for students entering year 10, year 11 and year 12

For students entering Year 10,

Year 11 and Year 12

Inspirational learning on the Mornington Peninsula

Dare to

Dre

am

Senio

r S

chool


Principal—Linda Stanton

WELCOME

This handbook is designed to assist students and parents in planning programs and pathways for

the important senior years of secondary education. It is vital that students entering this stage of

their schooling begin to think about education pathways and career options.

Mornington Secondary College provides students with comprehensive individual pathways which

cater to their individual differences. The College ensures students receive course counselling and

guidance but decisions should be a joint responsibility between the student, parent and the school.

It is strongly recommended that parents take the time to discuss course direction and long term

goals with their sons/daughters.

At Mornington Secondary College, students at Year 10 should enrol in subjects they enjoy and may

assist them with their career pathway. Subjects will only be offered where there are sufficient

numbers to make up a class. The timetable enables Year 10 students to access a wide range of

electives designed to prepare for their final years of formal schooling. In Year 10, students are

able to undertake Unit 1-2 VCE units only if they have demonstrated their ability in a particular

subject by receiving distinctions or high distinctions in that subject at Year 10.

At Year 11, students choose a pathway based on their future career. The pathways currently on

offer to students are VCE or VCAL. Within these pathways, students also have the option to enrol

in vocational programs such as VET and School Based Apprenticeships. Students are advised to en-

sure they understand the differences and consequences of their choices. Subjects at Year 11 will

only be offered where there are sufficient numbers to make up a class.

Student course selections should be viewed in conjunction with a personal commitment to the Col-

lege values - Achievement, Respect and Community; always striving to achieve one’s personal best.

There is an expectation that students will demonstrate a responsible attitude to the education pro-

vided by the College.

DARE TO DREAM, Audacter Astra Capesse


Contents:

Page 2: Welcome by Linda Stanton, Principal

: Contents

Page 4: Course Selection—Key Contacts

Page 5: Course Selection—Direct Contacts

Page 6: Quick Glance—Course selection timeline

Page 7: How to use this guide

Page 8-10: Careers @ Mornington

Page 11-12: Year 10 Course Selection

Page 13-15: Accelerated VCE Study Guide

Page 16: Entry Process for Advanced English and Maths

Page 17: Year 10 Subject List

Page 18-23: Compulsory Year 10 Subject Descriptions

Page 24-34: Elective Year 10 Subjects

Page 35: Year 11 and 12

Page 36-37: Selecting a Year 11 and 12 course

Page 38-39: VCE Explained

Page 40: VCE Subject List

Page 41-72: VCE Subject Descriptions (in alphabetical order)

Page 73-80: VCAL explained and Subject Descriptions

Page 3


Key Contacts for Course Selection Process & Subjects:

Denise Leggett

Assistant Principal, Year 7, 8 & 9

[email protected]

Michael Parker

Assistant Principal, Wellbeing & Curriculum

[email protected]

Jim Papas

Assistant Principal, Year 10-12

[email protected]

Amanda Keen

Timetable & Assessment Leader

[email protected]

Michelle Barnes

Teaching & Learning Leader

[email protected]

Jackie Lewis

Literacy Leader

[email protected]

Matt Mackinlay

Numeracy Leader

[email protected]

Lea Gilbert

Arts Curriculum Leader

[email protected]

Sacha Hose

English Curriculum Leader

[email protected]

Kellie Nottle

Food Technology Curriculum Leader

[email protected]

Russell Fulton

Health & PE Curriculum Leader

[email protected]

Morgan Maloney

Humanities Curriculum Leader

[email protected]

Ayako Masuda

Languages Curriculum Leader

[email protected]

Stacee Dobson

Maths Curriculum Leader

[email protected]

Brittany Kearney

Science Curriculum Leader

[email protected]

Lara Adams

Technology Curriculum Leader

[email protected]

Nikki Sheers

VCAL Curriculum Leader

[email protected]


Direct Contacts for Students & Families:

Students and their families should deal directly with their current Year Level Leader

and Coordinators for all matters relating to Course Selection. These staff know each

student well and are best placed to advise appropriate pathway information.

Amanda Cruise

Year 9 Team Leader

[email protected]

Lavonne Neal

Year 9 Coordinator

[email protected]

Andrew Mock

Year 9 Coordinator

[email protected]

Amanda Windsor

Year 10 Team Leader

[email protected]

Chris Stucley

Year 10 Coordinator

[email protected]

Channelle Jenkins

Year 10 Coordinator

[email protected]

Graham Howgate

Year 11 Team Leader

[email protected]

Juley Karis

Year 11 Coordinator

[email protected]

Vicki Hronopolous

Year 11 Coordinator

[email protected]

Michaeli Lyon

Careers Coordinator

[email protected]

Teena Batenburg

Careers Practitioner

[email protected]

Sarah Davis

Careers Administration

[email protected]

Sally Hannerman

Careers Administration

[email protected]


Quick Glance—Course Selection Timeline:

Date: Event/Action:

Available from Monday 21st June Year 9 into 10 Accelerated Study Guide & Application Forms https://forms.office.com/r/2RViKQEek5

Available online from first week of Term 3

Expression of Interest for Year 11 Form https://forms.office.com/r/saGN0PM3KK Expression of Interest for Year 12 Form https://forms.office.com/r/6N8FM1Ntfj

Tuesday 20th July from 5pm 2022 Course Information Evening with Subject Expo—Learning Centre and Robert Herbert Gym

Tuesday 20th July from 5pm 2022 Course Selection Booklet available for collection at Course Information Evening

Wednesday 21st July 9.00 am 2022 Year 10, 11 & 12 Subject Pre-Selection Opens – ONLINE

Wednesday 21st July 4pm DEADLINE

Applications for Accelerated VCE Subjects Form close (ONLINE) https://forms.office.com/r/2RViKQEek5

Wednesday 21st July Course Selection Interview Bookings Open ONLINE (current Year 10 students)

Tuesday 27th July DEADLINE

Expression of Interest for Year 11 & 12 2022 Form (ALL current Year 10 & 11 students must submit ONLINE)

Thursday 29th July GAT Day (Year 12 VCE students and Year 11 students studying Unit 3-4 subject)

Thursday 29th July Year 10 Course Selection / Academic Best Interviews

Friday 30th July DEADLINE

Subject Pre-selection Closes ONLINE

Friday 30th July Year 11 into 12 Course Help Day (by appointment)

Wednesday 4th August Accelerated VCE Study Interviews (by invitation)

Thursday 5th August Accelerated VCE Study Confirmation/Offer Letters

Friday 13th August by midnight DEADLINE

Final Date to submit Subject Selections ONLINE

Monday 16th August DEADLINE

Final Date for completion of VET applications ONLINE

Week 7 Term 3 TBC Year 9 into 10 Advanced English & Maths Panel confirm classes

Week 9 Term 3 TBC Year 9 into 10 Course Selection & Academic Best Interviews (by appointment)

From Week 9 Term 3 onwards College works on preparing 2022 courses


How to use this Guide

For students and families:

1. Read all sections of this book carefully, especially the section for your 2022 year level.

2. Use the examples of a student timetable. At Year 10 they are with or without Foundation Science and Humanities. At VCE or VCAL level, they provide a snapshot of a student sched-ule.

3. For Year 10 2022 students—Look ahead to VCE and VCAL pathways to ensure your Year 10 course aligns with what you may already have planned.

4. For Year 11 or 12 2022 students—make sure that your choices will support your future pathway and aspirations.

5. Attend the Course Information Evening on Tuesday 20th July. On the night you will have an opportunity to discuss senior school pathways and subject options with teachers and career pathway staff. There will also be presentations on the night outlining the course selection process, accelerated studies opportunities and how to decide a VCE or VCAL pathway.

6. After the Course Information Evening there will be videos available on the college website that further explain these steps along with subject specific information for each Key Learn-ing Area to assist you to make informed choices.

7. Write down any questions you may have so you can either email or contact a teacher at school to ask. Make sure you use the Key Contacts listed on the previous page as they will be able to best answer your queries.

8. Students are able to submit subject pre-selections via the website: https://my.edval.education/login. Your unique login for this website is located on the back cover of this booklet. Specific instructional videos on how to submit subject pre-selection will be provided on the school website.

PLEASE NOTE: We make every effort to accommodate student subject preferences but cannot guarantee all subjects offered will run or that students will get their first preferences. So please ensure reserve subjects are genuinely considered prior to submitting subjects.

Course Selection / Academic Best Interviews

For Year 10 into 11 students, these are compulsory interviews and will be facilitated by a trained member of staff. The interview will be designed around exploring your future aspirations and pathway preference, as well as, discussing your current academic achievement, setting learning goals and locking in a course that is suited to you and enables you to work towards that aspiration or pathway. It is recommended that a parent/guardian participates in your interview.

Thursday 29th July (bookings via Compass)

Please Note: There will be no Year 10 classes running on this day and students are expected to attend the Course Selection Interview in full school uniform.


Have you visited our Careers website?

Located at www.mornsccareers.com or by pressing the Careers Page link in the Star drop down in Com-

pass.

At school the Careers Office is located in the Year 12 Study Centre and is accessible by all students via the

external door facing the ST rooms. As the team are very busy at peak times, students are encouraged to

make an appointment in advance to ensure they do get to see someone in a timely manner.

You can meet the Careers Team on our college website

in their video. You can also contact them using the fol-

lowing email address: [email protected]

Careers @ Mornington: At Mornington Secondary College we provide a high level careers program from Year 7 to 12. Staff,

students and families are supported by an expert team of Career Practitioners who provide many sig-

nificant opportunities throughout a student’s time at the college. Some of these include Year 12 indi-

vidual careers meetings, managing VET programs, facilitating external work placements (Year 10 &

VCAL), careers related incursions and excursions, My Career Insights , Morrisby assessments and in-

terviews, My Career Portfolio (including Career Action Plans), My Career Exploration, VTAC applica-

tion support, course selection interviews and much more.

https://www.mornsccareers.com/

mailto:[email protected]


The Role of VTAC

The Victorian Tertiary Admissions Centre

(VTAC) is a hub for tertiary course applica-

tions in Victoria. VTAC receives, processes

and forwards applications to the institu-

tions you have applied to.

VTAC Course Search (right)

This is an easy tool to use to look up a

course you might be interested in so you

can find out more information about it

and what subjects you should undertake

to ensure you can fulfil that pathway.

You can access VTAC Course Search at:

https://delta.vtac.edu.au/CourseSearch/

searchguide.htm?ap=19

Career Targets

Also available on the Careers webpage

are links to Career Bullseye Targets. If

you click on the Possible Career Path-

way links under each subject area in

this booklet you will be able to see

what careers might align with that sub-

ject area. Or, to see all of the 33 career

targets you can visit:

https://myfuture.edu.au/docs/default-

source/career-bullseyes/

myfuture_bullseyes_booklet_a2.pdf?

sfvrsn=2

Year 10 Course Selection

Selecting a Year 10 Course

Year 10 is the beginning of life in the senior school and students are encouraged to adopt the sen-

ior school ethos of Honesty, Integrity and Work. Students will experience a more focused and in-

creasingly mature classroom environment, where their endeavors will enable them to ‘Dare to

Dream’. Year 10 is a pivotal year with many students more focused on their future pathway.

Throughout the year the students are supported through a number of events including, Careers

Expo, Mock Interviews and Work Experience.

Students have a far wider choice of subjects and courses. Students in Year 10 can choose a course

with Year 10 subjects only or they may choose to apply for an accelerated VCE study.

In Year 10, students should think ahead to what their educational course will look like in their final

years of schooling. The subjects in Year 10 have been designed to prepare students with the skills

and knowledge that they need to be successful at a Year 11 and 12 level. The programs in Science

and Humanities, studied over 2 semesters, allows students interested in these areas to lay solid

foundations for a Year 11 subject in these Learning Area. For example, if a student thinks they

would like to complete VCE Biology, they would choose Science. Year 10 Science Foundation,

(studied over 1 semester) would not provide students with science based VCE pathway. Likewise

Year 10 Humanities Foundation (studied over 1 semester) would not provide students with a hu-

manities based VCE pathway. At Year 10 we want students to have ownership and choice over

their course without limiting their options too early.

Year 10 students will complete English and Mathematics as compulsory subjects. For Science and

Humanities, students will choose either in these subjects depending on their future career direc-

tion. It is recommended that students undertake at least one of the core science and/or humani-

ties subjects as the majority of Year 11 students complete at least one VCE Science or Humanities

subject.

Please note: A VCE subject occupies two elective spaces, one in each semester.

VCE (Victorian Certificate of Education) Units - Accelerated Learning Opportunities

If a student is achieving Distinctions and High Distinctions in a subject they are encouraged to

choose a VCE subject—Accelerated Learning opportunities. Studying VCE in Year 10 has many

benefits in terms of preparing students for the demands of Year 11 and 12. It is highly recom-

mended that the students discuss their suitability for a VCE course with the respective subject

leaders. A set of criteria has been developed and distributed to students as well as an application

form. Students must complete this process in order to be considered for an accelerated VCE sub-

ject while completing Year 10. Please see Page 12-13 for the Accelerated VCE Study Guide.



Use this planning guide to assist you with Subject Selection Online

OR

OR

NOTE: The subject of either Humanities Foundation or Science Foundation may take place in ei-

ther Semester 1 or Semester 2. Students are required to pick both subjects as a minimum.

ALL STUDENTS ARE TO PICK 3 RESERVE ELECTIVE SUBJECTS WHEN SUBMITTING THEIR SUBJECTS

ONLINE.

Please refer to your coordinator or the Pathways Office for assistance.

SCIENCE and HUMANITIES

Weekly 4 periods 4 periods 3 Periods 3 Periods 3 Periods 3 Periods

English

Maths Science Humanities (Elective 1) (Elective 2) Semester 1

Semester 2

English

Maths Science Humanities (Elective 3) (Elective 4)

SCIENCE and HUMANITIES FOUNDATION


English

Maths Science

Humanities Foundation

(Elective 2) (Elective 3) Semester 1

Semester 2 English

Maths

Science (Elective 1) (Elective 4) (Elective 5)

SCIENCE FOUNDATION and HUMANITIES


English

Maths (Elective 1) Humanities (Elective 2) (Elective 3) Semester 1

Semester 2

English

Maths Science

Foundation Humanities (Elective 4) (Elective 5)


Accelerated VCE Study Guide 2022 (Year 9 into 10)

Year 9 is a year in which some important decisions are made that affect your future, so it is vital

that you choose a course that interests you and is suitable for your stage of development, as well

as meeting your future needs.

If you decide that you would like to undertake an accelerated course, it is very important that you look carefully at your past achievements and decide whether this is really in your best interest. You should also consider where this pathway will lead in your senior school studies.

Expectations of Year 10 in 2022 Our Year 10 Course reflects that of pre-VCE studies that are designed to enable students to un-

dertake subjects that provide an in-depth study and align with a VCE pathway. This places higher

expectations on students’ academic performance and will provide the best preparation for under-

taking the course of their choice.

Students should familiarize themselves with the Year 10 Satisfactory Completion Guidelines

(available on the College website) to ensure they are aware of the rigors involved upon entering

the Senior School.

In addition to this, there are some students that have the capacity to undertake a VCE Unit 1&2

subject in Year 10 and the equivalent Unit 3&4 subject in Year 11. Therefore, the college offers

the opportunity for accelerated study in one subject of choice.

Is accelerated studies right for me? Undertaking a VCE subject as an accelerated study in Year 10 is not the best pathway for all stu-

dents, most will benefit more in their VCE years from an additional year of learning across Year 10

subjects before commencing their VCE. It is most important that students are well prepared for

the demands of VCE. Undertaking Years 10 and 11 with high expectations for academic perfor-

mance and an appreciation of the cumulative nature of learning skills and knowledge in each sub-

ject, will enable a student to achieve their best in their final year of secondary school. As is the

case with most things in life, a sound preparation and foundation is critical for success.

It is also important to understand that the quality and quantity of work will be set at a Year 11

level. Students wishing to accelerate should consider whether they are ready for the demands of

a VCE subject, are able to take responsibility for their learning in and out of the classroom and are

able to reflect on their performance and be willing to do what is necessary to continuously im-

prove with teacher feedback or assistance. Also, important to note, is that that any student who

completes a VCE Unit 1/2 subject in Year 10 is expected to complete a full load in both Year 11 (ie.

Six VCE Unit 1/2 subjects) and Year 12 (ie. Five VCE Unit 3/4 subjects).


The Structure of VCE: A Brief Overview

When VCE students finish their exams at the end of year 12, they each receive a total score. These

are used to calculate their ultimate ATAR (Australian Tertiary Admissions Rank).

The ATAR (Australian Tertiary Admissions Rank) is based on up to six VCE results and is calculated

using:

• Your best score in any one of the English studies (English, Literature, English Language) plus

the scores of your next three studies (which together with the English subject make the

“Primary Four”), plus

• 10% of the scores for any fifth and sixth study with you complete (these are called incre-

ments)

These scores combine to produce an ATAR aggregate, which is a number between 0 and over 210.

All students are ranked in order according to this aggregate and the percentage rank is converted

to an ATAR, which is a number between 0 and 99.95.

What this means is that a total of 6 subjects can contribute to a student’s total ATAR. Students

who only do 5 subjects miss out on a valuable possible 10%. From 2020, all Mornington Second-

ary College students will be able to complete 6 subjects in Year 12. Therefore, the decision to un-

dertake a VCE Units 1&2 subject early should only be made where a student demonstrates suita-

bility for doing so. The following Selection Criteria will be used to assess a student’s suitability for

an Accelerated Study.

The Selection Criteria:

• The student has consistently demonstrated a high level of achievement in Year 9 with 80% and

above (Distinction average) for assessed tasks in the area relevant to the VCE subject applied

for

• The student has excellent organizational and time management skills, as well as, a high attend-

ance rate for the current year as evidenced in Compass Learning Tasks, Semester 1 Report and

Attendance

• The student’s GPA (Progress Checks) reflect appropriate learning behaviors, with a minimum

score of 3.0, to suggest a high level of commitment and ability to cope with the demands of

study at their current level

• The student is able to demonstrate high literacy skills (reading, writing and speaking) to in-

crease their success in SACs and end of year Exams

• The student has a well-considered course in mind and/or appropriate reason to undertake a

VCE subject early.


VCE Units available for Acceleration in 2022

Other subjects may be offered by special request but cannot be guaranteed.

The Process:

1. Read this guide. For more information on each subject, please visit the VCAA website where

you can find a detailed outline of each subject and the work requirements of Units 1&2. This

can be found here: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/

vce-study-designs.aspx

2. Select a subject that you would like to accelerate in.

3. Complete an Application Form demonstrating your ability to meet the criterion outlined.

4. Make sure you use evidence to support each answer.

5. Ensure both student and parent/guardian sign the application form.

6. Submit this form in by the due date.

7. The application will then be approved by a selection panel in consultation with the appro-

priate Key Learning Area Leader.

8. The student response to the criterion, in conjunction with Semester 1 results, will be the

main information used to make decisions by the selection panel. However, the student’s

teacher may also be asked to advise the selection panel about the student’s capacity to

maintain high standards in Semester 2.

9. Successful applicants will receive a written letter of offer.

10. Unsuccessful applicants will receive a letter outlining the reason for this decision.

11. Any offer of a place will be dependent on the availability of places in Year 11 classes.

12. Any offer of a place will also be dependent on all subject fees and charges being met by the

required timeline.

Biology Units 1&2

Environmental Science Units 1&2

Psychology Units 1&2

Accounting Units 1&2

Business Management Units 1&2

Geography Units 1&2

History Units 1&2

Legal Studies Units 1&2

Health & Human Development Units 1&2

Outdoor & Environmental Studies Units 1&2

Physical Education Units 1&2

Product Design Textiles Units 1&2

Product Design Woodwork Units 1&2

Systems Engineering Units 1&2

Food Studies Units 1&2

Art Units 1&2

Drama Units 1&2

Media Units 1&2

Music Units 1&2

Studio Arts Units 1&2

Visual Communication and Design Units 1&2

General Mathematics Units 1 & 2

https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/vce-study-designs.aspx

https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/vce-study-designs.aspx


Entry Process for Advanced English and Maths: In Year 8, 9 and 10 we offer an Advanced English and an Advanced Maths subject. These subjects are

designed to cater for students who qualify in the top 10% or above in the year level.

Students in any English or Maths class in their respective year levels will be undertaking the same cur-

riculum as prescribed by the Victorian Curriculum F-10 guidelines. Students in Advanced classes can

expect to complete the same Performance Tasks and testing to enable teacher planning and compari-

son with the cohort to ensure high performance is nurtured and continued during a student’s time in

the class.

The process for entry into the Advanced English or Advanced Maths course is as follows: Students are able to select Advanced English or Advanced Maths by selecting the subject in Edval online. Please note: Students who have or have not previously been in Advanced English or Maths are able to select this course, however it does not mean an automatic entry into the subject. A panel will assess the suitability of all students who select this subject using the following selec-tion criterion: 1. The student has demonstrated advanced results in

PAT testing, NAPLAN and Victorian Curriculum, as well as, any other relevant testing source

2.The student has consistently demonstrated a high level of achievement in Year 9 English or Maths with 80% and above (Distinction average) for as-sessed tasks

3. The student has excellent organizational and time management skills, as well as, a high attendance rate for the current year as evidenced in Compass Learning Tasks, Semester 1 Report and Attendance

4. The student’s GPA (Progress Checks) reflect appropriate learning behaviours, with a minimum score of 3.0, to deal with the demands of the sub-ject.

There is no separate application, interview or en-trance exam. Prospective students may be asked to complete a 300 word statement outlining their pas-sion for the subject. A panel will be formed to assess the suitability of each student for the subject. All deci-sions will be final. Both successful and unsuccessful applicants will be notified by email.

Year 10 2022—Subject List:


Year 10 Compulsory Subjects *All Year 10 Compulsory Subjects for a full year or two (2) semesters.

English

OR

Advanced English

Maths

OR

Advanced Maths

Science

OR

Science Foundation

Humanities

OR

Humanities Foundation

Year 10 Elective Subjects *All Year 10 Elective Subjects are for one (1) semester only, unless stated otherwise.

Arts Art

Media Studies Performing Arts

Studio Art Visual Communication

Food Technology Marvellous Menus

Food Studies

Humanities Money Smarts

Languages

Indonesian 10 Japanese 10

(2 semesters/full year elective)

Health and Physical Education

Health and Human Development

Outdoor and Environmental Studies

Physical Education Sport Education

Science

Medical Forensics Mindworks

Marine Science

Technology Quirky Couture

Innovative Design Robotics

For a list of Accelerated VCE Units please refer to Page 13.


English 10: Compulsory

At Year 10, students are encouraged to develop more independence when completing written responses

to a range of literature. They compare and analyse arguments and texts and apply their understanding

to their own writing and speaking. Students also build upon their growing understanding of a range of

text types and their conventions and write their own texts within particular contexts. This course pre-

pares students for VCE English, English Language or Literature.

Students will learn:

• to explore how meaning is created in a text,

• to consider the similarities and differences between texts, developing awareness that some fea-

tures are specific to texts, while others are similar across texts,

• the conventions of oral presentations including intonation, stress, rhythm, pitch, timing, volume,

gesture and eye contact,

• develop sound arguments using logic and reasoning, and detect bias and faulty reasoning in the

arguments of others, and

• draft, review, edit and refine analytical responses and texts that present an argument, making

choices about features of texts and using feedback gained from individual reflection, and peer and

teacher comments.

Assessment:

• Creative Response with Written Explanation

• Model UN Oral Presentation

• Analysing Argument and Language

• Analytical Text Response

• Comparative Text Response

• Semester Exams

Students must choose

either English OR

Advanced English.

Year 10 English

VCE Pathway English, English Language, Literature

Possible Career Pathway English

https://www.mornsccareers.com/career-targets/11


Advanced English 10: Compulsory

At Year 10 students will be selected to complete an Advanced English course in preparation for the VCE

English group of subjects, English, Literature and English Language, instead of the regular English offered

at Year 10. It is expected that students will engage in more difficult texts to explore moral, psychological

and social issues. They will examine how structure of and narrative style contribute to understanding of

texts. Students will write analytically and creatively in response to texts studied, they will also be encour-

aged to present and justify their own points of view. In this course students will develop their language

skills both orally and in writing.


• to explore how meaning is created in a text,

• to consider the similarities and differences between texts, developing awareness that some fea-

tures are specific to texts, while others are similar across texts,

• the conventions of oral presentations including intonation, stress, rhythm, pitch, timing, volume,

gesture and eye contact,

• develop sound arguments using logic and reasoning, and detect bias and faulty reasoning in the

arguments of others, and

• draft, review, edit and refine analytical responses and texts that present an argument, making

choices about features of texts and using feedback gained from individual reflection, and peer and

teacher comments.

Assessment:

• Creative Response with Written Explanation

• Model UN Oral Presentation

• Analysing Argument and Language

• Analytical Text Response

• Comparative Text Response

• Semester Exams

Please note: Entrance into Advanced English is through a selection process outlined on Page 20-21.


either English OR

Advanced English.

Year 10 Advanced English

VCE Pathway English, English Language, Literature

Possible Career Pathway English



Mathematics 10: Compulsory

In Year 10, students continue to develop their mathematical skills and knowledge by studying

three key content areas: Number and Algebra, Measurement & Geometry and Statistics

& Probability. They apply mathematics in each area and engage in classroom activities that

strengthen conceptual understanding and develop logical reasoning. Students also apply mental,

written or technology assisted forms of computations and routinely use estimation to validate

answers.

Students will require a scientific calculator (TI-30XB) or CAS calculator (TI-Nspire). Students who

intend to study VCE Mathematics should purchase a TI-Nspire CAS calculator.


• To solve problems by representing probabilities in various ways and applying concepts of

conditional probability and independence of events.

• Algebraic techniques that allow them to expand and simplify expressions. Students will also

solve equations, inequalities and simultaneous equations with and without technology.

They also learn to associate equations, tables and graphs.

• To calculate surface area and volume of a range of objects and how to prove similarity and

congruence. Students also apply Pythagoras’s theorem and trigonometry ratios to

solve practical problems.

• How to analyse data using a variety of summary statistics and graphical displays. They also

explore associations between two variables and discuss claims made using statistics in the

media.

Assessment:

• Measurement application task

• Probability problem solving task

• Formal Topic Assessments

• Semester Exams


either Maths OR

Advanced Maths.

Year 10 Mathematics

VCE Pathway Maths Methods, General Maths

Possible Career Pathway Maths



Advanced Mathematics 10: Compulsory

In Year 10 Advanced Mathematics, students will complete an in depth study and extend their under-

standing of the three strands of the Mathematics curriculum: Number & Algebra, Measurement &

Geometry, and Statistics & Probability. Advanced Mathematics places particular emphasis on devel-

oping higher order mathematical reasoning skills in students.

Students will require a scientific calculator (TI-30XB) or CAS calculator (TI-Nspire). Students who in-

tend to study VCE Mathematics should purchase a TI-Nspire CAS calculator.


• To define rational and irrational numbers and perform operations with surds and fractional in-

dices. They will also apply the laws of logarithms and investigate logarithmic scales in measure-

ment.

• To solve problems by representing probabilities in various ways and applying concepts of condi-

tional probability and independence of events.

• Algebraic techniques that allow them to expand and factorise complex expressions. Students

will also solve higher order equations, inequalities and simultaneous equations with and with-

out technology. They will also describe, interpret and sketch parabolas, hyperbolas, circles &

exponential functions.

• To calculate surface area and volume of a range of three dimensional objects and how to prove

similarity and congruence. Students also apply Pythagoras’s theorem in three dimensional ob-

jects and extend trigonometry to solve practical problems in non-right angled triangles.

• To analyse data using a variety of summary statistics and graphical displays. They also ex-

plore using technology, the strength of associations in bivariate analysis and discuss claims

made using statistics in the media.

Assessment:

• Measurement application task

• Probability problem solving task

• Formal Topic Assessments

• Semester Exams


either Maths OR

Advanced Maths.

Year 10 Advanced Maths

VCE Pathway Maths Methods, General Maths,

Specialist Maths

Possible Career Pathway Maths



Humanities—Foundation 10: Compulsory

Humanities investigates the natural and man-made world around us and examines aspects

of our society from the past and present. A semester-long course that focuses on current and histori-

cal issues facing Australia from the natural and man-made world. Students will investigate these is-

sues and develop research, analysis, evaluation and communication skills.


• Current global issues

• International civil rights issues

• Australian immigration

Assessment:

• Research task and Presentation

Humanities 10: Compulsory

Humanities investigates the natural and man-made world around us and examines aspects of our society

from the past and present. This course focus is on Australia - investigating its natural and man-made ge-

ography, its past, present & future, our role as Australian citizens and the country’s position as a global

power. It covers History, Geography, Civics & Citizenship and Economics & Business.


• Human impact on environments

• Global, national and local human wellbeing

• Australian’s experiences during World War II

• Civil Rights Issues in Australia and the globe

• Performance of the Australian economy and business sector

Assessment:

* Research report * Data interpretation * Essay * Inquiry Task

Students must choose either

Humanities OR Humanities

Foundation


Humanities OR Humanities

Foundation

Year 10 Humanities

VCE Pathway Geography, History, Legal Studies, Accounting, Business Management

Possible Career Pathway Business Studies, Economics,

Geography, History, Retail

Year 10 Humanities Foundation

VCE Pathway Humanities Foundation does not lead to

a VCE Humanities pathway

Possible Career Pathway Retail, Hospitality, Community Service,

Construction, Automotive












Science—Foundation 10: Compulsory

Science Foundation is designed to provide students with a background and base of key scientific ide-

as, skills and content knowledge. This semester based elective is for students who may need Science

for a future career (eg: The ADF) or for those who do not envisage that science is in their VCE pro-

gram. Students will also learn key skills used to approach situations with the scientific method.


• Stars and space

• Evolution

• Ethics of genetic technologies

• Chemistry

• Heat

Assessment:

* Research tasks * Topic tests * Semester Exam

Science 10: Compulsory

Science is designed to prepare students for VCE Science subjects. This full year subject represents a

greater challenge than Foundation, covers content in more detail and is designed to be a realistic exam-

ple of VCE expectations and skills. Science extension will cater to those with an interest in science or

those who wish to pursue future sciences at Mornington Secondary College.


• Stars and space

• Evolution

• Ethics of genetic technologies

• Chemistry

• Heat

Assessment:

* Research tasks and Practical reports * Topic tests * Semester Exam


Science OR Science Foundation


Science OR Science Foundation

Year 10 Science

VCE Pathway Biology, Physics, Psychology, Chemistry,

Environmental Science

Possible Career Pathway Biology, Chemistry,

Environmental Science

Year 10 Science

Foundation

VCE Pathway Science Foundation does not lead to a

VCE Science pathway

Possible Career Pathway Retail, Hospitality, Community Service,

Construction, Automotive









Art 10: Art Elective Students utilise skills and techniques learned previously to create self-directed art projects with a focus on concept. Students will develop skills, knowledge and technical competence in the application of 2D and 3D art making processes and mediums. Sculptural, print and painting techniques are among the more traditional art forms students will experiment with. Students will learn to analyse and interpret contemporary and historical artworks and gain an appreciation of diverse forms of art from a variety of times and cultures. Students will maintain a visual diary as a record of their art experience.


• How to use the Art Process to develop artistic practice

• To create a folio of work using a range of mediums and materials to express their artistic ideas

• How to effectively articulate their ideas and art practices through annotation

• How to build Visual Literacy through the investigation and analysis of artists and their art

Assessment:

• Comprehensive folio showing the development of ideas through research, experimentation and refinement, including reflections on art practice through annotation

• Completion of final artworks

• Investigation and research tasks on artists and art movements

This pathway may lead to: VCE Art Units 1-4, Studio Arts- Photography Units 1-4. VET Visual Arts

Media 10: Art Elective This unit gives students the opportunity to create their own short film using skills and knowledge gained

in the pre-production, production and post-production stages. This includes script writing, storyboarding,

filming, and editing using industry-standard programs. Students study the characteristics and construc-

tion of media narratives through a range of film genres, to develop their understanding of how audiences

engage with and consume texts. They create visual representations that communicate, challenge and ex-

press their own ideas and others’.


• The use of techniques, materials, processes and technologies

• To apply critical and creative thinking and analytical skills

• An understanding of Media social, cultural and industry practices

• How audiences engage with the characteristics and construction of media narratives

Assessment:

• Short film production

Year 10 Art

VCE Pathway Art, Studio Art, Media, Visual Communications

Possible Career Pathway Art, Entertainment, Industrial Art,

Textiles & Design

Year 10 Media

VCE Pathway Media

Possible Career Pathway Entertainment, Media Studies








Performing Arts 10: Art Elective

This unit will focus on working with script or text to create performance. Students will develop an under-

standing of script interpretation including contexts such as the era it came from, the playwright and per-

formance styles and their conventions. From this exploration students will make choices on character

development and aspects of stagecraft. Students will also be introduced to performance analysis.


• How to interpret a script from a variety of performance styles, and investigate theatrical conven-

tions and dramatic elements

• How to use stagecraft to enhance a performance including Acting, Directing, Dramaturgy, Set De-

sign, Props, Makeup, Costumes, Lighting, Sound, Multimedia and Promotion.

• Work collaboratively as a production team to realise a final polished performance

Assessment:

• Participation in a variety of scripted and improvised theatrical pieces

• Stagecraft portfolio documenting the four stages of production and in depth study of one area of

stagecraft (eg. Costumes, or lighting design, etc.).

• Viewing of a professional performance followed by a written performance analysis

Year 10 Performing Arts

VCE Pathway Drama

Possible Career Pathway Entertainment, Media Studies,

Performing Arts




Studio Art 10: Art Elective

Students explore a range of materials and techniques. They develop skills and learn to manipulate their

artwork. They investigate the way various visual effects and aesthetic qualities can be created in art-

works. Students further develop their understanding of visual language. They explore subject matter to

convey individual ideas through the use of materials and techniques in a range of art forms. To consoli-

date the knowledge gained, students undertake a process of reflection and evaluation in written and vis-

ual form that is progressively recorded in a visual diary.

Students will learn: • express themselves creatively through digital photography and other mediums

• the use of inspiration as a source to explore individual ideas and develop subject matter

• the materials and techniques used to express individual ideas

• ways in which artists from different times and cultures have used materials and techniques

Assessment:

• Visual diary • Final artworks • Written assessment task

Visual Communication and Design 10 Art Elective In this subject students learn to communicate ideas and information through the use of Drawing Conven-

tions, design elements and principles, skills, techniques and processes. They learn about the three differ-

ent fields of design and how the design process can be applied. Students are encouraged to experiment

with a wide variety of materials and techniques including 2D, 3D, hand-drawn and computer generat-

ed drawings and designs.


• Skills and knowledge in the three design fields; communication, environmental and industrial

• Two-dimensional and three-dimensional freehand and instrumental drawing techniques

• To develop skills and knowledge in the application and use of the design elements and principles

• Rendering techniques

• To develop skills in applying a design process to a specific brief

Assessment:

• Rendering to enhance form and texture

• Creating visual communications to address a specific purpose and target audience

Year 10 Studio Art

VCE Pathway Art, Studio Art, Visual Communications

Possible Career Pathway Art, Entertainment, Industrial Art,

Year 10 Visual Communications

VCE Pathway Visual Communications

Possible Career Pathway Entertainment, Industrial Art






Money Smarts Humanities Elective Money Smarts is for students with a special interest in business, commerce, entrepreneurship and the personal management of their, and others’, financial resources.


• Real-life skills on how to save money • Understanding financial literacy for major milestones and decisions in life • Basic accounting and book keeping skills Assessment:

• Folio of work • Research Task

Food Studies 10: Food Technology Elective

This unit is a lead in subject for VCE Food Studies. This subject focuses on understanding the functional

properties of key foods and the role they play in a healthy diet. Students will follow complex recipes to

produce food products of a high quality. They will spend time analysing the validity and credibility of food

information, as well as exploring the role of the media in the marketing of food. Students will learn about

the factors that impact global food security and identify the solutions that lead to preferred futures.


• How to analyse the validity of food information.

• Food science – the functional properties of key foods.

• The role of the media in shaping food information.

The factors that impact global food security.

Assessment:

• Research Assignment

• Design Task

• Practical classes

• Semester Exam

Year 10 Money Smarts

VCE Pathway Accounting, Business Management

Possible Career Pathway Business Studies, Economics,

Social Science

Year 10 Food Studies

VCE Pathway Food Studies

Possible Career Pathway Food Studies, Hospitality, Home Economics








Marvellous Menus 10: Food Technology Elective

This unit focuses on the factors that affect food choices and new food product development, as well as the ethical and environmental issues relating to the production of meat. Students will learn the role of nutrition in maintaining health and wellbeing, as well as the nutrient needs throughout the lifespan. This subject will allow students to develop many food production and presentation skills, whilst using the de-sign process to plan and prepare a meal related to a specific design brief.


• The major nutrients, their functions and food sources.

• The health of Australian’s and nutrient needs throughout the lifespan.

• Factors affecting food choices and new food development.

• The ethical and environmental impacts of meat production.

Assessment:

Indonesian 10: (Full year only) Language Elective Students work towards building and consolidating their Indonesian cultural and language understand-

ing through the use of ICT and variety of texts. A strong emphasis on grammatical structures and every-

day communication skills will develop study skills for VCE. There is also an opportunity for students to

travel to Indonesia to improve their language and cultural understanding.


• Student Exchange

• Going to the Doctor

• Environment and Recycling

• Indonesian History

Assessment: Students will complete assessments to demonstrate the follow skills:

• Listening

• Reading

• Writing

• Speaking

Prerequisite: Indonesian Years 7, 8 and 9

Excursions: Students will visit Glenferrie Rd to complete

a language-based Amazing race.

Year 10 Marvelous Menus

VCE Pathway Marvellous Menus does not lead

to VCE Food Studies

Possible Career Pathway Food Studies, Hospitality, Home Economics

Year 10 Indonesian

VCE Pathway Indonesian Second Language

Possible Career Pathway Languages

• Research Assignment • Design Task

• Practical classes • Semester Exam





Japanese 10: (Full year only) Language Elective Students work towards building and consolidating their Japanese cultural and language understand-ing through the use of ICT and variety of texts as well as a strong emphasis on grammatical structures and everyday communication skills students have the opportunity to prepare study skills for VCE. There is also an opportunity for students to travel to Japan to improve their language and cultural understanding. The course covers Eating Out, Homestay, Directions, Personal Skills, Part-time Job and Activities.


• Various Japanese characters including Hiragana, Katakana and Kanji characters.

• Life and cultural differences in Japan including: exchange programs, homestay experiences, sports,

part-time job and anime and pop culture.

• Intermediate grammar uses and associated vocabulary in Japanese language.

Assessment: Students will complete assessments in a variety of forms to demonstrate the follow skills:

• Listening

• Reading

• Writing

• Speaking

Prerequisite: Japanese Year 7, 8 and 9.

Excursions: Students will visit Glenferrie Road to complete a language

based Amazing Race, including a Japanese restaurant visit.

Health & Human Development 10: HPE Elective

Students will explore various concepts of health & wellbeing and explore different perspectives on its meaning and importance. They look at measurable indicators of population health, and at data reflecting the health status of Australians. Developmental transitions through the various lifespan stages: from pre-natal development through to death are compared. Students consider factors that contribute to develop-ment, health and wellbeing during the prenatal, infancy and early childhood stages of the lifespan. Stu-dents work collaboratively to develop a community health promotion campaign.


• To describe a range of influences on the perspectives and priorities of health & wellbeing.

• To collect and analyse data relating to youth attitudes and priorities regarding health & wellbeing

• To apply the action areas of the Ottawa Charter for Health Promotion to a range of data and case stud-

ies

Assessment:

• Health, wellbeing and development summative assessment • Lifestyle diseases research project • Health promotion campaign • End of Semester Exam

Year 10 Japanese

VCE Pathway Japanese Second Language

Possible Career Pathway Languages

Year 10 Health & Human

VCE Pathway Health & Human Development

Possible Career Pathway Health, Community Services





Outdoor & Environmental Studies 10: HPE Elective

This course includes theoretical and practical components as an introduction to topics covered in VCE Outdoor & Environmental Studies. Students will increase their leadership, teamwork and cooperation in challenges. Students will learn: • Minimal impact travel and living • Water awareness such as reading rips, currents and tides • Snorkeling skills/Surfing skills • Orienteering skills • Camping including preparing and cooking meals • Indoor rock-climbing skills Assessment:

• Snorkeling, rock climbing and orienteering will be assessed • Environmental issue assignment/ Exam Camps/Excursions:

• Overnight surf camp to Phillip Island • Rock Climbing • Snorkeling • Orienteering • Bushwalking

Year 10 Outdoor &

VCE Pathway Outdoor & Environmental Studies

Possible Career Pathway Outdoor Education



Physical Education 10: HPE Elective This subject will be made up of both theory and Practical components and will serve as an introduction to

VCE Physical Education for students who plan to study PE in years 11 and 12.


•Students will learn about the body systems and their role in health and exercise, training principles and

methods and energy systems.

•Students will analyse practical activities in order to investigate the theoretical components of the course

•Students will be involved in Laboratory activities, excursions to local gymnasiums and several incursions

with a variety of exercise physiologists.

Assessment:

• End of semester exam

• Fitness test analysis and training methods assessment

• Body systems test

Excursions:

• Optima Gym – Fitness Sessions (3)

• Victorian Institute of Sport

Sport Education 10: HPE Elective Students take part in a range of sports and activities. The course will focus on skill development, strategic

play, fitness components, and methods of training associated with the chosen activities. It is a mainly

practical based course but will also contain elements of PE that will help students prepare for VCE.


• A variety of skills, rules and strategies associated with the chosen sports/activities. • Components of fitness that are important in order to train effectively for each sport/activity. • Methods of training that can be applied and adapted to train effectively for each sport/activity. • How to plan, organise and run practical sessions effectively. Assessment:

• Written assessments based on knowledge and understanding of chosen sports/activities and on training methods and their application.

• Sports peer teaching sessions • Practical assessment based on contribution to lessons, participation as well as performance. Excursion:

• Mornington Tennis Club – Tennis Lessons

Year 10 Sport Education

VCE Pathway Physical Education

Possible Career Pathway Physical Education

Year 10 Physical Education

VCE Pathway Physical Education

Possible Career Pathway Physical Education



Textiles 10: Technology Elective The students will engage in design and development of a variety of fashion accessories or soft furnishings

e.g. bags, hats, quilts, soft sculpture and garments. Student’s creativity will be encouraged and explored,

challenged and extended throughout the course. This course is an excellent foundation course leading

onto VCE Product Design Fabrics.


• A variety of decorative techniques to create their ideas. Student’s creativity will be encouraged and

explored, challenged and extended throughout the course

• A variety of construction techniques and processes to enable them to be successful at making soft fur-

nishings and sculptures.

• How to structure a design folio with consideration to the design process.

• Sustainability – Social, economic and environmental issues

Assessment:

• Design Folio and completed Soft Furnishing/sculpture or Garment

Innovative Design 10: Technology Elective

This course is designed for students to further their knowledge and skills using wood as their focal medi-um. A typical project would be a flat pack table with the emphasis being on innovation and design for dis-assembly. Laser cutting and 3D printing can also be incorporated into the project. This course is an excel-lent foundation course leading onto VCE Product Design, studying key issues such as sustainability, prod-uct analysis, industrial manufacturing, and the social, economic and environmental issues.


• To write an extended design brief, evaluation criteria and to conduct research for their project • To develop drawing and presentation skills • To develop skills using hand tools, power tools and time management. • To analyse social, ethical and environment considerations for global preferred futures Assessment:

• Portfolio and practical projects • Tests on preferred futures and the contexts of tools and processes

Year 10 Innovative Design

VCE Pathway Product Design & Technology VET Building & Construction

Possible Career Pathway Metalwork & Engineering, Construction

Electro-technology

Year 10 Textiles

VCE Pathway Product Design & Technology—

Textiles

Possible Career Pathway Textiles & Design, Industrial Arts







Medical Forensics 10: Science Elective

Ever watched those numerous Forensics shows? Want to know the real Science behind them? Forensic

Science is all about the gross, the real and sometimes bloody facts about crimes! During Forensic Science

you will take an in-depth look at how your body works, the Chemistry, Biology and Physics scientists use

to solve nearly any crime, whilst developing your essential skill set for VCE.


• Observational skills

• How to identify and collect trace evidence from a crime scene • Conducting forensic experiments

• Courtroom processes & ethical considerations Assessment:

• Crime Scene Investigation • Case Studies

• Experimental Reports

• Semester Exam

Marine Science 10: Science Elective

We are surrounded by marine environments ranging from rock pools, limestone reefs, saltmarshes and open water which can be easily explored. Recreational use in these areas has led to conservation issues regarding pollution, over-fishing, salinity and erosion. In this course you will explore the range and types of organisms found in different marine environments, the factors that affect them and what we can do as a community to preserve them for the future.


• To classify and identify unknown species • How marine and coastal organisms are adapted for survival • How humans have impacted the marine environment Assessment:

• Documentary Response • Research Task • Semester Exam

Year 10 Marine Science

VCE Pathway Environmental Science, Biology

Possible Career Pathway Environmental Science, Biology

Year 10 Medical Forensics

VCE Pathway Chemistry, Biology, VET Laboratory

Skills

Possible Career Pathway Chemistry, Biology






Mindworks 10: Science Elective Can’t make up your mind? Well why not learn about the Brain and how it works? Mindworks is an elec-tive for those who wish to extend their scientific understanding in preparation for VCE. Psychology is the study of how people think, feel and behave.

Students will learn: • Brain and Nervous System functioning • Forensic Psychology • Memory • Sports Psychology • Various Psychology occupations available

Assessment: • Brain Dissection • Scientific Poster – Memory • Student Designed Investigation – Sports Psychology • Semester Exam

Systems Engineering 10: Technology Elective

Students will learn the theory behind electrical, electronic and mechanical systems through practical ap-plication and they will develop their designing and problem-solving skills through software modelling and prototyping. Students will learn and apply the Systems Engineering Process to research, design and re-fine their projects. Students have a wide range of tools at their disposal, including laser cutters and 3D Printers, to create high quality, practical outcomes. The practical outcome will be an electronic and mechanical integrated system. They will use Computer Aided Design to model in 2D and 3D to assist in their designing and problem solving to create a practical outcome such as a pinball machine, a lolly dispenser or a robotic arm. Students will learn: • Basic engineering concepts, principles and components • Voltage, current and resistance and how these interact with components such as: resistors, capaci-

tors, transistors, LDRs, integrated circuits, micro-controllers, motors and servos • Industry standard 2D & 3D design software packages such as Fusion 360

• The modern manufacturing techniques of 3D printing and laser cutting Assessment: • Practical outcomes

• Design folio • End of Semester exam

Year 10 Mindworks

VCE Pathway Psychology, Biology

Possible Career Pathway Community Services, Health, Biology

Year 10 Systems Engineering

VCE Pathway Systems Engineering,

Product Design & Technology

Possible Career Pathway Electro-technology

Metalwork & Engineering






Year 11 and 12


Selecting a Year 11 and 12 Course:

The first step is to decide whether you are doing:

VCE (Victorian Certificate of Education)

Standard Course (2 year Certificate)

OR

VCAL (Victorian Certificate of Applied Learning)

Includes a combination of VCAL units, VET, work placement/community service or an SBAT (School Based Apprenticeship and Traineeship).

Some Basic Guidelines:

Students who plan to go to university and require an ATAR (Australian Tertiary Admission Rank) should select an appropriate VCE course.

Students who plan to do a trade should consider a VET program and the VCAL program.

Students who are seeking an alternative to academic studies and would like to acquire industry based experience should consider the VCAL program.

Students who are unsure about their future plans but may wish to attend university should con-sider VCE.

Planning Your Course:

Your VCE / VCAL / VET /SBAT (School Based Apprenticeship and Traineeship) program is designed

to lead you to either employment or further education and training. You need to be sure that the

course of study you choose at Year 11 and 12 will connect you to your desired career path.

So follow the 1-2-3 Plan:

1. WHERE do you want to end up?

2. HOW do you get there – an apprenticeship, university course, TAFE course or particular skills

for your job?

3. WHAT course do you need to put together at Year 11 and 12 to get to the next step?

Choosing Your Course for 2022

• Discuss your intentions with your parents and subject teachers.

• Read this handbook. Seek advice on anything you don’t understand.

• Read and complete the Expression of Interest form that is available online on Compass.

• Discuss your VET options with the Careers Office or look on mornsccareers.com.au.

• You will have the opportunity to discuss your course with your subject teachers, learning area coordinators and the senior school coordinators. Use your Career Action Plan and consult the Career Practitioners.

• Ensure that you thoroughly investigate your appropriate Maths unit. Remember many tertiary courses list Maths as a pre-requisite subject. Consult with your Year 10 Maths teacher and ask for their recommendation.

Before I Choose My Course:

You should consider the following questions/actions to help guide your thinking when trying to select a course.

1. Have I referred to my Career Planner in the student secure area on the COMPASS Career Web Page and tried to understand where my career interests are?

2. Have I thought carefully about subjects?

3. What do I like doing? What am I passionate about?

4. What I am good at?

5. What I need for courses and careers of interest?

6. Have I looked up the subjects required for the courses I am interested in?

7. The careers practitioners can show you how to use important directories such as the VTAC guide. These resources are available online at www.mornsccareers.com.au

8. Have I checked with my subject teachers?

9. Subject choice should depend on your abilities and interests. It is best to select the most appropri-ate subject/s which allows you a broad career pathway.

10. Consider a VET course or a part-time apprenticeship as a start on your career pathway.

11. Have I discussed my thoughts openly with my family? Your family can be a very important support network in doing VCE/VCAL/VET. Allow your family to be a meaningful part of this process.

12. Have I used all the contacts available to me?

13. Speak with anyone able to give constructive advice in your areas of interest.

14. Have I made sure I am preparing for a range of options?

15. Make sure you are not just preparing for one career. Consider alternative options if your plans fall through or you change your mind about a career.

16. Have I completed and lodged my preferred course on Edval?

17. Have I completed all forms and submitted them where relevant?

18. Have I booked a course selection interview?

Where Can I Get Help? What can I use to make my decision?

At home:

mornsccareers.com.au VTAC Guide VCAA website Family

Work Experience Contacts in Area of Interest Self-directed Search (SDS)

At school:

Career & Pathways Office Curriculum Leading Teachers Curriculum Area Leaders

Year Level Leader & Coordinators Subject Teachers Course selection interviews

VCE (Victorian Certificate of Education) - Year 11-12

The VCE program covers Years 11 and 12 and involves four semesters of work. Over these four semesters,

students will normally take a total of 20 units: 10 units of 1 and 2 studies and 10 units of 3 and 4 stud-

ies. Some students will undertake extra units, for example in Year 10.

A unit lasts for one semester or a half year.

Units 1 and 2 are normally attempted in Year 11 and can be taken as single units.

Units 3 and 4 are normally attempted in Year 12 and must be undertaken as a sequence.

Successful completion of the VCE is based on satisfactorily achieving Learning Outcomes. In reporting

satisfactory completion of Units 1, 2, 3 and 4, we are certifying that students have met the outcomes as

set out in the VCE Study Designs. Early in each semester, students will be provided with a list of the tasks

required and will be told when each is due. All students need to set goals for meeting deadlines and plan

to have work completed on time.

VCE Graduation Requirements

The Victorian Curriculum Assessment Authority (VCAA) requires that you must satisfactorily complete a

total of no fewer than 16 units that include:

• Three units of English (Units 1 and/or 2, units 3 and 4 are vital for ATAR)

• Three sequences of Units 3 and 4 studies other than English.

Assessment

Assessment of Unit 1 and 2 studies is school-based and reported as S (Satisfactory) or N (Not Satisfacto-

ry). For Unit 3 and 4 studies, students receive grades as well as the S or N assessment. At Unit 3 and 4

level, the VCAA supervises the assessment of all students. Graded assessments are either school-based

(SACs or SATs) or externally set and marked examinations. Every VCE study has at least one exam.

More information regarding assessment can be obtained by visiting the VCAA website: https://

www.vcaa.vic.edu.au/curriculum/vce/Pages/Index.aspx

Tertiary Entrance Requirements

Tertiary institutions such as universities and colleges have a range of selection criteria and it is im-

portant that students investigate requirements of courses early in the development of their career path-

ways. Some VCE studies may be prerequisites The ATAR is used as the primary source of selection in al-

most 50% of courses. VCAA calculates a study score from the graded assessments in each Unit 3 and 4

study. Using these study scores, VTAC (Victorian Tertiary Admissions Centre) calculates an ATAR for each

student.

https://www.vcaa.vic.edu.au/curriculum/vce/Pages/Index.aspx

https://www.vcaa.vic.edu.au/curriculum/vce/Pages/Index.aspx

Choosing a Course:

Students and their parents should study this handbook and the Guide to the VCE carefully. Students and

parents need to aware that there is a cutoff date for subject changes. When choosing courses and units,

students should consider studies that:

Obtaining Advice and Information

It is the student’s responsibility to seek advice and make informed decisions. Students can seek advice

and information from their Year Level teams. Students should also seek information on possible careers

and further education courses by visiting the Pathways Office and seeking advice from the Career Practi-

tioner. Year 11 2022 students, with their parents and/or guardians, will have a course selection interview

with a teacher at the College to discuss and finalise subject selection. Subject information is available

from the appropriate subject teacher. Students interested in VET courses should see the Pathways office

for information and application forms. Planning for the Two Year Course

Students should plan for both Years 11 and 12, noting that changes can be made to suit changing inter-

ests and activities. In year 11, six units will be studied each semester. In year 12, five units will be studied

in each semester. Each unit is 3 periods per week.

Units Offered

A range of units are offered to provide the widest possible student. However, due to staffing restrictions

and student numbers, not all listed units will be available in any one year or semester. We will also have

to timetable units together, which may restrict choices for some students. As far as possible, efforts will

be made to minimize these restrictions. Acceleration

Some Year 11 students will be able to take a Unit 3/4 sequence depending on their Year 10 results. Uni-

versity units can also be undertaken if students have completed Unit 3 and 4 studies in Year 11.

Fees and Charges All units of study have a charge attached to them. Selecting one of these courses means an obligation to

accept responsibility for the charge involved. Payment of the unit charge confirms the student’s place in

the class. Alternative arrangements can be made in cases of financial difficulty. Please refer to Fees &

Charges insert for a list of all indicative fees to give you an idea of the cost of each subject. These will be

updated and communicated at a later date.

VCE 2022—Subject List:

VCE UNITS 1 and 2

ENGLISH – COMPULSORY

*Students must select at least one of the 3 English Studies to qualify for a VCE.

English English Language Literature

Arts Art

Media Music Performance

Studio Arts Visual Communication & Design

Drama

Food Technology Food Studies

Health & Physical Education

Health & Human Development Physical Education

Outdoor & Environmental Studies

Humanities Accounting

Business Management History—Modern

Industry & Enterprise Geography

Legal Studies

Languages Indonesian Japanese

Mathematics

General Mathematics Mathematical Methods Specialist Mathematics

Science Biology

Chemistry Environmental Science

Physics Psychology

Technology

Product Design & Technology – Textiles

Product Design & Technology – Wood

Systems Engineering

VCE UNITS 3 and 4

ENGLISH – COMPULSORY

*Students must select at least one of the 3 English Studies to qualify for a VCE.

English English Language Literature

Arts Art

Media Music Performance

Studio Arts Visual Communication & Design

Food Technology

Food Studies

Health & Physical Education Health & Human Development

Physical Education Outdoor & Environmental Studies

Humanities Accounting

Business Management History – Revolutions Industry & Enterprise

Legal Studies Philosophy

Languages Indonesian Japanese

Mathematics

Further Mathematics Mathematical Methods Specialist Mathematics

Science Biology

Chemistry Environmental Science

Physics Psychology

Technology

Product Design & Technology – Textiles

Product Design & Technology – Wood

Systems Engineering

Accounting Units 1&2: Humanities

Unit 1: The role of accounting in business

This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students 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.

Unit 2: Accounting and decision-making for a trading business

In this unit students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current as-sets. Students 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 in-formation to predict, budget and compare the potential effects of alternative strategies on the perfor-mance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance.

Accounting Units 3&4: Humanities

Unit 3: Financial accounting for a trading business

This unit focuses on financial accounting for a trading business owned by a sole proprietor, and highlights

the role of accounting as an information system. Students use the double entry system of recording fi-

nancial data and prepare reports using the accrual basis of accounting and the perpetual method of in-

ventory 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.

Unit 4: Recording, reporting, budgeting, and decision making

In this unit students further develop their understanding of accounting for a trading business owned by a

sole proprietor and the role of accounting as an information system. Students use the double entry sys-

tem of recording financial data, and prepare reports using the accrual basis of accounting and the perpet-

ual method of inventory recording. Both manual methods and ICT are used to record and report. Stu-

dents 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 budg-

eting in decision-making for a business. They analyse and

interpret accounting reports and graphical representa-

tions to evaluate the performance of a business. From

this evaluation, students suggest strategies to business

owners to improve business performance.

For more information please visit: VCAA Accounting Study Design Units 1-4

Unit 3 & 4 Assessment:

Unit 3 School-assessed Coursework 25%


End-of-year examination 50%

https://www.vcaa.vic.edu.au/Documents/vce/accounting/2019AccountingSD.pdf

Art Units 1&2: Art

Unit 1: Artworks, experience and meaning

In this unit students focus on artworks as objects and examine how art elements, art principles, materials

and techniques and artistic processes communicate meaning. They examine artists in different societies

and cultures, and historical periods, and develop their own viewpoints about the meanings and messages

of artworks. Students explore the practices of artists who have been inspired by ideas relating to person-

al and cultural identity. They study at least three artists and at least one artwork from each of the select-

ed artists.

Unit 2: Artworks and contemporary cultures

In this unit students use the Cultural Framework and the Contemporary Framework to examine the

different ways that artists interpret and present social and personal issues in their artistic practice. They

apply the Cultural Framework and the Contemporary Framework as appropriate to the selection of art-

works. In students’ own artistic practice, they continue to use the art process and visual language to ex-

plore and experiment with materials and techniques and to develop personal and creative responses.

They explore the way cultural contexts and contemporary ideas and approaches to art have influenced

their artwork.

Art Units 3&4: Art

Unit 3: Artworks, ideas and values

In this unit students study selected artists who have produced works before 1990 and since 1990. Stu-

dents use the Analytical Frameworks for analysing and interpreting the meaning of artworks. Applied to-

gether, these Analytical Frameworks enable students to appreciate how an artwork may contain differ-

ent aspects and layers of meaning and to acknowledge the validity of diverse interpretations.

Unit 4: Artworks, ideas and viewpoints

In this unit students study artworks and develop and expand upon personal points of view. They support

their point of view and informed opinions about art ideas and issues with evidence. They build their

learning and conceptual understanding around the discussion of broad themes, ideas and issues related

to the role of art in society and consider how ideas and issues are communicated through artworks. They

discuss how art may affect and change the way people think. Attributed commentaries and viewpoints

may include information from visiting artists and speakers, lecturers, educators or guides in galleries,

film, pod or vodcasts, online programs, printed and

online material in newspapers, periodicals, journals,

catalogues or texts by art critics, curators and histori-

ans. Sources should be reliable, recognised and relevant

and reflect viewpoints that enrich the discussion about

the artworks in relation to an art idea and related is-

sues.

For more information please visit: VCAA Art Study Design Units 1-4

For more information please visit: VCAA Art Study Design Units 1-4



Unit 4 School-assessed Task 50%


https://www.vcaa.vic.edu.au/Documents/vce/art/ArtSD-2017.pdf

https://www.vcaa.vic.edu.au/Documents/vce/art/ArtSD-2017.pdf


Biology Units 1&2: Science

Unit 1: How do organisms regulate their functions?

In this unit students examine the cell as the structural and functional unit of life, from the single celled to

the multicellular organism, including the requirements for sustaining cellular processes. Students focus

on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and re-

newal of cells. They explore how systems function through cell specialisation in vascular plants and ani-

mals, and consider the role homeostatic mechanisms play in maintaining an animal’s internal environ-

ment.

Unit 2: How does inheritance impact on diversity?

In this unit students explore reproduction and the transmission of biological information from generation

to generation and the impact this has on species diversity. They apply their understanding of chromo-

somes to explain the process of meiosis. Students consider how the relationship between genes, and the

environment and epigenetic factors influence phenotypic expression. They explain the inheritance of

characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of ge-

netic crosses.

Biology Units 3&4: Science

Unit 3: How do cells maintain life?

In this unit students investigate the workings of the cell from several perspectives. They explore the rela-

tionship between nucleic acids and proteins as key molecules in cellular processes. Students analyse the

structure and function of nucleic acids as information molecules, gene structure and expression in pro-

karyotic and eukaryotic cells and proteins as a diverse group of functional molecules. They examine the

biological consequences of manipulating the DNA molecule and applying biotechnologies. Students ex-

plore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and

cellular respiration. They explore how the application of biotechnologies to biochemical pathways could

lead to improvements in agricultural practices.

Unit 4: How does life change and respond to challenges?

In this unit students consider the continual change and

challenges to which life on Earth has been, and continues

to be, subjected to. They study the human immune sys-

tem and the interactions between its components to pro-

vide immunity to a specific pathogen. Students consider

how the application of biological knowledge can be used to respond to bioethical issues and challenges

related to disease. Students consider how evolutionary biology is based on the accumulation of evi-

dence over time. They investigate the impact of various change events on a population’s gene pool and

the biological consequences of changes in allele frequencies.

For more information please visit: VCAA Biology Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/biology/2016BiologySD.pdf

Business Management Units 1&2: Humanities

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 cor-

nerstones of economic and social development. In this unit students explore the factors affecting busi-

ness ideas and the internal and external environments within which businesses operate, and the effect of

these on planning a business.

Unit 2: Establishing a business

This unit focuses on the establishment phase of a business’s life. Establishing a business involves comply-

ing 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 examine the legal

requirements that must be satisfied to establish a business. They 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. Students analyse various management practices in this area by applying this

knowledge to contemporary business case studies from the past four years.

Business Management Units 3&4: Humanities

Unit 3: Managing a business

In this unit students explore the key processes and issues concerned with managing a business efficiently

and effectively to achieve the business objectives. Students examine the different types of businesses

and their respective objectives. They consider corporate culture, management styles, management skills

and the relationship between each of these. Students investigate strategies to manage both staff and

business operations to meet objectives. Students develop an understanding of the complexity and chal-

lenge of managing businesses and through the use of contemporary business case studies from the past

four years have the opportunity to compare theoretical perspectives with current practice.

Unit 4: Transforming a business

Businesses are under constant pressure to adapt and change to meet their objectives. In this unit stu-

dents consider the importance of reviewing key performance indicators to determine current perfor-

mance and the strategic management necessary to position a business for the future. Students study a

theoretical model to undertake change, and consider a

variety of strategies to manage change in the most effi-

cient and effective way to improve business perfor-

mance. They investigate the importance of leadership in

change management. Using a contemporary business

case study from the past four years, students evaluate

business practice against theory.

For more information please visit: VCAA Business Management Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/businessmanagment/BusinessManagementSD-2017.pdf

Chemistry Units 1&2: Science

Unit 1: How can the diversity of materials be explained?

The development and use of materials for specific purposes is an important human endeavour. In this

unit students investigate the chemical properties of a range of materials from metals and salts to poly-

mers and nanomaterials. Using their knowledge of elements and atomic structure students explore and

explain the relationships between properties, structure and bonding forces within and between particles

that vary in size from the visible, through nanoparticles, to molecules and atoms.

Unit 2: What makes water such a unique chemical?

Students examine the polar nature of a water molecule and the intermolecular forces between water

molecules. They explore the relationship between these bonding forces and the physical and chemical

properties of water. In this context students investigate solubility, concentration, pH and reactions in wa-

ter including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analyti-

cal techniques and instrumental procedures, and apply these to determine concentrations of different

species in water samples, including chemical contaminants. They use chemistry terminology including

symbols, units, formulas and equations to represent and explain observations and data from experi-

ments, and to discuss chemical phenomena. Students explore the solvent properties of water in a variety

of contexts and analyse selected issues associated with substances dissolved in water.

Chemistry Units 3&4: Science

Unit 3: How can chemical processes be designed to optimize efficiency?

Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, gal-

vanic cells and fuel cells. They investigate the combustion of fuels, including the energy transformations

involved, the use of stoichiometry to calculate the amounts of reactants and products involved in the re-

actions, and calculations of the amounts of energy released and their representations. Students consider

the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells. In this con-

text they use the electrochemical series to predict and write half and overall redox equations, and apply

Faraday’s laws to calculate quantities in electrolytic reactions.

Unit 4: How are organic compounds categorized, analysed and used?

Students study the ways in which organic structures are represented and named. They process data from

instrumental analyses of organic compounds to confirm

or deduce organic structures, and perform volumetric

analyses to determine the concentrations of organic

chemicals in mixtures. Students consider the nature of

the reactions involved to predict the products of reaction

pathways and to design pathways to produce particular

compounds from given starting materials.

For more information please visit: VCAA Chemistry Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/chemistry/2016ChemistrySD.pdf


English Units 1&2: English

Unit 1: Reading and Creating Texts/Analysing and Presenting Argument

In this area of study students explore how meaning is created in a text. Students identify, discuss and an-

alyse decisions authors have made. They explore how authors use structures, conventions and language

to represent characters, settings, events, explore themes, and build the world of the text for the reader.

Students investigate how the meaning of a text is affected by the contexts in which it is created and read.

In this area of study students focus on the analysis and construction of texts that attempt to influence an

audience. Students read a range of texts that attempt to position audiences in a variety of ways. They

explore the use of language for persuasive effect and the structure and presentation of argument. They

consider different types of persuasive language, including written, spoken, and visual, and combinations

of these, and how language is used to position the reader.

Unit 2: Reading and Comparing Texts/Analysing and Presenting Argument

In this area of study students explore how comparing texts can provide a deeper understanding of ideas,

issues and themes. They investigate how the reader’s understanding of one text is broadened and deep-

ened when considered in relation to another text. Students explore how features of texts, including

structures, conventions and language convey ideas, issues and themes that reflect and explore the world

and human experiences, including historical and social contexts. Students practise their listening and

speaking skills through discussion, developing their ideas and thinking in relation to the texts studied.

English Units 3&4: English

Unit 3: Reading and Creating Texts/Analysing Argument

In this area of study students identify, discuss and analyse how the features of selected texts create

meaning and how they influence interpretation. In identifying and analysing explicit and implied ideas

and values in texts, students examine the ways in which readers are invited to respond to texts. They de-

velop and justify their own detailed interpretations of texts. In this area of study students analyse and

compare the use of argument and language in texts that debate a topical issue. The texts must have ap-

peared in the media since 1 September of the previous year. Students read and view media texts in a va-

riety of forms, including print, non-print and multimodal, and develop their understanding of the way in

which language and argument complement one another in positioning the reader.

Unit 4: Reading and Comparing Texts/Presenting Argument

In this area of study students explore the meaningful connections between two texts. They analyse texts,

including the interplay between character and setting, voice and structure, and how ideas, issues and

themes are conveyed. By comparing the texts, they gain a deeper understanding of the ideas, issues and

themes that reflect the world and human experiences. In this area of study students build their under-

standing of both the analysis and construction of texts

that attempt to influence audiences. They use their

knowledge of argument and persuasive language as a ba-

sis for the development of their own persuasive texts in

relation to a topical issue that has appeared in the media

since 1 September of the previous year.

For more information please visit: VCAA English & EAL Study Design Unit 1-4





https://www.vcaa.vic.edu.au/Documents/vce/english/2016EnglishEALSD.pdf

English Language Units 1&2: English

Unit 1: Language and communication

Language is an essential aspect of human behaviour and the means by which individuals relate to the

world, to each other and to the communities of which they are members. In this unit, students consider

the way language is organised so that its users have the means to make sense of their experiences and to

interact with others. Students explore the various functions of language and the nature of language as an

elaborate system of signs. The relationship between speech and writing as the dominant modes of lan-

guage and the impact of situational and cultural contexts on language choices are also considered. Stu-

dents investigate children’s ability to acquire language and the stages of language acquisition across a

range of subsystems.

Unit 2: Language change

In this unit, students focus on language change. Languages are dynamic and language change is an inevi-

table and a continuous process. Students consider factors contributing to change over time in the English

language and factors contributing to the spread of English. They explore texts from the past and from the

present, considering how all subsystems of the language system are affected – phonetics and phonology,

morphology and lexicology, syntax, discourse and semantics. Attitudes to language change vary consider-

ably and these are also considered.

English Language Units 3&4: English

Unit 3: Language variation and social purpose

Students examine the stylistic features of formal and informal language in both spoken and written

modes: the grammatical and discourse structure of language; the choice and meanings of words within

texts; how words are combined to convey a message; the purpose in conveying a message; and the par-

ticular context in which a message is conveyed. Students learn how to describe the interrelationship be-

tween words, sentences and text as a means of exploring how texts construct message and meaning.

Unit 4: Language variation and identity

In this unit students focus on the role of language in establishing and challenging different identities.

There are many varieties of English used in contemporary Australian society, including national, regional,

cultural and social variations. Standard Australian English is the variety that is granted prestige in con-

temporary Australian society and it has a role in establishing national identity. However, non-Standard

English varieties also play a role in constructing users’

social and cultural identities. Students examine a range

of texts to explore the ways different identities are con-

structed. These texts include extracts from novels, films

or television programs, poetry, letters and emails, tran-

scripts of spoken interaction, songs, advertisements,

speeches and bureaucratic or official documents.

For more information please visit: VCAA English Language Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/englishlanguage/2016EnglishLanguageSD.pdf

Literature Units 1&2 English

Unit 1: Approaches to literature

In this unit students focus on the ways in which the interaction between text and reader creates mean-ing. Students’ analyses of the features and conventions of texts help them develop increasingly discrimi-nating responses to a range of literary forms and styles. Students respond critically, creatively and reflec-tively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further studies in literature. They develop an awareness of how the views and values that readers hold may influence the reading of a text.

Unit 2: Context and connections

In 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 influ-ence their interpretations and shape different meanings. Drawing on a range of literary texts, students consider the relationships between authors, audiences and contexts. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted. Students ana-lyse 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. By experimenting with textual structures and language features, students understand how imaginative texts are informed by close analysis.

Literature Units 3&4: English

Unit 3: Form and Transformation

In 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 in-fluence the adaptations. Students draw on their study of adaptations and transformations to develop creative responses to texts. Students develop their skills in communicating ideas in both written and oral forms.

Unit 4: Interpreting texts

In this unit students develop critical and analytic responses to texts. They consider the context of their

responses to texts as well as the ideas explored in the texts, the style of the language and points of view.

They investigate literary criticism informing both the reading and writing of texts. Students develop an

informed and sustained interpretation supported by close textual analysis. For the purposes of this unit,

literary criticism is characterised by extended, informed

and substantiated views on texts and may include re-

views, peer-reviewed articles and transcripts of speech-

es. Specifically, for Unit 4 Outcome 1, the literary criti-

cism selected must reflect different perspectives, as-

sumptions and ideas about the views and values of the

text/s studied.

For more information please visit: VCAA Literature Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/literature/2016LiteratureSD.pdf

Environmental Science Units 1&2: Science

Unit 1: How are Earth’s dynamic systems interconnected to support life?

In this unit students examine the processes and interactions occurring within and between Earth’s four

interrelated systems – the atmosphere, biosphere, hydrosphere and lithosphere. They focus on how eco-

system functioning can influence many local, regional and global environmental conditions such as plant

productivity, soil fertility, water quality and air quality. Students explore how changes that have taken

place throughout geological and recent history are fundamental to predicting the likely impact of future

changes. They consider a variety of influencing factors in achieving a solutions-focused approach to re-

sponsible management of challenges related to natural and human-induced environmental change.

Unit 2: What affects Earth’s capacity to sustain life?

In this unit students consider pollution as well as food and water security as complex and systemic envi-

ronmental challenges facing current and future generations. They examine the characteristics, impacts,

assessment and management of a range of pollutants that are emitted or discharged into Earth’s air, soil,

water and biological systems, and explore factors that limit and enable the sustainable supply of ade-

quate and affordable food and water.

Environmental Science Units 3&4: Science

Unit 3: How can biodiversity and development be maintained?

In this unit students focus on environmental management through the application of sustainability princi-

ples. They explore the value of the biosphere to all living things by examining the concept of biodiversity

and the ecosystem services important for human health and well-being. They analyse the processes that

threaten biodiversity and evaluate biodiversity management strategies for a selected threatened endem-

ic animal or plant species. Students use a selected environmental science case study with reference to

sustainability principles and environmental management strategies to explore management from an

Earth systems perspective, including impacts on the atmosphere, biosphere, hydrosphere and litho-

sphere.

Unit 4: How can climate change and the impacts of human energy use be managed?

In this unit students explore different factors that con-

tribute to the variability of Earth’s climate and that can

affect living things, human society and the environment

at local, regional and global scales. Students compare

sources, availability, reliability and efficiencies of renew-

able and non-renewable energy resources in order to

evaluate the suitability and consequences of their use in

terms of upholding sustainability principles. They analyse various factors that are involved in responsible

environmental decision-making and consider how science can be used to inform the management of cli-

mate change and the impacts of energy production and use.

For more information please visit: VCAA Environmental Science Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/envscience/2016EnviroScienceSD.pdf

Food Studies Units 1&2: Food Technology

Unit 1: Food Origins This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world. In Area of Study 1 students explore how humanity has historically sourced its food, examining the general progression from hunter-gatherer to rural-based agri-culture, to today’s urban living and global trade in food. Students consider the origins and significance of food through inquiry into particular food-producing regions of the world. Unit 2: Food Makers In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on com-

mercial food production industries, while Area of Study 2 looks at food production in small-scale domes-

tic settings, as both a comparison and complement to commercial production. Students gain insight into

the significance of food industries to the Australian economy and investigate the capacity of industry to

provide safe, high-quality food that meets the needs of consumers.

Food Studies Units 3&4: Food Technology

Unit 3: Food in daily life

This unit investigates the many roles and everyday influences of food. Area of Study 1 explores the sci-

ence of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students

investigate the physiology of eating and appreciating food, and the microbiology of digestion. They also

investigate the functional properties of food and the changes that occur during food preparation and

cooking. They analyse the scientific rationale behind the Australian Dietary Guidelines and the Australian

Guide to Healthy Eating (see www.eatforhealth.gov.au) and develop their understanding of diverse nutri-

ent requirements.

Unit 4: Food issues, challenges and futures

In this unit students examine debates about global and Australian food systems. Area of Study 1 focuses

on issues about the environment, ecology, ethics, farm-

ing practices, the development and application of tech-

nologies, and the challenges of food security, food safe-

ty, food wastage, and the use and management of water

and land. Students research a selected topic, seeking

clarity on current situations and points of view, consid-

ering solutions and analysing work undertaken to solve

problems and support sustainable futures.

For more information please visit: VCAA Food Studies Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/foodstudies/FoodStudiesSD_2017.pdf

Geography Units 1&2: Humanities

Unit 1: Hazards and disasters

In this unit students undertake an overview of hazards before investigating specific types of hazards and

disasters. Students examine the processes involved with hazards and hazard events, including their caus-

es and impacts, human responses to hazard events and interconnections between human activities and

natural phenomena. They investigate how people have responded to specific types of hazards. Types of

hazards include geological (volcanic activity, erosion, earthquakes, tsunamis); hydro-meteorological

(droughts, floods, bushfires); biological (infectious diseases); and technological (oil spills, air pollution,

radiation leaks). Students undertake and report on fieldwork in this unit.

Unit 2: Tourism

In this unit students investigate the characteristics of tourism, with particular emphasis on where it has

developed, it’s various forms, how it has changed and continues to change and its impacts on people,

places and environments. They select contrasting examples of tourism from within Australia and else-

where in the world to support their investigations. The study of tourism at local, regional and global

scales emphasises the interconnection within and between places. For example, the interconnections of

climate, landforms and culture help determine the characteristics of a place that can prove attractive to

tourists. Students undertake and report on fieldwork in this unit.

Drama Units 1&2: Arts

Unit 1: Introducing performance styles

In this unit students study three or more performance styles from a range of social, historical and cultural

contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond

re-creation and/or representation 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 the work of selected drama practitioners and associated performance styles.

This unit focuses on the use and documentation of the processes involved in constructing a devised solo

or ensemble performance. Students create, present and analyse a performance based on a person, an

event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian

context.

For more information please visit: VCAA Drama Study Design Units 1-4

For more information please visit: VCAA Geography Study Design Units 1-4

https://www.vcaa.vic.edu.au/Documents/vce/geography/2016GeographySD.pdf

https://www.vcaa.vic.edu.au/Documents/vce/geography/2016GeographySD.pdf

Health & Human Development Units 1&2: HPE

Unit 1: Understanding health and wellbeing This unit looks at health and wellbeing as a concept with varied and evolving perspectives and defini-tions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpreta-tions, with different meanings for different people. As a foundation to the understanding of health, stu-dents should investigate the World Health Organization’s (WHO) definition and also explore other inter-pretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibri-um in which the individual feels happy, healthy, capable and engaged. For the purposes of this study, stu-dents should consider wellbeing to be an implicit element of health. Unit 2: Managing health and development This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adult-hood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes. Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.

Health & Human Development Units 3&4: HPE

Unit 3: Australia’s health in a globalized world This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different in-terpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). They use this knowledge as background to their analysis and evalua-tion of variations in the health status of Australians. Area of Study 2 focuses on health promotion and improvements in population health over time. Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful pro-grams. Unit 4: Health and human development in a global context This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, in-cluding the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key con-cepts of sustainability and human development. They consider the health implications of increased globalisa-tion and worldwide trends relating to climate change, dig-ital technologies, world trade and the mass movement of people.

For more information please visit: VCAA Health & Human Development Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/healthandhumandevelopment/2018HealthHumDevSD.pdf

History—Modern Units 1&2: Humanities

Unit 1: Change and Conflict

Students explore the nature of political, social and cultural change in later part of the 19th century and

the first half of the 20th century. In this area of study students explore the significant events, ideas, indi-

viduals and movements that have defined the modern world.

Students focus on the social life and cultural expression in the 1920s and 1930s and their relation to the

technological, political and economic changes of the period. Students explore particular forms of cultural

expression from the period in one or more of the following contexts: Italy, Germany, Japan, USSR and/ or

USA.

Unit 2: The Changing World Order

Students explore the nature and impact of the Cold War and challenges and changes to social, political

and economic structures and systems of power in the second half of the twentieth century and the first

decade of the twenty-first century.

Students focus on causes and consequences of the Cold War; the competing ideologies that underpinned

events, the effects on people, groups and nations, and the reasons for the end of this sustained period of

ideological conflict. Students explore ways in which traditional ideas, values and political systems were

challenged and changed by individuals and groups in a range of contexts. Students explore the causes of

significant political and social events and movements, and their consequences for nations and people.

History—Revolutions Units 3&4: Humanities

Unit 3 and Unit 4: Revolutions

In Units 3 and 4 Revolutions students investigate the significant historical causes and consequences of

political revolution. Revolutions represent great ruptures in time and are a major turning point in the col-

lapse and destruction of an existing political order which results in extensive change to society. Revolu-

tions are caused by the interplay of ideas, events, individuals and popular movements, and the interplay

between the political, social, cultural, economic and environmental conditions. Their consequences have

a profound effect on the political and social structures of the post-revolutionary society.

In these units students construct an argument about the causes and consequences in the revolutionary

narrative. They construct an argument about the past

using historical sources, and evaluate the extent to

which revolution brought change to the lives of people.

The two revolutions to be studied, one for Unit 3 and

one for Unit 4, are: The French Revolution of 1789 and

The Russian Revolutions of 1917.

For more information please visit: VCAA History Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/history/2016HistorySD.pdf

Sample VCE Year 11 Student Timetable

A Year 11 student at Mornington will study 6 Unit 1&2 subjects, including the compulsory selected Eng-

lish study. They will also participate in the Assessment Block. Some students who have accelerated will

study 1 Unit 3&4 subject in place of a 6th Unit 1&2 subject.

Sample VCE Year 12 Student Timetable

A Year 12 student at Mornington will study 5 Unit 3&4 subjects, including the compulsory selected Eng-

lish study. They will also participate in Tutorial sessions and the Assessment Block.

Period Monday Tuesday Wednesday Thursday Friday

1 English Art Media Biology Physical Education

2 Physical Education

English Physical Education

English General Maths

3 Assessment Block

General Maths Art Media Biology

4 Biology Media Assessment Block

General Maths Art

Period

Monday Tuesday Wednesday Thursday Friday

1 English Art Media Biology Tutorial

2 Tutorial English Tutorial English Further Maths

3 Assessment Block

Further Maths Art Media Biology

4 Biology Media Assessment Block

Further Maths Art

Indonesian (second language) Units 1&2: Languages

Unit 1: *Students must have undertaken Year 9 & 10 Indonesian to select this subject.

In this unit students develop an understanding of the language and culture/s of Indonesian-speaking

communities through the study of three or more topics from the prescribed themes listed on page 11.

Each area of study in the unit must focus on a different subtopic. Students access and share useful infor-

mation on the topics and subtopics through Indonesian 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.

Unit 2:

In this unit students develop an understanding of aspects of language and culture through the study of

three or more topics from the prescribed themes listed on page 11. Each area of study must focus on a

different subtopic. Students analyse visual, spoken and written texts. They access and share useful infor-

mation on the topics and subtopics through Indonesian 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 con-

texts and for specific audiences.

Indonesian (second language) Units 3&4: Languages

Unit 3: *Students must have undertaken Year 9 & 10 & 11 Indonesian to select this subject.

In this unit students investigate the way Indonesian speakers interpret and express ideas, and negotiate

and persuade in Indonesian through the study of three or more subtopics from the prescribed themes

and topics. Each area of study must cover a different subtopic, though teachers may choose to teach

more than one subtopic in an area of study. Students interpret information, inform others, and reflect

upon and develop persuasive arguments. They access and share useful information on the subtopics

through Indonesian, and consolidate and extend vocabulary and grammar knowledge and language skills.

Unit 4:

In this unit students investigate aspects of culture through the study of two or more subtopics from the

prescribed themes and topics. Area of Study 1 and Area of Study 2 may focus on the same subtopic. Area

of Study 3 should cover a different subtopic to the sub-

topic/s chosen for Areas of Study 1 and 2. Students build

on their knowledge of Indonesian-speaking communi-

ties, considering cultural perspectives and language and

explaining personal observations. Students consolidate

and extend vocabulary, grammar knowledge and lan-

guage skills to investigate the topics through Indonesian.

For more information please visit: VCAA Indonesian Second Language Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/indonesian2nd/2019IndonesianSLSD.pdf

Japanese (second language) Units 1&2: Languages

Unit 1: *Students must have undertaken Year 9 & 10 Japanese to select this subject.

In this unit students develop an understanding of the language and culture/s of Japanese-speaking com-

munities through the study of three or more topics from the prescribed themes listed on page 12. Each

area of study in the unit must focus on a different subtopic. 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.

Unit 2:

In this unit students develop an understanding of aspects of language and culture through the study of

three or more topics from the prescribed themes listed on page 12. Each area of study must focus on a

different subtopic. Students analyse visual, spoken and written texts. They access and share useful infor-

mation 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 con-

texts and for specific audiences.

Japanese (second language) Units 3&4: Languages

Unit 3: *Students must have undertaken Year 9 & 10 & 11 Japanese to select this subject.

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 subtopics from the prescribed themes and

topics. Each area of study must cover a different subtopic, though teachers may choose to teach more

than one subtopic in an area of study. 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.

Unit 4:

In this unit students investigate aspects of culture through the study of two or more subtopics from the

prescribed themes and topics. Area of Study 1 and Area of Study 2 may focus on the same subtopic. Area

of Study 3 should cover a different subtopic to the sub-

topic/s chosen for Areas of Study 1 and 2. Students build

on their knowledge of Japanese-speaking communities,

considering cultural perspectives and language and ex-

plaining personal observations. Students consolidate

and extend vocabulary, grammar knowledge and lan-

guage skills to investigate the topics through Japanese.

For more information please visit: VCAA Japanese Second Language Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/japanese2nd/2019JapaneseSLSD.pdf

Legal Studies Units 1&2: Humanities

Unit 1: Guilt and Liability

Criminal law and civil law aim to achieve social cohesion and protect the rights of individuals. Criminal

law is aimed at maintaining social order and infringing criminal law can result in charges. Civil law deals

with the infringement of a person’s or group’s rights and breaching civil law can result in litigation. In 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 conclu-

sions about the culpability of an accused, and the liability of a party in a civil dispute.

Unit 2: Sanctions, remedies and rights

Criminal law and civil law aim to protect the rights of individuals. When rights are infringed, a case or dis-

pute may arise which needs to be determined or resolved, and sanctions or remedies may be imposed.

This 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.

Legal Studies Units 3&4: Humanities

Unit 3: Rights and justice

The Victorian justice system, which includes the criminal and civil justice systems, aims to protect the

rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit stu-

dents 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.

Unit 4: The people and the law

The study of Australia’s laws and legal system involves an understanding of institutions that make and

reform our laws, and the relationship between the Australian people, the Australian Constitution and law

-making bodies. In 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 struc-

tures 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 Austral-

ian Constitution. They investigate parliament and the

courts, and the relationship between the two in law-

making, and consider the roles of the individual, the me-

dia and law reform bodies in influencing law reform.

For more information please visit: VCAA Legal Studies Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/legalstudies/LegalSD_2018.pdf

VCE Mathematics Pathways

Please Note: Specialist Maths 1-2 must be taken alongside Maths Methods 1-2 Specialist Maths 3-4 must be taken alongside Maths Methods 3-4

General Mathematics Units 1&2: Maths

General Mathematics provides for different combinations of student interests and preparation for study of VCE Mathematics at the Unit 3 and 4 level. The areas of study are;

Algebra and structure In this area of study students cover representation and manipulation of linear re-lations and equations, including simultaneous linear equations, and their applications in a range of con-texts.

Arithmetic and number In this area of study students cover mental, by-hand and technology assisted computation with rational numbers, practical arithmetic and financial arithmetic, including estimation, order of magnitude and accuracy.

Discrete mathematics In this area of study students cover matrices, graphs and networks, and number patterns and recursion, and their use to model practical situations and solve a range of related problems.

Geometry, measurement and trigonometry In this area of study students cover shape, measurement and trigonometry and their application to formulating and solving two- and three-dimensional problems involving length, angle, area and surface area, volume and capacity, and similarity and the application of linear scale factors to measurement.

Graphs of linear and non-linear relations In this area study students cover continuous models involving linear and non-linear relations and their graphs, linear inequalities and programming, and variation.

Statistics In this area of study students cover representing, analysing and comparing data distributions and investigating relationships between two numerical variables, including an introduction to correlation.

Year 10 Year 11 Year 12

Mathematical Methods Units 1&2: Maths

Unit 1:

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a

single real variable, algebra, calculus, probability and statistics and their applications in a variety of practi-

cal and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4

and contain assumed knowledge and skills for these units. The focus of Unit 1 is the study of simple alge-

braic functions, and the areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability

and statistics’. At the end of Unit 1, students are expected to have covered the content outlined in each

area of study, with the exception of ‘Algebra’ which extends across Units 1 and 2.

Unit 2:

In Unit 2 students focus on the study of simple transcendental functions and the calculus of simple alge-

braic functions. The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and

statistics’. At the end of Unit 2, students are expected to have covered the material outlined in each area

of study. Material from the ‘Functions and graphs’, ‘Algebra’, ‘Calculus’, and ‘Probability and statistics’

areas of study should be organised so that there is a clear progression of skills and knowledge from Unit

1 to Unit 2 in each area of study.

Further Mathematics Units 3&4: Maths

Unit 3 & 4:

Further Mathematics consists of two areas of study, a compulsory Core area of study to be completed in Unit 3 and an Applications area of study to be completed in Unit 4. The Core comprises ‘Data analysis’ and ‘Recursion and financial modelling’. The Applications comprises two modules to be completed in their entirety, from a selection of four possible modules: ‘Matrices’, ‘Networks and decision mathe-matics’, ‘Geometry and measurement’ and ‘Graphs and relations’.

‘Data analysis’ comprises 40 per cent of the content to be covered, ‘Recursion and financial modelling’ comprises 20 per cent of the content to be covered, and each selected module comprises 20 per cent of the content to be covered.

Assumed knowledge and skills for the Core are contained in the General Mathematics Units 1 and 2 topics: ‘Computation and practical arithmetic’, ‘Investigating and comparing data distributions’, ‘Investigating relationships between two numerical variables’, ‘Linear graphs and modelling’, ‘Linear relations and equations’, and ‘Number patterns and recursion’.

For each module there are related topics in General Math-ematics Units 1 and 2.




End-of-year examination 1 33%


For more information please visit: VCAA Mathematics Study Design Units 1-4

https://www.vcaa.vic.edu.au/Documents/vce/mathematics/2016MathematicsSD.pdf

Mathematical Methods Units 3&4: Maths

Unit 3 & 4:

Mathematical Methods Units 3 and 4 are completely prescribed and extend the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts.

Function and graphs students cover transformations of the plane and the behaviour of some elementary functions of a single real variable, including key features of their graphs such as axis intercepts, stationary points, points of inflection, domain (including maximal, implied or natural domain), co-domain and range, asymptotic behaviour and symmetry.

Algebra students cover the algebra of functions, including composition of functions, simple functional relations, inverse functions and the solution of equations.

Calculus students cover graphical treatment of limits, continuity and differentiability of functions of a sin-gle real variable, and differentiation, anti-differentiation and integration of these functions.

Probability & Statistics students cover discrete and con-tinuous random variables, their representation using ta-bles, probability functions (specified by rule and defining parameters as appropriate); the calculation and interpre-tation of central measures and measures of spread; and statistical inference for sample proportions.

Specialist Mathematics Units 1&2: Maths

Unit 1 & 2:

Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-

depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical

structure, modelling, problem solving and reasoning. This study has a focus on interest in the discipline of

mathematics in its own right and investigation of a broad range of applications, as well as development

of a sound background for further studies in mathematics and mathematics related fields. Mathematical

Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a compre-

hensive preparation for Specialist Mathematics Units 3 and 4. The areas of study for Units 1 and 2 of Spe-

cialist Mathematics are ‘Algebra and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’,

‘Geometry, measurement and trigonometry’, ‘Graphs of linear and non-linear relations’ and ‘Statistics’.

For more information please visit: VCAA Mathematic Methods Study Design Units 1-4







Media Units 1&2: Art

Unit 1: Media forms, representations and Australian stories

In this unit students develop an understanding of audiences and the core concepts underpinning the con-struction of representations and meaning in different media forms. They explore media codes and con-ventions and the construction of meaning in media products. Students analyse how representations, nar-rative and media codes and conventions contribute to the construction of the media realities audiences engage with and read. Students gain an understanding of audiences as producers and consumers of me-dia products. Through analysing the structure of narratives, students consider the impact of media crea-tors and institutions on production. They develop research skills to investigate and analyse selected nar-ratives focusing on the influence of media professionals on production genre and style.

Unit 2: Narrative across media forms

In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of devel-opments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake production ac-tivities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.

Specialist Mathematics Units 3&4: Maths

Unit 3&4:

Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Functions and graphs’, ‘Algebra’,

‘Calculus’, ‘Vectors’, ‘Mechanics’ and ‘Probability and statistics’. The development of course content

should highlight mathematical structure, reasoning and applications across a range of modelling contexts

with an appropriate selection of content for each of Unit 3 and Unit 4. The selection of content for Unit 3

and Unit 4 should be constructed so that there is a balanced and progressive development of knowledge

and skills with connections among the areas of study being developed as appropriate across Unit 3 and

Unit 4.

Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and skills from Mathe-

matical Methods Units 1 and 2, the key knowledge and skills from Specialist Mathematics Units 1 and 2

topics 'Number systems and recursion' and 'Geometry in

the plane and proof', and concurrent or previous study of

Mathematical Methods Units 3 and 4. Together these cover

the assumed knowledge and skills for Specialist Mathe-

matics, which are drawn on as applicable in the develop-

ment of content from the areas of study and key

knowledge and skills for the outcomes.






For more information please visit: VCAA Specialist Mathematics Study Design Units 1-4


Media Units 3&4: Art

Unit 3: Media narratives and pre-production

In this unit students explore stories that circulate in society through media narratives. They consider the

use of media codes and conventions to structure meaning, and how this construction is influenced by the

social, cultural, ideological and institutional contexts of production, distribution, consumption and recep-

tion. Students assess how audiences from different periods of time and contexts are engaged by, con-

sume and read narratives using appropriate media language. Narratives are defined as the depiction of a

chain of events in a cause and effect relationship occurring in physical and/or virtual space and time in

non-fictional and fictional media products.

Unit 4: Media production and issues in the media

In this unit students focus on the production and post-production stages of the media production pro-

cess, bringing the media production design created in Unit 3 to its realisation. They refine their media

production in response to feedback and through personal reflection, documenting the iterations of their

production as they work towards completion. Students explore the relationship between the media and

audiences, focusing on the opportunities and challenges

afforded by current developments in the media indus-

try. They consider the nature of communication be-

tween the media and audiences, explore the capacity of

the media to be used by governments, institutions and

audiences, and analyse the role of the Australian gov-

ernment in regulating the media.

Music Performance Units 1&2: Art

Unit 1: Music performance

This unit focuses on building students’ performance and musicianship skills to present performances of selected group and solo music works using one or more instruments. They study the work of other per-formers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musician-ship skills and apply this knowledge when preparing and presenting performances.

Unit 2: Music performance

This unit focuses on building performance and musicianship skills. Students present performances of se-lected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylis-tic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances.

For more information please visit: VCAA Media Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/media/MediaSD_2018.pdf

Outdoor & Environmental Studies Units 1&2: HPE

Unit 1: Exploring outdoor experiences

This unit examines some of the ways in which humans understand and relate to nature through experi-ences of outdoor environments. The focus is on individuals and their personal responses to, and experi-ences of, outdoor environments. Students are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of mo-tivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences and relationships with outdoor environments. Through outdoor experiences, stu-dents develop practical skills and knowledge to help them live sustainably in outdoor environments.

Unit 2: Discovering outdoor environments

This unit focuses on the characteristics of outdoor environments and different ways of understanding them, as well as the impact of humans on outdoor environments. In this unit students study the impact of nature on humans, and the ecological, social and economic implications of the impact of humans on outdoor environments. Students develop a clear understanding of the impact of technologies and chang-ing human lifestyles on outdoor environments. Students examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise the impact of humans on outdoor environments.

Music Performance Units 3&4: Art

Unit 3: Music performance This unit focuses on building and refining performance and musicianship skills. Students focus on either group or solo performance and begin preparation of a performance program they will present in the end-of-year examination. As part of their preparation, students will also present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Stu-dents develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances. Unit 4: Music performance This unit focuses on further development and refinement of performance and musicianship skills. Stu-dents focus on either group or solo performance and continue preparation of a performance program they will present in the end-of-year examination. All students present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfa-miliar venues and spaces. Through analyses of other performers’ interpretations and feedback on their own performances, students refine their interpreta-tions and optimise their approach to performance. They continue to address challenges relevant to works they are preparing for performance and to strengthen their listening, aural, theoretical and ana-lytical musicianship skills.

For more information please visit: VCAA Music Study Design Units 1-4




End-of-year performance examination 50%

End-of-year aural & Written examination 20%

https://www.vcaa.vic.edu.au/Documents/vce/music/2017MusicSD.pdf

Philosophy Units 3&4: Humanities

Unit 3: Minds, bodies and persons

This unit considers basic questions regarding the mind and the self through two key questions: Are hu-man beings more than their bodies? Is there a basis for the belief that an individual remains the same person over time? Students critically compare the viewpoints and arguments put forward in philosophi-cal sources to their own views on these questions and to contemporary debates.

Unit 4: The good life

This unit considers the crucial question of what it is for a human to live well. What does an understanding of hu-man nature tell us about what it is to live well? What is the role of happiness in a life well lived? Is morality cen-tral to a good life? How does our social context impact on our conception of a good life? In this unit, students explore philosophical texts that have had a signifi-cant impact on western ideas about the good life. Students critically compare the viewpoints and argu-ments in set texts to their views on how we should live, and use their understandings to inform a rea-

For more information please visit: VCAA Philosophy Study Design Units 1-4





Outdoor & Environmental Studies Units 3&4: HPE

Unit 3: Relationships with outdoor environments

The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of a range of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia. Students consider a number of factors that influence relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Stu-dents are involved in one or more experiences in outdoor environments, including in areas where there is evidence of human interaction. Through these practical experiences students are able to make com-parisons between and to reflect upon outdoor environments, as well as to develop theoretical knowledge and skills about specific natural environments.

Unit 4: Sustainable outdoor relationships

In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environ-ments, and examine the issues relating to the capacity of outdoor environments to support the future needs of the Australian population. Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens. They investigate current acts and conventions as well as management strategies for achieving and maintaining healthy and sustainable environments in contemporary Australian society.





For more information please visit: VCAA Outdoor & Environmental Study Design Units 1-4

https://www.vcaa.vic.edu.au/Documents/vce/philosophy/2019PhilosophySD.pdf

https://www.vcaa.vic.edu.au/Documents/vce/outdoor/2018OutdoorEnviroStdsSD.pdf

Physical Education Units 1&2: HPE

Unit 1: The human body in motion

In 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 society

This unit develops students’ 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. Students investigate how partic-

ipation in physical activity varies across the lifespan. They explore a range of factors that influence and

facilitate participation in regular physical activity

Physical Education Units 3&4: HPE

Unit 3: Movement skills and energy for physical activity

This 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 im-prove 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.

Unit 4: Training to improve performance

In this unit students analyse movement skills from a physiological, psychological and sociocultural per-spective, and apply relevant training principles and methods to improve performance within physical ac-tivity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the abil-ity of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Stu-dents analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the re-quirements of an activity. Students consider the physio-logical, psychological and sociological requirements of training to design and evaluate an effective training program.

For more information please visit: VCAA Physical Education Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/physicaledu/2017PhysicalEducationSD.pdf

Physics Units 1&2: Science

Unit 1: What ideas explain the physical world?

Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the de-tection, description and explanation of things that cannot be seen. In this unit students explore how physics explains phenomena, at various scales, which are not always visible to the unaided human eye. They examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world. Students consider thermal concepts by investigating heat, probe common analo-gies used to explain electricity and consider the origins and formation of matter.

Unit 2: What do experiments reveal about the physical world?

In this unit students explore the power of experiments in developing models and theories. They investi-gate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations. In the core component of this unit students investigate the ways in which forces are involved both in mov-ing objects and in keeping objects stationary. Students choose one of twelve options related to astrobiol-ogy, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nucle-ar physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question.

Physics Units 3&4: Science

Unit 3: How do fields explain motion and electricity?

In this unit students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fields include the transmission of electrici-ty over large distances and the design and operation of particle accelerators. They explore the interac-tions, effects and applications of gravitational, electric and magnetic fields.

Unit 4: How can two contradictory models explain both light and matter?

In this unit, students explore the use of wave and particle theories to model the properties of light and matter. They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Students further investigate light by using a particle model to explain its behaviour. A wave model is also used to ex-plain the behaviour of matter which enables students to consider the relationship between light and matter. Stu-dents learn to think beyond the concepts experienced in everyday life to study the physical world from a new per-spective. Students design and undertake investigations involving at least two continuous independent variables.

For more information please visit: VCAA Physics Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/physics/2016PhysicsSD.pdf

Product Design & Technology—Wood Units 1&2: Technology

Unit 1: Sustainable product redevelopment

This unit focuses on the analysis, modification and improvement of a product design with consideration

of sustainability. It is common for designers in Australia to use products from overseas as inspiration

when redeveloping products for the domestic market. Sustainable redevelopment refers to designers

and makers ensuring products serve social, economic and environmental needs. Generating economic

growth for design and manufacturing in Australia can begin with redeveloping existing products so they

have positive social and minimal environmental impact. In this unit students examine claims of sustaina-

ble practices by designers.

Unit 2: Collaborative design

In this unit students work in teams to design and develop an item in a product range or contribute to the

design, planning and production of a group product. They focus on factors including end-user/s’ needs

and wants; function, purpose and context for product design; aesthetics; materials and sustainability;

and the impact of these factors on a design solution. Teamwork encourages communication between

students and mirrors professional design practice where designers often work within a multi-disciplinary

team to develop solutions to design problems. Students also use digital technologies to facilitate teams

to work collaboratively online.

Product Design & Technology—Wood Units 3&4: Technology

Unit 3: Applying the product design process

In this unit students are engaged in the design and development of a product that addresses a personal,

local, or global problem (such as humanitarian issues), or that meets the needs and wants of a potential

end-user/s. The product is developed through a design process and is influenced by a range of factors

including the purpose, function and context of the product; user-centred design; innovation and creativi-

ty; design elements and principles; sustainability concerns; economic limitations; legal responsibilities;

material characteristics and properties; and technology.

Unit 4: Product development and evaluation

In this unit students engage with an end-user/s to gain

feedback throughout the process of production. Stu-

dents make comparisons between similar products to

help evaluate the success of a product in relation to a

range of product design factors. The environmental, eco-

nomic and social impact of products throughout their

life cycle can be analysed and evaluated with reference

to the product design factors.

For more information please visit: VCAA Product Design Technology Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/productdesign-and-technology/ProductDesignTechnology_SD_2018.pdf

Product Design & Technology—Textiles Units 1&2: Technology

Unit 1: Sustainable product redevelopment

This unit focuses on the analysis, modification and improvement of a product design with consideration

of sustainability. It is common for designers in Australia to use products from overseas as inspiration

when redeveloping products for the domestic market. Sustainable redevelopment refers to designers

and makers ensuring products serve social, economic and environmental needs. Generating economic

growth for design and manufacturing in Australia can begin with redeveloping existing products so they

have positive social and minimal environmental impact. In this unit students examine claims of sustaina-

ble practices by designers.

Unit 2: Collaborative design

In this unit students work in teams to design and develop an item in a product range or contribute to the

design, planning and production of a group product. They focus on factors including end-user/s’ needs

and wants; function, purpose and context for product design; aesthetics; materials and sustainability;

and the impact of these factors on a design solution. Teamwork encourages communication between

students and mirrors professional design practice where designers often work within a multi-disciplinary

team to develop solutions to design problems. Students also use digital technologies to facilitate teams

to work collaboratively online.

Product Design & Technology—Textiles Units 3&4: Technology

Unit 3: Applying the product design process

In this unit students are engaged in the design and development of a product that addresses a personal,

local, or global problem (such as humanitarian issues), or that meets the needs and wants of a potential

end-user/s. The product is developed through a design process and is influenced by a range of factors

including the purpose, function and context of the product; user-centred design; innovation and creativi-

ty; design elements and principles; sustainability concerns; economic limitations; legal responsibilities;

material characteristics and properties; and technology.

Unit 4: Product development and evaluation

In this unit students engage with an end-user/s to gain

feedback throughout the process of production. Students

make comparisons between similar products to help

evaluate the success of a product in relation to a range of

product design factors. The environmental, economic

and social impact of products throughout their life cycle

can be analysed and evaluated with reference to the

product design factors.

For more information please visit: VCAA Product Design Technology Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/productdesign-and-technology/ProductDesignTechnology_SD_2018.pdf

Psychology Units 1&2: Science

Unit 1: How are behavior and mental processes shaped?

Human development involves changes in thoughts, feelings and behaviours. In this unit students investi-gate 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. They consider the complex nature of psychological devel-opment, including situations where psychological development may not occur as expected. Students ex-amine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours.

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

A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. 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 so-cial cognition plays in a person’s attitudes, perception of themselves and relationships with others. Stu-dents explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the under-standing of human perception and why individuals and groups behave in specific ways.

Psychology Units 3&4: Science

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 ex-

plain how the human nervous system enables a person to interact with the world around them. They ex-

plore how stress may affect a person’s psychological functioning and consider the causes and manage-

ment of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of

knowledge, the development of new capacities and changed behaviours.

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 disturb-

ances may have on a person’s functioning. Students ex-

plore the concept of a mental health continuum and ap-

ply a biopsychosocial approach, as a scientific model, to

analyse mental health and disorder. They use specific

phobia to illustrate how the development and manage-

ment of a mental disorder can be considered as an inter-

action between biological, psychological and social fac-

tors.

For more information please visit: VCAA Psychology Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/psychology/2016PsychologySD.pdf

Systems Engineering Units 1&2: Technology

Unit 1: Mechanical systems This unit focuses on engineering fundamentals as the basis of understanding concepts, principles and components that operate in mechanical systems. The term ‘mechanical systems’ includes systems that utilise all forms of mechanical components and their linkages. While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work, the focus is on the cre-ation of a system. The creation process draws heavily upon design and innovation processes. Students create an operational system using the systems engineering process. The focus is on a mechanical sys-tem; however, it may include some electrotechnological components. All systems require some form of energy to function. Students research and quantify how systems use or convert the energy supplied to them.

Unit 2: Electrotechnology systems In this unit students study fundamental electrotechnological engineering principles. The term ‘electrotechnological’ encompasses systems that include electrical/electronic circuitry including microe-lectronic circuitry. Through the application of the systems engineering process, students create opera-tional electrotechnological systems, which may also include mechanical components or electro-mechanical subsystems. Students study fundamental electrotechnological principles including applied electrical theory, standard representation of electronic components and devices, elementary applied physics in electrical circuits and mathematical processes that can be applied to define and explain the electrical characteristics of circuits.

Systems Engineering Units 3&4: Technology

Unit 3: Integrated and controlled systems In this unit students study engineering principles used to explain physical properties of integrated sys-tems and how they work. Students design and plan an operational, mechanical and electrotechnological integrated and controlled system. They learn about the technologies used to harness energy sources to provide power for engineered systems. Students commence work on the creation of an integrated and controlled system using the systems engineering process. This production work has a strong emphasis on innovation, designing, producing, testing and evaluating. Students manage the project, taking into con-sideration the factors that will influence the creation and use of their integrated and controlled system. Students’ understanding of fundamental physics and applied mathematics underpins the systems engi-neering process, providing a comprehensive understanding of mechanical and electrotechnological sys-tems and how they function. Unit 4: System control In this unit students complete the creation of the me-chanical and electrotechnological integrated and con-trolled system they researched, designed, planned and commenced production of in Unit 3. Students investigate new and emerging technologies, consider reasons for their development and analyse their impacts. Students continue producing their mechanical and electrotechnological integrated and controlled system using the systems engineering process. Students develop their understanding of the open-source model in the de-velopment of integrated and controlled systems, and document its use fairly.

For more information please visit: VCAA Systems Engineering Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/systemeng/2019SystemsEngineeringSD.pdf

Studio Arts Units 1&2: Art

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 inspira-

tion, research artistic influences, develop individual ideas and explore a range of materials and tech-

niques 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 to interpret

and express ideas, source inspiration and apply materials and techniques in artworks.

Unit 2: Studio exploration and concepts

In 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 inspira-

tion, 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.

Studio Arts Units 3&4: Art

Unit 3: Studio practices and processes

In this unit students focus on the implementation of an individual studio process leading to the produc-tion of a range of potential directions. Students develop and use an exploration proposal to define an ar-ea 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. For this study, the explora-tion proposal supports the student to identify a direction for their studio process. The student deter-mines the studio process. This process records trialling, experimenting, analysing and evaluating the ex-tent to which art practices successfully communicate ideas presented in the exploration proposal.

Unit 4: Studio practice and art industry contexts

In 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, students present visual and written evalua-tion that explains why they selected a range of poten-tial directions from Unit 3 to produce at least two fin-ished artworks in Unit 4. The development of these art-works should reflect refinement and skillful application of materials and techniques, and the resolution of ideas and aesthetic qualities discussed in the exploration pro-posal in Unit 3. Once the artworks have been made, students provide an evaluation about the cohesive rela-tionship between the artworks.

For more information please visit: VCAA Studio Arts Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/studioarts/StudioArtsSD-2017.pdf

Visual Communication & Design Units 1&2: Art

Unit 1: Introduction to visual communication and design

This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and con-cepts, both visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an under-standing of the importance of presentation drawings to clearly communicate their final visual communi-cations.

Unit 2: Applications of visual communication

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.

Visual Communication & Design Units 3&4: Art

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

investigation and 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 cre-

ate effective visual communications for specific audiences and purposes. They investigate and experi-

ment 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. Hav-ing 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.

For more information please visit: VCAA Visual Communication Study Design Units 1-4





https://www.vcaa.vic.edu.au/Documents/vce/visualcomm/VisualCommunicationDesignSD_2018.pdf

Year 11 and 12 VCAL:

(Victorian Certificate of Applied Learning)

The Victorian Certificate of Applied Learning (VCAL) is designed to provide alternative pathways for stu-

dents interested in vocationally-oriented options, attending TAFE and/or entering employment.

VCAL is a senior secondary certificate, providing students with practical work-related experience, along

with literacy and numeracy skills, important for life and work. Like VCE, VCAL is a senior secondary quali-

fication and a pathway to many careers and future education.

Students who enjoy a hands-on learning approach, and those who would like to obtain a TAFE and voca-

tional qualification, undertake an apprenticeship or traineeship, or start a job directly after finishing

school, would all be well-suited to our VCAL program.

VCAL is flexible and enables students to undertake an individual study program, suiting their interests

and learning styles in a variety of settings, including school, TAFE and workplace environments.

Suitability for VCAL

VCAL could be considered by students who:

• Are interested in apprenticeships or traineeships

• Do not want to go directly to university and/or re-

quire an ATAR

• Want a Year 11 and/or Year 12 certificate

VCAL at Mornington Secondary College Our aim in VCAL is to offer as much flexibility as possible to suit individual student needs and pathways.

Students may undertake the Intermediate Certificate in Year 11 and/or the Senior Certificate in Year 12.

In VCAL, students must participate in Structured Work-

place Learning (SWL), Vocational Education and Training

(VET) or School-Based Apprenticeships and Traineeships

(SBAT) programs, community service or a combination of

these as required.

Work placement is mandatory one day per week in VCAL.

At Year 11 and 12, VCAL runs parallel to VCE and provides

students with a wide range of educational and training

pathways.

VCAL Structure The VCAL program at Mornington Secondary College has two levels: Intermediate (Year 11) and Senior (Year

12). Students can start and complete VCAL at the level which best matches their needs and abilities.

Students should speak to their current Year Level Coordinators or the Pathways team if they need help when

making this important decision about their educational future, as they can help students to develop a VCAL

program which best suits their particular learning needs and interests.

In 2022, VCAL at Mornington Secondary College will include a combination of the following:

• VCAL units conducted at school (Monday, Tuesday and Thursday)

• Industry Specific Skills

• Vocational Education and Training (VET)

• Structured Workplace Learning (SWL)

• School-Based Apprenticeship and Traineeship (SBAT)

• Community Service

• VCE subject sequence—Units 1&2 Intermediate VCAL, Units 3&4 Senior VCAL

Example VCAL Student Timetable:

VCAL Curriculum Strands

VCAL has four curriculum areas, called strands. These strands are:

• Literacy and Numeracy Skills

• Industry Specific Skills

• Work-Related Skills

• Personal Development Skills

VCAL Certification

Upon successful completion of their VCAL program, students will receive a Statement of Results, detailing the areas of study they have completed towards their VCAL Certificate and a VET Statement of Attain-ment.

Period: Monday Tuesday Wednesday Thursday Friday

1

Literacy

Numeracy Chosen VET course, SBAT or Structured workplace learning All Day

Personal & Work Related Skills

Chosen VET course, SBAT or Structured workplace learning All Day

2 Numeracy


VCE Units 3&4

3


VCE Units 3&4 Literacy

4

VCE Units 3&4

Literacy Numeracy

VCE Subjects included in VCAL program

VCAL students need to select a VCE subject—Units 1-2 in Intermediate VCAL and Units 3-4 in Senior

VCAL. VCE units available for selection include;

All VCAL units are designed to meet the purpose of the strand to which they contribute credit.

The Literacy and Numeracy Skills Strands both include units of work designed to provide skill development and experiences important for the vocational, employability and personal develop-ment outcomes of our VCAL students. The focus is very much on preparation for life after school and giv-ing students confidence in their ability to communicate and organize their work and family life success-fully into the future.

The Industry Specific Skills Strand includes components, providing students with a range of experiences within a particular industry sector to help them make informed decisions for future pathway choices and to promote students' employability skills.

The purpose of the Work-Related Skills Strand is to develop employability skills, knowledge and attrib-utes valued within the community and work environments as a preparation for employment. The refinement of employability skills within this strand provides students with a capacity to consider and choose from a wide range of pathways. The development of Occupational Health and Safety (OH&S) knowledge provides students with necessary preparation for the workplace.

The Personal Development Skills Strand includes units of work, investigating self-esteem and personal qualities developed through valuing personal achievement and contributions for the benefit of the com-munity or personal growth. This may involve demonstration of leadership, teamwork skills, accepting re-sponsibility for goal achievement and reflecting on knowledge and skills for decision-making and problem-solving.

VCAL Assessment

Students are assessed against learning outcomes in each of the four strands. All strands must be satisfac-

torily completed to successfully obtain a VCAL certificate.

All units in the VCAL program are assessed by students’ teachers and the Registered Training Organisa-

tion (RTO) where they complete their VET studies.

Biology Environmental Science Psychology

Accounting Business Management History

Legal Studies Geography Industry & Enterprise

Health & Human Development Outdoor & Environmental Studies Physical Education

Systems Engineering Art Drama

Food Studies Media Studio Art

Visual Communication Design Product Design & Technology—

Woodwork

Product Design & Technology—

Textiles


Intermediate Literacy Skills: 11 VCAL

The purpose of the Intermediate unit is to enable students to develop the knowledge, skills and

attributes to read and write a range of texts on everyday subject matters which include some unfa-

miliar aspects or material. Students at this level, once they have identified the audience and purpose

of the text, use the writing process to produce texts that link several ideas or pieces of information.

In reading, students identify how, and if, the writer has achieved his or her purpose and express an

opinion on the text, taking into account its effectiveness. Students must also be able to use and re-

spond to spoken language to communicate story and life experience.

Intermediate Numeracy Skills: 11 VCAL

The Intermediate unit looks at mathematics applied to tasks which are part of the students’ normal

routine and also outside their immediate personal environment such as tasks (first-hand or simulat-

ed) in the workplace and the community. The purpose is to enable students to develop everyday nu-

meracy skills to make sense of their daily personal and public lives.

Intermediate Personal Development Skills: 11 VCAL

The primary purpose of the Intermediate unit is to develop students’ knowledge and understanding

of OH&S in the workplace. It introduces students to a range of knowledge, skills and attributes re-

quired for different workplace settings. The unit also provides opportunities for students to explore

career and employment options and to develop job application skills. Students will focus on the de-

velopment of employability skills in the context of complex, practical work-related experiences. It

provides students with the opportunity to develop skills that are transferable in work-related con-

texts.


Intermediate Work Related Skills: 11 VCAL

The primary purpose of the Intermediate unit is to develop students’ knowledge and understanding

of OH&S in the workplace. It introduces students to a range of knowledge, skills and attributes re-

quired for different workplace settings. The unit also provides opportunities for students to explore

career and employment options and to develop job application skills. Students will focus on the de-

velopment of employability skills in the context of complex, practical work-related experiences. It

provides students with the opportunity to develop skills that are transferable in work-related con-

texts. This unit is incorporated within the following

Industry & Enterprise Units 1&2:

Unit 1: Workplace Participation

An exploration of the importance of work-related skills is integral to this unit. Students develop work

-related skills by actively exploring personal career goals and pathways. They observe industry and

employment trends and analyse current and future work options. Students develop work-related

skills that assist in dealing with issues commonly affecting participants in the workplace.

Unit 2: Being Enterprising

Students develop their understanding of how enterprising and leadership behaviour is vital for suc-

cess in a range of personal, social, community and work settings. All work settings exist within a wid-

er industry context and ongoing workplace enterprise and innovation are pivotal to industry success.

Students investigate the characteristics and qualities of successful entrepreneurs in different

settings, and investigate the relationship between leadership behaviour and the development of an

individual’s work-related skills.

For more information please visit: VCAA Industry & Enterprise Study Design Units 1-4


Senior Literacy Skills: 12 VCAL

The purpose of the Senior unit is to enable students to develop the knowledge, skills and attributes

to read and write complex texts. The texts will deal with general situations and include some abstract

concepts or technical details. At this level, students produce texts that incorporate a range of ideas,

information, beliefs or processes and have control of the language devices appropriate to the type of

text. In reading, students identify the views shaping the text and the devices used to present that

view and express an opinion on the effectiveness and content of the text. At the end of this unit, stu-

dents will be able to use and respond to spoken language with complex and abstract content across a

broad range of contexts.

Senior Numeracy Skills: 12 VCAL

Numeracy Skills Senior enables students to explore mathematics beyond its familiar and everyday

use to its application in wider, less personal contexts such as newspapers and other media reports,

workplace documents and procedures, and specific projects at home or in the community. It also in-

troduces students to formal areas of mathematical study. The mathematics covered is extended be-

yond that of the Intermediate level and would include measurement, graphs and simple statistics,

Senior Personal Development Skills: 12 VCAL

The purpose of the Senior unit is to consolidate the development of self and community, through

the detailed study of personal organisation and planning skills, knowledge, practical skills, problem-

solving and interpersonal skills through participation in experiences of a practical nature. The focus

of the learning program for this unit includes: subject-specific knowledge and skills applicable to a

relevant personal, social and educational goal; understanding of cultural values and cultural aware-

ness; organisational skills; and leadership skills and decision-making skills for group or team work.

Senior Work Related Skills: 12 VCAL

The primary purpose of the Senior unit is to consolidate students’ understanding of the complex na-

ture and the importance of OH&S in the workplace. It focuses on a developing a range of knowledge,

skills and attributes required for different workplace settings. The unit provides opportunities for stu-

dents to explore career/employment options and to develop job application skills. Students

will focus on the development of employability skills in the context of complex, self-directed work-

related experiences. It provides students with the opportunity to develop skills that are transferable

in work-related contexts. This unit is incorporated in:

Industry & Enterprise Units 3&4: Humanities/VCAL

Unit 3: Enterprise Culture

The future of Australian industry depends on ongoing development of a successful enterprise cul-

ture. Ongoing industry issues act as forces for change and affect work settings within Australian in-

dustries. To succeed and remain viable, Australian industry must respond in enterprising ways. Inte-

gral to developing an understanding of enterprise culture is exploration of the importance of work-

related skills in a community and/or work setting and their application through structured workplace

learning.

Unit 4: Industry Change and Innovation

In this unit students investigate enterprising responses by industry from the last four years to the

need for change and how these are transforming the Australian workplace. Innovation is a key agent

of change for Australian industries. Students investigate innovation and evaluate its importance for a

selected Australian industry. They consider the role of government in supporting innovation within

industry and examine the relationships between technology, training and innovation in developing

an enterprise culture.





For more information please visit: VCAA Industry & Enterprise Study Design Units 1-4


Senior School Learner Profile for Year 11 2022

Year 10 is an important year in your education that brings you closer to achieving your preferred future

pathway. Your Year 10 course was designed to enable you to undertake subjects that provide an in depth

study and align with a VCE or VCAL pathway. This meant that there were higher expectations on your aca-

demic performance and your teachers were confident that you were provided the best preparation for

undertaking the course of your choice in future.

As you enter into Year 11 in 2022 it is time to make the important decision about whether you wish to

pursue a VCE or VCAL pathway. To support you to do this, we ask that you read the supplied information

and complete Senior School Learner Profile Form for Year 11 2022. These are available for download by

accessing the Star icon on Compass.

The form will tell us your initial ideas on whether you would prefer to undertake a VCE or VCAL program

and will be used by the Senior Pathways Team (made up of the Year 10 Year Level Team, Curriculum

Team and Careers Team) to inform them of the most appropriate support or guidance required for you.

*This form and process replaces the previous VCAL Application process.

After you submit this form, a panel of trained staff will read it and make recommendations about any fol-

low up required. This could be providing more information, allocating a specific Course Interviewer, hav-

ing an Academic Progress meeting, or connecting you with a Careers Practitioner at the college.

Senior School Learner Profile for Year 12 2022

To support you to choose your Year 12 course, we ask that you complete a Senior School Learner Profile

Form for Year 12 2022. The form will tell us about your intentions for your VCE or VCAL program in Year

12 and will be used by the Senior Pathways Team (made up of the Year 11 Year Level Team, Curriculum

Team and Careers Team) to inform them of the most appropriate support or guidance required for you.

After you submit this form, a panel of trained staff will read it and make recommendations about any

follow up required. This could be providing more information, allocating a specific Course Interview-

er, having an Academic Progress meeting, or connecting you with a Careers Practitioner at the col-

lege.

*This form is very important if you wish to transfer from a VCE to a VCAL program.

Vocational Education and Training Course: 11&12 VCAL

The VET course students participate in is run at a Registered Training Organisation (RTO) and

students are required to get themselves to and from the course. VET courses cover a range of

interest areas and aim to give students qualifications to go into either an apprenticeship, workplace

or further study. Satisfactory completion of VET units is required to receive both the Intermediate

and Senior VCAL certificates. Each VET course has different requirements in regard to equipment and

expectations which means prices for the courses are varied accordingly.

We look forward

to working with

you and your

family to provide

the pathway of

your choice and

support you to

achieve your

goals during your

time in Senior

School.