later years handbook 2017 victoria university · 2017. 2. 8. · we want the commitment displayed...

H a n d b o o kL a t e r Ye a r s

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2017

Victoria University Secondary College Later Years Handbook 2017 I page 2 I


I page 3 I Victoria University Secondary College Later Years Handbook 2017

C o n t e n t s

Foreword 4Welcome 5Pathways 6VCE Requirements 7VCE Maths 7Satisfactory Completion of a Unit 8Assessment 8Extension of Time and Absence from a SAC 8Attendance 8Australian Tertiary Admission Rank — ATAR 9Senior Studies 10VCE Programme for 2017/2018 11VCE Subjects offered at Victoria University Secondary College 12

Accounting 12Art 13Biology 14Business Management 16Chemistry 17Drama 19Economics 20English/English as an Additional Language 21Food and Technology 22Geography 23Health and Human Development 25History 26VCE Computing 27Legal Studies 29Literature 30Mathematics 31Media 33Music Performance 34Philosophy 35Physical Education 36Physics 37Product Design and Technology 39Psychology 40Studio Arts 42Systems Engineering 43Theatre Studies 44Visual Communication Design 45

Victorian Certificate of Applied Learning (VCAL) 46VCAL Requirements 46Vocational Education and Training (VET) 49

Future Pathways — Create The Future 52Business Studies Options 52Behavioural Science Options 53Community and Welfare Studies Options 54Electronic/Electrical Options 55Graphic Design and Art Options 56Humanities Options 57Information Technology Options 58Mathematics and Science / Engineering Options 59Medical and Health Science Options 60Media and Performing Arts Options 61Planning and Architecture Options 62Sport and Recreation Options 63Technology and Design Options 64

Subject Selection 65Alternative Pathways into University 66The ATAR 66Where to find more information 66Notes 67


F o r e w o r d“The only way of finding the limits of the possible is by going beyond them into the impossible.” Arthur C Clarke

Studying for VCE, VET and VCAL presents what is often the biggest challenge students have yet faced in their lives. Our commitment to the students at Victoria University Secondary College is to help them in every way we are able, to stretch their limits and to find out for themselves what is possible.

As a college we aim to see all our students succeed; to reach the goals they set for themselves; to develop their academic and creative talents and to be well prepared to live happy and fulfilled lives. Achievement of this goal is most likely when the school, the teachers, the student and the family work closely together. We want the commitment displayed by students and their families to equal our commitment to them.

Aristotle said: “We are what we repeatedly do. Excellence therefore, is not an act, but a habit.”

At Victoria University Secondary College we live by our values:

• Aspire to Achieve

• Strengthen the Community

• Respect ourselves and others

We want our students to achieve excellence. Our staff are highly talented and are committed to using their skills to help students achieve just that. I urge all students to take advantage of this, set their goals and reach great heights.

Mrs Genevieve Simson, B.A, M Ed. College Principal


W e l c o m eWelcome to Victoria University Secondary College — a school that offers a diverse range of opportunities, experiences and programs of study for students in Years 10, 11 and 12.

This is the time to think carefully about your future and bring it to reality through education. Be brave and creative in your thinking and do not be limited by what you know you can achieve. Think about what you want to achieve and explore ways to make it happen. It is always good to begin with what you enjoy and then think about what you are good at both in school and outside school.

Our Senior School Staff will assist you in planning a rewarding program that will help you to achieve your personal goals. Our MIPs (Managed Individual Pathways) Officer will work with you over the next years to develop and manage your own individual pathway to a great future. The pathway options for you may be varied, so look for ways to keep many options open and enjoy the journey.

Varied pathways through the senior years of schooling are offered that allow students to:

• Pursue a VCE program, which enables students to choose from a broad range of studies, usually in programs of 22 units completed over two years.

• Undertake a VCAL [Victorian Certificate of Applied Learning] program, which enables students to achieve specific learning outcomes in literacy and numeracy, as well as practical, vocational competencies and personal development skills.

• Incorporate Vocational Education and Training (VET) units within VCAL or VCE programs. A range of vocational certificates is offered, with each program providing the opportunity for students to undertake a work/industry placement.

Victoria University Secondary College is very proud of the high success rate of our senior students and believe that this is a testament to the hard work of all students, parents and teachers working together to achieve common goals. Do read through this booklet and be sure you understand the requirements that must be satisfied to attain your preferred qualifications. There will be plenty of opportunities to meet with people who can assist you in your planning and course selection. We look forward to working with you in the future and trust we can assist students to enjoy the challenges that lay ahead.


P a t h w a y sVictoria University College offers two Senior Certificate Courses;

• Victorian Certificate of Education (VCE)

• Victorian Certificate of Applied Learning (VCAL)

Within these two courses students may undertake;

• Vocational Education and Training (VET)

• Apprenticeships/ Traineeships known as Australian School based Apprenticeships (ASbA)

Victoria University Secondary College offers an extensive range of subject choices for students within both Certificates. This enables the College to manage individual career pathways to suit the interests and needs of each student.

This Senior Studies Course Selection Guide enables students to understand the choices available at Victoria University Secondary College in 2015/2016. It firstly invites students to understand which pathway or certificate they may choose to follow.

A summary of the extensive range of VCE, VET and VCAL Subjects offered at Victoria University Secondary College is included within this handbook.

Students should read carefully the information regarding VCAL as an alternative Certificate course. Those students who choose the VCAL are more likely to go to TAFE, undertake a traineeship or complete an apprenticeship, or enter employment directly after completing school. Students entering Year 11 usually commence VCAL at the Intermediate level.

Within both these two Certificate Courses, students are able to choose a Vocational Education and Training (VET) Program. These programs offer students practical experience in a specific vocational area, as well as gaining a nationally recognised Certificate that may be used as part of their ATAR Score for VCE (to enter Universities, TAFE). In the case of VCAL, all students undertake a VET program which provides valuable on-the-job training whilst gaining a certificate recognised anywhere throughout Australia. At Victoria University Secondary College we have specialised facilities for two of the VET certificate courses and we are able to offer a range of VET choices through our Cluster arrangements with local schools and TAFE providers.

VET VCE VET Program/VETiS (VET in schools)

School-based Apprenticeship and Traineeship, other VET Certificates

COMPLETION OF VCE COMPLETION OF VCAL

UNIVERSITY SOME UNIVERSITY COURSES

TAFE Certificate II/III/IV, Diploma, Advanced Diploma

Employment/Apprenticeship/Traineeship

TRAINING (TAFE or school,

industry, RTO, ACE)

STRUCTURED WORKPLACE

LEARNING

VCE VICTORIAN CERTIFICATE OF EDUCATION

Usually 20-24 units, 90 different studies available

VCAL VICTORIAN CERTIFICATE OF APPLIED LEARNING

Literacy and Numeracy Skills, Industry Specific Skills, Work Related Skills, Personal Development Skills

(VCE Students may only study internal VET courses)


V C E R e q u i r e m e n t sThe VCE is normally a two-year course of study.

S a t i s f a c t o r y C o m p l e t i o n o f t h e V C EStudents must satisfactorily complete at least 16 units in order to be awarded the VCE. Included in these 16 units must be:

At least three English related units from:

• English Units 1–4• English as an Additional Language (EAL) Units 1 and 4• English Literature Units 1–4

No more than two units at Units 1 and 2 level may be selected from English, English as an Additional Language and English Literature toward the unit count for the English requirement.

At least one English subject must be taken at a Unit 3 and 4 level.

An English Unit 3 and 4 sequence must be completed to gain a ATAR.

The possible pathways in English are shown below.

V C E M a t h sMany students undertake VCE Maths to gain entry to University or TAFE courses but Maths is not compulsory in VCE.

There are three Maths subjects offered in Year 11:

• General Maths — Standard (Units 1 and 2)• General Maths — Advanced (Units 1 and 2)• Maths Methods (Units 1 and 2)

Year 12 Maths includes:

• Further Maths (Units 3 and 4)• Maths Methods (Units 3 and 4)• Specialist Maths (Units 3 and 4)

Students must speak to their Maths teacher to discuss their VCE Maths choices.

Specialist Mathematics must always be studied in conjunction with Mathematical Methods in both Year 11 and Year 12.

Ye a r 1 1 U n i t s 1 a n d 2 Ye a r 1 2 U n i t s 3 a n d 4

General Mathematics Further Mathematics

Mathematical Methods Mathematical Methods

Mathematical Methods &

Specialist Mathematics

Mathematical Methods &

Specialist Mathematics

Ye a r 1 1 Ye a r 1 2

English (Unit 1 and 2) English (Unit 3 and 4)

English (Unit 1 and 2) and English Literature (Unit 1 and 2)

English (Unit 3 and 4) and English Literature (Unit 3 and 4)


S a t i s f a c t o r y C o m p l e t i o n o f a U n i tTo satisfactorily complete a unit, students must satisfactorily complete all of the assessment tasks above 40% and work requirements and attend at least 90% of timetabled classes for the unit.

A s s e s s m e n tStudents will be assessed according to whether they have achieved the required learning outcomes when completing assessment tasks.

For Year 11 subjects, students will receive the following results:• S (Satisfactory) or N (Not Satisfactory) for each unit

• A graded assessment (A-UG) for each assessment task; these grades will appear on students’ reports but will not be sent to the VCAA.

For Year 12 subjects, students will receive:• S (Satisfactory) or N (Not Satisfactory) for each unit

• A numerical score for each assessment task, which will be reported to the VCAA; these scores will be combined with your exam scores to determine your study score for each subject.

Year 12 VCE teachers are not required to give students a letter grade for individual assessment tasks, because scores may change as a consequence of exam results.

An assessment task will be reported as NA (Not Assessed) if students:• Do not complete work by the due date.• Do not attend a test or exam. • Cannot have their work authenticated.

E x t e n s i o n o f T i m e a n d A b s e n c e f r o m a S A CA situation may arise where a student is unable to complete a School Assessed Coursework (SAC) on the due date. Students must complete and submit an application for Extension/Redemption on the correct form. A medical certificate is required for any absence from a SAC. Without a medical certificate or valid excuse approved by the Coordinator a student can sit the SAC for an S but may not obtain a score.

A t t e n d a n c eStudents must attend all timetabled classes. If an absence has occurred, the student must give their Home Group Teacher a medical certificate or an absence note written and signed by a parent/guardian.

It is the responsibility of any student who is absent to find out what work was covered in missed classes and any work that may have been set during that time.

Students need to attend classes regularly to complete coursework and assessment tasks. Any student who does not attend at least 90% of timetabled classes for a unit may receive a Not Satisfactory (N) assessment for the unit because of poor attendance.

During study periods, students must be working in the Study Centre.

If a student needs to leave school early, they must gain permission from a Senior School Coordinator.


A u s t r a l i a n T e r t i a r y A d m i s s i o n R a n k — A T A R Students who complete VCE and satisfy the requirements receive an ATAR score which may be used for entry into a range of Tertiary courses.

How is the ATAR calculated?

• The scaled score in English, English Literature or EAL

• The next best THREE scaled scores

• 10% of any 5th and/or 6th scaled scores

Which studies are used to get an ATAR?

• All VCE Unit 3 / 4 studies, however, no more than two LOTE’s at Unit 3 and 4 level

• No more than two VCE Mathematics studies at Unit 3 and 4 level may count in the primary four. Any other Maths or LOTE is counted as a 5th or 6th subject

• Approved Tertiary study


S e n i o r S t u d i e s

V C E S u b j e c t sAccounting Units 1–4

Art Units 1–4

Biology Units 1–4

Business Management Units 1–4

Chemistry Units 1–4

Drama Units 1–4

Economics Units 1–4

English

– English Units 1–4

– English as an Additional Language Units 1–4

Food and Technology Units 1–4

Geography Units 1–4

Health and Human Development Units 1–4

History

– Twentieth Century Units 1 and 2 only

– Revolutions Units 3 and 4 only

VCE Computing

– Computing Units 1 and 2 only

– Informatics Units 3 and 4 only

– Software Development Units 3 and 4 only

Legal Studies Units 1–4

Literature Units 1–4

Mathematics

– Further Mathematics Units 3 and 4 only

– General Mathematics Units 1 and 2 only

– Mathematics Methods Units 1–4 CAS

– Specialist Mathematics Units 1-4

Media Units 1–4

Music Performance Units 1–4

Philosophy Units 1–4

Physical Education Units 1–4

Physics Units 1–4

Product Design and Technology Units 1–4 (Wood)

Psychology Units 1–4

Studio Arts Units 1–4

Systems Engineering Units 1–4

Theatre Studies Units 1–4

Visual Communication and Design Units 1–4


V C E P ro g r a m m e f o r 2 0 1 7 / 2 0 1 8

English VCE Subject VCE Subject VCE Subject VCE Subject VCE Subject

English VCE Subject VCE Subject VCE Subject VCE Subject

Year 11

Year 12


V C E S u b j e c t s o f f e r e d a t V i c t o r i a U n i v e r s i t y S e c o n d a r y C o l l e g eFor a more detailed course description, please visit the Study Design on the VCAA website at www.vcaa.vic.edu.au

A C C O U N T I N G

R a t i o n a l eAccounting is the process of recording, reporting, analysing and interpreting financial data and information which is then communicated to internal and external users of the information. It plays an integral role in the successful operation and management of a small business.

S t r u c t u reThe study is made up of four units. All units focus on accounting and finance for sole-proprietor small business. It is expected that students will be introduced to the use of information technology in accounting procedures in all units.

U n i t 1 – E s t a b l i s h i n g a n d O p e r a t i n g a S e r v i c e B u s i n e s sThis unit focuses on the establishment of a small business and the accounting and financial management of a business. Students are introduced to the processes of gathering, recording, reporting and analysing financial data and information used by internal and external users.

U n i t 2 – A c c o u n t i n g f o r a Tr a d i n g B u s i n e s sThis unit focuses on accounting for a single activity trading business. Using the accrual approach, students use a single entry recording system for the recording and reporting of cash and credit transactions. They use financial and non-financial information to evaluate the performance of a business.

U n i t 3 – R e c o rd i n g a n d R e p o r t i n g f o r a Tr a d i n g B u s i n e s sThis unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of recording using the accrual basis of accounting.

U n i t 4 – C o n t ro l a n d A n a l y s i s o f B u s i n e s s P e r f o r m a n c eThis unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit covers the accrual recording and reporting system for a single activity trading business using the perpetual inventory recording system and double entry accounting system.

E n t r yThere are no prerequisites for Units 1 and 2. Students should take Unit 2 prior to Unit 3 and Unit 3 prior to Unit 4.

A s s e s s m e n t – S a t i s f a c t o r y C o m p l e t i o nDemonstrated achievement of the set of outcomes specified for the unit as well as individual school decision on levels of achievement.

Units 1 and 2 Units 3 and 4

L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School-assessed coursework and examinations

Unit 3 school-assessed coursework: 25 % Unit 4 school-assessed coursework: 25 % End-of-year examination: 50 %


A R TR a t i o n a l eThis study encourages students to explore ideas and to demonstrate effective working methods in a variety of media and a range of technical skills through exploration and experimentation. Throughout their study, students develop skills in research, analysis and arts criticism to interpret and debate art issues and form and support personal points of view. Within the VCE Art study, theoretical research and investigation informs the practical work. In the initial stages, guided tasks will be set, with students progressively developing their own artworks. Students develop their visual language through personal and independent learning by combining a focused study of artworks with practical art making. They are also expected to develop their knowledge of art language for the purpose of documentation and annotation.

S t r u c t u reThe study is made up of four units.

U n i t 1 – A r t a n d M e a n i n gThis unit focuses on the establishment of a small business and the accounting and financial management of a business. Students are introduced to the processes of gathering, recording, reporting and analysing financial data and information used by internal and external users.

U n i t 2 – A r t a n d C u l t u reThis unit focuses on the development of art works demonstrating effective working methods. In their practical work, students continue to explore techniques and develop personal and creative responses in their art making. They look at the effects on their own artwork of cultural contexts and social attitudes to art. Using the cultural framework, students explore art across cultures and examine how art is influenced by time, place, beliefs and traditions.

U n i t 3In this unit, students study selected artists who have produced works before 1970 and selected artists who have produced works since 1970. They link their growing theoretical understanding of art to their own practice. Students’ art making is supported through investigation, exploration and application of a variety of materials and techniques. Part of the folio needs to be submitted in this unit as students continue to develop the body of work that will be completed at the end of Unit 4.

U n i t 4 Students continue to develop personal points of view and informed opinions about art ideas or issues and support them with evidence. They build their learning and conceptual understanding around the discussion and debate of broad themes or issues. At the end of this unit, students present a body of work that demonstrates creativity, imagination and innovation, with at least one finished artwork to complete the folio. This is to be accompanied by documentation of thinking and working practices.

E n t r yThere are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.

A s s e s s m e n t – S a t i s f a c t o r y C o m p l e t i o nDemonstrated achievement of the set of outcomes specified for the unit as well as individual school decision on levels of achievement .

L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement.w School-assessed task, school-assessed coursework

and an end-of-year examination. Unit 3 school-assessed coursework: 10 % Unit 4 school-assessed coursework: 10 % Units 3 and 4 school-assessed task: 50 % Units 3 and 4 examination: 30 %



B I O L O G Y

R a t i o n a l eBiology is the study of living organisms, of life processes, and of the different levels of organisation from the cell to the biosphere. It includes the study of interactions between organisms and between organisms and their environments. It considers the unity and continuity of life as well as diversity and change.


U n i t 1 – H o w D o L i v i n g T h i n g s S t a y A l i v e ?In this unit students are introduced to some of the challenges to an organism in sustaining life. Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, and the requirements for sustaining cellular processes in terms of inputs and outputs. They analyse types of adaptations that enhance the organism’s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment. Students investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat. The role of a keystone species in maintaining the structure of an ecosystem is explored. Students consider how the planet’s biodiversity is classified and the factors that affect the growth of a population.

U n i t 2 – H o w I s C o n t i n u i t y O f L i f e M a i n t a i n e d ?In this unit students focus on cell reproduction and the transmission of biological information from generation to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms. Students explore the mechanisms of asexual and sexual reproductive strategies, and consider the advantages and disadvantages of these two types of reproduction. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered.

Students use chromosome theory and terminology from classical genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. They explore the relationship between genes, the environment and the regulation of genes in giving rise to phenotypes. They consider the role of genetic knowledge in decision making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined.

U n i t 3 : H o w d o c e l l s m a i n t a i n l i f e ?The cell is a dynamic system of interacting molecules that define life. An understanding of the workings of the cell enables an appreciation of both the capabilities and the limitations of living organisms whether animal, plant, fungus or microorganism. The convergence of cytology, genetics and biochemistry makes cell biology one of the most rapidly evolving disciplines in contemporary biology.

In this unit students investigate the workings of the cell from several perspectives. They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell, its internal spaces and the control of the movement of molecules and ions in and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signalling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions based on the complementary nature of specific molecules.

Students study the synthesis, structure and function of nucleic acids and proteins as key molecules in cellular processes. They explore the chemistry of cells by examining the nature of biochemical pathways, their components and energy transformations. Cells communicate with each other using a variety of signalling molecules. Students consider the types of signals, the transduction of information within the cell and cellular responses. At this molecular level students study the human immune system and the interactions between its components to provide immunity to a specific antigen.



B I O L O G Y CONTINUED...

U n i t 4 : H o w d o e s l i f e c h a n g e a n d re s p o n d t o c h a l l e n g e s o v e r t i m e ?In this unit students consider the continual change and challenges to which life on Earth has been subjected. They investigate the relatedness between species and the impact of various change events on a population’s gene pool. The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species. Students examine change in life forms using evidence from palaeontology, biogeography, developmental biology and structural morphology. They explore how technological developments in the fields of comparative genomics, molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species.

Students examine the structural and cognitive trends in the human fossil record and the interrelationships between human biological and cultural evolution. The biological consequences, and social and ethical implications, of manipulating the DNA molecule and applying biotechnologies is explored for both the individual and the species.

E n t r yThere are no prerequisites for entry to Units 1 and 2. Unit 2 should be completed prior to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4.



L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School-assessed coursework and end-of-year

examination Unit 3 school-assessed coursework: 20 % Unit 4 school-assessed coursework: 20 % Units 3 and 4 examination: 60 %


B U S I N E S S M A N A G E M E N T

R a t i o n a l eBusiness Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. Students develop an understanding of the challenges, complexity and rewards that come from business management and gain insight into the various ways resources can be managed in small, medium and large-scale organisations.

S t r u c t u reThe study is made up of four units:

U n i t 1 - S m a l l B u s i n e s s M a n a g e m e n tSmall rather than large businesses make up the vast majority of all businesses in the Australian economy. This unit provides students with the opportunity to explore the operations of a small business and its likelihood of success.

U n i t 2 – C o m m u n i c a t i o n A n d M a n a g e m e n tThis unit focuses on the importance of effective communication in achieving business objectives with special attention to the functions of marketing and public relations. Students develop knowledge of fundamental aspects of business communication and are introduced to skills related to its effective use in different contexts.

U n i t 3 - C o r p o r a t e M a n a g e m e n tIn this unit students investigate how large-scale organisations operate. They develop an understanding of the complexity and challenge of managing large organisations and have the opportunity to compare theoretical perspectives with practical applications.

U n i t 4 – M a n a g i n g P e o p l e a n d C h a n g eThis unit commences with a focus on the human resource management function. It then progresses to the analysis of the management of change. Students learn about the key change management processes and strategies and are provided with the opportunity to apply these to a contemporary issue of significance.

E n t r yThere are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4






C H E M I S T R Y

R a t i o n a l eChemistry is a key science in explaining the workings of our universe through an understanding of the properties and interaction of substances that make up matter. Most processes, from the formation of molecules in outer space to the complex biological interactions occurring in cells, can be described by chemical theories. Chemistry is used to explain natural phenomena at the molecular level, as well as create new materials such as medicines and polymers.


U n i t 1 – H o w C a n T h e D i v e r s i t y O f M a t e r i a l s B e E x p l a i n e d ?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 polymers 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.

Students examine the modification of metals, assess the factors that affect the formation of ionic crystals and investigate a range of non-metallic substances from molecules to polymers and giant lattices and relate their structures to specific applications.

Students are introduced to quantitative concepts in chemistry including the mole concept. They apply their knowledge to determine the relative masses of elements and the composition of substances. Throughout the unit students use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from experiments, and to discuss chemical phenomena.

U n i t 2 – W h a t M a k e s Wa t e r S u c h A U n i q u e C h e m i c a l ?Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis.

Students 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 water including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical 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 experiments, 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.

U n i t 3 – C h e m i c a l P a t h w a y sIn this unit students investigate the scope of techniques available to the analytical chemist. Each technique of analysis depends on a particular property or reaction of the chemical being investigated. Consequently, an understanding of the chemistry is necessary in learning how and why the techniques work.

Students investigate organic reaction pathways and develop a detailed knowledge of the structure and bonding of organic chemicals. Students investigate the role of organic molecules in the generation of biochemical fuels and forensic analysis. Students will continue to investigate the application of principles of green chemistry to chemical processes and use the language and symbols of chemistry, and chemical formulas and equations to explain observations and data collected from experiments. Students complete an extended experimental investigation drawn from area of study 1 or area of study 2.

U n i t 4 – C h e m i s t r y a t Wo r kThis unit includes the factors that affect the rate and extent of a chemical reaction. It looks at waste management, health and safety and sustainability of energy sources (fuels) generally and in Victoria in particular. There is an emphasis on energy transformations with a focus on the principles of redox and electrolysis in predicting reactions and products and future developments in fuels, cells and batteries.



C H E M I S T R Y CONTINUED...

E n t r yThere are no prerequisites for entry to Unit 1. Unit 2 should be completed prior to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4 and in view of the sequenced nature of the study it is advisable that students undertake Units 1 to 4.




examination. Unit 3 school-assessed coursework: 20 % Unit 4 school-assessed coursework: 20 % Units 3 and 4 examination: 60 %


D R A M A

R a t i o n a l eIn this study student’s draw on a range of content and use role and expressive skills to create, embody and present dramatic works. They analyse the development of their performances and explore the actor-audience relationship. Students develop an understanding of dramatic elements, stagecraft and theatrical conventions appropriate to selected performance styles.


U n i t 1 – D r a m a t i c S t o r y Te l l i n gThis unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters. Students examine storytelling through the creation of solo and/or ensemble performances and manipulate expressive skills in the creation and presentation of characters.

U n i t 2 – C re a t i n g A u s t r a l i a n D r a m aThis unit focuses on the use and documentation of the processes involved in constructing a solo or ensemble performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an art work, a text and/or an icon from contemporary or historical Australian contexts.

U n i t s 3 – E n s e m b l e P e r f o r m a n c eThis unit focuses on non-naturalistic drama from a diverse range of contemporary and/or cultural performance traditions. Non-naturalistic performance styles and associated theatrical conventions are explored in the creation, development and presentation of an ensemble performance.

Collaboration to create, develop and present ensemble performance is central to this performance. They select stagecraft and theatrical conventions as appropriate to the performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

U n i t 4 – S o l o P e r f o r m a n c eThis unit focuses on the use of stimulus material and resources from a variety of sources to create and develop character/s within a solo performance. Students complete two solo performances. For a short solo performance they develop practical skills of researching, creating, presenting, documenting and analysing a solo performance work. In the development of a second solo performance, they devise, rehearse and perform an extended solo performance in response to a prescribed structure published by the Victorian Curriculum and Assessment Authority.

E n t r yThere are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.

Students are expected to attend a minimum of three prescribed performances and two workshops as preparation for practical and written exams.



L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School-assessed coursework and two end-of-year

examinations. Unit 3 and 4 school-assessed coursework: 40 % Units 3 and 4 written examination: 25 % Unit 4 Performance examination: 35 %


E C O N O M I C S

R a t i o n a l eEconomics focuses on decisions about how production occurs, how resources are allocated and how proceeds of production are distributed. These economic decisions not only affect the wellbeing of particular nations and their people but increasingly influence living standards regionally and globally.

S t r u c t u reThe study is made up of four units:

U n i t 1 - T h e A u s t r a l i a n E c o n o m yThe focus of this unit is the study of economic decision making and economic issues of importance to the Australian economy in the twenty-first century.

U n i t 2 - A u s t r a l i a a n d t h e G l o b a l E c o n o m yThe focus of this unit is the study of Australia’s external relationships and economic issues of importance in the global economy in the twenty-first century.

U n i t 3 - E c o n o m i c A c t i v i t y a n d G o a l sThe focus of this unit is the study of economic activity in Australia and the factors that affect achievement of the goals of the Australian economy.

U n i t 4 - E c o n o m i c M a n a g e m e n tThe study of this unit is the study of the management of the Australian economy, which concentrates on budgetary, monetary and microeconomic policy used by the Australian Government.




L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School-assessed coursework and an end-of-year



ENGLISH/ENGLISH AS AN ADDIT IONAL LANGUAGE

R a t i o n a l eThis study aims to develop competence in the understanding and use of English for a variety of purposes, in order to meet the demands of post-school employment, further education, and participation in a democratic society and the global community. The study of EAL contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. Students studying EAL will become confident, articulate and critically aware communicators and further develop a sense of themselves, their world and their place within it.

S t r u c t u reU n i t 1In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

U n i t 2In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts.

U n i t 3In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. In this area of study EAL students develop and refine their listening skills. They listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

U n i t 4In this unit students compare the presentation of ideas, issues and themes in texts.

Each Unit contains two Areas of Study

Units 1 and 3:Area of Study 1: Reading and Creating Texts (a study of set texts)Area of Study 2: Analysing and Presenting ArgumentArea of Study 3: Listening to texts (EAL students ONLY)

Units 2 and 4:Area of Study 1: Reading and Comparing Texts Area of Study 2: Analysing ArgumentEqual weight is given to each Area of Study.




L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School-assessed coursework and examinations.

Unit 3 school-assessed coursework: 25 % Unit 4 school-assessed coursework: 25 % End-of-year examination: 50 %


F O O D A N D T E C H N O L O G Y

R a t i o n a l eThis study focuses on the importance of food in our daily lives from both a theoretical and practical point of view. This study enables students to apply their understanding of the relationship between food and technology as they develop skills in food preparation.


U n i t 1 – F o o d S a f e t y A n d P ro p e r t i e s O f F o o dStudents study safe and hygienic food handling and storage practices to prevent food spoilage and food poisoning, and apply these practices in the preparation of food. They will focus on food preparation practices suitable for a small-scale food operation.

U n i t 2 – P l a n n i n g A n d P re p a r a t i o n O f F o o dIn this unit students investigate the most appropriate tools and equipment to produce optimum results, including the latest developments in food technology. They research, analyse and apply the most suitable food preparation, processing and cooking techniques to optimise the physical, sensory and chemical properties of food.

U n i t 3 – F o o d P re p a r a t i o n , P ro c e s s i n g A n d F o o d C o n t ro l sStudents develop and understanding of food safety in Australia and the relevant national, state and local authorities and their regulations. They investigate the causes of food spoilage and food poisoning and apply safe work practises while preparing food.

U n i t 4 – F o o d P ro d u c t D e v e l o p m e n t A n d E m e rg i n g Tre n d sStudents prepare and evaluate individual food products to meet the needs of a design brief developed in Unit 3. They examine food product development, and research and analyse driving forces that have contributed to product development.

E n t r yThere are no prerequisites for Units 1, 2 and 3. Unit 3 must be undertaken prior to studying Unit 4.


Please note: The fees outlined for these units of study covers the cost of the ingredients used by individual students in class. If the fee is not paid, students will be expected to supply their own ingredients.


L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School-assessed coursework, school-assessed task

and an end-of-year examination. Unit 3 school-assessed coursework: 18 % Unit 4 school-assessed coursework: 12 % Unit 4 school-assessed task: 40 % Units 3 and 4 examination: 30 %


G E O G R A P H Y

R a t i o n a l eThis study focuses on the geography of place and change. Geographers investigate the changing patterns of place using a range of geographical resources and skills. They observe, describe, explain and analyse patterns of phenomena which affect places at or near the surface of the Earth.


U n i t 1 – H a z a rd s a n d D i s a s t e r sIn this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Hazards represent the potential to cause harm to people and or the environment whereas disasters are judgments about the impacts of hazard events. Hazards include a wide range of situations including those within local areas, such as fast moving traffic or the likelihood of coastal erosion, to regional and global hazards such as drought and infectious disease. Students examine the processes involved with hazards and hazard events, including their causes and impacts, human responses to hazard events and interconnections between human activities and natural phenomena. This unit investigates how people have responded to specific types of hazards, including attempts to reduce vulnerability to, and the impact of, hazard events.

U n i t 2 – To u r i s mIn this unit students investigate the characteristics of tourism, with particular emphasis on where it has developed, its 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 elsewhere in the world to support their investigations. Tourism involves the movement of people travelling away from and staying outside of their usual environment for more than 24 hours but not more than one consecutive year (United Nations World Tourism Organization definition). Over one billion tourists a year cross international boundaries with greater numbers involved as domestic tourists within their own countries. The Asia and the Pacific hosts 23 per cent of international arrivals. The scale of tourist movements since the 1950s and its predicted growth has had and continues to have a significant impact on local, regional and national environments, economies and cultures. The travel and tourism industry is directly responsible for one in every twelve jobs globally and generates around 5 per cent of its GDP. (UNTWO Annual Reports 2011–2013). 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. There is an interconnection between places tourists originate from and their destinations through the development of communication and transport infrastructure, employment, together with cultural preservation and acculturation. The growth of tourism at all scales requires careful management to ensure environmentally sustainable and economically viable tourism.

U n i t 3 – C h a n g i n g t h e L a n dThis unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra and wetlands, as well as land covered by ice and water. Land cover is the natural state of the biophysical environment developed over time as a result of the interconnection between climate, soils, landforms and flora and fauna and, increasingly, interconnections with human activity. Natural land cover has been altered by many processes such as geomorphological events, plant succession and climate change. People have modified land cover to produce a range of land uses to satisfy needs such as housing, resource provision, communication, recreation and so on.

U n i t 4 – H u m a n P o p u l a t i o n – Tre n d s a n d I s s u e sIn this unit students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. In this unit, students study population dynamics before undertaking an investigation into two significant population trends arising in different parts of the world. They examine the dynamics of populations and their economic, social, political and environmental impacts on people and places.



G E O G R A P H Y CONTINUED...


There is a compulsory fieldwork component in Units 1, 2 and 3.




Unit 3 school-assessed coursework: 25 % Unit 4 school-assessed coursework: 25 % Units 3 and 4 examination: 50 %


H E A LT H A N D H U M A N D E V E L O P M E N T

R a t i o n a l eThrough the study of Health and Human Development, students investigate health and human development in local, Australian and global communities. The VCE Health and Human Development study approaches the concept of “development” as a continuum that begins with individual human development in Units 1 and 2 and progresses towards human development at a societal level in Unit 4. It is based on the premise that health and human development needs to be promoted at an individual level, and within group and community settings at national and international levels, to optimise global development potential.


U n i t 1 - T h e H e a l t h a n d D e v e l o p m e n t o f A u s t r a l i a ’s Yo u t hIn this unit students are introduced to the concepts of health and human development. Students develop an understanding of the physical, social, emotional and intellectual changes associated with the developmental stage of youth. Students investigate one health issue in detail and analyse personal, community and government strategies or programs that affect youth health and individual human development. They also explore the importance of nutrition for the provision of energy and growth.

U n i t 2 - I n d i v i d u a l H u m a n D e v e l o p m e n t A n d H e a l t h I s s u e sThis unit focuses on prenatal health and on the lifespan stages of childhood and adulthood. Students study the physical changes that occur from conception to birth. Students develop an understanding of the health and individual development of Australia’s children and adults, including the elderly. They explore the physical, social, emotional and intellectual changes that occur. Students will identify a range of health issues that are having an impact on Australia’s health system.

U n i t 3 - N u t r i t i o n , H e a l t h A n d D e v e l o p m e n tStudents develop an understanding of the health status of Australians by investigating the burden of disease and the health of population groups in Australia. Students use key health measures to compare health status in Australia with other developed countries. Students will examine different models of health and health promotion. They investigate the roles and responsibilities of governments and non-government organisations in promoting health.

U n i t 4 - G l o b a l H e a l t h A n d D e v e l o p m e n tThis unit takes a global perspective on achieving sustainable improvements in health and human development. In the context of this unit human development is about creating an environment in which people can develop to their full potential and lead productive, creative lives in accord with their needs and interests. Students identify differences and similarities in the health status between people living in developing countries and Australia, and analyse reasons for the differences. Students explore the role of international organisations including the UN and WHO in achieving sustainable improvements in health and human development. Students consider strategies designed to promote health and sustainable human development globally, as well as Australia’s contribution to international health programs.





examination. Unit 3 school-assessed coursework: 25 % Unit 4 school-assessed coursework: 25 % Units 3 and 4 end of year examination: 50 %


H I S T O R Y

R a t i o n a l eHistory is the practice of understanding and making meaning of the past. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies. It builds a conceptual and historical framework within which students can develop an understanding of the issues of their own time and place. It develops the skills necessary to analyse visual, oral and written records. The study of history draws links between the social/political institutions and language of contemporary society and its history. It sets accounts of the past within the framework of the values and interests of that time.

S t r u c t u reThe study is made up of four units

U n i t 1 - Tw e n t i e t h C e n t u r y H i s t o r y ( 1 9 0 0 – 1 9 4 5 ) Twentieth Century History study begins with early 20th Century political upheaval and the First World War. It continues with a study of the aftermath of World War One, the League of Nations and the United States in the 1920s. This unit also examines the life of people under the Third Reich and Stalin, as well as everyday life during the Second World War.

U n i t 2 - Tw e n t i e t h C e n t u r y H i s t o r y ( 1 9 4 5 - 2 0 0 0 )Unit Two considers some of the major themes and principal events of post-World War II history, and the ways in which individuals and communities responded to the political, economic, social and technological developments in domestic, regional and international settings. This includes a focus on opposing ideologies, the new superpowers, and the Cold War and key events such as; the Berlin Blockade and the Vietnam War.

U n i t 3 - T h e R u s s i a n R e v o l u t i o n The period for Area of Study One is The Russian Revolution from 1905 (Bloody Sunday) to October 1917 (the Bolshevik Revolution), evaluating the role of ideas, leaders, movements and events in the development of the revolution. Area of Study Two covers The Russian Revolution from November 1917 (Initial decrees) to 1924 (the death of Lenin), analysing the challenges faced by the emerging new order, the way in which attempts were made to create a new society, and evaluate the nature of the society created by the revolution.

U n i t 4 - T h e C h i n e s e R e v o l u t i o n The period for Area of Study One is The Chinese Revolution 1898 (100 Days of Reform) to 1949 (the triumph of Mao). In this study you will evaluate the role of ideas, leaders, movements and events in the development of the revolution. While Area of Study Two, The Chinese Revolution is from 1949 (Communist Revolution) to 1976 (the death of Mao). You will analyse the challenges faced by the emerging new order, and the way in which attempts were made to create a new society, and evaluate the nature of the society created by the revolution.

E n t r yThere are no prerequisites for entry to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4.






V C E C O M P U T I N G

R a t i o n a l eThis study focuses on the processing of data and the management of information and information systems. Students learn about information systems and how people interact with ICT to create structured information and to connect with others to exchange information. VCE Information Technology provides pathways to further studies in IT and to careers in ICT-based areas. It also prepares students for programs that require an IT-related subject or for a range of careers that require efficient and effective use of ICT. Students are encouraged to orient themselves towards the future, with an awareness of the technical and societal implications of ICT.


U n i t 1 - C o m p u t i n gIn this unit students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. In Area of Study 1 students collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. In Area of Study 2 students examine the technical underpinnings of wireless and mobile networks, and security controls to protect stored and transmitted data, to design a network solution that meets an identified need or opportunity. They predict the impact on users if the network solution were implemented. In Area of Study 3 students acquire and apply their knowledge of information architecture and user interfaces, together with web authoring skills, when creating a website to present different viewpoints on a contemporary issue.

U n i t 2 - C o m p u t i n gIn this unit students focus on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. In Area of Study 1 students develop their computational thinking skills when using a programming or scripting language to create solutions. They engage in the design and development stages of the problem-solving methodology. In Area of Study 2 students develop a sound understanding of data and how a range of software tools can be used to extract data from large repositories and manipulate it to create visualisations that are clear, usable and attractive, and reduce the complexity of data. In Area of Study 3 students apply all stages of the problem-solving methodology to create a solution using database management software and explain how they are personally affected by their interactions with a database system.

U n i t 3 - I n f o r m a t i c sIn Informatics Units 3 and 4 students focus on data, information and information systems. In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1 students investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions. They examine how relational database management systems (RDBMS) store and manipulate data typically acquired this way. Students use software to create user flow diagrams that depict how users interact with online solutions, and acquire and apply knowledge and skills in the use of an RDBMS to create a solution. Students develop an understanding of the power and risks of using complex data as a basis for decision making.

In Area of Study 2 students complete the first part of a project. They frame a hypothesis and then select, acquire and organise data from multiple data sets to confirm or refute this hypothesis. This data is manipulated using tools such as spreadsheets or databases to help analyse and interpret it so that students can form a conclusion regarding their hypothesis. Students take an organised approach to problem solving by preparing project plans and monitoring the progress of the project. The second part of the project is completed in Unit 4.

U n i t 4 - I n f o r m a t i c sIn this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. In Area of Study 1 students draw on the analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2, and then design, develop and evaluate a multimodal, online solution that effectively communicates the conclusion and findings. The evaluation focuses on the effectiveness of the solution in communicating the conclusion and the reasonableness of the findings. Students use their project plan to monitor their progress and assess the effectiveness of their plan and adjustments in managing the project.

Unit 3 focuses on programming as a strategy for solving problems for specific users in a networked environment. Students develop knowledge and skills in the use of a programming language, normally Python. When programming, students are expected to have an overview of the problem-solving methodology and a detailed understanding of the stages of analysis, design and development. Students also engage in designing detailed specifications of how solutions will be designed and developed and also create planned solutions in the selected programming language.



V C E C O M P U T I N G CONTINUED...

U n i t 4 - S o f t w a re D e v e l o p m e n tThis unit focuses on how the information needs of individuals, organisations and society are and can be met through the creation of purpose-designed solutions in a networked environment. Students continue to study the programming language selected in Unit 3. Students are required to engage in the design, development and evaluation stages of the problem-solving methodology when solving problems with software suitable for use on mobile devices.

E n t r yNo prerequisites for entry to Units 1, 2 and 3. Students are recommended to be concurrently enrolled in at least one maths if choosing Software Development. Students must undertake Unit 3 prior to undertaking Unit 4.


L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. Unit 3 school-assessed coursework: 10 %

Unit 4 school assessed coursework: 10 % School Assessed Task: 30% End of Year Examination: 50%


L E G A L S T U D I E S

R a t i o n a l eThis study is about the way the law relates to and serves both individuals and the community. It focuses on developing an understanding of the way in which law is generated, structured and operates in Australia.

S t r u c t u reThe structure is made up of four units.

U n i t 1 – C r i m i n a l L a w i n A c t i o nStudents examine the need for laws in society. They investigate the key features of criminal law, how it is enforced and adjudicated and possible outcomes and impacts of crime. Through consideration of contemporary cases and issues, students learn about different types of crimes and explore rights and responsibilities under criminal law. Students also consider the role of parliament and subordinate authorities in law-making, as well as the impact of the Victorian Charter of Rights and Responsibilities in law enforcement and adjudication in Victoria. Students also investigate the processes and procedures followed by courts in hearing and resolving criminal cases.

U n i t 2 – I s s u e s i n C i v i l L a wStudents examine the rights that are protected by civil law, as well as obligations that laws impose. They investigate types of civil laws and related cases and issues and develop an appreciation of the role of civil laws in society and how it affects them as individuals. The unit also focuses on the resolution of civil disputes through judicial determination and alternative methods in courts, tribunals and independent bodies.

U n i t 3 – L a w - m a k i n gIn this unit students develop an understanding of the institutions that determine our laws, and their law-making powers and processes. They undertake an informed evaluation of the effectiveness of law-making bodies and examine the need for the law to keep up to date with changes in society. Central to the investigation is the role played by the Commonwealth Constitution. Students learn of the role played by the Constitution and the High Court in interpreting and enforcing the Constitution, and ensuring that parliaments do not act outside their areas of power.

U n i t 4 – R e s o l u t i o n a n d J u s t i c eStudents examine the institutions that adjudicate criminal cases and civil disputes. They investigate methods of dispute resolution that can be used. Students investigate the processes and procedures followed in courtrooms and develop an understanding of the adversary system of trial and the jury system, as well as pre-trial and post-trial procedures that operate in the Victorian legal system.

E n t r yThere are no prerequisites for entry to Unit 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.




exam Unit 3 school-assessed coursework: 25 % Unit 4 school-assessed coursework: 25 % Units 3 and 4 examination: 50 %


L I T E R A T U R E

R a t i o n a l eLiterature involves the study and enjoyment of a wide range of literary texts - classical, popular, traditional and modern. Its distinctive focus is on the use of language to illuminate and give insight into the nature of experience. Literature is an interactive study between the text, the social, political and economic context in which the text was produced, and the experience of life and of literature that the reader brings to the text.

S t r u c t u reThe study is made up of 4 units.

U n i t 1 – A p p ro a c h e s t o L i t e r a t u reIn this unit students focus on the ways in which the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop increasingly discriminating responses to a range of literary forms and styles. Students respond critically, creatively and reflectively 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.

U n i t 2 – C o n t e x t a n d C o n n e c t i o n sIn this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. 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 analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. By experimenting with textual structures and language features, students understand how imaginative texts are informed by close analysis.

U n i t s 3 a n d 4The study of literature is a means of exploring human experience. It involves asking questions such as: whose experiences and what experiences are given voice in the text? How are they created through the text’s use of language and literary devices? What does the text’s representation of characters and events suggest about the values and views of the text?

These units examine such questions and involve students in analysing a range of texts, developing skills in reading closely and critically, and discussing and debating various ways of interpreting and evaluating texts.

E n t r yThere is no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4



L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School assessed coursework and an end-of-year



M A T H E M A T I C S

R a t i o n a l eMathematics is the study of relationships and patterns in number, logic, space and structure. It provides both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and unambiguous and a means by which people can understand and manage their environment. Essential mathematical activities include abstracting, applying, investigating, modelling and problem solving.

U n i t s 1 a n d 2 – G e n e r a l M a t h e m a t i c sGeneral Mathematics is available to students at two levels. Advanced General Mathematics is the more challenging of the two levels. Within both courses, students learn, practise and apply mathematical algorithms, routines and techniques by undertaking investigative projects involving the use of mathematics; solve problems set in unfamiliar situations and in real-life situations; find solutions to standard problems. Technology is used to support and develop the teaching and learning of mathematics is incorporated into both the courses. Particular use is made of the CAS calculator.

General Mathematics – Advanced (Units 1 and 2 Only) Designed for students who are also studying Mathematical Methods (CAS) Units 1and2 and to enhance their study of Mathematical Methods (CAS) Units 3and4. It leads on to Specialist Mathematics Units 3and4. Entry: A strong performance in Year 10 Maths is expected.

General Mathematics I –Standard (Units 1 and 2 Only) Designed to be widely accessible for students and leads on to Further Mathematics Units 3and4. Entry: Completion of Year 10 Maths

U n i t s 1 a n d 2 – M a t h e m a t i c a l M e t h o d s ( C A S )These units are designed in particular for Mathematical Methods Units 3 and 4 and Specialist Mahematics Units 3 and 4.

The areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Rates of change and calculus’ and ‘Probability’. Students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration with and without the use of technology, as applicable. Specific use is made of computer algebra system (CAS) technology in the teaching and learning of content for this course.

E n t r y A strong performance in Year 10 Maths . Students studying Maths Methods (CAS) units 1 and 2 are strongly recommended to also be studying Advanced General Maths.

U n i t s 3 a n d 4 – F u r t h e r M a t h e m a t i c sFurther Mathematics consists of a compulsory area of study ‘Data analysis’ and then a selection of three modules in the ‘Applications’ area of study. The modules to be studied are selected by the school. E n t r y General Mathematics 1and2 is expected.

U n i t s 3 a n d 4 – M a t h e m a t i c a l M e t h o d s ( C A S )Mathematical Methods CAS Units 3 and 4 consists of the following areas of study: ‘Functions and Graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability’. These areas of study are covered in a progression from Unit 3 to Unit 4. E n t r y Mathematical Methods (CAS) 1and2 is expected.

All Maths Units


U n i t s 3 a n d 4 : S p e c i a l i s t M a t h e m a t i c sSpecialist Mathematics consists of the following areas of study: ‘Functions, relations and graphs’, ‘Algebra’, ‘Calculus’, ‘Vectors in two and three dimensions’ and ‘Mechanics’. The course content focuses on mathematical structure and proof and is covered in a progression from Unit 3 to Unit 4.

E n t r y Mathematical Methods (CAS) 1and2 and General Mathematics Advanced 1and2 is expected.

Note: Enrolment in Specialist Mathematics Units 3 and 4 assumes a current enrolment in, Mathematical Methods (CAS) Units 3 and 4.

A s s e s s m e n t – S a t i s f a c t o r y C o m p l e t i o nSatisfactory Completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit.

M A T H E M A T I C S C O N T I N U E D . . .

L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School-assessed coursework and two end of year

examinations as follows:

Further Maths Unit 3 school-assessed course work: 20 % Unit 4 school-assessed course work: 14 % Exam 1 (technology active): 33 % Exam 2 (technology active): 33 %

Mathematical Methods (CAS) Unit 3 school-assessed course work: 20 % Unit 4 school-assessed course work: 14 % Exam 1 (technology free): 22 % Exam 2 (technology active): 44 %

Specialist Maths Unit 3 school-assessed course work: 14 % Unit 4 school-assessed course work: 20 % Exam 1 (technology free): 22 % Exam 2 (technology active): 44 %


M E D I AR a t i o n a l eVCE Media provides students with the opportunity to analyse media products and concepts in an informed and critical way. Students consider media texts, technologies and processes from various perspectives, including an analysis of structure and features. They examine industry production and distribution context, audience reception and the media’s contribution to and impact on society. This aspect of the study is integrated with the individual and collaborative design and production of media representations and products.

S t r u c t u reThe study is made up of four units

U n i t 1 – R e p re s e n t a t i o n A n d Te c h n o l o g i e s O f R e p re s e n t a t i o nIn this unit students develop an understanding of the relationship between the media, technology and the representations present in media forms. Students develop practical and analytical skills, including an understanding of the contribution of codes and conventions to the creation of meaning in media products, the role and significance of selection processes in their construction, the role audiences play in constructing meaning from media representations, and the creative and cultural impact of new media technologies.

U n i t 2 – M e d i a P ro d u c t i o n A n d T h e M e d i a I n d u s t r yIn this unit students develop their understanding of the specialist production stages and roles within the collaborative organisation of media production. Students participate in specific stages of a media production, developing practical skills in their designated role. Students also develop an understanding of media industry issues and developments relating to production stages and roles and the broader framework within which Australian media organisations operate.

U n i t 3 – N a r r a t i v e A n d M e d i a P ro d u c t i o n D e s i g nIn this unit students develop an understanding of film production and story elements, and learn to recognise the role and significance of narrative organisation in fictional film texts. Students examine how production and story elements work together to structure meaning in narratives to engage audiences. Students also develop practical skills through undertaking exercises related to aspects of the design and production process. They complete a media production design plan for a specific media form and audience. They present the relevant specifications as a written planning document, with visual representations that employ media planning conventions appropriate to the media form in which the student chooses to work.

U n i t 4 – M e d i a : P ro c e s s , I n f l u e n c e A d S o c i e t y ’s Va l u e sIn this unit, students further develop practical skills in the production of media products to realise the production design plan completed during Unit 3. Students analyse the relationship between media texts, social values and discourses in the media. The nature and extent of media influence, the relationship between the media, media audiences and media regulation are also critically analysed in this unit.

E n t r yThere is no pre-requisite for entry into Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.



L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School Assessed coursework, school assessed task

and end of year examination. Unit 3 school assessed course work: 8 % Unit 4 school assessed course work: 12 % Unit 3 and 4 school assessed task: 35 % Unit 3 and 4 end of year examination: 45 %


M U S I C P E R F O R M A N C ER a t i o n a l eThis study develops intellectual, aesthetic and cultural understanding of the value and importance of music in solo and group settings. As soloists and members of groups, students develop skills in preparing programs of music works, and apply musicianship as they create music and interpret and analyse solo and ensemble works in a range of styles.


U n i t 1This unit focuses on achieving flexibility in music performance. Students will present a solo and a group performance, demonstrate prepared work and perform previously unseen music.

U n i t 2This unit further develops skills in practical music and performance in solo and group contexts. It focuses on analysis of music being prepared for performance.

U n i t s 3 a n d 4 S o l o P e r f o r m a n c eThe focus of these units is on the preparation and presentation of performances in solo and ensemble contexts, demonstrating through performance and understanding of interpretation and authenticity.

E n t r yTo undertake Units 1 and 2 it is recommended that students have successfully completed Year 10 music.

To undertake Units 3 and 4 Solo Performance students should have four years’ experience prior to Year 11 on a musical instrument or voice and have reached the level of AMEB music theory grades 1 and 2. Students are required to participate in the College’s bands, orchestras or choirs. Students must undertake Unit 3 prior to undertaking Unit 4. Levies are applicable for students who have instrumental lessons at the College and/or who hire a school instrument.



L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School-assessed coursework and two end-of-year

examinations. Unit 3 school-assessed coursework: 20 % Unit 4 school-assessed coursework: 10 % Units 3 and 4 aural and written exam: 20 % Units 3 and 4 performance exam: 50 %


P H I L O S O P H YR a t i o n a l ePhilosophy provides students with the opportunity to read and understand some powerful ideas that have shaped our culture. Philosophy grapples with some of the most profound questions, such as: What is the nature of reality? Is it possible to attain absolute certainty about anything? Are right and wrong simply matters of culture? Is it rational to have religious beliefs? Studying philosophy develops the ability to clarify concepts, analyse problems and construct reasonable, coherent arguments.

S t r u c t u reThe study is made up of 4 units

U n i t 1 - E x i s t e n c e , K n o w l e d g e a n d R e a s o n i n g What is the nature of reality? How can we acquire certain knowledge? This unit engages students with fundamental philosophical questions through active, guided investigation and critical discussion of two key areas of philosophy: epistemology and metaphysics. The emphasis is on philosophical inquiry – ‘doing philosophy’ – and hence the study and practice of techniques of logic are central to this unit.

U n i t 2 - Q u e s t i o n s o f Va l u e What are the foundations of our judgments about value? What is the relationship between different types of value? How, if at all, can particular value judgments be defended or criticised? This unit invites students to explore these questions in relation to different categories of value judgment within the realms of morality and aesthetics. Students develop their ability to apply methods of philosophical inquiry to the analysis of philosophical viewpoints and arguments.

U n i t 3 - M i n d s , B o d i e s a n d P e r s o n This unit considers basic questions regarding the mind and the self through two key questions: Are human 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 set texts from the history of philosophy to their own views on these questions and to contemporary debates.

U n i t 4 - T h e G o o d L i f e This unit considers the crucial question of what it is for a human to live well. What does an understanding of human nature tell us about what it is to live well? What is the role of happiness in a well lived life? Is morality central to a good life? How does our social context impact on our conception of a good life? In this unit, students explore texts by both ancient and modern philosophers that have had a significant impact on contemporary western ideas about the good life.





examination. Unit 3 school-assessed coursework: 25 % Unit 4 school-assessed coursework: 25 % Units 3 and 4 - examination: 50 %


P H Y S I C A L E D U C A T I O NR a t i o n a l ePhysical Education examines the biological, social, physiological and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and psychological, biomechanical, physiological and sociological factors that influence physical performances, and participation in physical activity. The study of physical activity and sedentary behaviour is significant for the understanding of, health well-being and performance of people.


U n i t 1 – B o d i e s i n M o t i o nThis unit introduces students to how the body systems work together to produce movement and analyses this motion using biomechanical principles. Students explore the relationship between the body systems and physical activity and are introduced to the aerobic energy pathways.

Students apply biomechanical principles to improve and refine movement.

U n i t 2 – S p o r t s C o a c h i n g a n d P h y s i c a l l y A c t i v e L i f e s t y l e sThis unit explores a range of coaching practices and their contribution to effective coaching and improved performance of an athlete. Students are introduced to physical activity and the role it plays in health and well-being of the population. They explore factors that influence regular participation, how participation varies across the lifespan and how to overcome barriers to participation.

Unit 3 - Physical Activity Part icipation and Physiological PerformanceThis unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students assess physical activity and analyse the national physical activity guidelines. They also apply and study the social-ecological model to identify effective strategies in promoting regular physical activity. Students investigate the contribution of the energy systems to performance in physical activity. They explore the causes of fatigue and strategies to manage fatigue and promote recovery.

U n i t 4 – E n h a n c i n g P e r f o r m a n c eThis unit introduces students to training, they undertake an activity analysis, then investigate the required fitness component, plan and evaluate a training program. Students evaluate nutritional, physiological and psychological strategies to improve performance. Different techniques and practices that enhance performance are evaluated and students look at the rationale for banning or allowing these practices from sporting competition.







P H Y S I C SR a t i o n a l eThe study of Physics, has led to developments, which have profoundly influenced the world. This study covers the areas that traditionally are the basis of courses at this level, with an emphasis on the foundation areas of mechanics and electricity. A contextual approach to the study has been adopted so that students appreciate the relevance of physics to the physical, technological and social worlds.

S t r u c t u reThe study is made up of four units. Units 3 and 4 are to be taken as a sequence. The development of practical skills is an essential part of all units.

U n i t 1 : W h a t I d e a s E x p l a i n T h e P h y s i c a l Wo r l d ?Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires the detection, 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 analogies used to explain electricity and consider the origins and formation of matter.

Students use thermodynamic principles to explain phenomena related to changes in thermal energy. They apply thermal laws when investigating energy transfers within and between systems, and assess the impact of human use of energy on the environment. Students examine the motion of electrons and explain how it can be manipulated and utilised. They explore current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe.

U n i t 2 : W h a t D o E x p e r i m e n t s R e v e a l A b o u t T h e P h y s i c a l Wo r l d ?In this unit students explore the power of experiments in developing models and theories. They investigate 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 moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question.

U n i t 3 : H o w D o F i e l d s E x p l a i n M o t i o n A n d E l e c t r i c i t y ?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 electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects. They consider how developing technologies can challenge existing explanations of the physical world, requiring a review of conceptual models and theories. Students design and undertake investigations involving at least two continuous independent variables.

U n i t 4 : H o w C a n Tw o C o n t r a d i c t o r y M o d e l s E x p l a i n B o t h L i g h t A n d M a t t e r ? A complex interplay exists between theory and experiment in generating models to explain natural phenomena including light. Wave theory has classically been used to explain phenomena related to light; however, continued exploration of light and matter has revealed the particle-like properties of light. On very small scales, light and matter – which initially seem to be quite different – have been observed as having similar properties. 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 explain the behaviour of matter which enables students to consider the relationship between light and matter. Students learn to think beyond the concepts experienced in everyday life to study the physical world from a new perspective. Students design and undertake investigations involving at least two continuous independent variables.



P H Y S I C S C O N T I N U E D . . .

E n t r yThere are no prerequisites for entry into Units 1, 2 and 3, although students are advised to take Unit 1 and 2 before Unit 3. Students who enter the study at Unit 3 should be willing to undertake some preparation as specified by the teacher. Students must undertake Unit 3 prior to Unit 4.



L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement.

School-assessed coursework and end-of-year examination Unit 3 school-assessed coursework (not including assessment of the detailed study): 16 % Unit 4 school-assessed coursework (including Assessment of the detailed study: 24 % Units 3 and 4 examination: 60 %


PRODUCT DESIGN AND TECHNOLOGY

R a t i o n a l eDesigners play an important part in our daily lives. In this study students transform drawings and plans into the creation of useful products. They take into account the sustainability of resources and develop skills in critically analysing existing products.


U n i t 1 - P ro d u c t R e - D e s i g n A n d S u s t a i n a b i l i t yIn this unit students will re-design a product with the aim of improving its aesthetics, functionality and/or quality. They will use a range of materials, tools, equipment and processes to compare their product or prototype to their original drawings.

U n i t 2 - C o l l a b o r a t i v e D e s i g nStudents will work individually and in a team to develop a response to a design brief based on a common theme. They will design and produce a product that meets the needs outlined in the brief.

U n i t 3 - A p p l y i n g T h e P ro d u c t D e s i g n P ro c e s sStudents use the product design process to work as a designer with a client. They develop a design brief and produce a folio that documents all stages of the process.

U n i t 4 - P ro d u c t D e v e l o p m e n t A n d E v a l u a t i o nIn this unit students produce the product designed in Unit 3 and evaluate the outcome of the designing, planning and production activities. Students also undertake a comparison between their product and similar commercial items.

E n t r yThere are no prerequisites for Units 1, 2 and 3.Unit 3 must be undertaken prior to studying Unit 4.


Units 1 and 2 (Wood) Units 3 and 4 (Wood)

L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. Unit 3 school-assessed coursework: 12 %

Unit 4 school-assessed coursework: 8 % Unit 4 school-assessed task: 50 % Units 3 and 4 examination: 30 %


P S Y C H O L O G Y

R a t i o n a l ePsychology is the scientific study of mental processes and behaviour in humans. The interaction between the biological, behavioural, cognitive and socio-cultural factors that influence thought, emotions and behaviour are studied.

S t r u c t u reThe study is made up of four Units

U n i t 1 - H o w A re B e h a v i o u r A n d M e n t a l P ro c e s s e s S h a p e d ?Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine 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.

U n i t 2 - H o w D o E x t e r n a l F a c t o r s I n f l u e n c e B e h a v i o u r A n d M e n t a l P ro c e s s e s ?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 social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways.

U n i t 3 : H o w D o e s E x p e r i e n c e A f f e c t B e h a v i o u r A n d M e n t a l P ro c e s s e s ? The nervous system influences behaviour and the way people experience the world. In this unit students examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility of memory and how memory can be improved. Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of biological, psychological and social factors that influence learning and memory

U n i t 4 : H o w I s We l l b e i n g D e v e l o p e d A n d M a i n t a i n e d ?Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach, as a scientific model, to analyse mental health and disorder. They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological, psychological and social factors. Students examine the contribution that classical and contemporary research has made to the understanding of consciousness, including sleep, and the development of an individual’s mental functioning and wellbeing.



P S Y C H O L O G Y C O N T I N U E D . . .

E n t r yThere are no prerequisites for entry in Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. However, students who enter the study at unit 3 may need to undertake preparatory work.

A s s e s s m e n t – S a t i s f a c t o r y C o m p l e t i o n Demonstrated achievement of the set of outcomes specified for the unit as well as individual school decision on levels of achievement.




S T U D I O A R T SR a t i o n a l eStudio Arts provides a framework for the establishment of effective art practices through an understanding and application of the process of design. It enables students to specialise in a particular form of studio production. Students generate, explore and communicate ideas through specific studio forms and develop and use specialised skills in a range of media and techniques. The theoretical component of the study informs students practice through an investigation of how photography has developed, an examination of artists’ working methods and a study of professional practices.


U n i t 1 - A r t i s t i c I n s p i r a t i o n A n d Te c h n i q u e sThis unit focuses on using sources of inspiration and individual ideas as the basis for developing artworks and exploring a wide range of materials and techniques to communicate ideas, observations and experiences. Students also explore and research the ways in which artists from different times and cultures have interpreted and expressed ideas, sourced inspiration and used materials and techniques in the production of artworks.

U n i t 2 - D e s i g n E x p l o r a t i o n A n d C o n c e p t sThe focus of this unit is to establish the use of a design process to produce artworks, including locating sources of inspiration, experimentation with materials and techniques, and the development of aesthetic qualities, directions and solutions prior to the production of artworks. Students develop skills in the visual analysis of artworks made by artists from different times and cultures

U n i t 3 - S t u d i o P ro d u c t i o n A n d P ro f e s s i o n a l A r t P r a c t i c e sThis unit focuses on the implementation of an individual design process leading to the production of a range of potential directions and solutions. Analysis of these explorations and the development of the potential directions is an intrinsic part of the design process to support the making of finished artworks in Unit 4.

Students also examine traditional and contemporary practices of artists, together with the ways in which artists develop distinctive styles and approaches to subject matter.

U n i t 4 - S t u d i o P ro d u c t i o n A n d A r t I n d u s t r y C o n t e x t sThis unit focuses on the production of a cohesive folio of finished art works that resolves the aims and intentions set out in the Exploration Proposal formulated in Unit 3. To support the creation of the folio, students present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the cohesive folio of finished artworks.

Students also examine different components of the arts industry relating to display, promotion and critique of artworks. They are expected to visit at least two different exhibition spaces in their current year of study.




L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. School-assessed tasks and an end-of-year

examination Unit 3 school-assessed coursework: 33 % Unit 4 school-assessed task: 33 % Units 3 and 4 examination: 34 %


S Y S T E M S E N G I N E E R I N GR a t i o n a l eVCE Systems Engineering promotes innovative systems thinking and problem-solving skills through the Systems Engineering Process, which takes a project-management approach. It focuses on mechanical and electrotechnology engineered systems.


U n i t 1 - I n t ro d u c t i o n t o M e c h a n i c a l S y s t e m sThis unit focuses on engineering fundamentals as the basis of understanding underlying principles and the building blocks that operate in simple to more complex mechanical devices. Students apply their knowledge to design, construct, test and evaluate operational systems. The focus of the system should be mechanical; however, it may include some electronic components. The constructed operational systems demonstrate selected theoretical principles studied in this unit.

U n i t 2 - I n t ro d u c t i o n t o E l e c t ro t e c h n o l o g y S y s t e m sIn this unit students study fundamental electrotechnology engineering principles. Through the application of their knowledge and the Systems Engineering Process, students produce operational systems that may also include mechanical components. In addition, students conduct research and produce technical reports.

U n i t 3 - I n t e g r a t e d S y s t e m s E n g i n e e r i n g a n d E n e rg yIn this unit students study the engineering principles that are used to explain the physical properties of integrated systems and how they work. Through the application of their knowledge, students design and plan an operational, mechanical-electrotechnology integrated and controlled system. They learn about the technologies used to harness energy sources to provide power for engineered systems.

U n i t 4 - S y s t e m s C o n t ro l a n d N e w a n d E m e rg i n g Te c h n o l o g i e sIn this unit students complete the production work and test and evaluate the integrated controlled system they designed in Unit 3. Students investigate new and emerging technologies, consider reasons for their development and analyse their impacts.

E n t r yThere are no prerequisites for Units 1 and 2. Students should take Unit 2 prior to Unit 3 and Unit 3 prior to Unit 4.




School-assessed Coursework: 20 % School-assessed Task: 50 % End-of-year examination: 30 %


T H E A T R E S T U D I E SR a t i o n a l eTheatre Studies focuses on the interpretation of playscripts and the production of plays from the pre-modern era to the present day. Students apply stagecraft including acting, to study the nature, diversity and characteristics of theatre as an art form. Throughout the study students work with playscripts in both their written form and in performance. They learn about the times, places and cultures of key theatrical developments and develop awareness of the traditions and histories of theatre.

This knowledge is applied through use of stagecraft to collaboratively interpret playscripts in performance. Through contribution to the production of plays and performance of a monologue, students also develop knowledge and understanding of theatrical styles. This knowledge and understanding is further developed by analysis and evaluation of their own productions and productions by professional theatre practitioners.


U n i t 1 - P re - m o d e r n T h e a t re This unit focuses on the application of acting and other stagecraft in relation to theatrical styles of the pre-modern era. Students work with playscripts from the pre-modern era of theatre, focusing on works created up to 1920 in both their written form and in performance.

U n i t 2 - M o d e r n T h e a t reIn this unit students study theatrical styles and stagecraft through working with playscripts in both their written form and in performance with an emphasis on the application of stagecraft. Students work with playscripts from the modern era, focusing on works from the 1920s to the present. They study theatrical analysis and production evaluation and apply these skills to the analysis of a play in performance.

U n i t 3 - P l a y s c r i p t I n t e r p re t a t i o nIn this unit students develop an interpretation of a playscript through the stages of the theatrical production process: planning, development and presentation. Students specialise in two areas of stagecraft, working collaboratively in order to realise the production of a playscript. They use knowledge they develop from this experience to analyse the ways stagecraft can be used to interpret previously unseen playscript excerpts. Students also attend a performance selected from the prescribed VCE Theatre Studies Unit 3 Playlist and analyse and evaluate the interpretation of the playscript in the performance.

U n i t 4 - P e r f o r m a n c e I n t e r p re t a t i o nIn this unit students study a scene and associated monologue from the Theatre Studies Stagecraft Examination published annually by the Victorian Curriculum and Assessment Authority, and develop a theatrical treatment that includes the creation of a character by an actor, stagecraft possibilities, and appropriate research. Students interpret a monologue from within a specified scene.




L e v e l s o f A c h i e v e m e n tU n i t s 1 a n d 2 U n i t 3 a n d 4Individual school decision on levels of achievement. In the study of VCE Theatre Studies students’ level of

achievement will be determined by school-assessed coursework, a performance examination and a written examination.

Percentage contributions to the study score in VCE Theatre Studies are as follows: Units 3 and 4 school-assessed coursework: 45 % End-of-year performance examination: 25 % End-of-year written examination: 30 %


V I S U A L C O M M U N I C A T I O N D E S I G NR a t i o n a l eThis study is intended to assist students in the understanding, use and interpretation of a range of visual communications within the areas of Industrial, Environmental and Communication design. It involves a study of the vocabulary of visual communication, which includes an understanding of, and application of, drawing and drawing conventions, design elements, and principles and function of design in communication. The study also provides the opportunity to develop an informed, critical and discriminating approach to visual communications encountered in everyday life.


U n i t 1 – I n t ro d u c t i o n i n t o V i s u a l C o m m u n i c a t i o n D e s i g nThis unit will enable students to use visual language to communicate messages, ideas and concepts, through instrumental, visualisation, observational and presentation drawing methods. Design elements and principles are explored, applied and analysed. Students study the history of design, and will be introduced to the first stages of the visual communication design process.

U n i t 2 – A p p l i c a t i o n s o f V i s u a l C o m m u n i c a t i o n D e s i g nThis unit will enable students to apply design knowledge, thinking skills and drawing methods to create visual communications that meet specific purposes. The fields of environmental, industrial and communication design will be covered. Typography will be a focus of communication design. The visual communication production process will be applied to generate and develop concepts in response to a brief.

U n i t 3 – D e s i g n T h i n k i n g a n d P r a c t i c eIn this unit students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. Students will use research and analysis of designers to support their own work. They establish a brief, with two distinctly different needs, and apply design thinking skills through the design process. The brief and investigation work underpin the developmental and refinement work undertaken in Unit 4.

U n i t 4 – D e s i g n D e v e l o p m e n t a n d P re s e n t a t i o nThe focus of this unit is 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 needs. Students evaluate their visual communications and devise a pitch to communicate their design thinking to an audience.

E n t r yThere are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking unit 4.




examination. Unit 3 school-assessed coursework: 33 % Unit 4 school-assessed task: 33 % Units 3 and 4 examination: 34 %


V i c t o r i a n C e r t i f i c a t e o f A p p l i e d L e a r n i n g ( V C A L )The Victorian Certificate of Applied Learning (VCAL) is a Senior School qualification designed to provide additional pathways for Year 11 and 12 students interested in vocationally orientated career options such as traineeships, apprenticeships, diplomas and advanced diplomas, and employment. It is an alternative pathway to the VCE but provides a wider range of education and training pathways. It offers a different style of learning where students learn through practical activities, work and community partnerships. On the completion of Year 12 Senior VCAL, students can take one of two pathways. They can commence an apprenticeship or traineeship or they can continue with their studies at TAFE. Successful completion of many TAFE courses allows students to commence further studies either at university or TAFE.

Students are not required to complete exams and are not issued with an ATAR score.

In 2015 VCAL will be offered at three Certificate levels — Foundation, Intermediate and Senior, depending upon the level that matches the student’s needs and abilities. Students will attend school for 3 days per week, TAFE one day a week and structured workplace learning one day a week.

VCAL has four compulsory strands:

• Literacy and Numeracy Skills

• Personal Development Skills

• Work Related Skills

• Industry Specific Skills (VET)

Literacy, Numeracy, Work Related and Personal Development strands are delivered through a program run at the College. The Industry Specific Skills are delivered through enrolment in a VET course. Students must be enrolled in a VET course and undertake a structured workplace learning arrangement in order to qualify for their VCAL certificate.

V C A L R e q u i r e m e n t sThe VCAL is normally a two-year course of study.

S a t i s f a c t o r y C o m p l e t i o n o f t h e V C A LStudents must satisfactorily complete at least 10 units in order to be awarded the VCAL. Included in these 10 units must be:

At least one credit from each of the VCAL curriculum strands:

• Literacy

• Numeracy

• Personal Development

• Work Related Skills

• Industry Specific Skills (VET)

At least six credits at the certificate level, including one credit each in Literacy and Personal Development.


C o u r s e I n f o r m a t i o nLiteracyThe purpose of the literacy curriculum is to enable the development of skills, knowledge and attitudes in literacy that allow progression in the main social contexts of family, employment, further learning and citizenship. Literacy skills include self expression, practical purposes, knowledge and public debating. In this capacity the literacy skills unit includes reading, writing, and oral communication skills which are able to be transferred effectively into work situations. Ultimately, the overall purpose of the unit is to provide an applied ‘real-life’ approach to literacy development.

Foundation MathematicsIn Foundation Mathematics there is a strong emphasis on using mathematics in practical contexts relating to everyday life, recreation, work and study. Students are encouraged to use appropriate technology in all areas of their study. These units will be especially useful for students undertaking VET studies.

The areas of study for Units 1 and 2 of Foundation Mathematics are ‘Space, shape and design’, ‘Patterns and number’, ‘Handling data’ and ‘Measurement’.

Personal DevelopmentPersonal Development involves students exploring the concepts of teamwork, project organisation, self-management, leadership and responsibility. Students undertake and develop the knowledge and skills that lead to personal and social responsibility, building community, civic responsibility, improving self-confidence and resilience.

Students will engage in a community partnership where they will work with people outside the school community.

Work Related SkillsThe purpose of the Work Related Skills strand is to develop employability skills, knowledge and attitudes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides learners with a capacity to consider and choose from the range of pathways. The Work Related Skills units are designed to develop students’ critical thinking and planning skills, awareness of occupational health and safety and develop and apply transferable skills for work related contexts. Students must complete 200 hours of Structured Workplace Learning each year in their VET area of study in order to meet the requirements of this subject.

Industry Specific SkillsThe purpose of Industry Specific Skills is to enable the development of skills, knowledge and attitudes related to a vocational pathway in preparation for progression to further learning or employment. There are no VCAL units within the Industry Specific Skills strand. Curriculum selected for this strand are drawn from nationally recognised Certificates or Training Package qualifications (VET). VET programs provide students with a range of experiences within a particular industry sector to assist students to make informed decisions for pathway choices and to promote the student’s employability skills.

S t r u c t u re d Wo r k p l a c e L e a r n i n g As part of students 2-year VCAL Program all students must undertake a minimum of 400 hours in a Structured Workplace Learning arrangement in their VET area of study. You will be required to attend a SWL arrangement one day a week, on either a Tuesday or Thursday.

The purpose of the SWL arrangement is to apply the skills that you have learnt in the classroom to ‘real life’ situations. It will also give you the chance to learn more about the industry and get a feel for the types of environments and people you will be working with.

It is important that you take an active role in organising your SWL arrangement, after all you’re the one going out into the workforce! You will need to discuss ideas and options that you may have for your placement with the Victoria University Secondary College Careers Team. It is a good idea to start thinking about the types of places that you


would like to experience and start applying as soon as possible. Family, friends and clubs are an excellent source of information. Let them know that you are looking for a work placement; you never know what contacts they may have.

F i n d i n g Yo u r O w n S t r u c t u re d Wo r k P l a c e m e n t There are a number of ways of finding a work placement:

1. Your personal network Ask your immediate family, or your extended family. Talk to other people that you know, neighbours, friends of your parents, people your parents/guardians work with, etc.

2. The neighbourhood It is often worth your while to walk around the area you live in and look at the businesses which are closest to you. Walk in and ask the staff if they are willing to take you on. If you are nervous about going in on your own, take down the organisation details (name, address and phone number) and pass them on to your School Work Placement Coordinator.

3. The internet and phone book Use the internet/phone book - make a list of companies to call that you’re interested in.

C o n t a c t i n g a n E m p l o y e rThere are a number of ways to contact an employer:

1. Send them a letter requesting a work placement The letter should always be typed and include the following: • Correct spelling of the employer’s name, title and company • Correct grammar and punctuation • Limited to one page • Accompanied by a resume

2. Cold calling the employer Using the telephone is an important skill in searching for jobs for the following reasons: • A lot of employers prefer this method of contact • You have a better chance of getting through to the decision maker • It is faster and more efficient than door knocking or writing a letter • You don’t have to dress up to use the telephone • If you wish you can use a script or prompts to help you

When using a phone, use the following tips to help you: DO’s • Investigate the organisation or business before you make contact • Make a list of 5 to 10 people or companies to phone before you begin • The first call is the hardest. It will get easier. Don’t waste time start now • Be prepared – have your script, pen, paper and possible questions • Know what you are going to say. Practice, practice, Practice • Use names - your own, the receptionists and the employer (write them down) • Be friendly and co-operative • Speak clearly and concisely • Sound confident but not overly confident • If you don’t get the response you like be polite, thank them and quietly hang up • Turn off the television and music so there is not a lot of background noise and distraction while you are on the telephone


V o c a t i o n a l E d u c a t i o n a n d T r a i n i n g ( V E T )

W h a t i s V E T ?Vocational Education and Training (VET) courses provide an opportunity for students to gain a nationally recognised vocational qualification as part of either the VCE or VCAL. Scored VET subjects (courses that have a final exam) receive a study score for Units 3 and 4 studies that contributes to the ATAR. VET subjects that have 3–4 sequence, but don’t have an exam, provide VCE students with 10% bonus of their primary four subjects. Block credit recognition is available for subjects which are not scored.

W h e re a re t h e c o u r s e s h e l d ?VET courses are delivered by a Registered Training Organisation, such as a TAFE, and may include a Structured Workplace Learning Placement component, where students demonstrate acquired skills and knowledge in an industry setting. The VET course may be delivered at a TAFE or a host school.

F e a t u re s o f V E TVET:• Is a two year program combining general VCAL or VCE studies and accredited vocational education and

training• Enables students to complete a nationally recognised vocational qualification and senior studies

at the same time• Focuses on students developing industry specific and workplace skills• Is a vocationally orientated program designed to meet the needs of industry• Programs count towards VCE and VCAL programs• Programs can contribute to the ATAR score, either as a 10% increment or as a Study Score derived from

course work tasks and an end of year examination• Prepares students for the workforce• Programs articulate directly into further education and training at TAFE

I s t h e re a n a d d i t i o n a l c o s t t o c o m p l e t e a V E T c o u r s e ?Students undertaking a VET course will incur an additional cost over and above their school fees to cover materials and consumables. All enrolments will remain ‘pending’ until full payment of fees have been received or alternative arrangements have been made with the Business Manager.


W h a t c o u r s e s a re a c c e s s e d t h ro u g h t h e B r i m b a n k V E T C l u s t e r ( B V C )Depending on student demand the following VET programs are offered.

VET PROGRAMS IN 2015• Certificate II in Automotive Technology• Certificate II and III in Allied Health Assistance• Certificate II and III in Acting (Screen)• Certificate II in Aeroskills (Avionics)• Certificate II in Building and Construction• Certificate II and III in Business Administration • Certificate III in Sport and Recreation Fitness Focus• Certificate III in Sport and Recreation Soccer Focus• Certificate II and III in Community Services• Certificate III in Children’s Services• Certificate II and III in Applied Fashion and Design• Certificate II in Engineering• Certificate II in Dance• Certificate II in Electrical• Certificate II in Integrated Technologies (Telecommunications Cabling)• Certificate III in International Freight Forwarding• Certificate III in Retail Baking - Combined• Certificate II in Furnishing• Certificate II and III in Hairdressing• Certificate III in Beauty• Certificate II in Horticulture• Certificate II in Hospitality• Certificate II and III in Hospitality• Certificate III in Information Digital Media and Technology• Certificate III in Laboratory Skills• Certificate II and III in Media• Certificate III in Music• Certificate III in Music Technical Production• Certificate III in Picture Framing• Certificate II in Plumbing• Certificate II in Small Business Management• Certificate III in Signage (Sign Writing)

Please note that only VCAL students can enrol in VET courses offered in the Brimbank VET Cluster. VCE students may undertake VET programs offered at VUSC only. Please refer to the VET Cluster Handbook for full course details.


W h i c h V E T c o u r s e s a re o f f e re d a t V i c t o r i a U n i v e r s i t y S e c o n d a r y C o l l e g e ?

Certificate II in Building and Construction* Trade Training Centre Fee $220/year — Cairnlea Campus

Certificate III in Sport and Recreation — Fitness Focus* Brimbank Campus Fee $250/year

Certificate III in Sport and Recreation — Rugby League Focus* Brimbank Campus Fee $250/year

Certificate III in Information, Digital Media and Technology* Brimbank Campus Fee $165/year

Certificate II in Integrated Technologies (Telecommunications Cabling)* Trade Training Centre Fee $220/year — Cairnlea Campus

* All students who complete the 1–4 sequence in the Certificate II in Building and Construction, Certificate II in Integrated Technologies, Certificate III in Information, Digital Media and Technology or Certificate III in Sport and Recreation and receive an Intermediate or Senior VCAL certificate (or VCE certificate) will receive a guaranteed place at Victoria University.


B u s i n e s s S t u d i e s O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Accounting

• Business Administration

• Banking and Finance

• Human Resource Management

• Marketing and Sales

• Legal Studies

C o re S t u d i e sEnglish (Units 1–4)

Choose From Other Suggested Units

Accounting (Units 1–4)Economics (Units 1–4)Legal Studies (Units 1–4)Business Management (Units 1–4) Information Technology (Units 1–4)Mathematics (Units 1–4)

Studio ArtsHistoryPsychologyChineseVisual Communication and Design

Direct EmploymentTraineeships

Pathways to TAFECertificates (I–IV) Diploma and Advanced Diploma

UniversityDegrees

Local GovernmentRetailingInsuranceTextilesClothingFootwearBankingClericalReal EstatePublic Service

Banking and FinanceMarketingMarketing/Japanese Business AdvertisingCredit ManagementTravel and Tourism International TradeHospitalityMerchandising and Marketing Accounting

BACHELOR BUSINESS

Banking and FinanceApplied EconomicsBusiness AdministrationTravel and TourismEconomicsMarketingRetail ManagementCatering and Hotel ManagementLaw/CommerceInternational TradeTeaching

F u t u re S t u d i e s

Future Pathways — Create The Future


B e h a v i o u r a l S c i e n c e O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Health Promotion

• Community Services

• Occupational Therapy

• Counselling/Welfare

• Criminology

• Social Worker

• Psychology

• Child Care

• Nursing


Psychology (Units 1–4)Biology (Units 1–4)Mathematics (Units 1–4)Health and Human Development (Units 1–4)

Physical EducationChineseInformation Technology

Direct EmploymentPathways to TAFECertificates (I–IV) Diploma and Advanced Diploma

UniversityDegrees

Limited opportunity for direct entry after VCE

Managing Social and Community ServicesResidential and Community ServicesChild Care Community DevelopmentCommunity Justice StudiesWelfare

BACHELOR ARTS

Psychology

Social and Behavioural Sciences

Human Services

BACHELOR BEHAVIOURAL SCIENCE

BACHELOR BUSINESS

Human Resource Management

BACHELOR SCIENCE

Biological Science

Marine Science

BACHELOR APPLIED SCIENCE

Psychology

Psychophysiology

Human Biology

Human Movement

Occupational Therapy



At least 2 Units of studies from the Arts/Humanities Grouping

At least 2 Units of studies from the Mathematics/Science/Technology Grouping


C o m m u n i t y a n d W e l f a r e S t u d i e s O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Social Work

• Police Force

• Interpreting

• Youth Work

• Psychology

• Legal Studies

• Primary Teaching

• Welfare Studies

• Religious Studies


Psychology (Units 1–4)Physical Education (Units 1–4)Health and Human Development (Units 1–4) Legal Studies (Units 1–4)History (Units 1–4)Philosophy (Units 1–4)

Information TechnologyMathematicsChemistryBiologyChinese



UniversityDegrees

Local GovernmentHospitalityPublic AdministrationChild Care

AuslanMedical LaboratoryResidential and Community ServicesIntellectual DisabilityYouth/ChildChild CareCommunity DevelopmentCommunity Justice Studies

BACHELOR BUSINESSPsychologyDisability StudiesInterpreting/TranslationLanguage/Culture StudiesUrban StudiesSocial WorkCommunity DevelopmentGeneral Family StudiesHumanitiesSocial ScienceWelfare StudiesEarly ChildhoodPastoral StudiesReligion and Theological Studies



At least 2 Units of studies from the Arts/Humanities Grouping

At least 2 Units of studies from the Mathematics/Science/Technology Grouping


E l e c t r o n i c / E l e c t r i c a l O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Electrician

• Engineer

• Electrical Engineer

• Electrical Mechanic


Physics (Units 1–4)Mathematics (Units 1–4)Information Technology (Units 1–4)Systems Engineering (Units 1–4)VET Integrated Technologies (Units 1–4)

Visual Communication and DesignChemistryBusiness Management



University Degrees

ElectricalElectronicsVehicleAircraftEngineering

EngineeringElectricalElectronicsAerospace SystemsAudio/Visual Technology

BACHELOR ENGINEERING

Electrical

Computer Systems

Communication Electronics

Computer Technology

Aerospace


Computer Science

Maths and Computer Science

Digital Technology

Computing and Instrumentation

Microprocessor Application

Computing and Accounting




G r a p h i c D e s i g n a n d A r t O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Graphic Design

• Interior Design

• Finished Art

• Printing

• Art/Photography

• Signwriting

• Visual Merchandising

• Fashion Design



University Degrees

Sign WriterScreen PrinterPainter/DecoratorSilver Smithing/JewelleryFloristryGraphic ReproductionPrinting

Applied DesignApplied PhotographyAustralian Art FashionCeramicsComputer Aided Art and DesignGraphic ArtIllustrationScreen-printing DesignStudio TextilesVisual ArtsVisual MerchandisingWood DesignInterior Decoration and Design

BACHELOR ARTS

Applied ArtGraphic DesignVisual ArtsArt and DesignFashionTextile DesignInterior DesignIndustrial DesignFine ArtArchitecture



Studio Arts (Units 1–4)Visual Communication and Design (Units 1–4)Media (Units 1–4) Information Technology (Units 1–4)Mathematics (Units 1–4)

Product Design and TechnologyBusiness Management



H u m a n i t i e s O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Journalism

• Local Government

• Media Studies

• Librarian

• Language Studies

• Video Production

• Law

• Politics

• Photography


History (Units 1–4)Legal Studies (Units 1–4)Studio Art (Units 1–4)Geography (Units 1–4)Philosophy (Units 1–4)

Physical EducationPsychologyStudio ArtsVisual Communication and DesignInformation TechnologyMathematicsChinese



University Degrees

Australian Public ServiceCommonwealth Statutory AuthorityLegal OfficeLocal GovernmentTravel OfficeLibrary ServicesOn job trainingLighting OperatorCadetshipNewspaper/Publisher

AuslanApplied Language Studies — Japanese Professional Writing and EditingMediaCorporate Video Production

BACHELOR ARTS

Asian StudiesAustralian Studies European StudiesEducationLanguage and Culture StudiesMulticultural StudiesMultidisciplinaryPsychologyBehavioural ScienceSocial ScienceFamily StudiesJournalismMedia StudiesTeaching




I n f o r m a t i o n T e c h n o l o g y O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Computer Programming

• Computer Operator

• Accounting

• Data Processing

• Management Communications



University Degrees

Technology TraineeshipOffice ClericalTravel Officer

Scientific ComputingInformation TechnologyAutomated SystemsTechnology-Computing

BACHELOR BUSINESS

Information SystemsComputingAccounting/Information SystemsBACHELOR SOCIAL SCIENCE

Information ManagementBACHELOR COMPUTING

Digital TechnologyBACHELOR INFORMATION SYSTEMS

BACHELOR ARTS

Information Management/LibrarianTeaching



VET Information and Communications Technology (Units 1–4)Information Technology (Units 1–4)Mathematics (Units 1–4)Physics (Units 1–4)Accounting (Units 1–4)

Visual Communication and DesignLegal StudiesPsychology



M a t h e m a t i c s a n d S c i e n c e / E n g i n e e r i n g O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Environmental Science

• Mathematics/Statistics

• Chemistry

• Technician/Tech Officer

• Surveying

• Physics

• Biology

• Veterinary Science

• Fisheries And Wildlife


Mathematics (Units 1–4)Physics (Units 1–4)Chemistry (Units 1–4)Biology (Units 1–4)Systems Engineering (Units 1–4)

IT ApplicationsVisual Communication and Design



UniversityDegrees

Lab. AssistantTech. Assistant PlasticsMunicipal MaintenanceWater OperationsGas and Fuel Pipe Laying

APPRENTICESHIPSFitting and TurningWeldingMotor MechanicAircraft MaintenanceElectrical/ElectronicMechanical Engineer

Animal TechnologyWood and Fibre MarketingEnviron. Waste ManagementResource ManagementLaboratory TechnologyMaterials EngineeringAeronauticsAviationEngineering/Aerospace Syst.Audio Visual TechnologyCivil EngineeringComputer SystemsElectrical/ElectronicMechanical/Manufacturing

BACHELOR ENGINEERING

Mechanical

Civil

Building

Manufacturing

Aerospace

Environmental

Municipal

Industrial

Electrical

Maritime

Optical

BACHELOR SCIENCE





M e d i c a l a n d H e a l t h S c i e n c e O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Nursing

• Ambulance Services

• Medical Services

• Pharmacy

• Medical Administration

• Dentistry

• Physiotherapy

• Health Promotion



University Degrees

Ward AssistantNursing Assistant

Applied Science: Medical LabApplied Science: Biological SciApplied Science: Chemical SciApplied Science: Forensic SciRecreation: Sports CoachingMyotherapy

BACHELOR ARTS

BACHELOR — NURSING

B. APP. SCI — HUMAN MOVEMENT

B. HEALTH SCI — OCCUP. THERAPY

B. PHYSIOTHERAPY

B. DISABILITY STUDIES

B. FOOD SCIENCE AND NUTRITION

B. HEALTH STUDIES

B. SPORTS COACHING AND ADMIN.

B. PODIATRY

B. PHARMACY

B. MEDICAL RADIATION



General Mathematics (Units 1–2)Mathematical Methods (Units 1–4)Further Mathematics (Units 3–4)Specialist Mathematics (Units 3–4)Biology (Units 1–4)Chemistry (Units 1–4)Physics (Units 1–4)Psychology (Units 1–4)

Physical EducationHealth and Human DevelopmentIT Applications



M e d i a a n d P e r f o r m i n g A r t s O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Film

• Television

• Radio

• Theatre

• Design

• Graphics Media

• Advertising

• Newspapers and Magazines

• Teaching Dance


Studio Arts (Units 1–4)Information Technology (Units 1–4)Visual Communication and Design (Units 1–4)Media (Units 1–4)Drama (Units 1–4)Theatre Studies (Units 1–4)Music Performance (Units 1–4)

Physical EducationBusiness Management



University Degrees

Limited options exist for direct employment without work experience.

Small Companies and Community TheatreCorporate Video ProductionDance Instruction and ManagementTheatre TechnologySound ProductionMediaPhotography

BACHELOR ARTS

Media

Performance Studies

Media Arts

Performing Arts

Dance

Film and Television



• Arts Administration

• Public Relations

• Journalism and Writing

• Music Industry

• Teaching


P l a n n i n g a n d A r c h i t e c t u r e O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Architecture

• Building and Construction

• Surveying

• Urban Studies/Planning

• Drafting



University Degrees

Boat BuildingBrick LayingCabinet MakingCarpentry and JoineryFurniture Making

Architectural DraftingBuilding ConstructionBuilding InspectionTechnology — Furniture

BACHELOR ARTS

Visual Communication Planning and DesignUrban StudiesIndustrial DesignArchitectureCartographyBuilding EngineeringSurveyingInterior DesignTown Planning



Visual Communication and Design (Units 1–4)Mathematics (Units 1–4)Physics (Units 1–4)Product Design and Technology (Units 1–4)Information Technology (Units 1–4)

Studio ArtsHistoryBusiness ManagementAccounting



S p o r t a n d R e c r e a t i o n O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Leisure and Recreation

• Physical Education and Human Movement

• Fitness

• Sports Administration

• Sports Psychology



University Degrees

Sports AdministrationHospitalityLocal GovernmentTravelAFL TraineeshipsHorticultureRetailInformation Technology

Fitness InstructionMyotherapyRecreation ManagementFitness LeadershipPersonal Training


Recreation

Urban Studies

Physical Education

Outdoor Education

Youth Affairs

BACHELOR SCIENCE

General

Human Movement

Parks and Recreation

BACHELOR BUSINESS

Sports Management

Sports Coaching

Travel and Tourism

Catering and Hotel Management



Physical Education (Units 1–4) VET: Sport and Recreation (Fitness Focus) (Units 1–4) VET: Sport and Recreation (Rugby League Focus) (Units 1–4) Health and Human Development (Units 1–4) Biology (Units 1–4)

IT ApplicationsBusiness ManagementMathematicsPsychologyAccounting



T e c h n o l o g y a n d D e s i g n O p t i o n sThese options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields:

• Carpentry and Joinery

• Pattern Making

• Plumbing

• Metal Founding

• Building Construction

• Technology Design Furniture Technology

• Drafting



University Degrees

Carpentry and JoineryBoat BuildingPainting and DecoratingWood MachiningEngineering FabricationPattern MakingMetal FoundingPlumbingPanel BeatingMotor MechanicAir Conditioning and Refrigeration Mechanic

Building ConstructionArchitectural DraftingFurther TechnologyInterior DesignComputer Aided Art and DesignDesignGraphic ArtIllustrationScreen Printing DesignWood Design

BACHELOR ARTS

Industrial DesignTechnologyDesignManufacturing TechnologyBuilding Construction



Product Design and Technology (Units 1–4)VET: Building and Construction (Units 1–4)Mathematics (Units 1–4)Visual Communication and Design (Units 1–4)Information Technology (Units 1–4)VET Information and Communications Technology (Units 1–4)

Business ManagementLegal StudiesStudio ArtsPhysics



S u b j e c t S e l e c t i o n

H o w d o I c h o o s e m y s u b j e c t s f o r V C EThere are three main things you should consider:

• Career Ambition• Subject interest• Subject strength

Some students will have no idea at all what they want to do. These students will need to develop a course that will enable them to keep their options open. English is compulsory, include the highest level of Maths possible and perhaps develop two groups of subjects that complement each other, for example:

• Accounting and Business Management• Physical Education and Health and Human Development• Visual Communication and Studio Arts

Some students will have a definite Career and/or Course in mind. These students need to check what the prerequisites are for entry into that course at each of the institutions that offer that course. Students can do this by reading:

• VICTER GUIDE (available on line www.vtac.edu.au — courselink, or located in the Careers Room)• Institution booklets • Websites (all institutions will have information on subjects needed for entry into courses)

There will be some students who will really want to do a particular course, but realistically will find it difficult to gain direct entry into that course because of the high ATAR required. These students need to investigate ‘pathways’ into those courses, for example:

• Completing a Diploma at TAFE may allow you to articulate into a degree course at University.• Diploma of Children’s Services ͢ Bachelor of Early Childhood

Plan wel l , for these are the major pathways that wi l l take you towards your dest inat ion.

School SectorVocational Education and Training Sector

Higher Education

Senior Secondary Certificate I

VCE / VCAL Certificate II

Certificate III

Certificate IV

Diploma Diploma

Advanced Diploma Advanced Diploma

Vocational Graduate Certificate Bachelor Degree

Vocational Graduate Diploma Graduate Certificate

Graduate Diploma

Masters Degree

Doctoral Degree


A l t e r n a t i v e P a t h w a y s i n t o U n i v e r s i t y• Special entry schemes

• Getting into a low demand campus (country)

• Transferring from a lower ATAR degree

• Transferring from TAFE

T h e A T A RThe ATAR is an overall percentile ranking reflecting a students’ comparative performance amongst the relevant age group in a given year. A student’s ATAR is developed from an aggregate produced by adding the primary four subjects (English and the next best three subject scores) plus 10% of a 5th and 6th subject.

W h e r e t o f i n d m o r e i n f o r m a t i o n• Victoria University Secondary College Careers Centre

• VTAC Guide

• www.vtac.edu.au

• University and TAFE websites

• Job Guide

• VICTER Guide

• www.tafe.vic.gov.au


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Email [email protected] www.vusc.vic.edu.au

Trade Training Centre — Cairnlea Campus

Ken Jordan Road Cairnlea Victoria 3023

P 03 8358 5054

Correspondence To:

PO Box 83 St Albans Victoria 3021

Senior Campus

5A Jamieson Street St Albans Victoria 3021

P 03 8312 0200F 03 8312 0211

Junior Campus

88 Billingham Road Deer Park Victoria 3023

P 03 9363 1155 F 03 9363 8681


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