years 11 & 12 2016 / 2017 student course selection...

Information is correct at time of printing and maybe subject to change

Years 11 & 12

2016 / 2017

Student Course Selection Handbook

VCE – VICTORIAN CERTIFICATE OF EDUCATION

VCAL – VICTORIAN CERTIFICATE OF APPLIED LEARNING

VET – VOCATIONAL EDUCATION & TRAINING

Information is correct at time of printing and maybe subject to change -- 2 --

Welcome

At Pakenham Secondary College we are committed to ensuring that the young people who attend our College leave with at least one qualification and have a pathway to further study or work. We are resolute in our desire to seeing that commitment through, student by student.

Our students have the opportunity to select from a variety of study options. These include the Victorian Certificate of Education (VCE), Victorian Certificate of Applied Learning (VCAL) and a Vocational Education and Training (VET) program. We have packaged our Senior School curriculum around a series of programs, rather than individual subjects, to help ensure that students undertake a coherent course, that is directly linked to their hopes and dreams beyond secondary school. I encourage all parents and students to become familiar with the contents of this Handbook and make use of the Information Night and Course Counselling sessions that will be made available to both parents and students. As a school we look forward to working the young people who attend our College in order to support them in achieving their preferred future. Mr Ray Squires Principal


Table of Contents

Message from Principal…………………………………………………………………………………………………. 2 Staff Contacts………………………………………………………………………………………………………………… 4 Course Planning & Counselling (General)……………………………………………………………………… 5 VCE-Victorian Certificate of Education (General Education)………………………………………….. 6 Accelerated Studies ……………………………………………………………………………………………………… 6 Enhancement Studies, Victorian School of Languages, Distance Education……………………. 7 VCAL-Victorian Certificate of Applied Learning (General Information)………………………….. 8 VETis-Vocational Education Training (in Schools)………………………………………………………….. 9 VETis Courses with Study Scores for VCE ATAR…………………………………………………………..… 10 SBAT-School Based Apprenticeship and Training………………………………………………….………. 11 Student Leadership……………………………………………………………………………………………….….….. 12 Summary of VCE Subjects Offered and Staff Contracts …………………………………………..…… 13 Program Summaries………………………………………………………………………………………………..…… 14 Pathways in Mathematics……………………………………………………………………………………….…… 18 Detailed subject Descriptions (VCE and VCAL)……………………………………………………………… 19 Detailed VETis Subject Descriptions……………………………………………………………………………… 50


Staff Contacts College Principal Mr. R. Squires

Assistant Principals Ms. F. Dunlevie

Mr. E. Merambeliotis

Ms. L. Vincent

VCAL and VCE Educator Mrs. F. Tonizzo

Year 8 - 10 Sub School Educators Mrs. J. Healy

Ms. K. Logan

Ms. H. Southgate

KLA Leader – Arts Mr. R. Sartain

KLA Leader – English Mrs. S. Kumar

KLA Leader – Health & Physical Education Mr. B. Matthews

KLA Leader – Mathematics Mrs. Y. Dunbar

KLA Leader – Science Mr. A. Lim

KLA Leader – Humanities Mr. D. Telford

KLA Leader – Technology Ms. S. Sloan

Pathways Ms. L. McKay, Mrs. J. Bruce

Vocational Education & Training in Schools (VETis) Mrs. J. Bruce

School Based Apprenticeship and Training (SBAT) Ms. L. McKay, Mrs. J. Bruce

Enhancement Studies, Victorian School of Languages Mrs. F. Tonizzo

Distance Education Mrs. F. Tonizzo

Information is correct at time of printing and maybe subject to change -5-

This document is a guide to planning your Senior Pathways Program (VCE or VCAL program for Years 11 and 12, with the possible inclusion of a VETis subject or a SBAT). Pakenham Secondary College values individual differences and the diversity of learning styles and needs. This is reflected in the Later Years subjects and programs offered, in particular, providing you with the opportunity to select VCE subjects, as part of a VCAL program. There is a range of both applied and academic programmes to enable you to align your Later Years’ Programme with your preferred learning styles, identified strengths, interests and future aspirations. Programs Approach At Pakenham Secondary College we recognise that students choose programs of study that support their journey towards their post-secondary options (University, TAFE, apprenticeships or directly into the workforce). To further assist students and their families to make these decisions, we have created a number of programs that collect subjects together in logical groups. They are relevant for students studying for VCE or VCAL certificates. These are located on pages 13 – 16. Contained in this Handbook are outlines of all programs and units of study being offered at Pakenham Secondary College for 2015 / 2016. Further information can be accessed on the VCAA (Victorian Curriculum and Assessment Authority) website www.vcaa.vic.edu.au Units will only run where sufficient student numbers exist for the classes. This decision is at the discretion of the College. Students and their families will need to be familiar with the unit information for each chosen unit. Year 10 and 11 students will receive Course Counselling through an individual session with one of our Course Counsellors. Parents will need to confirm student course choices. It is the responsibility of the student to check all information prior to their Course Counselling appointment, including the accuracy of pre-requisites for tertiary courses. It is highly recommended that you refer to the outcomes of your careers counselling and MIPS (Managed Individual Pathways) interview/s when considering your course selection. Please note that the Careers Room is open every school day during recess and lunch for students to access staff and information. The VTAC website www.vtac.edu.au is an excellent resource for this process. What to remember when choosing a subject

How does a student choose their VCE studies (subjects)? Is there any study or combination of studies that will give them an advantage? The best advice is to choose studies

– That the student enjoys – In which the student achieves well – That the student may need for future study or work – Which maintain and develop the student’s special skills and talents

Students are encouraged to continue studying a LOTE (if they are doing well). Students are encouraged to choose the hardest Mathematics they can for their ability.

http://www.vcaa.vic.edu.au/

http://www.vtac.edu.au/


V.C.E. (Victorian Certificate of Education) This is the traditional academic pathway for students in Years 11 and 12. You must complete the V.C.E. if you require an ATAR score (Australian Tertiary Admission Rank) for a tertiary course at either a University or TAFE. The ATAR has replaced the ENTER score that has been used in Victoria for tertiary education selection. Note that not all TAFE courses require an ATAR score, but some do. To obtain your VCE, you must successfully complete at least 16 units of study. One unit of study is one semester in duration. In addition, you must satisfactorily complete at least three units from the English Group:

- English / EAL Units 1, 2, 3 & 4 - English Language Units 1, 2, 3 & 4 - Literature Units 1, 2, 3 & 4

You cannot count more than two Unit 1 & 2 English units in your total. You must also complete at least three other sequences of Unit 3 – 4 studies. One of these sequences may be a VET program. See the Table of Contents for the location of a list of VETis courses that can contribute to an ATAR score. Note that not all VETis courses do this. A typical VCE programme includes six units of study per semester in Year 11 (Which may include a Unit 3 – 4 sequence and / or a VET programme) and five sequences of Unit 3 – 4 studies (Which may include a VET programme or an Enhancement Studies subject) in Year 12. It is recommended that Year 11 Unit 1 – 2 studies are taken as preparation for Year 12 Unit 3 – 4 studies. In some subject areas, e.g. Physics, you cannot complete the Unit 3 – 4 sequence without having successfully completed Units 1 – 2. Some units may have a materials charge attached to them to off-set the costs of consumable materials required for the delivery of the study. Selecting one of these courses means you accept responsibility for the charge incurred. Accelerated Studies Students may select one accelerated study (VCE study/University Enhancement Study) within the 10-12 program selections. Variations to this may be permitted with the approval of the VCE Educator in consultation with the Pathways Team.


Enhancement Studies It is possible to include a first year university subject in your Year 12 course of study that will still contribute to your ATAR score. These are aimed to further extend high performing academic students. They can also earn credit points towards your tertiary qualifications in some cases. Subjects, locations, fees and enrolment criteria vary, so please see the Pathways staff or VCE Educator if you are interested. Students are also able to complete some Unit 3 – 4 studies whilst in Year 11. Please see the VCE Educator if you are interested in this. Victorian School of Languages Some students continue their studies of LOTE classes through the Victorian School of Languages. These classes can also contribute to the VCE program of studies. Students should contact the VCE Educator to discuss this aspect of their program. School of Distance Education Students may be able to access some subjects via the School of Distance Education. Applications to choose a subject not offered at Pakenham Secondary College will be assessed on a ‘case by case’ basis. Applications for the School of Distance Education should be made directly to the VCE Educator.


VCAL (Victorian Certificate of Applied Learning) VCAL is a hands on approach using applied learning as its focus. If your main aim is to go to TAFE, get an apprenticeship or take on-the-job training when you leave school, then you should consider completing VCAL. VCAL and VCE are both accredited secondary certificates. VCAL gives you practical, work-related experience as well as literacy, numeracy and personal development skills. VCAL is offered at three levels: Foundation, Intermediate (usually Year 11) and Senior (usually Year 12). To be awarded the VCAL certificate, you must successfully complete the following:

Literacy – this may be VCAL Literacy or some VCE English Unit sequences.

Numeracy – this may be VCAL Numeracy or some VCE Maths Unit sequences.

Personal Development Skills – you must participate in community-based projects, voluntary work and / or structured activities that will help develop your self-confidence, teamwork skills and other skills important for life and work.

Work Related Skills – this includes structured work placement or a School Based New Apprenticeship or part-time work.

Industry Specific Skills – this will typically be your VET program, but if you enrol in VCAL at Foundation level, you may also include appropriate VCE units under this strand e.g. Food and Technology.

Some VCE subjects are available for students to select as a part of their VCAL course. Students should look for a subject that will:

o Supplement their skills e.g. an additional English or Maths or o Support their chosen industry learning e.g. Legal Studies if they are studying VET Justice or o Assist their entry to a TAFE or other tertiary course after their secondary schooling is

complete e.g. a folio based subject from Technology or the Arts that will help a student to develop a portfolio of work in preparation for the interview process in courses.

Some components of the VCAL are completed at the student’s school, while others are at their VETis provider e.g. TAFE or at their industry work placement. Some course outcomes can be supplemented by work or the student’s community involvement outside regular school commitments and hours. Talk to Mr. Merambeliotis or Mrs. Tonizzo if you think you may qualify for this credit. Once you have completed your VCAL you will have earned credit towards a trade or industry certificate and will have knowledge of areas such as Occupational Health & Safety (OH&S). This prior learning will be recognised and count towards your apprenticeship or traineeship, enabling you to obtain a trade qualification in less time. If you choose VCAL and then change your mind, it is possible to swap to the VCE; however there are many things to be considered before this takes place and consultation with the Pathways staff and the VCE Educator is essential.


Vocational Education and Training in Schools (VETis) HOW CAN VET ENHANCE YOUR SCHOOL PROGRAM?

Vocational training gives students the opportunity to undertake a nationally recognised TAFE qualification while they are still at school. Pakenham Secondary, in conjunction with Chisholm Institute of TAFE and other Registered Training Organisations are able to offer students a variety of courses that will complement their VCE, VCAL or Year 10 program and help prepare them for future employment or further study. VET provides students with the opportunity to foster and develop employability skills to improve their potential performance in the workplace. It is a recognised pathway to employment, further education and training in an industry specific skill. Certificates such as Building and Construction, Engineering, Plumbing and Automotive may provide credit towards a future apprenticeship, while training in Hairdressing, Beauty or Hospitality will provide excellent grounding for those students who wish to undertake further training in the industry. There are a large variety of TAFE Certificate courses to select from, including Children’s Services, Animal Studies, Music, Multimedia, Dance, Information Technology, Health, Electrical Trades and Fashion. Other popular courses include Business Administration, Horticulture, Equine Studies, Laboratory Skills and Sport and Recreation. If you complete a TAFE certificate while you are still at school, you will finish your secondary education with dual qualifications. For example you may achieve a VCAL or VCE certificate and one or more TAFE Certificates. VET programs also offer units toward VCE and VCAL. Furthermore, 13 of the VET programs allow students the opportunity to obtain a study score. These Certificates are equal in all respects to any other VCE program. VCAL students will be required to undertake training in VET as a part of their program, whereby VCE students may choose to integrate a vocational subject into their program to enhance their learning in a specific area, in preparation for further study or a traineeship. For example, you may choose the Certificate 11 in Laboratory skills to complement a VCE science program. Year 10 students will also have the opportunity to study a TAFE certificate and those interested will be selected based on careful consideration of their interests and future pathway choices. Things to consider if you decide VET is right for you While we provide training for some VET programs at the College, most of the programs are delivered externally and will require the student to travel to a neighbouring school or TAFE one day per week. For example, students wishing to study automotive at Chisholm Institute will travel to Chisholm’s Dandenong campus. VCE students wishing to study a VET program will often miss some timetabled classes due to external training. It is the responsibility of the student to ensure that they are still able to satisfactorily demonstrate the learning outcomes for all of their VCE units. Programs are subsidised by the Government, however, a fee to cover costs of materials and consumables is required and in some cases students will have to wear overalls, work boots or specific attire such as a Chef’s uniform, to meet with industry and Occupation Health and Safety regulations. Some VET programs require students to participate in a structured industry work placement. The hours required in a structured work placement vary between VET certificates and may require some students to make arrangements across the school holidays or weekends.


VET AND THE VCE

VCE VET programs available to students. There are also specific programs that offer scored assessment.

Agriculture, Horticulture and Conservation and Land Management Animal Studies Applied Fashion Design and Technology Automotive Building and Construction Small Business Health Business* Catering Operations* Community Services * Dance * Engineering Studies* Equine Industry* Furnishing* Music* Integrated Technology* Interactive Digital Media * Laboratory Skills * Sport and Recreation * Information and Communication Technology *

* indicates programs with a scored assessment

For programs without a scored assessment – an increment based on 10% of the average primary four study scores is added to your ATAR. Programs that have a study score component have either a 90 minute written exam or a performance exam at the end of the year.

NON VCE/VET PROGRAMS

(Block Credit) Students who undertake Vocational Education and Training qualifications that are not included in the suite of approved VCE VET programs may be eligible for credit towards their VCE or VCAL by way of

Block Credit recognition. Block Credit recognition is calculated by issuing one unit for every 90 hours of study.

Examples of Non VCE/VET programs are:

Animation Video Beauty Services Children’s Services

Civil Construction Computer Assembly & Repairs Electrical (Career Start)

Hairdressing Health & Community Care Games Creation

Justice Financial Services Plumbing

Residential Drafting Retail Make up and Skin Care Hairdressing

Telecommunication Tourism and Events Welding and Fabrication

More detailed information on the VET programs are at the back of this Handbook.


SCHOOL BASED APPRENTICESHIPS AND TRAINING (S.B.A.T.)

School Based Apprenticeships (S.B.A.T.’s) are an Australian Government incentive that enables secondary students to complete a Senior School Certificate while undertaking part time paid employment and completing a nationally recognised qualification. The student must be 15 years of age or over and be a permanent resident of Australia. Students wishing to undertake a School Based Apprenticeship have to secure an employer, willing to participate in the program. The College does occasionally receive offers of S.B.A.T’s in a variety of industries and we are asked to find suitable students to fill these places. Examples of School Based Apprenticeships available are: Agriculture Automotive Business Community Services Engineering Fitness Food Processing – Wine Hairdressing Horticulture Hospitality Information Technology Racing Industry Sport and Recreation

VET Building and Construction students

If you require further information about VET in Schools or School Based Apprenticeships you can contact Mrs. Jennie Bruce or Mrs. Lesley McKay at the College.


Student Leadership

When applications for 2015 College Captains were announced, I was more than nervous, as this was something I had wanted since Year Seven. After the application and interview process, I was pleased to find out that I had been selected for the role. With other members of the SLC, I have been given opportunities to further improve my leadership skills, which I can apply to teamwork and event planning. I’ve enjoyed getting amongst the community and volunteering my time to fundraising. My highlight

was dong the ’65 Roses Day’ fundraiser at school, raising awareness of Cystic Fibrosis, an illness closely impacting the Year Twelve student body. Being a College Captain at Pakenham Secondary College has been an experience I will cherish; meeting amazing new people and being exposed to lessons I can apply to both now and outside of school. Being College Captain has been one of the best experiences and has prepared me for life after school.

Caitlyn Keep

Becoming College Captain has been the proudest achievement of my life so far. It has provided me with the opportunity to interact with the younger year levels through different events throughout the year. I have been able to contribute to many meetings including the Student Leadership Team and College Council, representing the views of the student group while working with the College community.

The College Captain position has allowed me to strengthen my skills in public speaking and has helped to improve my confidence. I have been able to represent the College at the ANZAC Day Dawn Service in Pakenham, helped to run the College Athletics Carnival and also worked on fundraising events such as the ’65 Roses’ day to raise awareness of Cystic Fibrosis.

Sam Lindsay


Summary of VCE Subjects Offered and Staff Contacts

Subject Staff to Contact for More Information

Accounting Mr. D. Telford

Biology Mr. A. Lim / Ms. A. Powell

Business Management Mr. D. Telford

Chemistry Mrs. S. Bhatia/ Mrs. J. Healy

Dance via Distance Education Mrs. F. Tonizzo

English / English as an Additional Language, Foundation English

Mrs. S. Kumar

English Literature Mrs. S. Kumar / Mr. S. White

Food and Technology Ms. H. Southgate / Mrs. L. Taylor

Geography Mrs. F. Tonizzo / Mrs. S. Banfield

Health and Human Development Mr. N. Hofmann / Mrs. L. Taylor

History – Twentieth Century, Australian Mr. D Telford / Ms. K. Brown / Ms. M. Scheiwiller

Information Technology / Computing Mr. B. James / Mr. C. Hibbs

Legal Studies Mr. D Telford / Mrs. K Kinnane

Mathematics Mrs. Y. Dunbar

Music Mr. D. Doyle

Physical Education Mr. D. Blight / Mr. B. Matthews

Physics Mr. A. Lim

Product Design & Technology – Textiles Ms. S. Sloan

Product Design & Technology Wood / Timber Mr. L. Naidoo / Ms. S. Sloan

Psychology Ms. N. Green / Mrs. E. Keegan

Sociology Mrs. K. Kinnane / Mr. D. Telford

Studio Arts Mr. R. Sartain / Ms. C. Hobbs

Visual Communications and Design Mr. R. Sartain

Full Subject Descriptions for all VCE subjects can be found on the VCAA website: www.vcaa.vic.edu.au

http://www.vcaa.vic.edu.au/


English, English as an Additional Language (EAL), Foundation English, VCAL Literacy

Year 11

Arts - Performing or

Visual

Studio Arts, Visual Communication & Design, Drama, Music, VCAL Personal Development Skills, VCAL Work Related Skills

Mathematics (Foundation, General, Methods, VCAL Numeracy), Design & Technology, VET Interactive Digital Media, VET Dance, VET

Music


Year 11

Building and Construction

Program

Mathematics (Foundation, General, Methods, VCAL Numeracy), VET Building & Construction, Design & Technology, Visual

Communication & Design, VCAL Personal Development Skills, VCAL Work Related Skills

Business Management, Accounting, Information Technology

Pakenham Secondary College – Programs

Over the next four pages are details of a range of Programs being offered at Pakenham Secondary College. They are intended as a guide to assist students and families to build courses that will support students towards achieving their learning goals. All subjects listed in these program summaries are also listed in more detail in this Handbook. Further information can also be found on the Victorian Curriculum and Assessment Authority website www.vcaa.vic.gov.au

http://www.vcaa.vic.gov.au/



Year 11

Commerce Program

Mathematics (Foundation, General, Methods, VCAL Numeracy), Legal Studies, Business Management, Accounting, Economics,

Information Technology, VCAL Personal Development Skills, VCAL Work Related Skills

VET Business (Office), VET Information Technology, VET Multimedia, VCE / VET Business Administration


Year 11

Hairdressing / Beauty Program

Mathematics (Foundation, General, Methods, VCAL Numeracy), VET Hairdressing, VET Beauty/Makeup Services, VET Nail

Technology, VET Retail Operations, VCAL Personal Development Skills, VCAL Work Related Skills

Health & Human Development, Physical Education, Business Studies, Psychology, VCE / VET Business Administration


Year 11

Health & Community

Services Program

Health & Human Development, VET Community Services, Psychology, Sociology, VCAL Personal Development Skills, VCAL

Work Related Skills

Mathematics (Foundation, General, Methods, VCAL Numeracy), Food Technology, Biology, VET Children's Services



Year 11

Hospitality Program

Mathematics (Foundation, General, Methods, VCAL Numeracy), Food Technology, VET Hospitality (Operations), Health & Human

Development, VCAL Personal Development Skills, VCAL Work Related Skills

Business Management, VET Business Administration, Biology


Year 11

Humanities Program

History, Geography, Sociology, VCAL Personal Development Skills, VCAL Work Related Skills

Mathematics (Foundation, General, Methods, VCAL Numeracy), Business Management, Legal Studies


Year 11

PE / Sport & Recreation

Program

Mathematics (Foundation, General, Methods, VCAL Numeracy), Physical Education, Health & Human Dev, VET Sport & Recreation,

Outdoor Ed, VCAL Personal Dev Skills, VCAL Work Related Skills

Biology, Business Management, Psychology, Information Technology



Year 11

Science Program

Mathematics (General, Methods), Biology, Chemistry, Physics, Psychology

Health & Human Development, VET Laboratory Skills


Year 11

Textiles / Fashion Program

Mathematics (Foundation, General, Methods, VCAL Numeracy), VET Applied Fashion, Design & Technology, Visual Communication

& Design, Studio Arts, VCAL Personal Development Skills, VCAL Work Related Skills

VET Interactive Digital Media, VET Business Administration, VET Retail Operations

18

Year 7 Maths

Unit 3/4 Specialist Maths

Unit 3/4 Maths Methods

Unit 1/2 Foundation Maths

Unit 1/2 General Maths Standard

Unit 1/2 General Maths Advanced

Unit 3/4 Further Maths

Year 8 Maths

Year 9 Maths

Unit 1/2 Maths Methods

Year 10 Maths

Mathematical Pathways at Pakenham SC

Please Note – Units 1/2 General Maths Advanced (GMA) and Units 3/4 Specialist Maths cannot be taken without also studying the corresponding Maths Methods. Due to the high level of Mathematics involved, selection for GMA/Specialist is subject to approval by the Maths KLA Leader who will consider the past academic performance of the student. Students may choose Maths Methods without being required to select the corresponding GMA/Specialist Units. General Maths Advanced cannot be studied at the same time as General Maths Standard.

All VCE Mathematics require CAS (Casio) calculator

All Years 7 – 10 Mathematics units require a scientific calculator We recommend the Texas Instrument Ti 30XB


Detailed Subject Descriptions:

Subject: Accounting

Estimated Costs: $0

Subject Description: VCE Accounting focuses on the financial recording, reporting and decision-making processes of a sole proprietor small business. Students study both theoretical and practical aspects of accounting. Financial data will be collected and recorded and accounting information reported, using both manual and information and communications technology (ICT) methods. The preparation and presentation of financial statements is governed by Australian Accounting Standards and guided by the Framework for the Preparation and Presentation of Financial Statements (AASB Framework). Unit 1 Establishing and operating a service business This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering and recording financial data and the reporting and analysing of accounting information by internal and external users. The cash basis of recording and reporting is used throughout this unit. Using single entry recording of financial data and analysis of accounting information, students examine the role of accounting in the decision-making process for a sole proprietor of a service business. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information.

Unit 2 Accounting for a trading business This unit focuses on accounting for a sole proprietor of a single activity trading business. Students use a single entry recording system for cash and credit transactions and the accrual method for determining profit. They analyse and evaluate the performance of the business using financial and non-financial information. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business. Students develop their understanding of the importance of ICT in the accounting process by using a commercial accounting software package to establish a set of accounts, record financial transactions and generate accounting reports. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information.

Unit 3 Recording and reporting for a trading business This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method is also used. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information.

Unit 4 Control and analysis of business performance This unit is based on the double entry accounting system and the accrual method of reporting for a single activity trading business using the perpetual inventory recording system. Students investigate the importance of budgeting for the business and undertake the practical completion of budgets for cash, profit and financial position. Students interpret information from accounting reports and analyse the results to suggest strategies to the owner on how to improve the business. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information.

Contact Person: Mr. D. Telford


Subject: Biology

Estimated Costs: approx $30 each unit for excursions / fieldtrips

Subject Description: Biology is the study of living things from familiar, complex multicellular organisms that live in the many different habitats of our biosphere to single celled micro-organisms that live in seemingly inhospitable conditions. It is a study of the dynamic relationships between living things, their interdependence, their interactions with the non-living environment and the processes that maintain life and ensure its continuity. Students acquire knowledge and skills of inquiry that help them to critically examine issues that arise in their own lives and in the public domain, to contribute to debate and to take part in making decisions about their own health and wellbeing and that of society. They build an understanding of the interconnectedness of all living things and their environment.

Unit 1 How do living things stay alive? In this unit students are introduced to some of the challenges for 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 also investigate how a diverse group of organisms form a living interconnected community that is adapted to and utilises the abiotic resources of its habitat.

Unit 2 How is continuity of life maintained? In this area of study students consider the need for the cells of multicellular organisms to multiply for growth, repair and replacement. They examine the main events of the cell cycle in prokaryotic and eukaryotic cells. Students become familiar with the key events in the phases of the cell cycle and focus on the importance of the processes involved in a cell’s preparation for cell division. Students investigate and use visualisations and modelling to describe the characteristics of each of the phases in mitosis. Students consider the role and nature of stem cells, their differentiation and the consequences for human prenatal development and their potential use to treat injury and disease.

Unit 3 How do cells maintain life? 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.

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

Contact Person: Mr. A. Lim / Ms. A. Powell


Subject: Business Management

Estimated Costs: $0

Subject Description: Business 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. In studying Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively, as socially responsible and ethical members of the business community and as informed citizens, consumers and investors.

Unit 1Small business management Small 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.

Unit 2 Communication and management This unit focuses on the importance of effective communication in achieving business objectives. Students develop knowledge of fundamental aspects of business communication and are introduced to skills related to its effective use in different contexts.

Unit 3 Corporate management In 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.

Unit 4 Managing people and change This unit commences with a focus on the human resource management function. It then progresses to an analysis of the management of change. Students learn about key change management processes and strategies and are provided with the opportunity to apply these to a contemporary issue of significance.

Contact Person: Mr. D. Telford


Subject: Chemistry

Estimated Costs: approx $30 per unit for fieldwork & excursions

Subject Description: Chemistry 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. Although there are no sharp boundaries between sciences such as Chemistry, Physics and Biology, Chemistry is used to explain natural phenomena at the molecular level, as well as create new materials such as medicines and polymers.

Unit 1 How can diversity of materials be explained? The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical properties of a range of materials from metals and salts to 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.

Unit 2 What makes water such a unique chemical? Water is the most widely used solvent on Earth. In this unit students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. Students examine the polar nature of a water molecule and the intermolecular forces between water molecules. Students investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. Students explore the solvent properties of water in a variety of contexts and analyse selected issues associated with substances dissolved in water.

Unit 3 How can chemical processes be designed to optimise efficiency? (This unit study design begins in 2017) The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical

production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. Students analyse manufacturing processes with reference to

factors that influence their reaction rates and extent. They investigate, predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes. They use the language and conventions of chemistry including symbols, units, chemical formulas and equations to represent and explain observations and data collected from experiments and to discuss chemical phenomena.

Unit 4 How are organic compounds categorised, analysed and used? (This unit study design begins in 2017) The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues, but are also found in the fuels, foods, medicines and many of the other materials we use in everyday life. In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds, including those found in food. Students investigate key food molecules through an exploration of their chemical structures, the hydrolytic reactions in which they are broken down and the condensation reactions in which they are rebuilt to form new molecules. Students use calorimetry as an investigative tool to determine the energy released in the combustion of foods.

Contact Person:

Mrs. S. Bhatia / Mrs. J. Healy


Subject: Dance

Estimated Costs: varies dependent on Dance Studio used

Subject Description: Dance is the language of movement. It is the realisation of the body’s potential as an instrument of expression. Throughout history and in different cultures, people have explored the dancer’s ability to communicate and give expression to social and personal experience. The study of dance provides the opportunity to explore the potential of movement as a medium of creative expression through diverse approaches.

NOTE: Students will undertake Dance as a Distance Education subject. Please speak to Mrs F Tonizzo for more information.

Unit 1 In this unit students explore the potential of the body as an instrument of expression. They learn about and develop physical skills. Students discover the diverse range of expressive movement by exploring body actions and commence the process of developing a personal movement vocabulary.

Unit 2 This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through the exploration of the elements of movement, time, space (including shape) and energy and the study of form. Students apply their understanding of form and the expressive capacity of the elements of movement to the dance-making and performing processes involved in choreographing and performing their own dance works and dance works created by others.

Unit 3 This unit focuses on choreography, rehearsal and performance of a solo dance work and involves the physical execution of a diverse range of body actions and use of technical and performance skills. Students also learn a group dance work created by another choreographer. The dance-making and performance processes involved in choreographing, rehearsing and performing the solo dance work and learning, rehearsing and performing the learnt group dance work are analysed.

Unit 4 This unit focuses on choreography, rehearsal and performance of a unified solo dance work. When rehearsing and performing this work students focus on expressive and accurate execution of choreographic variations of spatial organisation and demonstration of artistry in performance. Students also document and analyse the dance-making and performance processes involved in the choreography, rehearsal and performance of the unified solo dance work.

Contact Person:

Mrs. F. Tonizzo


Subject: English / EAL

Estimated Costs: $0

Subject Description: The English language is central to the way in which students understand, critique and appreciate their world and to the ways in which they participate socially, economically and culturally in Australian society.

The study of English encourages the development of literate individuals capable of critical and imaginative thinking, aesthetic appreciation and creativity. The mastery of the key knowledge and skills described in this study design underpins effective functioning in the contexts of study and work, as well as productive participation in a democratic society in the twenty-first century.

Unit 1 The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and multimodal texts. The term ‘set text’ refers to texts chosen by the school

Unit 2 The focus of this unit is on reading and responding to an expanded range of text types and genres in order to analyse ways in which they are constructed and interpreted and on the development of competence and confidence in creating written, oral or multimodal texts.

Unit 3 The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. They develop competence in creating written texts, by exploring ideas suggested by their reading within the chosen context, and the ability to explain choices they have made as authors.

Unit 4 The focus of this unit is on reading and responding in writing to a range of texts in order to analyse their construction and provide an interpretation. Students create written or multimodal texts suggested by their reading within the chosen context and explain creative choices they have made as authors in relation to form, purpose, language, audience and context.

Contact Person:

Mrs. S. Kumar


Subject: English Literature

Estimated Costs: $0

Subject Description: The study of literature focuses on the enjoyment and appreciation of reading that arises from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations and those of others.

Students learn to understand that texts are constructions, to consider the complexity of language and to recognise the influence of contexts and form. The study of literature encourages independent and critical thinking in students’ analytical and creative responses to texts, which will assist students in the workforce and in future academic study.

Unit 1 Approaches to literature

In this unit students focus on the ways the

interaction between text and reader creates

meaning. Students’ analyses of the features and

conventions of texts help them develop responses

to a range of literary forms and styles. They

develop an awareness of how the views and values

that readers hold may influence the reading of a

text.

Unit 2 Context and connections

In this unit students explore the ways literary texts

connect with each other and with the world. They

deepen their examination of the ways their own

culture and the cultures represented in texts can

influence their interpretations and shape different

meanings. Students consider the relationships

between authors, audiences and contexts and

analyse the similarities and differences across texts

and establish connections between them. They

engage in close reading of texts and create

analytical responses that are evidence-based.

Unit 3 This unit focuses on the ways writers construct their work and how meaning is created for and by the reader. Students consider how the form of text (such as poetry, prose, drama, non-print or combinations of these) affects meaning and generates different expectations in readers, the ways texts represent views and values and comment on human experience and the social, historical and cultural contexts of literary works.

Unit 4 This unit focuses on students’ creative and critical responses to texts. Students consider the context of their responses to texts as well as the concerns, the style of the language and the point of view in their re-created or adapted work.

In their responses, students develop an interpretation of a text and learn to synthesise the insights gained by their engagement with various aspects of a text into a cogent, substantiated response.

Contact Persons:

Mrs. S. Kumar / Mr. S. White


Subject: Food & Technology

Cost: approx $150 per semester

Subject Description: Through the study of Food and Technology, students will develop knowledge of the functional, sensory, physical and chemical properties of food and will be able to apply this knowledge when using food in a practical situation. They will develop and apply the knowledge and skills for safe and hygienic work practices and food preparation techniques. They will use the design process, critical thinking and problem-solving skills to develop food products to suit specific situations or to meet the needs of individual consumers and their lifestyles. In this process, students will develop independent and cooperative learning skills.

Unit 1 Properties of food Students study safe and hygienic food handling practices and apply these practices in the preparation of food. Food storage practices that maximise quality of raw and cooked food are also investigated. Students discover the links between classification of foods and their properties and how their enjoyment of food is associated with different cooking methods and properties of foods. They examine changes in properties of food when different preparation and processing techniques are used. Students apply this knowledge when preparing food.

Unit 2 Planning and preparation of food Students research, analyse and apply the most suitable food preparation and cooking methods to optimise the sensory, physical and chemical properties of food. Students work both independently and as a member of a team to research and implement solutions to a design brief and to respond to exciting challenges of preparing food for a range of contexts. These contexts include nutritional considerations, cultural beliefs and resource access and availabilities.

Unit 3 Food preparation, processing and food controls Students will investigate cooking techniques and justify the use of the best techniques for key foods. They develop an understanding of food processing techniques to prevent spoilage in industrial and domestic settings and will also preserve food using some of these techniques. Students write a design plan developed from a design brief that they devise. In the design plan, they will apply their knowledge about key foods, properties of food, tools, equipment, cooking techniques and preservation techniques best suited to a particular context.

Unit 4 Food product development and emerging trends Students apply food safety and hygiene guidelines and evaluate the product planning and processes in the plan. Students examine food product development and research and analyse factors that have contributed to product development. They investigate the process of product development, including packaging, packaging systems and marketing. Students investigate emerging trends in product development, including societal pressures to improve health, technological developments and environmental considerations.

Contact Person:

Ms. H. Southgate / Mrs. L. Taylor


Subject: Foundation English

Estimated Costs: $0

Subject Description:

The Foundation English course is designed for students who may require a more vocationally orientated approach to English or may be aiming to directly enter the workforce upon completing their post-compulsory secondary studies. It may also be suited to students who need additional time and assistance to strengthen and refine their literacy skills to support their study in VCE English/ESL, VCE Literature, or VCE English Language Units 1–4 and in other VCE studies.

Units 1 and 2

This subject focuses on developing learning strategies and literacy skills. It describes the fundamental understandings and processes students need in order to read and write effectively and identifies learning strategies designed to enhance achievement in English.

Other areas that may be studied include:

Communication and the workplace

Technology and communication

The study of texts

The analysis and construction of argument

Information literacy.

This subject does not continue to Year 12. It is not recommended as a sole English study in preparation for Unit 3 and 4 English, but should be taken in conjunction with Unit 1 and 2 English in order to focus on developing English written and oral skills.

Contact Person:

Mrs. S. Kumar


Subject: Foundation Mathematics

Estimated Costs: $0

Subject Description: Mathematics is the study of function and pattern 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 precise. It also provides a means by which people can understand and manage their environment. Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving, applying, investigating, modeling and problem posing and solving.

This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the needs and aspirations of a wide range of students. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society and confidence in making effecting use of mathematical ideas, techniques and processes.

Units 1and 2 Foundation Mathematics provides for the continuing mathematical development of students entering VCE, who need mathematical skills to support their other VCE subjects, including VET studies and who do not intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year. Provision of this course is intended to complement General Mathematics and Mathematical Methods. It is specifically designed for those students who are not provided for in these two courses. Students completing this course would need to undertake further mathematical study in order to attempt Further Mathematics Units 3 and 4.

In 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’.

This subject does not provide a pathway to Unit 3 & Unit 4 Mathematics.

Contact Person:

Mrs Y. Dunbar


Subject: General Mathematics / Further Mathematics

Estimated Costs: $0

Subject Description: Mathematics is the study of function and pattern 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 precise. It also provides a means by which people can understand and manage their environment. Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving, applying, investigating, modeling and problem posing and solving.

This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the needs and aspirations of a wide range of students. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society and confidence in making effecting use of mathematical ideas, techniques and processes.

Units 1and 2 General Mathematics General Mathematics provides courses of study for a broad range of students and may be implemented in a number of ways. Some students will not study Mathematics beyond Units 1 and 2, while others will intend to study Further Mathematics Units 3 and 4. Others will also be studying Mathematics Methods Units 1 and 2 or Mathematics Methods Computer Algebra System (CAS) Units 1 and 2 and intend to study Mathematical Methods Units 3 and 4, or Mathematical Methods (CAS) Units 3 and 4 and, in some cases, Specialist Mathematics Units 3 and 4 as well.

The areas of study for Unit 1 and Unit 2 of General Mathematics are ‘Arithmetic’, ‘Data Analysis and Simulation’, ‘Algebra’, ‘Graphs of Linear and Non-linear Relations’, ‘Decision and Business Mathematics’ and ‘Geometry and Trigonometry’.

Units 3 and 4 Further Mathematics Further Mathematics consists of a compulsory core area of study ‘Data Analysis’ and then a selection of three from six modules in the ‘Applications’ area of study. Unit 3 comprises the ‘Data Analysis’ area of study which incorporates a statistical application task and one of the selected modules from the ‘Applications’ area of study. Unit 4 comprises the two other selected modules from the ‘Applications’ area of study.

Assumed knowledge and skills for the ‘Data Analysis’ area of study are contained in the topics: Univariate Data, Bivariate Data, Linear graphs and Modeling, and Linear Relations and equations from General Mathematics Units 1 and 2.

Contact Person:

Mrs Y. Dunbar


Subject: Geography

Estimated Costs: approx $30 in Units 1, 2 & 3 for compulsory fieldwork days.

Subject Description: The study of Geography addresses the following questions: What is there? Where is it? Why is it there? What are the effects of it being there? How is it changing over time? Should it be like this? What will it be like in the future?

Through studying Geography, students develop knowledge and skills that enable them to understand the complex interactions of their world from a spatial perspective. They learn to participate effectively as global citizens in the sustainable use and management of the world’s resources.

Unit 1 Hazards and Disasters

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.

Unit 2 Tourism

In 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 impact on people, places

and environments.

The study of tourism at local, regional and global

scales emphasises the interconnection within and

between places. The growth of tourism at all scales

requires careful management to ensure

environmentally sustainable and economically viable

tourism. Students undertake fieldwork in this unit

and report on fieldwork.

Unit 3 Changing the land

This unit focuses on two investigations of

geographical change: change to land cover and

change to land use.

At a local scale students investigate land use change,

using appropriate fieldwork techniques and

secondary sources. They investigate the scale of

change, the reasons for change and the impacts of

change. Students undertake fieldwork and produce a

fieldwork report

Unit 4 Human population – trends and issues

In 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.

Contact Person:

Mrs. F. Tonizzo / Mrs. S. Banfield


Subject: Health & Human Development

Estimated Costs: $0

Subject Description: The study of Health and Human Development looks at health as a dynamic condition that is influenced by complex interrelationships between individuals and biomedical and behavioural factors, as well as physical and social environments. These interrelationships are reflected in a social view of health that sees health as being created in the settings where people live and work. This social view of health recognises the need for personal skills development, the importance of empowering communities to take action to promote health, the creating of social and physical environments that are supportive of health and development, an awareness of the impacts on health public policies and the need for health services to be oriented towards health promotion and the prevention of ill health.

Unit 1 The health and development of Australia’s youth Students research individual human development as a lifelong continuous process beginning at conception and ending with death, involving a series of orderly and predictable changes, which can be classified as physical, social, emotional and intellectual. The unit also focuses on Australia’s youth and the importance of nutrition for the provision of energy and growth. Students look at the health status of Australians and the range of health issues they are experiencing. Students investigate one health issue in detail and analyse personal, community and government strategies or programs that affect youth health.

Unit 2 Individual human development and health issues Students focus on a series of orderly and predictable changes, which can be classified as physical, social, emotional and intellectual. The unit focuses on the lifespan stages of childhood and adulthood. There are many determinants of health and development of Australia’s children; however, social environments, such as the family and community, are crucial. An ageing population, new advances in technology, use of alternative health services, the impact of environmental change and acknowledgement of human rights and ethics are issues governments need to consider in planning for the future of the health system.

Unit 3 Australia’s health The health status of Australians can be measured in many ways, such as consideration of burden of disease, health adjusted life expectancy, disability adjusted life years, life expectancy, under five-mortality rate, mortality and morbidity rates, incidence and prevalence of disease. The National Health Priority Areas initiative provides a national approach that aims to improve health status in the areas that contribute most of the burden of disease and students look at these initiatives. Funding for the Australian health system involves a combination of both government and non-government sources, both of which play an important role in the implementation of a range of initiatives.

Unit 4 Global health and human development Students look at the United Nations human development work, where the world’s countries have agreed to a set of goals and targets for combating poverty, hunger, disease, illiteracy, environmental degradation and discrimination against women. A significant focus of the goals is reducing the inequalities that result in human poverty and lead to inequalities in health status and human development. The Australian Agency for International Development (AusAID) manages the Australian Governments’ overseas aid program and aims to reduce poverty in developing countries and improve human development.

Contact Person: Mr. N. Hofmann / Mrs. L. Taylor


Subject: History – 20th Century / Australian

Estimated Costs: $25 per semester (excursions)

Subject Description: History is the practice of understanding and making meaning of the past. It is also the study of the problems of establishing and representing that meaning. It is a synthesising discipline which draws upon most elements of knowledge and human experience. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies and cultures. The study of history draws links between contemporary society and its history, in terms of its social and political institutions and language. An understanding of the link between accounts of the past and the values and interests of the time in which the accounts were produced, is also a feature of the study of history. VCE History is relevant to students with a wide range of expectations, including those who wish to pursue formal study at tertiary level, as well as providing valuable knowledge and skills for an understanding of the underpinnings of contemporary society.

Unit 1 Twentieth century history 1900–1945 The first half of the twentieth century was marked by significant change. In this unit students consider the way that societies responded to these changes and how they affected people’s lives.

Unit 2 Twentieth century history 1945–2000 This unit 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.

Unit 3 Australian history – imagining Australia This unit focuses on the European experience in Australia from the early years of the Port Phillip District (later Victoria) through the nineteenth century and up to the eve of World War I. Students are introduced to the visions and ideas which underpinned colonial society and will examine the ways in which they changed over the colonial period. The latter part of the unit focuses on the nature of Australian society around the turn of the twentieth century.

Unit 4 Australian history This unit continues the exploration of the ideas and visions underpinning Australian society by offering students the opportunity to examine a time when these visions were under threat. The emphasis is on the ways in which Australians responded to particular threats and the impact of their experiences on change and social cohesion. Students will also study changing Australian attitudes in relation to a number of issues that have been debated in the latter decades of the twentieth century.

Contact Person:

Mr. D. Telford / Mrs. M. Scheiwiller / Ms. K. Brown


Subject: Information Technology / Computing

Estimated Costs: $0

Subject Description: This study focuses on the processing of data and the management of information and information systems to meet a range of individual and societal purposes. The rapid pace of development in information and communications technology (ICT) is having a major influence on virtually all aspects of society. Not only does ICT provide the capacity to change how tasks and activities are undertaken, but it also creates new opportunities in work, study, recreation and in relationships. Social relations and cultural values influence the way ICT is used.

Unit 1: Computing In 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. Students collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. They 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 solutions were implemented. Students also 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.

Unit 2 Computing In 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. Students develop their computational thinking skills when using a programming or scripting language to create solutions and engage in the design and development stages of problem-solving methodology. They develop an 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. 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.

Unit 3 Informatics 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

Unit 4 Informatics In this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. Students draw on the analysis and conclusion of their hypothesis determined in Unit 3 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.

Contact Person:

Mr. B. James / Mr. C. Hibbs


Subject: Legal Studies


Subject Description: Legal Studies provides students with an analytical evaluation of the processes of law-making and the methods of dispute resolution. Students are able to develop an understanding of the impact our legal system has upon the lives of citizens and the implications of legal decisions on the Australian society. This study will also assist in the development of students’ knowledge of their basic legal rights and responsibilities.

The course provides an insight into the legal heritage which has shaped and continues to shape, the development of Australian society. Students are encouraged to examine the dynamic nature of our lawmaking institutions and procedures and explore how our legal system endeavours to be all inclusive, thus enabling our law to reflect the changing values of our society.

Unit 1 Criminal law and justice This unit explores the distinction between legal and non-legal rules, the Victorian court hierarchy, and the process of making laws through parliament. It focuses on the role of police, their powers of investigation, the procedures of a criminal trial and an examination of possible sanctions that are available to the criminal courts. In addition, students explore the concepts of fairness and justice within the criminal justice system.

Unit 2 Civil law and the law in focus This unit focuses on the effective resolution of civil disputes. It looks at the processes and procedures involved in civil litigation and the possible defenses to civil claims within our legal system available to enforce the civil rights of our citizens. As well as the judicial procedure to resolve civil disputes, the unit also investigates the alternative avenues of dispute resolution and their effectiveness. This unit provides students with the opportunity to explore specific areas of law and to analyse contemporary legal issues.

Unit 3 Law-making The purpose of this unit is to enable students to develop an understanding of the institutions that determine laws and the processes by which laws are made. It considers reasons why laws are necessary and the impact of the Commonwealth Constitution on the operation of the legal system. Students undertake an evaluation of the strengths and weaknesses of the law-making bodies and the processes used to influence change and reform.

Unit 4 Dispute resolution This unit explores the function and jurisdiction of the courts, tribunals and alternative avenues of dispute resolution. Students develop an understanding of criminal and civil pre-trial and trial processes and procedures which operate within the Victorian legal system. The jury system in criminal and civil trials will be examined and students will also review the operation of the adversary system, giving consideration to its strengths and weaknesses. Students will compare features of the adversary and inquisitorial systems of dispute resolution. Students evaluate the effective operation of the Victorian legal system and make recommendations for possible improvement and reform.

Contact Persons:

Mr D. Telford / Mrs K Kinnane


Subject: Mathematical Methods (CAS)

Estimated Costs: $0

Subject Description: This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the needs and aspirations of a wide range of students. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society and confidence in making effecting use of mathematical ideas, techniques and processes.

Units 1 and 2 Mathematical Methods (CAS) Units 1 and 2 are designed as preparation for Mathematical Methods (CAS) Units 3 and 4. They also provide a suitable preparation for Mathematical Methods Units 3 and 4. The areas of study for Unit 1 are ‘Functions and Graphs’, ‘Algebra’, ‘Rates of Change and Calculus’ and ‘Probability’. At the end of Unit 1, students will be expected to have covered the material outlined in each area of study given below, with the exception of ‘Algebra’ which should be seen as extending across Units 1 and 2. This material should be presented so that there is a balanced and progressive development of skills and knowledge from each of the four areas of study with connections among and across the areas of study being developed consistently throughout both Units 1 and 2.

Units 3 and 4 Mathematical Methods Units 3 and 4 consists of the following areas of study: ‘Functions and Graphs’, ‘Calculus’, ‘Algebra’ and ‘Probability’ which must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2 and these will be drawn on, as applicable in the development of related content from the areas of study and key knowledge and skills for the outcomes of Mathematical Methods Units 3 and 4.

Contact Person:

Mrs Y. Dunbar


Subject: Music – Music Performance

Costs: approximately $50 per semester


Music is an integral part of all cultures and societies, both contemporary and historical. The study of music develops students’ understanding of artistic processes and contributes to the development of the aesthetic, cognitive, psychomotor and affective domains.

VCE Music offers students opportunities to engage in the practice of performing, creating and studying music that is representative of diverse genres, styles and cultures.

Unit 1 This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise technical work to address these challenges.

Unit 2 In this unit students build their performance and musicianship skills. They present performances of selected group and solo music works using one or more instruments. Students study the work of other performers through listening and analysis and use specific strategies to optimise their own approach to performance. They also study strategies for developing technical and expressive performance skills.

Unit 3 In this unit students select a program of group and solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performances. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis.

Unit 4

In this unit students refine their ability to present convincing performances of group and solo works. Students select group and solo works that complement works selected in Unit 3. They further develop and refine instrumental and performance techniques that enable them to expressively shape their performance and communicate their understanding of the music style of each work. Students continue to develop skills in aural perception and comprehension, transcription, theory, analysis and unprepared performance. Students continue to study ways in which Australian performers interpret works that have been created since 1910 by Australian composers/songwriters.

Contact Person:

Mr. D. Doyle


Subject: Physical Education

Estimated Costs: Year 11: $0 Year 12: $20 approximately for excursions

Subject Description: Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. Physical Education focuses on the complex interrelationship between motor learning and psychological, biomechanical, physiological and sociological factors that influence physical performances, together with the wider social attitudes to and understanding of physical activity. A theoretical and practical approach towards physical activity is taken in this study. It provides the means by which theory and practice are integrated. Participation in physical activity and development of performance skills provide opportunities for students to reflect on factors that affect performance and participation in physical activity, as well as improve their own performance.

Unit 1 Bodies in Motion In this unit students explore how the body systems work together to produce movement and analyse this motion using biomechanical principles. Students explore the relationships between the body systems and physical activity. They are introduced to the aerobic and anaerobic pathways utilised to provide the muscles with the energy required for movement. Students apply biomechanical principles to improve and refine movement. They use practical activities to demonstrate biomechanical principles and how the correct application can lead to improved performance in sport and physical activity.

Unit 2 Sports Coaching & Physically Active Lifestyles This unit explores a range of coaching practices and their contribution to improved performance of an athlete. The approach a coach uses, the methods applied and the skills used will have an impact on the degree of improvement experienced by an athlete. Students are introduced to physical activity and the role it plays in the health and wellbeing of the population. Through a series of practical activities, students gain an appreciation of the level of physical activity required for health benefits and investigate how participation in physical activity varies across the lifespan.

Unit 3 Physical Activity Participation and Physiological Performance This unit introduces students to an understanding of physical activity and sedentary behaviour from a participatory and physiological perspective. Students assess physical activity and sedentary levels and analyse the data in relation to the National Physical Activity Guidelines. Students investigate the contribution of energy systems to performance. They investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to manage fatigue and to promote recovery.

Unit 4 Enhancing Performance Improvements in performance depend on the ability of the individual or coach to gain, apply and evaluate knowledge and understanding of training. Students undertake an activity analysis. Using the results of the analysis, they investigate the required fitness components and participate in a training program designed to improve or maintain selected components. Students learn to critically evaluate different techniques and practices that can be used to enhance performance, and look at the rationale for the banning or inclusion of various practices from sporting competition.

Contact Person:

Mr. D. Blight / Mr. B. Matthews


Subject: Physics

Estimated Costs:$35 per semester (excursion)


Physics is a theoretical and empirical science, which contributes to our understanding of the physical universe from the minute building blocks of matter to the unimaginably broad expanses of the Universe. This understanding has significance for the way we understand our place in the Universe.

This study is designed to enhance the scientific literacy of students in the specialised area of Physics. Scientifically literate physics students demonstrate interest in and understanding of the universe, engage in debates about the nature of evidence, theories and models and appreciate the value of Physics in society. They can describe and use theories and models, propose and investigate hypotheses, collect data, analyse the limitations of that data, draw conclusions, make recommendations and select and use a range of appropriate technologies and mathematical techniques.

Unit 1 What ideas explain the physical world? 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 use thermodynamic principles to explain phenomena related to changes in thermal energy and 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.

Unit 2 What do experiments reveal about the physical world? In this unit students explore the power of experiments in developing models and theories. They 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.

Unit 3 consists of two prescribed areas of study: Motion in One and Two Dimensions and Electronics and Photonics. A detailed study is to be chosen in either Unit 3 or Unit 4 from one of six detailed studies: Einstein’s Special Relativity, Materials and their Use in Structures, Further Electronics, Synchrotron and its Applications, Photonics and Sound. (There is a new study design for Unit 3 Physics beginning in 2017)

Unit 4 consists of two prescribed areas of study: Electric Power and Interactions of Light and Matter. A detailed study is to be chosen in either Unit 3 or Unit 4 from one of six detailed studies: Einstein’s Special Relativity, Materials and their Use in Structures, Further Electronics, Synchrotron and its Applications, Photonics and Sound. (There is a new study design for Unit 4 Physics beginning in 2017)

Contact Person:

Mr. A. Lim


Subject: Product Design & Technology - Textiles

Cost: $150

Subject Description: In VCE Product Design and Technology students assume the role of a designer-maker. In adopting this role, they acquire and apply knowledge of factors that influence design. Students address the design factors relevant to their design situation.

The knowledge and use of resources is integral to product design. These resources include a range of materials and the tools, equipment and machines needed to transform these materials in a safe manner into useful products.

Unit 1 Product re-design and sustainability This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Finite resources and the proliferation of waste require sustainable product design thinking. Many products in use today have been redesigned to suit the changing needs and demands of users, but with little consideration of their sustainability.

Unit 2 Collaborative design In this unit students work in teams to design and develop an item in a product range. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability and the impact of these factors on a design solution. Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also examine the use of ICT to facilitate teams that work collaboratively, but are spread across the globe.

Unit 3 Applying the product design process In this unit students are engaged in the design and development of a product that meets the needs and expectations of a client and/or an end-user, developed through a design process and influenced by a range of complex factors. These factors include the purpose, function and context of the product; human-centred design factors; innovation and creativity; visual, tactile and aesthetic factors; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties and technology.

Unit 4 Product development, evaluation and promotion Students continue to develop and manufacture the product designed in Unit 3, Outcome 3 and record the production processes and modifications to the work plan and product. They evaluate the effectiveness and efficiency of techniques they used and the quality of their product with reference to evaluation criteria. Students make judgments about possible improvements. They promote their work by highlighting the product’s features to the client and/or end-user.

Contact Person:

Ms. S. Sloan


Subject: Product Design & Technology – Wood / Timber

Cost: $200

Subject Description: In VCE Product Design and Technology students assume the role of a designer-maker. In adopting this role, they acquire and apply knowledge of factors that influence design. Students address the design factors relevant to their design situation.

The knowledge and use of resources is integral to product design. These resources include a range of materials and the tools, equipment and machines needed to transform these materials in a safe manner into useful products.

Unit 1 Product re-design and sustainability This unit focuses on the analysis, modification and improvement of a product design with consideration of the materials used and issues of sustainability. Finite resources and the proliferation of waste require sustainable product design thinking. Many products in use today have been redesigned to suit the changing needs and demands of users, but with little consideration of their sustainability.

Unit 2 Collaborative design In this unit students work in teams to design and develop an item in a product range. They focus on factors including: human needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability and the impact of these factors on a design solution. Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also examine the use of ICT to facilitate teams that work collaboratively, but are spread across the globe.

Unit 3 Applying the product design process In this unit students are engaged in the design and development of a product that meets the needs and expectations of a client and/or an end-user, developed through a design process and influenced by a range of complex factors. These factors include the purpose, function and context of the product; human-centred design factors; innovation and creativity; visual, tactile and aesthetic factors; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties and technology.

Unit 4 Product development, evaluation and promotion Students continue to develop and manufacture the product designed in Unit 3, Outcome 3 and record the production processes and modifications to the work plan and product. They evaluate the effectiveness and efficiency of techniques they used and the quality of their product with reference to evaluation criteria. Students make judgments about possible improvements. They promote their work by highlighting the product’s features to the client and/or end-user.

Contact Person:

Ms. S. Sloan / Mr. L. Naidoo


Subject: Psychology

Estimated Costs: $25 per year (excursions)

Subject Description: Psychology is the scientific study of mental processes and behaviour in humans. Students explore the way psychologists approach their research into the human condition and analyse complex human behaviours and thought processes. They also consider mental health issues in society. Psychology provides students with an understanding of the complex interactions between biological, behavioural, cognitive and socio-cultural factors that influence thought, emotions and behaviour. The study of Psychology leads to opportunities in a range of careers that involve working with children, adults, families and communities in a variety of settings. These include academic and research institutions, management and human resources and government, corporate and private enterprises. Fields of applied psychology include educational, environmental, forensic, health, sport and organisational psychology. Specialist fields of psychology include counselling and clinical contexts, as well as neuropsychology, social psychology and developmental psychology. Unit 1: How are behaviour and mental processes shaped? Human development involves changes in thoughts, feelings and behaviours. In this unit students investigate the structure and function 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. 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.

Unit 2: How do external factors influence behaviour and mental processes? A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role 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.

Unit 3 The Conscious Self - 2016 (a new study design begins in 2017 for Unit 3) Students study the structure and functioning of the human brain and nervous system and explore the nature of consciousness and altered states of consciousness including sleep. The brain continually receives and processes vast amounts of information from its internal and external environment. Memory involves the selective retention and retrieval of this information and it plays an important role in determining behaviour. Students consider the function of the nervous system in memory and investigate the ways in which information is processed, stored and utilised.

Unit 4: Brain, Behaviour and Experience - 2016 (a new study design begins in 2017 for Unit 4) This unit focuses on the interrelationship between learning, the brain and its response to experiences and behaviour. Students investigate learning as a mental process that leads to the acquisition of knowledge, development of new capacities and changed behaviours. Understanding the mechanisms of learning, the cognitive processes that affect readiness for learning and how people learn informs both personal and social issues. Students consider different concepts of normality and learn to differentiate between normal responses such as stress to external stimuli and mental disorders.

Contact Person:

Ms. N. Green / Mrs. E. Keegan


Subject: General Maths Advanced / Specialist Mathematics

Estimated Costs: $0

Subject Description: This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the needs and aspirations of a wide range of students. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society and confidence in making effective use of mathematical ideas, techniques and processes.

General Mathematics Advanced Units 1 and 2

General Mathematics Advanced is, as the name suggests, a more in-depth and challenging General Mathematics course. It is designed for students who wish to study Specialist Mathematics in Year 12. Please note that students wishing to choose Specialist Mathematics must also do Mathematical Methods Units 1 and 2.

Most of the topics covered in General Mathematics Standard are also included in the General Mathematics Advanced course. Extra topics covered include Kinematics, Vectors, Variation, Non Linear Relations and Equations, Algebra and Logic.

Specialist Mathematics Unit 3 and Unit 4 Specialist Mathematics consists of the following areas of study: ‘Functions, Relations and Graphs’ ‘Algebra’, ‘Calculus’, ‘Vectors’ and ‘Mechanics’. The development of course content should highlight mathematical structure and proof. All of this material must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. The selection of materials for Unit 3 and Unit 4 should be constructed so that there is a balanced and progressive development of knowledge and skills with connections among the areas of study being developed as appropriate across Unit 3 and Unit 4. Specialist Mathematics Units 3 and 4 assumes concurrent or previous study of Mathematical Methods Units 3 and 4 or Mathematical Methods (CAS) Units 3 and 4. They contain assumed knowledge and skills for Specialist Mathematics, which will be drawn on as applicable

Contact Person:

Mrs Y. Dunbar


Subject: Sociology


Subject Description: The study of Sociology broadens students’ insights into key sociological frameworks and social institutions, enabling them to pursue further formal study at tertiary level or in vocational education and training settings. Sociology also provides valuable knowledge and skills for participation in contemporary society.

Unit 1 Youth and family This unit uses sociological methodology to explore the social categories of youth and adolescence and the social institution of family. Sociologists draw on methods of science to understand how and why people behave the way they do when they interact in a group. Sociology attempts to understand human society from a holistic point of view, including consideration of its composition, how it is reproduced over time and the differences between societies.

Unit 2 Social norms: breaking the code In this unit students explore the concepts of deviance and crime. The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule breaking behaviour, examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour. It also involves consideration of the justice system, how the understanding of crime and deviance has changed over time and the relationship between crime and other aspects of a society, such as age and socioeconomic status.

Unit 3 Culture and ethnicity This unit explores expressions of culture and ethnicity within Australian society in two different contexts – Australian Indigenous culture, and ethnicity in relation to migrant groups. Culture and ethnicity refer to groups connected by shared customs, culture or heritage. Students learn how these classifications can define inequality and opportunity, shape cultural activities and provide a sense of purpose.

Unit 4 Community, social movements and social change In this unit students explore the ways sociologists have thought about the idea of community and how the various forms of community are experienced. They examine the relationship between social movements and social change.

Contact Person:

Mr D. Telford / Mrs K. Kinnane


Subject: Studio Arts

Cost: $70 per semester


Studio Arts provides a framework for the establishment of effective art practices through an understanding and application of the process of design. The design process enables students to explore ideas and sources of inspiration, experiment with materials and techniques and to practise specialised skills in a range of art forms. Students generate a range of directions and potential solutions and analyse and evaluate them before producing artworks. The theoretical component of the study informs students’ practice through an investigation of selected artworks, an examination of artists’ working methods and a study of professional practices and art industry issues.

Unit 1 Artistic inspiration and techniques The focus of this unit is the use of sources of inspiration and ideas as the basis for artworks and the exploration of a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form. The application of materials and techniques and interpretation of sources of inspiration by artists from different times and locations is also examined.

Unit 2 Design exploration and concepts The focus of this unit is to establish and use an effective design methodology for the production of design explorations and artworks. Students also develop skills in the analysis of artworks to understand how aesthetic qualities are created, ideas communicated and identifiable styles developed.

Unit 3 Studio production and professional art practices

The focus of this unit is the implementation of a design process leading to the production of a range of potential solutions. A work brief is initially prepared to set out the framework for the design process. Students also examine professional art practices in relation to particular art form(s) and the development of distinctive styles in artworks.

Unit 4 Studio production and art industry contexts The focus of this unit is to produce a cohesive folio of finished art works developed from potential solutions generated in Unit 3. Visual and written documentation explaining how the potential solutions will be used to produce the folio of artworks is also prepared. Students also examine the presentation of artworks and current art industry issues, with reference to the exhibition, promotion and critique of art works.

Contact Persons:

Mr. R. Sartain / Ms. C. Hobbs


Subject: Visual Communication Design

Cost : $70 per semester

Subject Description: The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. Consequently, the study emphasises the importance of developing a variety of drawing skills to visualise thinking. Students employ a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, environmental and economic factors. Students develop the skills to manipulate and organise design elements, design principles, selected media, materials and production methods when creating visual communications.

It is strongly recommended that all students wishing to study Visual Communications Units 3 & 4 should have already completed Visual Communications Units 1 & 2.

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

Unit 2 Applications of Visual

Communication design

This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They investigate how typography and imagery are used in visual communication design.

Unit 3 Design thinking and practice In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes.

Unit 4 Design development and

presentation

The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials.

Contact Person:

Mr. R. Sartain


Subject: VCAL Literacy

Estimated Costs: $30 (excursion) per year

Subject Description: Literacy aims to improve the students’ ability to use language to work and live in Australian society. There are three key areas of study:

Reading

Writing

Oracy (speaking and listening skills)

Intermediate Literacy tasks are aimed at the areas of Practical Purposes, Knowledge, Public Debate and Self Expression. Students demonstrate their skill in each area through written pieces as well as class discussions, debating and communicating with members of the community.

Senior As in all VCAL subjects, there is an increased focus on student led learning in the Senior Course, with students taking greater responsibility for directing the content and activities in order to achieve the learning outcomes.

Contact Persons:

Mrs. F. Tonizzo


Subject: VCAL Numeracy

Estimated Costs: $0

Subject Description: In the VCAL Numeracy Skills Units, numeracy and mathematics are interlinked. Numeracy gives meaning to mathematics and mathematics is the tool (the knowledge and skills) to be used efficiently and critically. Numeracy is not associated with a level of mathematics, but is the critical awareness, which builds bridges between mathematic and the real world.

Intermediate The learning outcomes are organised into four different domains, which focus on the social purposes of numeracy and mathematics: Numeracy for Personal Organisation focuses on the numeracy requirements for personal organisational matters involving money, time and travel. Numeracy for Interpreting Society relates to interpreting and reflecting on numerical, statistical and graphical information of relevance to self, work or community. Numeracy for Practical Purposes addresses aspects of the physical world to do with designing, making and measuring. It incorporates mathematic skills related to the appreciation and application of shape and measurement. Numeracy for Knowledge is included at the Senior level. It deals with learning about formal mathematical skills and conventions needed for further study in mathematics, or other subjects with mathematical underpinnings and/or assumptions.

Senior As in all VCAL subjects, there is an increased focus on student led learning in the Senior Course, with students taking greater responsibility for directing the content and activities in order to achieve the learning outcomes.

Contact Person:

Mr. C. Ampongan


Subject: VCAL Personal Development Skills (PDS)

Estimated Costs: $75 per semester for excursions

Subject Description: VCAL students have the opportunity to participate in local community based projects and activities that develop personal attributes such as teamwork, self-esteem and respect.

Unit 1 Students are involved in a range of activities and projects that allow them to demonstrate their organisational abilities and communication skills. Some project examples include:

Organising a speaker for the whole year level

Working with staff from another year level to develop a ‘Health and Wellbeing’ day

Visits to local Retirement Villages and Primary Schools

Unit 3 As in all VCAL subjects, there is an increased focus on student led learning in the Senior Course, with students taking greater responsibility for directing the content and activities in order to achieve the learning outcomes.

Contact Person:

Ms. L. Henderson


Subject: VCAL Work Related Skills (WRS)

Cost / Estimated Costs: transport to / from work location

Subject Description: In order to develop employability skills, VCAL gives you the choice of undertaking a structured work placement, or a part-time apprenticeship/traineeship, or part-time work. You can also study units and modules that will help prepare you for work, for example Occupational Health and Safety or job interview skills.

Unit 1 Students are supported to gain a work placement within the community. They then complete a range of tasks that allow them to demonstrate their understanding of how the world of work functions. Work Placements must be ratified by the College and paperwork completed before the student can begin work with the employer. Please contact our Pathways Office if you require more information about this. Students who do not have a work placement are required to attend the College on the nominated Work Placement day.

Unit 3 As in all VCAL subjects, there is an increased focus on student led learning in the Senior Course, with students taking greater responsibility for directing the content and activities in order to achieve the learning outcomes.

Contact Persons:

Mr. E. Merambeliotis / Mrs. L. McKay


The following information on V.E.T. programs identifies many, but not all, of the available programs and lists the local providers where programs are delivered. The information gives you an outline of the course, career opportunities and what units you can gain towards your senior school certificates, so you can make a more informed decision on the right VET course for you. For more detailed information, or if you are interested in a course that is not listed in the Handbook you can arrange to speak with Mrs. Bruce at the College. All information is correct at the time of printing. Courses will only run if there are sufficient numbers in each class.

VCE VET AGRICULTURE, HORTICULTURE, CONSERVATION AND LAND MANAGEMENT

ABOUT THE PROGRAMS (two year program) A new training package which was introduced in 2012 includes three certificates designed to give students the opportunity to explore a variety of areas within the primary and conservation industries. Certificate II in Agriculture is designed for students who wish to develop their skills and knowledge to assist farmers and graziers with growing crops and/or feeding and raising livestock. The qualification covers workplace health and safety, farm maintenance, use of chemicals, animal husbandry and machinery and equipment operation. Skills are developed in harvesting, maintaining livestock feed and water supplies, mustering, moving and penning up livestock and performing routine farm machinery and equipment maintenance. Students will learn to work effectively in the rural industry, as well as the basic technical skills to be a supervised worker in the industry. CAREER OPPORTUNITIES Completion of the Certificate II in Agriculture can provide students with the skills to work on properties or in rural enterprises engaged in primary production. Employment opportunities may exist in a number of designated sectors such as beef, dairy, sheep and wool production. With additional training and experience, future employment opportunities may include farm hand, station hand, farm supervisor, wool handler/ classer. Certificate II in Conservation and Land Management is designed to offer entry level training for students wishing to work in parks and gardens and wildlife areas and includes hands-on training across a wide range of land management units. Students will develop skills and knowledge in plants propagation and controlling weeds, natural area restoration and management and parks and wildlife. Depending on the electives chosen, Units 1 & 2 includes re-vegetation works, site assessments, visual inspection of park facilities and maintenance of wildlife habitat refuges. Units 3 & 4 may include providing information on plants and their culture, surveying pest animals, maintaining natural areas and collecting and preserving biological samples. CAREER OPPORTUNITIES Completion of Certificate II in Conservation and Land Management will provide students with the opportunity to undertake roles in conservation and protecting parks, bush land, creeks and rivers. With additional training and experience, future employment opportunities may include conservation assistant, field officer (land, parks and wildlife), land management officer, natural area restoration supervisor and community project assistant. Many volunteering opportunities exist for students who undertake this certificate.


Certificate II in Horticulture develops practical skills and knowledge for students to undertake a broad range of tasks in gardening, nursery work and landscaping, as well as the foundation skills and knowledge required by many horticulture industry sectors. Units 1 & 2 include occupational health and safety, observing environmental work practices, applying chemicals under supervision and additional units from the chosen stream. Units 3 & 4 incorporate general horticultural procedures, activities or sector specific training. Depending on the stream chosen, skills include development and maintenance of plants and landscapes, propagation, tending nursery plants, planting, pruning, treating weeds, pests and diseases, maintaining garden beds, irrigation and using a large range of horticultural equipment. CAREER OPPORTUNITIES Students can specialize in careers in Aboriculture, Floriculture, Landscape and Nursery, Parks and Gardens and Turf. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of two or more units towards your VCE: two units at Unit 1/2 level and a Unit 3/4 sequence. VCAL You will be eligible for up to four or more credits at the Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION Students who receive a Unit 3/4 sequence will be eligible for an increment towards their ATAR (10% of the average of the primary four scaled studies)

WHERE CAN I STUDY THIS CERTIFICATE? Chisholm Institute – Cranbourne Campus National Centre for Dairy Education This program does not offer scored assessment


VCE VET ANIMAL STUDIES ABOUT THE PROGRAM (two year program)

The VCE VET Animal Studies program is a new program reflecting industry and student demand for qualifications in the animal care and management industry. This program covers workplace health and safety, working in the animal care industry, providing basic first aid for animals, assisting in the care of animals and acting as an information source for animal care needs. The Certificate II in Animal Studies is a general pre-vocational qualification aimed as an entry point into the animal care and management industry. It is highly recommended that whilst undertaking this qualification the learner should seek to gain a work placement in an animal care environment and/or workplace.

CAREER OPPORTUNITIES The Certificate II in Animal Studies may be a stepping stone into a diverse range of employment opportunities in the industry. Roles may include animal care attendant, animal shelter attendant, kennel hand, cattery attendant, pet shop attendant, assistant dog groomer. With additional training and experience, future employment opportunities may include veterinary nurse, boarding kennel or cattery manager, pet shop/aquarium manager, companion animal trainer/behaviourist. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of up to four units towards your VCE: two units at Unit 1/2 level and a Unit 3/4 sequence VCAL You will be eligible for up to four credits at the Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION

Students who receive a Unit 3/4 sequence will be eligible for an increment towards their ATAR (10% of the average of the primary four scaled studies)

WHERE CAN I STUDY THIS PROGRAM?

Federation Training

Australian College of Applied Animal Studies

National Centre for Equine

Box Hill TAFE This program does not offer scored assessment


VCE VET APPLIED FASHION DESIGN AND TECHNOLOGY

ABOUT THE PROGRAMS (two year program) The aims of the VCE VET Clothing Products program are to provide participants with the basic

design and development skills and knowledge to prepare them for work in the fashion industry.

Students will be provided with the opportunity to acquire and develop skills in sewing, design

processes, working with patterns, applying quality standards and interpreting basic sketches.

Units 3 and 4 of the program include identifying fibres and fabrics, fabric performance and

handling, garment repairs, alterations, basic patternmaking principles and preparing and

marketing design concepts. This is a hands-on qualification that allows for some creative

expression to be developed and displayed in the practical projects undertaken. CAREERS OPPORTUNITIES Completion of Certificate II in Applied Fashion Design and technology can provide students with the opportunity to be employed as a junior in the fashion industry. With additional training and experience, employment opportunities may include a clothing tradesperson, product tester/inspector, product dispatcher, garment cutter, pattern maker, designer or milliner. Established fashion designers can also undertake careers in small business focusing on the production of individual garments or seasonal clothing ranges. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of up to six units towards your VCE: four units at Unit 1/2 level (Certificate II and Certificate III) and a Unit 3/4 sequence (Certificate III) VCAL You will be eligible for up to six credits at the Foundation, Intermediate and Senior levels. WHERE CAN I STUDY THIS CERTIFICATE? Berwick Secondary College – Berwick

ATAR CONTRIBUTION Students who receive a Unit 3/4 sequence will be eligible for an increment towards their ATAR (10% of the average of the primary four scaled studies) This program does not offer scored assessment


VCE VET AUTOMOTIVE ABOUT THE PROGRAM (two year program)

VCE VET Automotive provides students with the knowledge and skills to enhance their

employment prospects in the automotive related industries. Depending on the electives

chosen, the program includes industry research, applying safe work practices, using and

maintaining measurement equipment, operating electrical testing equipment, electronics,

vehicle body (panel beating, painting, trimming or body making), vehicle engine

reconditioning and maintenance. This is an excellent program for those wishing to pursue a

career in automotive through an apprenticeship or higher education. Students are required

to wear full overalls (blue) and safety steel cap work boots.

CAREER OPPORTUNITIES

Completion of the VCE VET Automotive program provides a pathway for students into the

automotive industry through a traineeship or apprenticeship. With additional training and

experience, future employment opportunities may include trimmer, detailer, panel preparer,

painter, light vehicle mechanic, heavy vehicle mechanic, motorcycle mechanic. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of up to four units towards your VCE: two units at Unit 1/2 level and a Unit 3/4 sequence. VCAL You will be eligible for up to four credits at the Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION Students who receive a Unit 3/4 sequence will be eligible for an increment towards their ATAR (10% of the average of the primary four scaled studies) WHERE CAN I STUDY THIS CERTIFICATE? Link Employment and Training – Dandenong Chisholm Institute – Dandenong/Frankston Berwick Secondary College ** A Paint and Panel program is also available as a separate certificate and delivered at

Chisholm Institute. This program does not offer scored assessment


VCE VET BUILDING AND CONSTRUCTION ABOUT THE PROGRAM (two year program) The Certificate II in Building and Construction provides students with the knowledge and skills to enhance their employment prospects in the building and construction industry. The certificate provides partial completion of the pre-apprenticeship program in one of the following streams: bricklaying, carpentry, painting and decorating. Units in the pre-apprenticeship include safe handling of plant and power tools, quality principles for the building industry, calculations and workplace documents and plans. Students are required to wear beige overalls and work boots. CAREER OPPORTUNITIES Further training in this qualification is required for completion of the pre-apprenticeship which can lead to an apprenticeship in the building and construction industry in areas such as general construction, painting and decorating, bricklaying/block laying or carpentry – framework/finishing. As a qualified tradesperson, potential occupations may include, carpenter, joiner, painter or bricklayer. With further study, students can pursue a career as a building inspector or an owner builder. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL?

VCE You will be eligible for credit for up to four units towards your VCE: two at Unit 1/2 level and a 3/4 sequence. VCAL You will be eligible for up to four credits at the Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION Students who receive a Unit 3/4 sequence will be eligible for an increment towards their ATAR (10% of the average of the primary four scaled studies) WHERE CAN I STUDY THIS CERTIFICATE? Depending on demand, this program will be delivered at Pakenham Secondary College ** Bricklaying and Furniture making are also available as separate certificates and are delivered at Chisholm Institute Note for furniture making - *****Year 10 level of Maths and English recommended This program does not offer scored assessment


VCE VET BUSINESS ADMINISTRATION

ABOUT THE PROGRAM (one or two year program) Description: VCE VET Business provides students with the knowledge and skills to work effectively in a business or office environment. Depending on the electives chosen, Units 1 and 2 include occupational health and safety, communicating in the workplace, organising work activities, producing word processed documents, using business technology and creating and using spreadsheets. Units 3 and 4 from Program 2 support scored assessment and incorporate units such as maintaining financial and business records, organising work priorities, organising workplace information, promoting innovation and design and producing business documents. CAREER OPPORTUNITIES Certificate II in Business provides a pathway into training and employment in business and related industries. Potential occupations may include administration or clerical assistant, data entry operator, office junior or receptionist. Roles for experienced professionals in this industry may include personal assistant, medical secretary, legal clerk or information desk manager. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of up to four units towards your VCE: two units at Unit 1/2 level (Certificate II) VCAL You will eligible for up to four credits at Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION (Certificate II with some units from certificate III) Students wishing to receive an ATAR contribution for the Unit 3/4 sequence must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the ATAR, either as one of the student’s best four (the primary four) or as a fifth or sixth study. School Based Apprenticeship and Traineeship students for this course may choose scored assessment or may choose to opt out and receive a 10% increment towards their ATAR of the average primary four scales studies SCORED ASSESSMENT Scored assessment is based on the Unit 3/4 sequence of the Certificate II in Business and additional units from the certificate III in Business WHERE CAN I STUDY THIS CERTIFICATE? Narre Community Learning Centre Dandenong High School Berwick Secondary College


VCE VET CATERING OPERATIONS Program one: SIT20207 Certificate II in Hospitality and selected units of competency from Certificate III in Hospitality

Description: Certificate II in Hospitality is designed to provide students with the necessary training and skill development for the achievement of competence in food and beverage service. Depending on the electives chosen, Units 1 and 2 include units that cover developing and updating hospitality industry knowledge, serving food and beverages to customers, organising and preparing food, providing visitor information and workplace hygiene. Units 3 and 4 incorporate units such as providing food and beverage service, preparing and serving non-alcoholic beverages, responsible service of alcohol and preparing and serving espresso coffee industry. Students will be required to purchase a chef’s uniform for this program CAREER OPPORTUNITIES

Completion of Certificate II in Hospitality may provide employment opportunities in a variety of roles, such as a food and beverage attendant, bar/bottle shop attendant, front office/receptionist, catering assistant, kitchen hand, waiter or barista. With additional training and experience, future employment opportunities may include restaurant manager, sommelier and maitre d’.

Program two: SIT20307 Certificate II in Hospitality (Kitchen Operation)

Certificate II in Hospitality (Kitchen Operations) provides students with the skills and knowledge to be competent in a range of kitchen functions and activities to work in various hospitality enterprises where food is prepared and served, including restaurants, hotels, catering operations, clubs, pubs, cafes, cafeterias and coffee shops. Compulsory units of competence in Units 1 and 2 include health, safety and security procedures, workplace hygiene, working with colleagues and customers, using basic methods of cookery, receiving and storing kitchen supplies and preparing foods. Units 3 and 4 cover areas such as preparing, cooking, serving food for service, preparing appetizers and salads, stocks, sauces, soups and desserts.


With additional training and experience, future employment may include chef, pastry chef, caterer, breakfast cook, short order cook and fast food cook.

WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE AND VCAL?

VCE: You are eligible for credit of up to four units towards your VCE: up to three units at Unit 1/2 and a 3/4 sequence. VCAL: You will be eligible for up to four credits toward Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION

Students wishing to receive an ATAR contribution for the Unit 3/4 sequence of VCE VET Hospitality must undertake scored assessment for the purpose of achieving a study score. This study score can contribute to the primary four or as a fifth or sixth study. SCORED ASSESSMENT

Scored assessment is based on the Unit 3/4 sequence of the VCE VET Hospitality WHERE CAN I STUDY THIS CERTIFICATE?

Chisholm Institute – Second year


VCE VET COMMUNITYSERVICES/CHILDREN’S SERVICES CHC20112 - Certificate II in Community Services Work and selected units of competence

from Certificate III in Community Services and Certificate III in Children’s Services ABOUT THE PROGRAMS (two year program)

VCE VET Community Services provides students with the knowledge and skills to enhance their employment prospects in the community services sector. Students will learn about the community services sector and explore specific contexts of work. They will develop skills in communication, information provision and processing, administration support, networking and group support. Units 3 and 4 of the program include working effectively with young people and operating under a casework framework. CAREER OPPORTUNITIES Certificate II in Community Services can provide pathways into work or further study in community services, in areas such as child care, aged care, home and community care, drug and alcohol work, disability work, social housing or mental health work. With additional training and experience, future employment opportunities may include a community health worker, counsellor, out of hours carer, school support worker or case manager.

WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of up to five units towards your VCE: three units at Unit 1/2 level and

a Unit 3/4 sequence. VCAL You will eligible for up to five credits at Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION Students wishing to receive an ATAR contribution for the Unit 3/4 sequence VCE VET Community Services must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the ATAR, either as one of the student’s best four (the primary four) or as a fifth or sixth study. School Based Apprenticeship and Traineeship students for this course may choose scored assessment or may choose to opt out and receive a 10% increment towards their ATAR of the average primary four scales studies SCORES ASSESSMENT Students wishing to receive a study score for this program must undertake scored assessment in the VCE VET Community Services program: CHC 20108Certificate II in Community Services and selected units from the Certificate III in Community Services and Certificate III in Children’s Services WHERE CAN I STUDY THIS CERTIFICATE? Chisholm Institute Narre Community Learning Centre (Community Services and Children’s Services) Narre Warren South P‐12 College (Community Services ONLY)


VCE VET DANCE ABOUT THE PROGRAM (two year program) Certificate II in Dance aims to provide students with the technical and performance skills to begin the process of establishing a career in the dance industry. It enables students to develop the knowledge and skills to participate in a variety of dance routines and leads to further education and training in the performing arts industry. Units 1 and 2 include developing basic levels of physical condition for dance performance and basic dance techniques, sourcing information on the history and theory of dance and applying it to students own area of work. Units 3 and 4 involves students sourcing and applying entertainment industry knowledge, preparing for a dance performance, refining basic dance techniques and applying basic dance techniques for performances. CAREER OPPORTUNITIES

Completion of Certificate II in Dance will assist students in entering the dance industry. With additional training and experience, future employment opportunities may include dancer, performer and choreographer WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE

You will be eligible for credit of up to four units towards your VCE: two units at Unit 1/2 and a Unit

3/4 sequence. VCAL You will be eligible for up to four credits towards Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION Students wishing to receive an ATAR contribution for the Unit 3/4 sequence of VCE VET Dance must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study. SCORED ASSESSMENT Students wishing to receive a study score for VCE VET Dance must undertake scored assessment. Scored assessment is based on the Unit 3/4 sequence of the 21764VIC Certificate II in Dance WHERE CAN I STUDY THIS CERTIFICATE? Hallam Senior Secondary College


ELECTRICAL – CAREER START

ABOUT THE PROGRAM (two year program) This program is designed to provide training, practical skills and studies for students interested in investigating a career as an electrician. The training is project based and gives hands on experience in the workshop and an introduction to careers in electro technology. Students will cover units in identifying and selecting components/accessories/materials for electro technology work activities, solve problems in extra low voltage, use computer applications relevant to the workplace, dismantle, assemble and fabricate electro technology components, solve problems using multiple DC, use drawings and diagrams, schedules and manuals. Students are required to wear safety boots and short or long sleeve shirt.

CAREER OPPORTUNITIES Students can move into an apprenticeship or continue with an Advanced Diploma of Electronic Engineering. Employment opportunities exist in the electrical trades and electronic installations, testing, repair and sale, working on audio systems, video systems, electronic security systems, mobile phone systems and vehicle engine management systems and computer interfacing. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE At least 90 nominal hours of training is required to receive each VCE unit. Under block credit recognition, credit towards the VCE is determined by the AQF level at which the units of competence/modules are recognised and the nominal hours of training completed. VCAL Credit awarded on satisfactory completion of 90 hours of training. ATAR CONTRIBUTION VTAC may award students who receive a Unit 3/ 4 sequence through Block Credit Recognition an increment (10% of the average of the Primary Four scaled studies) towards their ATAR. WHERE CAN I STUDY THIS CERTIFICATE? Berwick Secondary College Chisholm Institute _ Berwick Chisholm Institute – Dandenong


VCE VET ENGINEERING ABOUT THE PROGRAM (two year program) Certificate II in Engineering Studies provides students with the practical skills and theoretical knowledge to undertake an apprenticeship in the engineering trades. Units 1 and 2 cover areas in basic machine processing, fabrication techniques, occupational health and safety principles, using power tools and using computers for engineering related work activities. Depending on the electives chosen, Units 3 and 4 cover areas such as producing basic engineering sketches and drawings, handling engineering materials, fabricating basic jewellery items and assembling and testing electronic engineering equipment and making it operational. Students are required to wear blue overalls, safety Glasses and work boots. CAREER OPPORTUNITIES Certificate II in Engineering Studies prepares students for an engineering apprenticeship which can lead into a range of careers in the engineering and manufacturing industries, including roles in conception, design, manufacture, assembly, installation, repair, replacement, packaging and sales of a wide range of products. As a qualified tradesperson, occupations may include: boiler maker, welder, tool/die maker, hydraulics/avionics/mechanical technician, draftsperson, mechanical fitter WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE

You will be eligible for credit of up to four units towards your VCE: two units at Unit 1/2 and a Unit

3/4 sequence. VCAL You will be eligible for up to four credits towards Foundation, Intermediate and Senior levels. ATAR CONTRIBUTIONS Students wishing to receive an ATAR contribution for the Unit 3/4 sequence VCE VET Engineering must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the ATAR, either as one of the student’s best four (the primary four) or as a fifth or sixth study. Students who receive a Unit 3/4 sequence for the School Based Apprenticeship and traineeship program in Engineering will be eligible for a 10% increment towards their ATAR (10% of the average of the primary four scales studies) SCORED ASSESSMENT Students wishing to receive a study score for 22019VIC Certificate II in Engineering Studies must undertake scored assessment WHERE CAN I STUDY THIS CERTIFICATE? Chisholm Institute ‐ Dandenong *****Year 10 level of Maths and English recommended


VCE VET EQUINE

ABOUT THE PROGRAM (two year program) Certificate II in Equine Industry is an introductory course that prepares students for work in the equine industry. The qualification covers units such as working in an equine organisation, safe handling and daily care of horses and developing a career path in the equine industry. Elective units include horse riding and driving, preparing horses for competition, assisting in the conduct of an equine industry event, caring for mares and foals and providing advice on equine products. Units 3 and 4 incorporate units such as carrying out horse observation, responding to equine injury and disease, equine anatomy and physiology and determining nutritional requirements for horses. CAREER OPPORTUNITIES With additional training and experience, future employment opportunities may include animal attendant, stable or stud hand, groomer, horse breeder, harness/thoroughbred trainer, track rider. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE

You will be eligible for credit of up to five units towards your VCE three units at Unit 1/2 and a Unit

3/4 sequence. VCAL You will be eligible for up to five credits towards Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION Students wishing to receive an ATAR contribution for the Unit 3/ 4 sequence of VCE VET Equine must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study. SCORED ASSESSMENT Scored assessment is based on the Unit 3/4 sequence of the VCE VET Equine WHERE CAN I STUDY THIS CERTIFICATE? Hillcrest Christian College Australian College of Applied Animal Studies

National Centre for Equine


VET HAIRDRESSING ABOUT THE PROGRAM (one year program)

The Certificate II in Hairdressing provides the theoretical and practical skills required to begin

work in the hairdressing industry and will teach you all that is involved in maintaining a clean and

efficient work environment. You will also learn how to communicate effectively with those

around you, including direct bookings, preparing clients for salon service, shampooing and

removing chemicals from hair, perform head, neck and shoulder massages and apply single, two

and three strand braiding. Students are required to purchase a hair kit at the commencement

of this course.

CAREER OPPORTUNITIES Certificate II in Hairdressing prepares students for a hairdressing apprenticeship. With further study, students could pursue a pathway in salon management, as a trainer and salon merchandising and product retail. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE At least 90 nominal hours of training is required to receive each VCE unit. Under block credit recognition, credit towards the VCE is determined by the AQF level at which the units of competence/modules are recognised and the nominal hours of training completed. VCAL Credit awarded on satisfactory completion of 90 hours of training ATAR CONTRIBUTION VTAC may award students who receive a Unit 3/4 sequence through Block Credit Recognition an increment (10% of the average of the Primary Four scaled studies) towards their ATAR. WHERE CAN I STUDY THIS CERTIFICATE? Depending on demand, this program will delivered at Pakenham Secondary College ** Beauty therapy and retail make-up and skin care are also available as separate certificates delivered at Chisholm Institute. Kits will need to be purchased for these programs. This program does not offer scored assessment


VCE VET HEALTH

ABOUT THE PROGRAMS (two year program) This program aims to develop skills that will lead to a range of career options in the health industry. The units have been selected to give breadth of delivery and outcomes in further study and employment. Students will gain an understanding of the diverse range of health roles in the industry depending on what area of the health services they select. These may include medical terminology, anatomy and physiology, infection control, communication and working effectively in health, cultural diversity, working with older people, orientation to mental health. CAREER OPPORTUNITIES Completion of the various levels of the certificates under the VCE VET health program may provide employment opportunities in home and community care, health services assistant and aged care, nursing, theatre support or technician. The programs may provide pathways into Diploma level courses in remedial massage, mental health, massage therapy, nursing and the community services sector and Degree qualifications including optometrist, physiotherapist or dietician. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE Program 1: HLT21212 Certificate II in Health Support Services: recognition of up to three

units at Unit 1/2 level. Program 2: HLT32412 Certificate II in Allied Health Assistance: recognition of up to two units

at 3/4 sequence Program 3: HLT32512 Certificate III in Health Service Assistance: recognition of up to two

units 3/4 sequence VCAL Program 1: HLT21212 Certificate II in Health Support Services: recognition of up to three units Program 2: HLT32412 Certificate II in Allied Health Assistance: recognition of up to four units Program 3: HLT32512 Certificate III in Health Service Assistance: recognition of up to four units ATAR CONTRIBUTION Students who receive a Unit 3/4 sequence for Program 2 or Program 3 of VCE VET Health will be eligible for an increment towards their ATAR (10% of the average of the primary four scaled studies). WHERE CAN I STUDY THIS CERTIFICATE? Chisholm Institute – Berwick and Frankston Narre South P-12 College This program does not offer scored assessment


VCE VET INFORMATION COMMUNICATIONS AND TECHNOLOGY

ABOUT THE PROGRAM (two year program)

The VCE VET Information and Communications technology program provides students with the opportunity to acquire and develop skills, knowledge and confidence to work in the area of information technology in a range of industry areas. Organisational and specialist activity skills in addition to some leadership skills will be developed through the units of competency undertaken in Units 1 to 4 of the selected program. CAREER OPPORTUNITIES Areas of employment may include working in personal computer support or network systems administration. With additional training and experience future employment opportunities may include software/hardware developer, systems analyst, and helpdesk officer. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE

You will be eligible for credit of up to six units towards your VCE: two units at Unit 1/2 and a Unit

3/4 sequence with the Certificate III in Information Digital Technology (partial completion) VCAL

You will be eligible for up to five credits towards Foundation, Intermediate and Senior levels.

ATAR CONTRIBUTION Students wishing to receive an ATAR contribution for the Unit 3/4 sequence of VCE VET Information Technology must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth study.

SCORED ASSESSMENT

Scored assessment is based on the Units 3 and 4 sequence of Program 2, partial completion of ICA30105 Certificate III in Information, Digital Media and Technology.

WHERE CAN I STUDY THIS CERTIFICATE?

Dandenong High School Chisholm Institute – (Games Creation)

** Computer assembly and Repair and CISCO are also available as separate certificates delivered at Chisholm Institute.


VCE VET INTEGRATED TECHNOLOGIES ABOUT THE PROGRAM (two year program) VCE VET Integrated Technologies (formerly Electrotechnology) provides students with the skills and knowledge to enhance their entry-level employment prospects in apprenticeships and traineeships in a range of industries including automotive, building and construction, electrical, electronics, engineering and information technology and telecommunications. Compulsory units in the program include carrying out a shared technology project and applying technologies and concepts to electrotechnology work activities. Elective units focus on computer systems, wireless communications, energy generation, robotics and embedded controllers and fibre optics. Students will be required to have a scientific calculator. Year 10 Mathematics and English is required New electives in the revised program include telecommunications and security systems.

CAREER OPPORTUITIES Certificate II in Integrated Technologies provides a springboard into a diverse range of related industry sharing technologies with the electrotechnology industry. Skill areas within the industry include the use and management of computer networks, manipulation of wireless communications, ability to analyse the amounts of data collected by smart devices and closer involvement in electricity generation. With additional training and experience, future employment opportunities may include electronics technician, computer assembler and data communications technician. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of up to four units towards your VCE: two units at Unit 1/2 and a Unit

3/4 sequence. VCAL You will be eligible for up to four credits towards Foundation, Intermediate and Senior levels ATAR CONTRIBUTION Students wishing to receive an ATAR contribution for the Unit 3/4 sequence of VCE VET integrated technologies must undertake scored assessment for the purpose of achieving a study score. This study score can contribute to the primary four or as a fifth or sixth study. SCORED ASSESSMENT Scored assessment is based on the Unit 3/4 sequence of the VCE VET integrated technologies. WHERE CAN I STUDY THIS CERTIFICATE? Chisholm Institute ‐ Dandenong Chisholm Institute ‐ Frankston


VCE VET INTERACTIVE DIGITAL MEDIA

ABOUT THE PROGRAMS (two year program) Program 1: CUF20107 Certificate II in Creative Industries (Media) Certificate II in Creative Industries (Media) provides students with the knowledge and skills that will enhance their employment prospects in the media industry. Compulsory units of competence in Units 1 and 2 include participating in health and safety processes, developing and applying creative arts industry knowledge, working with others and applying critical thinking techniques. To complete the certificate, there are a broad range of electives available in areas such as interactive content, radio presentation, multimedia, basic vision and sound editing, props and set construction. Students are required to purchase an external video hard drive of at least 500 GB Program 2: CUF30107 Certificate III in Media Similarly to Certificate II in Creative Industries (Media), Units 1 and 2 include participating in occupational health and safety processes, developing and applying creative arts industry knowledge, working with others and applying critical thinking techniques. Units 3 and 4 incorporate areas in 2D digital animations, writing content for a range of media, authoring interactive sequences and creating visual design components.

CAREERS OPPORTUNITIES Program One - Completion of Certificate II in Creative Industries (Media) provides pathways into job roles such as community radio or television production assistant, editing assistant or interactive media author assistant. Program Two - With additional training and experience potential employment opportunities may include, camera/lighting assistant, radio program maker/presenter, editing assistant, interactive media author, production assistant, web designer, games designer, animator and special effects producer.

WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of up to four units towards your VCE: two units at Unit 1/2 (Certificate II in interactive digital media and Cert. III in media) and a Unit 3/4 sequence (Cert III in media only). VCAL You will be eligible for up to four credits towards Foundation, Intermediate and Senior levels ATAR CONTRIBUTION Students wishing to receive an ATAR contribution for the Unit 3/4 sequence of VCE VET Media must undertake scored assessment for the purpose of achieving a study score. This study score can contribute to the primary four or as a fifth or sixth study. SCORED ASSESSMENT Scored assessment is based on the Unit 3/4 sequence of the VCE VET Media WHERE CAN I STUDY THIS CERTIFICATE? Chisholm Institute ‐ Dandenong Noble Park Secondary College Keysborough College


VCE VET LABORATORY SKILLS MSL30109 Certificate III in Laboratory Skills


Certificate III in Laboratory Skills will provide students with the necessary knowledge and skills associated with the day-to-day operation of a laboratory and associated technical tasks such as sampling and testing. Units 1 and 2 include units such as recording and presenting data, planning and conducting laboratory/field work, maintaining the laboratory fit for purpose, with electives such as performing basic tests and assisting with fieldwork. Units 3 and 4 incorporate compulsory units such as performing aseptic techniques, contributing to the achievement of quality objectives and preparing working solutions and performing microscopic examinations. The revised VCE VET program also includes a new compulsory unit on sustainability. CAREER OPPORTUNITIES Completion of Certificate III in Laboratory Skills may provide career opportunities in sectors such as biological testing, biotechnology, chemical testing, construction material testing, environmental monitoring, food testing, pathology testing and scientific glassblowing. Potential occupations may include environmental field assistant, laboratory assistant in primary industry and educational institutions. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of up to four units towards your VCE: two units at Unit 1/2 and a Unit 3/4 sequence. VCAL You will be eligible for up to four credits towards Foundation, Intermediate and Senior levels. ATAR CONTRIBUTION Students wishing to receive an ATAR contribution for the Unit 3/4 sequence of VCE VET Laboratory Skills must undertake scored assessment for the purpose of achieving a study score. This study score can contribute to the primary four or as a fifth or sixth study. SCORED ASSESSMENT Scored assessment is based on the Unit 3/4 sequence of the VCE VET Laboratory Skills WHERE CAN I STUDY THIS CERTIFICATE? Chisholm Institute ‐ Frankston ONLY

RY SKILLS


VCE VET MUSIC

ABOUT THE PROGRAMS (two year program): Program one: Certificate II in Music Industry provides students with the foundation knowledge and skills that will enhance their employment prospects in the music industry. Depending on the electives chosen, the current Certificate II in Music Industry includes developing and updating industry knowledge, following health, safety and security procedures, laying sound tracks, installing, aligning and testing sound equipment and planning a career in music. Units of competence in the new Certificate II in Music include assisting with sound recordings, performing basic sound editing and mixing sound in a broadcasting environment. Program two: Certificate III in Music provides students with music industry knowledge, practical knowledge of copyright and how to follow OH&S procedures relevant to the music industry. Units of competence in Certificate III in Music include preparing for performances, developing improvisation skills, extending technical skills in performance, operating a sound mixing console, editing sound using digital systems and expanding skills in critical listening. Program three: Certificate III in Music Technical provides students with the practical skills and knowledge to record, mix and edit sound sources. Units 1/ 2 include developing music industry knowledge, establishing contractual and work relationships and following health, safety and security practices. For Units 3/4 students undertake units in editing sound, using digital systems and operating a sound mixing console and a sound reinforcement system. CAREER OPPORTUNITES Program one: With additional training and experience future employment opportunities may include band member, sound or studio engineer, writer/arranger, sales and merchandising personnel. Program two: Completion of Certificate III prepares students for work in the music industry in areas such as, performance, critical listening, music management and music promotions. With additional training and experience, potential employment opportunities include professional musician, song writer, composer, arranger, copier, promoter, teacher or instrumentalist. Program Three; Completion of the Certificate III prepares students for work in the music industry in areas such as sound track laying, digital editing and mixing, audio visual equipment operations and stage management and can be applied to workplaces such as stage productions, radio to large recording studios. With additional training and experience, potential employment opportunities may include sound technician, tour crew member, studio engineer, theatre/television audio technician. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE: (Depending on the certificate level): You will be eligible for credit of up to four or five units towards your

VCE: three units at Unit 1/2 and a Unit 3/4 sequence. VCAL: You will be eligible for up to five credits towards Foundation, Intermediate and Senior levels

ATAR CONTRIBUTION Students wishing to receive an ATAR contribution for the Unit 3/4 sequence of VCE VET Music must undertake scored assessment for the purpose of achieving a study score. This study score can contribute to the primary four or as a fifth or sixth study. SCORED ASSESSMENT Scored assessment is based on the Unit 3/4 sequence of Certificate III in Music and Certificate III in Technical Production WHERE CAN I STUDY THIS CERTIFICATE? Hallam Senior Secondary College Narre Warren South P-12 College


PLUMBING


VET Plumbing offers student’s partial completion in a fully accredited course specifically designed for people who want to enter the plumbing industry or prepare for entry into a plumbing or gas fitting apprenticeship. Classes are conducted using a mixture of practical and theoretical sessions. Students will cover units which include measurements and calculations, basic leveling procedures, performing basic oxy-acetylene welding and cutting, basic electric welding equipment and techniques, OH & S requirements, using plumbing pipes, fitting and fixtures to simulate plumbing installations and technical drawing. Students are required to wear blue sleeveless overall and steel capped safety work boots.


This course provides a clear pathway to employment in a plumbing apprenticeship. Students will gain credit for the schooling component of their training. Completion of the program may increase employment opportunities

WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE At least 90 nominal hours of training is required to receive each VCE unit. Under block credit recognition, credit towards the VCE is determined by the AQF level at which the units of competence/modules are recognised and the nominal hours of training completed. VCAL Credit awarded on satisfactory completion of 90 hours of training ATAR CONTRIBUTION VTAC may award students who receive a Unit 3/4 sequence through Block Credit Recognition an increment (10% of the average of the Primary Four scaled studies) towards their ATAR. WHERE CAN I STUDY THIS CERTIFICATE?

Chisholm Institute – Berwick TEC

Chisholm Institute - Dandenong


VCE VET SPORT AND RECREATION

ABOUT THE PROGRAMS (Two year program) VCE VET Sport and Recreation program provides students with the opportunity to acquire and develop the skills, knowledge and confidence to work in the areas of community and outdoor recreation. Leadership, organisational and specialist activity skills will be developed through the units of competence undertaken in Units 1 to 4 of the selected program. Common compulsory units in 1 and 2 cover areas such as implementing improved work practices, providing first aid and developing knowledge of the sport and recreation industry. Elective units can focus on career orientated activities, coaching specialisations and/or officiating specialisations in areas such as AFL, golf, netball and soccer or activity specialisation such as bushwalking, canoeing, skiing and surfing. Units 3 and 4 include sport and recreation law, risk analysis activities and conducting a sport and recreation session for participants. Optional focus areas are available in aquatics, fitness, outdoor recreation or sport.

CAREER OPPORTUNITIES Completion of Certificate II in Community Recreation may provide pathways into the Sport and Recreation industry in leisure centres, aquatic centres, amusement parks, adventure and theme parks. Potential job roles may include recreation activities or gymnasium assistant. Completion of Certificate II in Outdoor Recreation may provide pathways into outdoor recreation services. With additional experience and training, potential employment opportunities may include ski/snorkel/rock climbing instructor, lifeguard, tour guide, recreational activity coordinator, personal trainer, gym instructor, events/promotions manager, facilities manager. Many volunteering opportunities exist for students who undertake either of the VCE VET Sport and Recreation programs. WHAT CREDIT WILL I RECEIVE TOWARDS MY VCE OR VCAL? VCE You will be eligible for credit of up to four units towards your VCE: three units at Unit 1/2 and a Unit

3/4 sequence. VCAL You will be eligible for up to four credits towards Foundation, Intermediate and Senior levels ATAR CONTRIBUTION Students wishing to receive an ATAR contribution for the Unit 3/4 sequence must undertake scored assessments for the purposes of gaining a study score. This study score can contribute directly to the primary four or as a fifth or sixth study. A student who opts out of scored assessment in the VCE VET Sport and recreation program will not be eligible for a contribution towards their ATAR SCORED ASSESSMENT From 2013, scored assessment will be available for the Unit 3/4 sequence of the revised VCE VET Sport and Recreation program: SIS30510 Certificate III in Sport and Recreation. WHERE CAN I STUDY THIS CERTIFICATE? Chisholm Institute Berwick and Dandenong

years 11 & 12 2016 / 2017 student course selection...

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