standards in Australia. The Australian Government can utilise a wide range of policy instruments to influence these goals and to positively affect living standards. Students develop an understanding of how the Australian Government can alter the composition and level of government outlays and receipts to directly and indirectly influence the level of aggregate demand and the achievement of domestic macroeconomic goals.

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ENGLISHVCE English encourages the development of literate individuals capable of critical and imaginative thinking, aesthetic appreciation and creativity. These skills are developed within the areas of reading, writing and speaking and listening. A major component of the course involves the study of texts. Students focus on creating, analysing and comparing texts, understanding and interpreting texts, and moving beyond interpretation to reflection and critical analysis.

Through engagement with texts from the contemporary world and from the past, and using texts from Australia and from other cultures, students studying English become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it. English helps equip students for participation in a democratic society and the global community.

English Unit 1In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences.Students develop their skills in creating written, spoken and multi-modal texts.

English Unit 2In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences.Students develop their skills in creating written, spoken and multi-modal texts.

English Unit 3In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts.

English Unit 4In this unit students compare the presentation of ideas, issues and themes in texts.They create an oral presentation intended to position audiences about an issue currently debated in the media.

There are three areas of study in VCE English:1. Reading and comparing texts2. Reading and creating texts3. Analysing and presenting argument

ENGLISH LANGUAGEVCE English Language explores the ways in which language is used by individuals and groups. Informed by the discipline of linguistics, it provides students with metalinguistic tools to understand and analyse language use, variation and change. Furthermore, it enables students to understand the structures, features and discourses of written and spoken texts.

Unit 1: This unit focuses on the nature and functions of language itself and the way language is organised so that it provides its users with the means by which they can make sense of their experience and have contact with others. It enables students to explore the informational and expressive functions of language, the nature of language as a highly elaborate system of signs, the development of language in an individual, and the relationship between speech and writing as the dominant modes of use. There are 2 areas of study: 1. The Nature and Functions of Language 2. Language Acquisition

Unit 2: Languages are dynamic and change is an inevitable and a continual process. This unit explores the concepts of change, especially within Australian English, and aims to give students insight into the what, how and why of these changes. There are 2 areas of study: 1. English Across Time 2. English Across the Globe

Unit 3: In this unit students investigate English Language in the Australian social setting. They consider language as a means of societal interaction, understanding that through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances. Students examine the stylistic features of formal and informal language in both spoken and written modes. There are 2 areas of study: 1. Informal Language 2. Formal Language

Unit 4: In this unit students focus on the role of language in establishing and challenging different identities, particularly within the Australian context. Students examine a range of historical and contemporary texts, both print and digital, to consider the ways different identities are constructed. There are 2 areas of study: 1. Language Variation in Australian Society 2. Individual and Group Identities

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LITERATUREVCE Literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others. Literature also encourages independent and critical thinking in students’ analytical and creative responses to texts they are studying.

Unit 1: Approaches to literatureIn this unit students focus on the ways the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop responses to a range of literary forms and styles. They develop an awareness of how the views and values that readers hold may influence the reading of a text.

There are two areas of study: 1. Reading practices2. Ideas and concerns in texts

Unit 2: Context and connectionsIn this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Students consider the relationships between authors, audiences and contexts and analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based.

There are two areas of study:1. The text, the reader and their contexts 2. Exploring connections between texts

Unit 3: Form and transformationIn this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students develop creative responses to texts and their skills in communicating ideas in both written and oral forms.

There are two areas of study:1. Adaptations and transformations2. Creative responses to texts

Unit 4: Interpreting textsIn this unit students develop critical and analytic responses to texts. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis.

There are 2 areas of study:1. Literary perspectives2. Close analysis

HISTORY The events of World War II and the Vietnam War have shaped the development of Australia and the world. The study of the past allows us to understand why Australia and the rest of the world have developed the way they have and to gain an insight into the way people behave throughout the course of time. The study of History advantages the student in numerous ways, sharpening English skills, communication, comprehension and critical thinking. Students of History have been offered wide ranging tertiary courses including Arts, Law, Commerce, Business Studies, Science, Media Studies, Journalism and Education. History units are suitably combined with Geography and Global Politics and go naturally with Languages, Art and Graphics.

Unit 1: Rise of Nazi Germany 1918-1945Students study the rise of nationalism in Germany and the implementation of Nazism. They analyse the historical factors that contributed to the dramatic shift in public support for Hitler. As part of this exploration, they examine the varied effects Nazism had on different cultural groups within Germany and wider Europe, including the Holocaust. Assessment tasks are deliberately designed to prepare students for Units 3&4, including graphic analysis, essay writing and the use of historical schools of thought.

Unit 2: Vietnam and the Cold WarThe second half of the twentieth century was characterised by indirect conflict between the two superpowers (USA and USSR) and their competing ideologies of Communism and Capitalism. Vietnam was the scene of one such conflict. Students evaluate both the culture of Vietnam and the involvement of American and Australian involvement in the War. Assessment tasks include the evaluation of competing arguments for involvement and a primary source activity in which students are required to interview a Vietnam Veteran or Vietnamese Civilian. This unit involves a visit to the Vietnam Veterans Museum in Philip Island.

HISTORY REVOLUTIONS

Unit 3: The Russian RevolutionPolitical intrigue, romance, blood and gore: The Russian Revolution has it all!

The amazing mind of Lenin is examined in the way he brought about a Communist dictatorship after the collapse of the rotting Russian Empire. The colourful character of holy man Rasputin and his unholy relationship with the Russian queen makes for fascinating study as the king, who only wants to be a family man, leaves the power in that lady’s hands.

Stalin’s emergence from the ordinary man in the shadows to the feared, yet loved, dictator is a study of the manipulation of power. All of these areas are examined through essays, document studies and short answers.

Unit 4: The American RevolutionA far simpler revolution, colourful characters emerge in Sam Adams, Patrick Henry and James Otis. Their efforts in getting Americans to become anti-British reveals a determination to succeed that spans decades and then is only partly achieved. The revolutionary war between the highly disciplined redcoats and the American minute-men is briefly studied. The question is also posed as to whether this can be called a revolution at all, as we examine whether there was a new society created after the war.

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GEOGRAPHY With temperatures rising, volcanoes erupting, bushfires burning, glaciers melting, deserts expanding and populations growing there has never been a more crucial time to study Geography. Geographers will study the cause of these events, their environmental, economic and social impacts and how these impacts are managed around the world. On a local scale, students will study the interconnection between the human and natural world by going on field trips including Marysville, which was recently devastated by fires, tourism in Phillip Island and an example of land use change in Melbourne’s urban area. Geography involves the regular use of a variety of technologies including satellite imagery, on line mapping, data analysis and virtual reality. With no experience required and a guarantee that you will study relevant and interesting topics, there has never been a more useful time to study Geography.

Unit 1. Hazards: Spectacularly featured in nightly news, hazards impact dramatically on the lives of many people. We will study examples like the 2004 Tsunami that affected most landmasses bordering the Indian Ocean, killing 230,000 people in 14 countries and the recent earthquake in Nepal. Hazards such as bushfires affect us on a local level and we will study the causes, impacts and responses to these events, which will include a field trip to Marysville.

Unit 2. Tourism: Tourism is a growth industry that offers future employment. This unit will feature a case study of Phillip Island and include a field trip to the island to evaluate the sustainability of the tourism to the local people using the Penguin Parade as a specific case study. International case studies will also be studied to debate the conflict between accessing easy income to compromising the needs of the local people and environment.

Unit 3. Changing the land: Students will explore the causes, impacts and responses of melting glaciers, deforestation and desertification across the globe. A critical part of this study will be exploring how spatial technology is used to assess and manage these impacts. On a local scale, students will explore how land use change has impacted various parts of Melbourne. This will include a field trip to several locations across Melbourne.

Unit 4. Population issues: The world’s population is continuing to grow at an unprecedented scale. This will bring with it a number of challenges including overpopulation, a lack of resources and an ageing population. Students will research a variety of case studies including population issues in Saudi Arabia and Germany while evaluating responses to these complex issues.

AUSTRALIAN AND GLOBAL POLITICSGlobal Politics provides students with an insight into the political, social and economic forces that shape our rapidly changing world. Students develop a critical understanding of the world in which they live and of contemporary global issues. In doing so, students are provided with the opportunity to develop the awareness and the critical thinking skills that underpin active citizenship and an ability to more deeply appreciate and contextualise the global environment in which they live. In recent years, high attaining Mazenod Global Politics students have embarked on Bachelor Arts, Law and Global Studies degrees at the University of Melbourne and Monash University.

Units 1 & 2 - Australian and Global Politics In Unit 1, students are introduced to the key ideas relating to the exercise of political power. They explore how these ideas shape political systems and in particular the characteristics of liberalism. They consider the nature of power in Australian democracy and in a non-democratic political system. They also explore the nature and influence of key political actors in Australia. Unit 2 introduces students to the global community and the global actors that are part of this community. Students explore the myriad ways lives have been affected by the process of globalisation. Students also consider the extent to which global actors cooperate and respond to issues of global conflict and instability. In previous years, students have considered such questions as: • How did social media challenge power during the Arab Spring?• Why is Australia ranked higher than the United States in the Democracy Index?• How do non-government organisations exercise power?• How has Coca-Cola challenged the power of governments around the world?• Can governments stop terrorism?• Why did Donald Trump withdraw from the Paris Climate Agreement?

Unit 3 & 4 – Global PoliticsStudents do not need to have studied Global Politics before to take Units 3 & 4 Global Politics - all they require is an interest in current affairs and an ability to write extended responses. In recent years, the highest attaining VCE Global Politics student has previously taken Units 3 & 4 History in Year 11, having not taken any Politics courses before.

In Unit 3 students use contemporary evidence to analyse the aims, roles and power of key global actors such as intergovernmental organisations, transnational corporations and non-government organisations in the 21” century. Students also examine the way in which Australia uses power to achieve its national interests within the Asia Pacific region. In Unit 4, students investigate key global challenges facing the international community. They examine the debates surrounding key ethical issues such as human rights and people movement, and analyse the effectiveness of the global community’s response to these issues. Students then examine and analyse a range of contemporary crises in global politics including international terrorism and climate change.

A sample of case studies in 2019:• The consequences of Brexit for the EU• The power of Samsung as a global actor• Greenpeace’s use of ‘ecotage’ to shape public opinion• The Australia-US alliance, and the rise of China• The role of Australian aid in the Pacific• Asylum seekers - The Syrian Civil War• The rise (and fall?) of Islamic State• The politics of climate change• The United Nations and intervention in Libya• The world’s newest state: South Sudan• IMF and the Greek debt crisis

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LEGAL STUDIESVCE Legal Studies examines the institutions and principles which are essential to Australia’s legal system. Students develop an understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia, and the justice system. Through applying knowledge of legal concepts and principles to a range of actual and/or hypothetical scenarios, students develop their ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter. They consider and evaluate recent and recommended reforms to the criminal and civil justice systems, and engage in an analysis of the extent to which our legal institutions are effective and our justice system achieves the principles of justice.

Unit 1: Guilt and liabilityIn this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.

Unit 2: Sanctions, remedies and rightsThis unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.

Unit 3: Rights and justiceIn this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Unit 4: The people and the lawIn this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform.Throughout this unit, students apply legal reasoning and information to actual scenarios.

LANGUAGESThe study of a second language contributes to the overall education of students and particularly in the area of communication, cross-cultural understanding, cognitive development, literacy and general knowledge. The smaller our world is becoming and the more diverse our job market is becoming, the importance of a second language is growing intensely.

Italian The study of Italian provides students with the ability to understand and use a language that is spoken in Italy, Vatican City and San Marino. Italian is one of the official languages of Switzerland and the European Union. It is widely spoken by communities of Italian speakers who migrated to countries such as Australia, Argentina, Brazil, Canada and the United States. It provides students with a direct means of access to the rich and varied cultures of the many communities around the world for whom Italian is a means of communication. Students are able to engage with Italian-speaking communities in Australia and internationally in a variety of endeavours, such as tourism, hospitality, the arts, diplomacy, social services, journalism, commerce, fashion, education, translating and interpreting.

Unit OneIn this unit students develop an understanding of the language and culture/s of Italian-speaking communities through the study of three or more topics from the prescribed themes. The three outcomes require students to develop their skills and knowledge to establish and maintain an informal, personal, spoken interaction in Italian, develop skills and knowledge to read, listen to or view texts in Italian effectively, to summarise content and to combine information from the texts in written responses in Italian and English and present content related to the selected subtopic in Italian in written form, which may include supporting visual elements.

Unit Two In this unit students develop an understanding of the language and culture/s of Italian-speaking communities through the study of three or more topics from the prescribed themes. The three outcomes requires students to participate in a written exchange in Italian. They develop skills and knowledge that enable them to read, listen to and view texts and respond in Italian. Students are also required to extract information from texts provided in Italian and respond to the texts in writing using elements of this information. They develop skills and knowledge to read, listen to or view texts in Italian and to use information in a new context. Students research cultural products or practices that demonstrate an aspect of the culture studied. They develop an oral presentation in Italian on an aspect of the selected subtopic of interest to them.

Unit ThreeIn this unit students investigate the way Italian speakers interpret and express ideas, and negotiate and persuade in Italian through the study of three or more subtopics from the prescribed themes and topics. The topics are; the most liveable cities in the world and making comparisons to Australian cities, products that are made in Italy and how that brand has influenced and aided Italy’s economy and health and wellbeing. The three outcomes requires students to develop skills and knowledge to resolve a personal issue by negotiating a mutually agreeable outcome in a spoken exchange in Italian on a selected subtopic. Students will extract information from three or more texts relating to the selected subtopic, and create written responses in Italian. Students synthesise information from written, spoken and visual texts. Students will create an extended original piece of personal, informative or imaginative writing in Italian to express ideas, thoughts or responses on an aspect of the selected subtopic.

Unit Four In this unit students investigate aspects of culture through the study of two or more subtopics from the prescribed themes and topics. The topics although updated regularly are; Italian youth today, and the difficulties they face in becoming independent and financially secure and the history of migration in Italy, both internally and abroad. In this area of study students research and present information on a cultural product or practice from an Italian speaking community. Students develop knowledge and skills to share observations and consider how the product or practice may reflect a specific cultural perspective or behaviour. Students will analyse and present in writing information extracted from written, spoken and viewed texts in Italian on a selected subtopic. Students will present information, concepts and ideas in an extended written response to persuade an audience of a point of view or evaluate existing ideas and opinions about an aspect of the selected subtopic.

School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by two end-of-year examinations. The examinations are written and oral .

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JAPANESE SECOND LANGUAGEVCE Japanese Second Language focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Japanese on a range of themes and topics. Students develop and extend skills in listening, speaking, reading, writing and viewing in Japanese in a range of contexts and develop cultural understanding in interpreting and creating language. The study of Japanese provides students with a direct means of access to the rich traditional and popular cultures of Japan. Japan and the Japanese-speaking communities have an increasing influence in Victoria through innovations in science, technology, design, retail, fashion, cuisine, sport and the arts. A knowledge of Japanese, in conjunction with other skills, can provide employment opportunities in areas such as tourism, hospitality, the arts, diplomacy, social services, journalism, commerce, fashion, education, translating and interpreting.

Unit One In this unit students develop an understanding of the language and culture/s of Japanese-speaking communities through the study of three or more topics. Students access and share useful information on the topics and subtopics through Japanese and consolidate and extend vocabulary and grammar knowledge and language skills. They focus on analysing cultural products or practices including visual, spoken or written texts. Cultural products or practices can be drawn from a diverse range of texts, activities and creations. These may include the following: stories, poems, plays, novels, songs, films, photographs, artworks, architecture, technology, food, clothing, sports and festivals. Students apply acquired knowledge of Japanese culture and language to new contexts. Students reflect on the interplay between language and culture, and its impact on the individual’s language use in specific contexts and for specific audiences.

Unit TwoIn this unit students develop an understanding of aspects of language and culture through the study of three or more topics. Students analyse visual, spoken and written texts. They access and share useful information on the topics and subtopics through Japanese and consolidate and extend vocabulary, grammar knowledge and language skills. Cultural products or practices can be used to demonstrate how culture and perspectives may vary between communities. Students reflect on the interplay between language and culture, and its impact on meaning, understanding and the individual’s language use in specific contexts and for specific audiences.

Unit Three In this unit students investigate the way Japanese speakers interpret and express ideas, and negotiate and persuade in Japanese through the study of three or more topics. Students interpret information, inform others, and reflect upon and develop persuasive arguments. They access and share useful information on the subtopics through Japanese, and consolidate and extend vocabulary and grammar knowledge and language skills. Students consider the influence of language and culture in shaping meaning and reflect on the practices, products and perspectives of the cultures of Japanese-speaking communities. They reflect on how knowledge of Japanese and Japanese-speaking communities can be applied in a range of contexts and endeavours, such as further study, travel, business or community involvement.

Unit FourIn this unit students investigate aspects of culture through the study of two or more topics. Students build on their knowledge of Japanese-speaking communities, considering cultural perspectives and language and explaining personal observations. Students consolidate and extend vocabulary, grammar knowledge and language skills to investigate the topics through Japanese. Students identify and reflect on cultural products or practices that provide insights into Japanese-speaking communities. Cultural products or practices can be drawn from a diverse range of texts, activities and creations. Students reflect on the ways culture, place and time influence values, attitudes and behaviours. They consider how knowledge of more than one culture can influence the ways individuals relate to each other and function in the world.

School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by two end-of-year examinations. The examinations are written and oral .

CHINESE LANGUAGE, CULTURE and SOCIETYThis course is designed to develop an understanding of the language, social structures, traditions and contemporary cultural practices of diverse Chinese-speaking communities. Students extend their study of the Chinese language, develop the skills to critically analyse different aspects of the cultures of Chinese-speaking peoples and their communities, and gain insight into the connections between languages, cultures and societies.

Areas of study:The area of study for Chinese Language, Culture and Society comprise of various topics relevant to Chinese culture and society. A range of text types, kinds of writing, vocabulary and grammar is integrated with listening, speaking as well as writing skills.

Unit 1:On completion of this unit the student should be able to discuss and analyse, in Chinese, research about key aspects of Chinese family relationships and the education system in modem China. The student should also be able to establish and maintain a simple spoken exchange in Chinese related to personal experience of schooling and family life in a Chinese-speaking community. Finally students should have developed the ability to read short texts on aspects of the family in Chinese-speaking communities and the education system in China. They create texts in characters. Students produce informative writing and express personal ideas in written texts in Chinese.

Unit 2:Students are introduced to Chinese mythology evident in contemporary culture, including the dragon symbol and the importance of Chinese New Year and the Lantern festival. Students learn about legendary emperors and deities. Students explore Chinese art through examining sources in Chinese on areas such as calligraphy, painting, sculpture, ceramics, film and photography. They consider how these art forms represent aspects of Chinese culture. The student should also be able to establish and maintain a basic spoken exchange in Chinese related to planning travel in China. Finally, the student should be able to read and comprehend simple written texts in Chinese and create a simple text in Chinese about the geography of China.

Unit 3:On completion of this unit the student should be able to discuss in Chinese the significance and influence of two Chinese philosophies and Guanxi in contemporary Chinese culture. The student should also be able to understand and use information from a spoken text related to an aspect of leisure and lifestyle in Chinese speaking communities, and present this information in spoken Chinese. Finally, the student should be able to Read and comprehend written texts in Chinese about aspects oflife in a Chinese-speaking community and write a report in Chinese.

Unit 4:On completion of this unit the student should be able to investigate contemporary Chinese social and cultural values in Chinese and produce a written report in Chinese. The student should also be able to establish and maintain a spoken exchange in Chinese about an employment-related issue experienced by young people in Chinese-speaking communities. Finally, the student should be able to read and comprehend written texts in Chinese about the world of work in China and produce a written text in Chinese.

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MUSIC PERFORMANCEMusic is offered as a VCE subject from Year 10-12. All students must be enrolled in instrumental tuition at the College or externally and must be receiving approved professional instrumental tuition on their instrument.

As soloists and members of ensembles, students develop skills in preparing programs of music works for performance. Throughout these units, students learn about and apply musicianship as they create, interpret, perform and analyse solo and ensemble works, in a range of styles. There is a wide range of ensembles for students to participate in at the College and the Music Department is fully equipped with the latest music computer technology. Students are instructed in the full use of music software and assessed in accordance with VCAA assessment policies. All students undertaking any VCE Music unit must attend all co-curricular music activities including choir. Exceptions will be assessed on an individual basis.

Year 11 or 12: Unit 3 & 4 Music Performance (Year 11) and Music Investigations (Year 12)Units 3 & 4 focus on developing skills in practical music and performance in solo and group contexts, and developing skills in aural comprehension and organisation of sound. As soloists and members of ensembles, students develop skills in preparing programs of music works for performance. Throughout these units, students learn about and apply musicianship as they create, interpret, perform and analyse solo and ensemble works, in a range of styles.

Areas of study:1. Performance Skill Development – Solo Performance2. Background of Music Works3. Music Craft – Aural Skill Development and Analysis Of Music4. Theoretical Concepts 5. Ensemble Performance6. Composition and Improvisation.

Students must complete VCE Music Units 1 & 2 as preparation for entry into these units of study and they MUST have four years of tuition on their instrument. Entry to this subject is by interview and audition only. All students must be enrolled in instrument tuition at the College or externally.

PHYSICAL EDUCATIONThis subject is approached through both the study of and participation in physical activity.

Unit 1: The Human Body In MotionIn this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

Unit 2: Physical Activity, Sport and SocietyIn this unit students develop their understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits and investigate how participation in physical activity varies across the lifespan.

Unit 3: Movement Skills and Energy for Physical ActivityThis unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Unit 4: Training to Improve Performance In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.

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RELIGION & SOCIETY

Religion and Society Units 3 and 4 are VCE subjects with external examinations at the end of the year which can contribute towards a student’s ATAR.School Assessed Coursework (SACs) in Unit 3 constitutes 25% of the final result.School Assessed Coursework (SACs) in Unit 4 constitutes 25% of the final result.The examination at the end of the year constitutes 50% of the final result and is used by the VCAA to moderate SACs.Students at Mazenod College will be studying the Catholic Christian Tradition during both Unit 3 and Unit 4. Unit 3: The Search for MeaningOver time and across cultures humanity has sought to understand the why and how of existence. In this quest for meaning humans have consistently posed big questions of life such as: Where did we come from? Is there someone or something greater than us – an ultimate reality? What is the purpose of our existence? How should we live? Is there anything beyond death? In response to this quest for meaning, various religious, philosophical, scientific, and ideological worldviews have been developed. Religion has developed answers in the form of various beliefs and other aspects that have offered ways of establishing meaning – not only for human existence, but also for all that exists. The aspects of religion have also attempted to explain the nature of relationships between humans individually and collectively, between humans and ultimate reality and between humans and the rest of the natural world.

The beliefs of any religion are the ideas held about ultimate reality and the meaning of human existence, such as the purpose of all life and notions of the afterlife. These beliefs together with their expressions through the other aspects form the distinctive identity of a religious tradition. Unit 4: Religion, Challenge and ChangeThis unit focuses on the interaction over time of religious traditions and the societies of which they are a part. For a large part of human history religion has been a truth narrative, offering a means for finding answers to the big questions of life. Religious traditions are in a dynamic process of engagement and negotiation with members individually and collectively, as well as with other key institutions in wider society associated with power, authority and credibility. Religious traditions are living institutions that participate in and contribute to wider societies – both positively and negatively. They stimulate and support society, acting as levers for change themselves and embracing or resisting forces for change within society.

Religious traditions are in a constant state of development as members apply their talents and faith to extend the intellectual and aesthetic nature of the beliefs, of their expression and of the application to their lives. In the interaction of religious traditions and society there are also opportunities for development from significant challenges including the needs and insights of their membership, and of people and groups within wider society. These challenges and the religious tradition are influenced by broader contexts such as changing economic, political and social conditions.

RELIGION & SOCIETY

Religion and Society Units 1 and 2 are VCE subjects which contribute to the achievement of the Victorian Certificate of Education.These units do not have external examinations and do not contribute to a student’s ATAR.Students are required to study a number of religious traditions in Unit 1 and 2. Where appropriate students will focus on the Catholic Christian Tradition. Unit 1: The Role of Religion in SocietyIn this unit students explore the origins of religion and its role in the development of society, identifying the nature and purpose of religion over time. They investigate the contribution of religion generally to the development of human society. They also focus on the role of religious traditions over time in shaping personal and group identity. Students examine how individuals, groups and new ideas have affected and continue to affect religious traditions. The unit provides an opportunity for students to understand the often complex relationships that exist between individuals, groups, new ideas and religious traditions broadly and in the Australian society in which they live. Unit 2: Religion and EthicsHow do we know what is good? How do we make decisions in situations where it is unclear what is good or not good? Do we accept what society defines as good? Do we do what feels right? Or do we rely on a definition of what is good from a religious tradition? What are the principles that guide decision making? Ethics is concerned with discovering the perspectives that guide practical moral judgment. Studying ethics involves identifying the arguments and analysing the reasoning, and any other influences, behind these perspectives and moral judgments. An important influence on ethical perspective is the method of ethical decision-making, made up of concepts, principles and theories.Ethical questions that demand practical moral judgment are raised at the personal, family, local, wider community, national and global level. Family, community and traditional connections tie people together and provide an ethical background to guide what individuals choose to do, approving of some choices and disapproving of others. This ethical background is enmeshed with the dominant religious and philosophical traditions of the times within a culture at a certain point in time.

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VISUAL COMMUNICATION DESIGNThe Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. These include fields such as architecture, engineering, graphic and product design, advertising and fashion. Designers create and communicate through visual means to shape the everyday quality of life for individuals, communities and societies. Throughout the study students explore manual and digital methods to develop and refine presentations. Students have the opportunity to investigate the work and practices of Australian and international designers from a variety of social, cultural, historical and contemporary contexts.

There are three areas of study in each unit.

Unit 1: Introduction to Visual Communication Design.This unit focuses on usuing visual language to communicate messages, idea and concepts. This involves acquiring and applying design thinking shills as well as drawing skills to create messages, idea and concepts, both visible and tangible. Students practice their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications.

Unit 2: Applications of Visual Communication Design within Design Fields.This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process detailed on pages 10 and 11 as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development and refinement of concepts to create visual communications.

Unit 3: Visual Communication Design Practices.In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigationand analysis of existing visual communications, students gain insight into how the selection of methods, media and materials, and the application of design elements and design principles, can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts.

Unit 4: Visual Communication Design Development, Evaluation and Presentation.The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience.

MATHEMATICS/SCIENCE/TECHNOLOGY

MATHEMATICS The study of Mathematics at VCE is designed not only to develop knowledge and skills but also to apply this knowledge to analyse, investigate and solve problems in a variety of situations. Students are encouraged to use, where appropriate, CAS calculators and computer software.

Unit 1 & 2: VCAL NumeracyVCAL Numeracy is intended for students who need mathematical skills to support their VCAL and VET studies.In VCAL , there is a strong emphasis on using mathematics in practical contexts relating to everyday life, personal work and study. Students are encouraged to use appropriate technology in all areas of their study. These units will be especially useful for students undertaking VET and VCAL studies.

Unit 1 & 2: Further Mathematics Further Mathematics is intended for a diverse group of students. Some may be preparing for apprenticeships, banking or clerical positions, others may be looking at further studies in areas such as Science, Psychology, Commerce or Business Studies. Further Mathematics is intended for those students who take this and no subsequent mathematics or for those who may be planning to take Further Mathematics Units 3 and 4.

Unit 1 & 2: Mathematical MethodsMathematical Methods Units 1 and 2 involves the study of Calculus, Probability & Statistics, Functions, Graphs and Algebra. The course is intended for students who are interested in mathematics and/or pursuing tertiary studies with a mathematical content. It may be taken on its own or with Specialist Mathematics for students intending to take double Mathematics in Year 12.

Unit 1 & 2: Specialist Mathematics Specialist Mathematics consists of the following areas of study: ‘Coordinate Geometry’, ‘Circular (Trigonometric) Functions’, ‘Algebra’, ‘Calculus’, ‘Vectors in Two and Three Dimensions and Mechanics’. The course content also highlights the mathematical structure of proof. It is intended for those students who will be studying Specialist Mathematics and Mathematical Methods Units 3 and 4. Specialist Mathematics 1 & 2 must be taken with Mathematical Methods Units 1 and 2.

Mathematical Methods 1 and 2 is a prerequisite for Mathematical Methods 3 and 4 and Specialist Mathematics 3 and 4. Specialist Mathematics 1 & 2 is a prerequisite for Specialist Mathematics 3 & 4.

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MATHEMATICS UNITS 3 & 4There are three units of study being offered to VCE students at the 3 & 4 level. Further Mathematics provides students with a Unit 3 & 4 sequence in Mathematics but it is not intended that these students will undertake further studies in a mathematics area.

Mathematical Methods will provide a mathematics course for those students requiring knowledge of mathematics for tertiary studies, in the biological sciences or less mathematically based courses, whilst Specialist Mathematics is required for tertiary studies in engineering or mathematically based courses. Students attempting Specialist Mathematics will need to take Mathematical Methods to obtain the basic skills.

The appropriate use of technology to support and develop the teaching and learning of mathematics is to be incorporated throughout these courses. This will include the use of some of the following technologies for various areas of study or topics: CAS calculators, spreadsheets, graphing packages, dynamic geometry systems and computer algebra systems. In particular students are encouraged to use graphics calculators and other technologies both in the learning of new material and the application of this material in a variety of different contexts.

Units 3 & 4: Further MathematicsFurther Mathematics consists of a compulsory area of study, ‘Data Analysis’ and then a selection of three from five modules in the ‘Applications’ area of study. The ‘Data Analysis’ area of study in Unit 3 incorporates a statistical applications task, and one of the modules from the area of study ‘Applications’ is also covered. In Unit 4, the other two selected modules from the area of study ‘Applications’ are covered.

Units 3 & 4: Mathematical MethodsMathematical Methods Units 3 & 4 consists of the following areas of study:‘Coordinate Geometry’, ‘Circular (Trigonometric) Functions’, Calculus’, ‘Algebra’ and ‘Statistics and Probability’ which must be covered in a progression from Units 3 & 4, with an appropriate selection of content for each of Unit 3 & 4.

Units 3 & 4: Specialist Mathematics Specialist Mathematics consists of the following areas of study: ‘Coordinate Geometry’, ‘Circular (Trigonometric) Functions’, ‘Algebra’, ‘Calculus’, ‘Vectors in Two and Three Dimensions’, ‘Mechanics’ and ‘Statistics’; the course content also highlights the mathematical structure of proof. All of this material is covered in a progression from Unit 3 to Unit 4.

In Unit 3, the study of Specialist Mathematics includes content from ‘Coordinate Geometry’, ‘Circular (Trigonometric) Functions’ and some material from the ‘Algebra’, ‘Calculus’ and ‘Vectors in Two and Three dimensions’ areas of study. Unit 4 consists of the remaining content from the ‘Algebra’, ‘Calculus’, and ‘Vectors in Two and Three Dimensions’ areas of study, all of the content from the ‘Mechanics’ area of study and higher applications of statistics.

SCIENCE

BIOLOGY Biology is the study of living organisms, of life processes and of the different levels of organisation from the cell to the biosphere. Unit 1 examines cells and body systems, while Unit 2 focuses on cell reproduction and the transmission of biological information from generation to generation. In Unit 3, students study the nature of biomolecules and how the cell responds to a changing environment and Unit 4 covers genetic inheritance and changes over time. Throughout Units 1-4, students develop their skills in designing experiments and reporting and evaluating scientific data.

Unit 1: How do living things stay alive?Students explore the structure and function of living things, from cells to systems.

There are three areas of study:1. How do organisms function?2. How do living systems sustain life?3. A student-designed or adapted investigation

Unit 2: How is continuity of life maintained?Students investigate how biological information is transmitted from generation to generation.

There are three areas of study:1. How does reproduction maintain the continuity of life?2. How is inheritance explained?3. Investigation of an Issue

Unit 3: How do cells maintain life?Students investigate the workings of the cell from several perspectives.

There are two areas of study:1. How do cellular processes work?2. How do cells communicate?

Unit 4: How does life change and respond to challenges over time?Students consider the continual change and challenges to which life on Earth has been subjected.

There are three areas of study:1. How are species related?2. How do humans impact on biological processes?3. A student-designed or adapted investigation

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CHEMISTRYThe study of VCE Chemistry enables students to explore key processes related to matter and its behaviour. Students consider the relationship between materials and energy through four themes: the design and composition of useful materials, the reactions and analysis of chemicals in water, the efficient production and use of energy and materials, and the investigation of carbon-based compounds as important components of body tissues and materials used in society.

Unit 1: How can the diversity of materials be explained?In this unit students investigate the chemical properties of a range of materials and using their knowledge of elements and atomic structure, explore and explain the relationships between properties, structure and bonding forces within and between these particles. Students are introduced to quantitative concepts in Chemistry, such as the mole concept.

Unit 2: What makes water such a unique chemical?Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentration of different species in water samples, including chemical contaminants.

Unit 3: How can chemical processes be designed to optimise efficiency?The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students will compare and evaluate different chemical energy sources along with manufacturing processes.

Unit 4: How are organic compounds categorised, analysed and used?The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, typical reactions and uses of the major families or organic compounds including those found in food.

PHYSICS Physics students demonstrate interest in and understanding of the universe, and engage in debates about the nature of evidence, theories and models and the value of physics in society. They can describe and use theories and models, propose and investigate hypotheses, collect data, analyse the limitations of that data, draw conclusions, make recommendations and select and use a range of appropriate technologies and mathematical techniques.

Unit 1: What ideas explain the physical world?1. Students investigate the thermodynamic principles related to heating processes, including concepts of

temperature, energy and work.2. Students develop conceptual models to analyse electrical phenomena and undertake practical investigations

of circuit components.3. Students explore the nature of matter, and consider the origins of atoms, time and space.

Unit 2: What do experiments reveal about the physical world?1. Students observe motion and explore the effects of balanced and unbalanced forces on motion.2. Elective from detailed study3. Students design and undertake an investigation of a physics question related to the scientific inquiry

processes of data collection and analysis, and draw conclusions based on evidence from collected data.

Unit 3: How do fields explain motion and electricity?1. Students examine the similarities and differences between three fields: gravitational, electric and magnetic.2. Students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain

how electricity is produced and delivered to homes.

Unit 4: Contradictory models to explain light. 1. Students use evidence from experiments to explore wave concepts in a variety of applications.2. Students explore the design of major experiments that have led to the development of theories to describe

the most fundamental aspects of the physical world – light and matter.3. A student-designed practical investigation related to waves, fields or motion is undertaken either in Unit 3 or

Unit 4, or across both Units 3 and 4.

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PSYCHOLOGYPsychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. VCE Psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach. As a scientific model, this approach considers factors and their complex interactions in the understanding of psychological phenomena. The study explores the connection between the brain and behaviour by focusing on several key interrelated aspects of the discipline: the interplay between genetics and environment, individual differences and group dynamics, sensory perception and awareness, memory and learning, and mental health. Students examine classical and contemporary research and the use of imaging technologies, models and theories to understand how knowledge in psychology has evolved and continues to evolve in response to new evidence and discoveries.

Unit 1: How are behaviour and mental processes shaped?In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

Unit 2: How do external factors influence behaviour and mental processes? In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups.

Unit 3: How does experience affect behaviour and mental processes?In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved.

Unit 4: How is wellbeing developed and maintained? In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors.

VCE APPLIED COMPUTING VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions. It is underpinned by four key concepts: digital systems, data and information, approaches to problem solving, and interactions and impact. VCE Applied Computing provides students with opportunities to acquire and apply knowledge and skills to use digital systems efficiently, effectively and innovatively when creating digital solutions. Students investigate legal requirements and ethical responsibilities that individuals and organisations have with respect to the security and integrity of data and information. Through a structured approach to problem solving, incorporating computational, design and systems thinking, students develop an awareness of the technical, social and economic impacts of information systems, both currently and into the future. The study is made up of six units. Unit 1: Applied ComputingIn this unit, students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions.

Area of Study One: Data AnalysisArea of Study Two: Programming

Unit 2: Applied ComputingIn this unit students focus on developing innovative solutions to needs or opportunities that they have identified, and propose strategies for reducing security risks to data and information in a networked environment.

Area of Study One: Innovative SolutionsArea of Study Two: Network Security

Unit 3: Data AnalyticsIn this unit students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology.

Area of Study One: Data AnalyticsArea of Study Two: Data Analytics: Analysis and Design

Unit 4: Data AnalyticsIn this unit students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats.

Area of Study One: Develop and Evaluate infographics or dynamic data visualisationsArea of Study Two: Determining the findings of a research question based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats.

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DATA ANALYTICS SOFTWARE DEVELOPMENT Unit 3: Software DevelopmentIn this unit students apply the problem-solving methodology to develop working software modules using a programming language. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. Area of Study One: Software development: ProgrammingArea of Study Two: Software development: Analysis and Design

Unit 4: Software DevelopmentIn this unit students focus on how the information needs of individuals and organisations are met through the creation of software solutions. They consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation.

Area of Study One: Software development: Development and EvaluationArea of Study: Cybersecurity: Software Security

Note: students may elect to undertake one or both of these Units 3 and 4 sequences.

Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequence. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum

VOCATIONAL EDUCATION AND TRAINING (VET)

VET programs are TAFE programs attained in secondary schools and recognised within VCE/VCAL. VET is designed to increase options for students in secondary schools. It allows students the opportunity to study approved vocational education and training courses while also completing their VCE/VCAL. Thus a student can achieve both their VCE or VCAL and a nationally recognised TAFE certificate by the end of Year 12. Most VET/TAFE certificates at Mazenod College are completed in three or less years.

These TAFE certificates consist of competencies that are bundled together to create VCE VET units. These VCE VET units have the same status as VCE units. In fact, students may complete as many as 16 VCE VET units within their VCE. Students participating in a VET program have the opportunity to work in a related industry setting, through a Work Placement, while completing their VET certificate.

Other advantages of successfully achieving a VET certificate are that:• Your VET training can be applied to an apprenticeship making you more attractive to employers;• You will have an increased awareness of education and training opportunities;• Depending on the certificate, your VET program could be counted among your best 4 subjects or as a 5th or

6th subject when calculating your Australian Tertiary Admission Rank (ATAR);• You can still apply for entry to University courses as well as TAFE courses, training programs or seek to join

the work force;• You will have gained practical and interpersonal skills that are transferable to other areas of work.

Mazenod College currently offers VET studies in:• VET Engineering Studies, 3 year course over Years 10, 11 & 12• VET Furnishing, 3-year course over Years 10, 11 & 12• VET Creative Digital Media, Years 10, 11 & 12• VET Sport & Recreation, Years 11 & 12

Vocational Education and Training are practical based programs. Students will be required to complete theory components together with written assessments and examinations.

If you do not complete a VET certificate you will still receive a Statement of Attainment for the units you have completed. These will be recognised by industry or a TAFE Institute should you wish to re-enter the program after leaving Mazenod College. More details about each certificate are provided in the following pages.

Student Selection Criteria:

1. Evidence of ability to complete the course, based on: a. Your previous education and training b. Your paid or unpaid work experience c. Your life and community experience 2. Demonstrated relevance of the course: a. Relevance of course to your career plans and goals b. Knowledge of the career area 3. Other factors relating to any previous disadvantages that may be taken into account in the selection process

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FURNISHINGOverview The VET in the VCE Furnishing (Cabinet Making) Program provides participants with a variety of skills in Furniture Manufacturing. The emphasis is on practical, hands on training which is interesting and enjoyable. The course offers an opportunity for young men to participate in broad based training in Furniture Manufacturing with a view to gaining a nationally recognised qualification and/or an apprenticeship and make a more informed choice of vocation and career paths. In this course students will make chairs, tables, a writing desk and other fine pieces of furniture.

Course Code and Title MSF20516 - Certificate II in Furniture Making Pathways.


measurements• Create furniture using hand tools, power tools and wood working machinery• Learn to make joints by hand, leg and rail construction methods, furniture and cabinet assembly, timber

preparation and finishes• Participate in environmentally sustainable work practices

Training & Employment outcomesMost units will give credits for Certificate III Furnishing (apprenticeship) courses: • Cabinet making • Wood machining • Upholstery • Furniture finishing (polishing) Students can also articulate to TAFE studies in Furnishing at either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCALVCE: Students who complete MSF20516 Pathways with units from the Certificate III, will be eligible for up to five units credit towards their VCE: three units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Furnishing must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.


Course Delivery Certificate II in Furnishing is delivered in partnership with Holmesglen Institute of TAFE. The units are delivered at the College over 3 years – Year 10, 11 and 12. Units of Competence include: • Construct a basic timber furnishing product • Set up, operate and maintain basic static machines • Follow plans to assemble production furniture • Select and apply hardware • Prepare cutting list from plans and job specifications• Use furniture making hand and power tools• Carry out measurements and calculations

Structured Work PlacementSWL is not mandated in this program, though VCAA strongly recommends all VET students undertake some work placement. It is recommended by VCAA that students studying this course complete 40 hours of work placement to enhance skills and knowledge gained. VCAA recommends ten days for this program. Most students undertake this placement as part of the Year 10 work experience program of the College.

ENGINEERING OverviewThe VET in the VCE Engineering Technology Program provides participants with a variety of skills in Engineering. The emphasis is on practical, hands on training which is interesting and enjoyable. The course offers an opportunity for young men to participate in entry-level studies with a view to gaining a nationally recognised qualification and/or an apprenticeship and make a more informed choice of vocation and career paths. In this course students will make sheet metal products and various mechanical devices and tools using traditional and modern manufacturing methods such as 3D printing and design.

Course code and title22470VIC - Certificate II in Engineering Studies


measurements• Create metal products using hand tools, power tools and metal working machinery• Learn to work with sheet metal, operate lathes and mills, fabricate, weld and design/prototype various

products• Participate in environmentally sustainable work practices• Have an understanding of competitive manufacturing systems.

Training & Employment outcomesMost units will give credits for Certificate III Engineering (apprenticeship) courses: • Fabrication Trade• Machinist • Tool Maker • Mechanical Trade• Lock SmithingStudents can also articulate to TAFE studies in Engineering at either Certificate IV, Diploma or Advanced Diploma.

Contribution to the VCE or VCALVCE: Students who complete 22470VIC Certificate II in Engineering Studies, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and two Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE/VET Engineering must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.


Course Delivery Certificate II in Engineering is delivered in partnership with the Australian Institute of Education and Training (AIET). The units are delivered at the College over 3 years – Year 10, 11 and 12. Units of Competence include: • Use engineering hand and power tools • Produce engineering components and products using fabrication and machining• Apply mathematical techniques in a manufacturing engineering or related environment • Use computer-aided drafting systems to produce basic engineering drawings• Perform bend and shape engineering materials

Structured Work PlacementSWL is not mandated in this program, though VCAA strongly recommends all VET students undertake some work placement. It is recommended by VCAA that students studying this course complete 40 hours of work placement to enhance skills and knowledge gained. VCAA recommends ten days for this program. Most students undertake this placement as part of the Year 10 work experience program of the College.

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CREATIVE AND DIGITAL MEDIA (CDM) OverviewThe VET in the VCE Creative & Interactive Digital Media program provides participants with foundation skills and knowledge in a range of competencies to enhance their opportunities for employment in the multimedia industry or, as preparation for further studies in Digital and Interactive Media. The course offers an opportunity for young men to develop skills in design communication, animation, and web development with a view to gaining a nationally recognised qualification to make a more informed choice of vocation and career paths. In this course students will learn practical skills in 2D animation and 3D visualisation, sound editing and digital visual effects.

Course code and titleCUA31015 - Certificate III in Screen and Media

Course OutcomesOn successful completion of this course, students will be able to:• Have an understanding of the basics of the interactive digital media industry• Acquire versatile skills in digital media, games design and website development• Have transferable skills and knowledge into other industries and further study• Develop an understanding of a broad range of digital media areas such as interactive content, radio

presentation, multimedia, basic vision and sound editing.

Training & Employment outcomesOn successful completion of this course, students may continue further study at either Certificate IV, Diploma, Advanced Diploma or Degree in Interactive Digital Media. Employment may be gained in:• Animation• Digital Media Designer/Web designer• Digital Media Developer• Digital Media Programmer• Digital Media Development Technician

Contribution to the VCE or VCALVCE: Students who complete CUA31015 Certificate III in Screen and Media, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Interactive Digital Media must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.


Course Delivery Certificate III in Media is delivered in partnership with the Australian Institute of Education and Training (AIET). The units are delivered at the College over 3 years – Year 10, Year 11 and Year 12. Units of Competence include: • Apply critical thinking techniques• Develop and apply creative industry knowledge• Maintain interactive content• Evaluate the nature of design in a specific industry context• Create 2D digital animations• Author interactive sequences

Structured Work PlacementSWL is not mandated in this program, though VCAA strongly recommends all VET students undertake some work placement. It is recommended by VCAA that students studying this course complete 40 hours of work placement to enhance skills and knowledge gained. VCAA recommends ten days for this program.

SPORT & RECREATION

OverviewThe VET in the VCE Sport & Recreation programs (Certificate III in Sport and Recreation) provides students with the opportunity to explore the sport and recreation industry. Students will develop the skills and knowledge required to support the operation of facilities and assist in conducting sport and recreation programs. This course is designed to be hands on learning and engaging for the students as the program will be delivered within the school and students have the opportunity to utilise the College facilities.

Course code and titleSIS20115 – Certificate II in Sport & Recreation (Yr 11)SIS30115 - Certificate III in Sport & Recreation (Yr 12)

Course OutcomesOn successful completion of this course, students will be able to:• Plan and conduct sport and recreation sessions• Maintain sport and recreation facilities• Provide customer service

Training & Employment outcomesOn successful completion of this course, you will be awarded a Certificate III in Sport & Recreation. This qualification will prepare you to specifically work in the Sport industry. Students will then be eligible to undertake the Certificate IV in Sport and Recreation and a Diploma of Fitness, Diploma of Sport Development and the Diploma of Outdoor Recreation.

Contribution to the VCE or VCALVCE: Students who complete SIS30115 Certificate III in Sport & Recreation, will be eligible for up to four units credit towards their VCE: two units at Unit 1–2 and a Unit 3–4 sequence. Students wishing to receive an ATAR contribution for VCE VET Sport & Recreation must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.


Course Delivery Certificate III in Sport & Recreation is delivered in partnership with IVET Institute. The units are delivered at the College over 2 years – Year 11 and 12. Units of Competence include: • Provide healthy eating information to clients in accordance with recommended guideline• Instruct, strength and condition techniques• Plan and deliver gym programs

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UNIVERSITY ENHANCEMENT

Mazenod College, in conjunction with Melbourne & Monash Universities, offers university studies in Biology, Mathematics, Philosophy and History/Politics. These are approved ‘extension’ studies.

Normally students enrolling in University studies will have demonstrated outstanding achievement in Year 11 and will have a VCE study score of 41 or more in a preparatory 3/4 subject. A student may also be selected on the basis of the Rector’s evaluation of the student’s Year 11 performance. The student must be judged to be an excellent student.

BenefitsStudents are provided with intellectual challenges that:• May not be otherwise available in the normal Year 12 program.• The University study is included in the calculation of the student’s Equivalent Tertiary Entrance Rank (ENTER).

If the student successfully completes the program, the University study will count as the student’s sixth VCE study. However, unlike a sixth VCE study where 10% of the student’s result (out of a possible score of 50) is added to their aggregate, students who have successfully completed university study have either 4, 5 or 5.5 added to their aggregate.

• Students who have successfully completed enhancement studies will be placed in a special category by VTAC to highlight to the section officers that they have undertaken tertiary level studies in addition to their VCE.

• Students also receive credit for a University degree course for which that study forms a part. It should be noted, however, that some courses are so structured that credit can only be awarded for a limited range of studies. Credit may be transferred to similar courses at other Universities.

Should I take on an Enhancement Study?Deciding to take on enhancement study is a decision you should make with your school and your parents. You would need to be achieving extremely well across all your VCE studies.

University study offered VCE Preparatory study Monash Australian History/Politics History 3 & 4Monash Biology Biology 3 & 4Monash Information Technology Software Development 3 & 4

* Other Enhancement Studies available on request.

CostThese enhancement studies are University subjects on top of the VCE program. Monash University has an Enrolment Fee of approximately $450 per semester or $900 for the whole year for Enhancement subjects. Melbourne University has no charge.

This fee includes University teaching, teaching undertaken by school staff, course materials, assignment assessments and examination, organisation and marking.

How to apply: Please see Mr Tranter for Information

Students who wish to participate and who have their school’s permission need to complete the University Enhancement Studies Program Application Form, have the relevant sections completed by the school and return it to the appropriate University. This payment will be deducted from the first semester enrolment fee and will be refunded if application is unsuccessful.

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course guide · 2019-10-10 · languages: chinese (mandarin) 4 compulsory if intending to take...

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