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Victory ChristianCollegeVCE Handbook
TABLE OF CONTENTSVCE Legal Studies 28VCE Sociology 29VCE Music 30 VCE Media 34VCE Theatre Studies 35VCE Art Creative Practice 36VCE Health & Human Development 37VCE Biology 38VCE Physical Education 39VCE Psychology 40VCE Outdoor Environmental Studies 41VCE Food Studies 42Introduction to VET 43VET Cert II in Kitchen Operations 44VET Cert II in Agriculture 44VET Cert II in Animal Care 44VET Cert II in Automotive 45VET Cert II in Building & Construction 45VET Cert II in Engineering Studies 45VET Cert II in Plumbing 46VET Cert II in Allied Health Assistant 46VET Cert II in Christian Ministry 46VET Cert II in Retail Cosmetics 47VET Cert III in Salon Assistant 47VET Cert III in Make Up 47VET Cert III in Sport and Recreation 48VET Cert II in Electro-technology 48Introduction to School Based Apprenticeships and Traineeships 49Introduction – Senior School 1VCE Curriculum - Details & Explanation 2Promotion in the Senior School 2Study in the Senior School 3Graduating with a VCE certicate 3Australian Tertiary Admission Rank 4School Assessed Coursework 4General Achievement Test 4Assessment and Reporting 5Acceleration Program 5VCE Achieve Plus Program 6VCE Planetshakers Extension Program 6 Pathways 7Selecting a VCE Program 10VCE English 11VCE English Literature 12VCE English Language 13VCE Mathematics Program 14VCE Chemistry 17VCE Physics 18VCE Environmental Science 19VCE Visual Communication & Design 20VCE Systems Engineering 21VCE Product Design & Technology 22VCE Applied Computing 23VCE Accounting 24VCE Economics 25VCE Business Management 26VCE History 27
Introduction - Senior SchoolWelcome to the VCE at Victory Christian College. We have planned VCE carefully to ensure all our students have the opportunity to achieve their potential and their God given purpose in life. As students you will have the benet of working in a supportive and caring environment, with teachers that know you and understand your individual needs. VCE students enjoy having the VCE Centre to call their own in which there are excellent study and classroom facilities. We have researched best practice in VCE delivery by looking at the programs and supports that high performing schools have deployed, and we have designed these elements into our program.At Victory Christian College our Senior School Program is focused on building academically procient students that demonstrate Christian character and who are purpose orientated and technologically procient.Remain FocusedWe encourage students to keep their end goal in mind. In order to achieve their very best, sacrices need to be made. As students near the end of their VCE, they are asked to focus on their studies and reduce the number of extra-curricular activities in which they participate. Students are discouraged from participating in too much part time work, too many sporting activities or other ventures. In order to achieve high academic scores, students must be committed to achieving their best and have balance of school work and social activities. Extra reading, small group tutorials, study groups and regular exam practice are examples of the sorts of things that are required.Be OrganisedOrganisation is a signicant key to academic success in Years 11 and 12. We encourage each student to use a diary and a weekly study planner. Students should learn to make this work for them as it will enable a more productive use of their time. Being organised is vital to the success of each student.Our Senior School will encourage students to: • Develop their Christian faith • Achieve their potential (academic and personal) • Take advantage of the broad range of opportunities provided • Develop a sense of personal pride and self condence • Obtain a global perspective • Value and respect the needs of others • Contribute to community • Experience and celebrate success • Develop leadership skillsOur goal is that you as parents will feel: • Supported and listened to • That your child is being well prepared for his or her futureWe hope that as students journey through life they will in their own time, whether here at Victory Christian College or elsewhere, come to appreciate and understand that there is a God who loves and cares for them.“prepare your minds for action…” 1 Peter 1: 13“…be transformed by the renewing of your mind...” Romans 12: 1 – 2“As a man thinks in his heart, so he is.” Proverbs 23:7Mr Brady HerdmanHead of Senior SchoolPage| 1
VCE Curriculum - Details and ExplainationEach subject is developed from a Christian framework so that the teaching reinforces the basic Christian values and principles that are necessary for the development of Christian integrity and character.Assessment TasksAssessment Tasks are the means by which a student’s level of performance is determined. These tasks may include Tests, Assignments, Essays, Presentations, Reports, Examinations or other specied tasks. The specic information regarding Assessment Tasks will be documented in the Student Course Planning Document which is distributed to students, at the beginning of each semester.Guidelines for determining the eligibility of a student to be promoted.1. Promotion to the next year level is not automatic. In order to be promoted, a Year 10 student would be expected to obtain a passing grade in each of the Year 10 subjects chosen.Similarly, a Year 11 student would need to obtain a passing grade in English or English Literature. Each student in the Senior School will have their academic performance regularly reviewed throughout the year and parents will be contacted when concerns are raised.2. Students who do not meet this minimum requirement will undergo an individual review. This review may include the following:• The grades scored in the subjects that the student wishes to pursue at VCE level.• The student’s future pathway in education and training.• Any special circumstances related to the student’s performance.• The concerns of parents.3. The review will have one of the following outcomes:• The student is not permitted to proceed to the next year level and may be oered the option of repeating.• The student is permitted to proceed to the next level on probation. For students on probation, special requirements will be established regarding the student’s conduct and performance. This will be followed by a further review during Term 1 of the following year.• The student is permitted to proceed to the next year level.Parents who are concerned about their child’s performance should contact the relevant teachers and discuss measures to assist the student to maintain an appropriate performance level. Support for students and families are available through the School Chaplain and Head of Senior School.Promotion in the Senior SchoolPage| 2
Study in the Senior SchoolAcademic ability and aptitude, while signicant, are not the only keys to success in your VCE studies. What will matter most will be your commitment and application to home study. Your aim should be to develop ecient and systematic study techniques as soon as possible in the rst year of VCE studies. Many students regret later that they did not build a solid study foundation early in their VCE. It is recommended that students aim to study at least twenty hours weekly in the rst year and at least twenty-ve hours in the second year of VCE studies. Students who do not spend this amount of time studying generally nd that they get behind in coursework and as a result they cannot put their best eort into the assessment tasks.Your rst task is to establish a suitable study environment at home. You must nd a quiet, well‐lit and comfortable room with a suitable desk and chair. Try to avoid all sources of distraction and keep your desk tidy. There is no hope of serious study in front of the television, lying in bed, at the noisy kitchen table or with one ear to the radio. Draw up a home study timetable and be sure to allocate adequate time for each study. The VCE Weekly Planner, which you will be given, is a valuable resource as it gives an indication of the placement of coursework requirements and assessment tasks within the semester.The emphasis should be on quality rather than quantity of study. Hours at your desk do not necessarily equal productive use of your study time. Before each study session, set yourself simple attainable goals. During that session keep checking that you are really concentrating and that you have grasped the new material studied. Be critical of your study methods until you are really getting value for the hours spent in study. When you are confronted with a problem make a note of it and ask your teacher for help the following day. Keep rening your notes and arrange your summaries into clear and concise learning guides. The process of summarisation enables the material covered to be consolidated. A good rule of thumb is to update summaries every three to four weeks. By progressively completing summaries you will be more able to link the associated concepts and to see the “big picture”.During the course of your VCE studies you will be given guidance about study techniques. There are some excellent books on “How to Study” in most libraries that are well worth consulting. However, the real challenge is whether you want to dedicate yourself to the life of a full-time student. At this level of your education you should never be able to say that you have no study to do. Possibly you may have no set homework to do. Homework is your teacher’s attempt to organise your study program. If no homework is set, you must then determine how best to organise your study time.Most students discover, much to their surprise, that systematic and ecient study is enjoyable and challenging. It also happens to be the infallible recipe for success in your VCE studies. With God’s help we trust that students will study diligently and realise their full potential.Page| 3Graduating with a VCE CertificateTo graduate with a Victorian Certicate of Education (VCE) students must satisfactorily complete at least sixteen (16) of the units for which they have studied. These must include all of the following:• Three satisfactory units from the English group, including a Unit 3 or 4 level sequence. AND• Three SATISFACTORY sequences of Units 3 and 4 studies other than English, including VCE VET Unit 3 and 4 sequences.
Students completing Units 3 and 4 studies will receive a criteria‐based letter grade from the VCAA and a study score (maximum 50) for each study attempted. An applicant’s ATAR is the percentile ranking of that applicant in the population of VCE candidates applying for tertiary study in that year. The ATAR will take into account an applicant’s scaled study score in English (or a study from the English studies group) and the applicant’s best three other scaled study scores, and 10% of the applicant’s next two best scaled study scores.The Victorian Tertiary Admissions Centre (VTAC) administers a joint selection system on behalf of Universities and TAFE colleges. VTAC use the ATAR in conjunction with the tertiary institutions to determine student placement into tertiary courses. Refer to Senior School Policies and Student Information Handbook for further details.The table below indicates the percentage ranking of students at each of the study score levels:Study Score Reference Table:As part of the assessment of Unit 3 and 4 studies, students are required to complete either School Assessed Coursework (SAC) or School Assessed Tasks (SAT). After the completion of these tasks, teachers will provide feedback to students indicating the score they have obtained. However, it is important to note that the total scores for School Assessed Coursework or School Assessed Tasks may change as a result of Statistical Moderation carried out by the Victorian Curriculum and Assessment Authority.School Assessed Coursework and School Assessed Tasks will be conducted during timetabled classes. If students are absent for any reason (illness, sport, excursion, holidays, or other personal reasons) they will be required to reschedule the task. Please refer to the Senior School Policies and Student Information Handbook for more details.Students undertaking any Units 3 and 4 studies will complete a General Achievement Test (GAT). As the name suggests, this is a general test – it is not a test of knowledge about a particular subject area or topic. The GAT is designed to measure the level of general achievement a student has accomplished across three broad areas:• Written communication• Mathematics, science, technology• Humanities, arts, social sciencesThe results from the GAT will be used to monitor school assessment and to gauge whether schools are marking student work on a fair and uniform basis. GAT scores will be used in the calculation of Derived Examination Scores in the event that a student requires a Derived Examination Score due to missing an end of year unit 3/4 examination due to ill health.Australian Tertiary Admission Rank (ATAR)School Assessed CourseworkPage| 4General Assessment Test (GAT)Study Score Percentage Rank2530354045Top 76%Top 50%Top 34%Top 8%Top 2%
At the end of each semester, an electronic printable snapshot of the report will be stored in our records. The End of Semester Report will be considered the nal and ocial report. All past reports will also be accessible to parents electronically.Parent-Student-Teacher Interviews will also be held at regular intervals throughout the year so that the student’s progress can be discussed. The End of Semester Report for each subject will include the following:Units 1 and 2 subjects:• A statement of satisfactory completion “S” or unsatisfactory completion “N” of each of the Learning Outcomes as specied by the Victorian Curriculum and Assessment Authority (VCAA)• A statement of satisfactory completion “S” or unsatisfactory completion “N” of the Unit.• A grade for each of the school-based Assessment Tasks.Units 3 and 4 subjects:• A statement of satisfactory completion “S” or unsatisfactory completion “N” of each of the Learning Outcomes as specied by the Victorian Curriculum and Assessment Authority (VCAA)• A statement of satisfactory completion “S” or unsatisfactory completion “N” of the Unit.• A grade for each of the School Assessed Coursework (SAC) tasks or School Assessed Tasks (SAT). Please note that marks for School Assessed Coursework and School Assessed Tasks are initial school results and are subject to change as a result of Statistical Moderation by the Victorian Curriculum and Assessment Authority.The Victorian Curriculum and Assessment Authority (VCAA) will provide:• A statement of results indicating satisfactory completion “S” or unsatisfactory completion “N” for each unit attempted• A statement of results for School Assessed Coursework, School Assessed Tasks, and Examinations. Results are reported using a graded 10-point scale A+ - E, UG (ungraded), NA (not assessed) and a numerical study score.• A statement of results for the General Achievement Test (GAT).At Victory Christian College it is possible to “accelerate” in the VCE. Acceleration is where a student chooses to undertake a subject more advanced than their current year level. For example: A Year 11 student may choose to complete a subject at Unit 3 and 4 (Year 12) level. There are restrictions in the subjects that are available for acceleration due to the diculty of a subject and the arrangement of the subjects in the VCE blocks and the other subjects that a student wishes to undertake. Students who wish to be accelerated must be performing well in all subjects, be above expected level in their chosen acceleration area, and will be required to complete an application form which details their reasons and desire to accelerate. Each application will then be reviewed by a Senior School Panel. Students can obtain an application from the VCE Coordinator during the subject selection process. Students who are accepted into the accelerated subject will have their performance monitored throughout the year to ensure they are performing at the standard required to remain accelerated in the subject.If you are an exceptionally able student, you may be able to add to your VCE studies with a rst-year university subject through a higher education studies program. Several Universities oer extension studies which involve students completing rst year University Subjects while still in Year 12. At Victory, most students who are eligible for extension studies decide to undertake this at Latrobe University- Bendigo (VCE Aspire Achieve Plus Program) or Planetshakers College (Extension Program). Selection for any extension program must receive the approval of the Principal, who must adhere to strict guidelines. A key requirement is that you must have achieved a high mark in a study in Year 11.When choosing an acceleration subject, it is important to be clear about the reasons for the acceleration. Students are encouraged to think carefully about the subjects in which they apply to accelerate. It is also important that they discuss the matter fully with the Careers teacher and the VCE Coordinator. Extension studies can be of great benet as the subject can be used in the overall ATAR calculation and also give students an idea of what University life entails. While eorts are made to ensure that there is continuity between units, it is not always possible to guarantee that the blocking arrangements will permit acceleration in the same subject in consecutive years.Assessment and ReportingPage| 5Acceleration Program
This program allows Year 12 VCE students to complete two rst-year university subjects and have them recognised as part of their VCE. Latrobe University oers VCE Plus in these subject areas:• Arts, Social Sciences and Communication• Health and Science• Business and Commerce• Law and CriminologyWho should enrol in VCE Achieve Plus? Students who are self-motivated and academically capable. You will also need: • To have enrolled in at least four VCE Unit 3/4 subjects (one being English, EAL or English Language)• To be eligible to be awarded VCE and have demonstrated high-achieving results.Students must have successfully completed the pair of VCE Achieve Plus subjects to be entitled to the ATAR bonus.With the Pathways program you can study accredited Bible College units as part of your VCE. This means that you would have a lighter study load in your rst year or even nish your degree sooner.Boost your ATAR.Planetshakers College units can be taken as a fth or sixth subject in your VCE. This means that your results will contribute towards your ATAR.What you will study?Semester 1: Introduction to Theological Study Semester 2: Introduction to Biblical Studies Students would enrol in the above two units with Planetshakers College directly as part of their year 12 studies. Taken together, these units replace a year 12 subject. This area of study will be credited towards the student’s VCE studies and contribute to their ATAR.Page| 6VCE Achieve Plus ProgramPlanetshakers College Extension Program
PathwaysBelow is a guide to help parents and students link suggested studies/ subjects to particular occupations that they may be interested in. This is a guide and you should take note that the publication VICTER needs to be consulted when looking at pre-requisites of courses. See your careers counsellor or use the online version of VICTER if you would like the most up to date information.Agriculture, Horticulture and Rural StudiesAnimal Interests and StudiesBuilding EnvironmentBusiness ManagementCommercePage| 7Related Occupations:Agricultrual and Forestry Scientist, Farmer, Farm Manager, Agricultural, Forestry and Horticultural Operators, Crop Farm Workers, Auctioneers, Stock and Station Agents, Environmental Scientist, Landscaper, Garden and Nursery Attendants, Arborist, Bontanist. Suggested Studies:Any English, Agricultural and Horticultural Studies (VET), Environmental Science, Any Mathematics. Other:Environmental Studies, Outdoor and Environmental Studies, Biology, Conservation and Land Management (VET)Related Occupations:Environmental Engineer, Environmental Scientist, Marine Biologist, Agricultural Scientist, Ecologist, Botanist, Biotechnologist, Geologist, Forester, Life Scientist, Zoologist, Veterinarian.Suggested Studies:Any English, Mathematical Methods, Biology, Physics, ChemistryOther:Environmental Studies, Outdoor EducationRelated Occupations:A Building Contractor such as; Builder, Bricklayer, Electrician, Carpenter, Plumber, Gas Fitter, RooferSuggested Studies:Any English, Any Mathematics, VET Building and Construction, VET Integrated Technologies (Electrical Pre-Vocational), Business ManagementOther:Any Other Studies of InterestRelated Occupations:Town Planner, Estimator, Architect, Draftsperson, Surveyor.Suggested Studies:Any English, Any Mathematics, Visual Communication and Design. Other:Geography, Environmental Science, Any Other Studies of InterestRelated Occupations:Manager in Human Reasources, Marketing, Finance or Banking, Hospitality, Insurance or Taxation Agent, Accountant, Entrepreneur, Finacial Planner, Foreign Exchange Personnel, Recruitment Consultant. Suggested Studies:Any English, Any Mathematics, Accounting, Business Management, Economics, Legal StudiesOther:LOTE, Any HumanitiesRelated Occupations:Accountant, Auditor, Economist, Commercial Lawyer, Actuary SatisticianSuggested Studies:Any English, At least Mathematical Methods, Specialist Mathematics, Economics Other:LOTE, Any Sciences, Any Humanities including Legal Studies
Pathways - ContinuedEngineeringEnvironmental StudiesEvents, Hospitality and Tourism Exercise Science and SportHumanitiesHuman Services and Social JusticePage| 8Related Occupations:Engineer in the elds of Civil, Chemical, Mechanical, Aerospace, ComputerSuggested Studies:Any English, Mathematical Methods, PhysicsOther:Information Technology, Visual Communication and Design, System Engineering, and any other studies of interest.Related Occupations:Park Ranger, Horticultural Tradesperson, Landscape Architect, Farm Manager, Veterinarian Nurse/ Assistant, Animal AttendantSuggested Studies:Any English, Any Mathematics, Biology, Environmental Studies, Outdoor EducationOther:Conservation and Land Management (VET), Any other studies of interest.Related Occupations:Event Coordinator/ Manager, Marketing Manager, Public Relations, Chef, Home Economist, Hotel Manager, Caterer, Food and Beverage AttendantSuggested Studies: Any EnglishOther:Any Mathematics, VET Hositalty, Business Management, Accounting, Health and Human Development, Psychology, LOTE, and Arts Studies, Food Technology, Any Humanities Related Occupations:Elite Athlete, Physical Education/ Outdoor Education Teacher, Excercise Scientist, Rehabilitation Ocer, Massage Therapist, Personal Trainer, Recreation Ocer, Excercise Physiologist (Further university training required after Bachelor’s Degree), Camps Ocer, Sports Administrator, Sport ManagementSuggested Studies:Any English, Any Mathematics, Physical Education, Outdoor Education, Sport and RecreationOther:LOTE, Any Humanities, Psychology, Health and Related Occupations:Anthropology, Archaeology, Consultancy, Data Collection/ Analysis, Education, Law, Legal Aid, Science, Tourism, Town Planning, Research Assistant, ResearcherSuggested Studies:Any English, History, At least Units 1-2 of MathematicsOther:Any Sciences, Australian History, History Revolutions, Legal StudiesRelated Occupations:Teacher, Social Worker, Policeman/woman, Lawyer, Criminal Justice, Administrator, Criminologist, Psychologist, Counsellor, Poilitical ScienceSuggested Studies:Any English, At least Units 1-2 of MathematicsOther:LOTE, Health and Human Development, Any Sciences, Any Humanities including Legal StudiesRelated Occupations:Childcare Worker, Youth Worker, Disability OcerSuggested Studies:Any English, Any SociologyOther:VET Allied Health, Legal Studies, Health and Human Development, Psychology, Any other studies of interest
Pathways - ContinuedInformation and Communication ServicesMedia and CommunicationsMedicine, Health Sciences and Allied HealthMusic and Performance ArtsPage| 9Related Occupations:Information Technology Ocer, Network Analyst, Programmer, Technical Writer, Web Designer, Games Desginer/Animator, Multimedia Designer, Database AdministratorSuggested Studies:Any English, Any Mathematics however Mathematical Methods is preferred for Programming, ComputingOther:Physics, Visual Communication and Design, Art, Studio Arts, Media, Any other studies of interest. Related Occupations:Journalist, Publicist, Media Commentator, Editor, Writer, Public Relations OcerSuggested Studies:Any English, Media Studies, Any HistoryOther:LOTE, Information Technology, Any other studies of interestRelated Occupations:Doctor, Surgeon, Dentist, Medical Research Science, Physiotherapist, Pharmacist, Podiatrist, DieticianSuggested Studies:Any English, Mathematical Methods and/or Specialist Mathematics, Chemistry, Physics, BiologyOther:LOTE. Physical Education, Psychology, Health and Human Development, Any HumanitiesRelated Occupations:Occupational Therapist, Speech Pathologist, Orthoptist, Optometrist, Prosthetics, AudiologistSuggested Studies:Any English, Any Mathematics, Chemistry, Biology, Physics, Physical EducationOther:Psychology, Health and Human Development, Any Humanities, LOTERelated Occupations:Nurse, Nutritionist, Consumer Scientist, Home Economist, Health Promotions Ocer, Health Educator, Paramedic/ Ambulance Ocer, Psychologist, Food Technologist, Laboratory TechnicianSuggested Studies:Any English, Any Mathematics, Biology, Physical Education, Psychology, Health and Human Development, Food TechnologyOther:Any Humanities, Chemistry, LOTERelated Occupations:Musician, Actor, Director/ Producer, Screen Writer, Sound and Light Technician, Dancer, Stage/Band ManagerSuggested Studies:Any English, Drama, Music Performance, DanceOther:Literature, Media, Physical Education, Any other studies of interest
Page| 10Pathways - ContinuedPhysical Education, Sport and Outdoor EducationVisual Arts and DesignBefore completing the VCE Course Selection Sheet, the study outlines should be consulted.Many of the decisions made about subject choices at the end of Year 10 can aect access to study and career options in later years. It is extremely important that wise and informed decisions are made.General Guidelines1. Find out if there are any pre‐requisites for your chosen career or intended future Course of Study. Universities and TAFE Colleges publish the list of pre‐requisites of both Units 1 and 2 and Units 3 and 4 for all tertiary courses. Students should ensure that these pre‐requisite studies are included in their program at the appropriate level.2. The VCE is a minimum two‐year program and some studies are best attempted at Units 3 and 4 by completing some preparatory studies at Units 1 and 2. For example, if you wish to pursue Physics Units 3 and 4, it would be sensible to plan on completing Physics Units 1 and 2.3. A number of Universities and TAFE Colleges have specied that some units must be taken at Unit 1 and 2 level in addition to taking the same study at Unit 3 and 4 level to gain tertiary entrance.4. Students should aim to have a balanced course. Many students wish to change direction even in the last two years of schooling and this may not be possible if a narrow range of options has been chosen. The best idea is to keep as many options open for as long as possible.5. Students should be realistic in their choices. There is a major jump in the quality and quantity of work associated with VCE studies.6. Double check the subject scaling reports to see how subjects either get marked up or down: http://www.vtac.edu.au/les/pdf/scaling_report_18.pdf The best advice is for students to choose studies:● That they have researched and which meet their future goals.● Which they enjoy. These are generally the areas where the most success is met.● In which they achieve to a high standard. Success is generally a positive motivating factor.● That they may need for future study or work. It is vital that pre‐requisite studies are completed.Selecting a VCE ProgramRelated Occupations:Elite Athlete, Physical Education/ Outdoor Education Teacher, Excercise Scientist, Rehabilitation Ocer, Massage Therapist, Personal Trainer, Recreation Ocer, Excercise Physiologist (Further university training required after Bachelor’s Degree), Sport CoachingSuggested Studies:Any English, Any Mathematics, Physical Education, Outdoor Education, Sport and RecreationOther:LOTE, Any Humanities, Psychology, Health and Human Development, BiologyRelated Occupations:Sports Administrator, Sport Management, Sport Journalism, Sport PhotographySuggested Studies: Any EnglishOther:Any Mathematics, Any Humanities including Accounting, Business Management, Physical Education, Outdoor Education, Media Studies, Studio Art, LOTERelated Occupations:Graphic Designer, Industrial Designer, Fashion Designer, Freelance Artist, Animator, Visual Merchandiser, Jewller, Sculptor, Photographer, Interior Designer, Furniture DesignerSuggested Studies:Any English, Art, Studio Art, Visual Communication Design, Media Studies, Design and Technology - Textiles, Any MathematicsOther:Information Technology, Any other studies of interest
VCE ENGLISHRationale:The study of English empowers students to read, write, speak and listen in dierent contexts. VCE English and English as an Additional Language (EAL) prepares students to think and act critically and creatively, and to encounter the beauty and challenge of their contemporary world with compassion and understanding. Students work to collaborate and communicate widely, and to connect with our complex and plural society with condence.Unit 1: Reading, Exploring and Crafting TextsIn this unit, students engage in reading and viewing texts with a focus on personal connections with the story. They discuss and clarify the ideas and values presented by authors through their evocations of character, setting and plot, and through investigations of the point of view and/or the voice of the text. Students engage with and develop an understanding of eective and cohesive writing. They apply, extend and challenge their understanding and use of imaginative, persuasive and informative text through a growing awareness of situated contexts, stated purposes and audience.Unit 2: Reading, Exploring Texts and ArgumentsIn this unit students develop their reading and viewing skills, including deepening their capacity for inferential reading and viewing, to further open possible meanings in a text, and to extend their writing in response to text. Students consider the way arguments are developed and delivered in many forms of media. Through the prism of a contemporary and substantial local and/or national issue, students read, view and listen to a range of texts that attempt to position an intended audience in a particular context. Unit 3: Reading, Responding and Creating TextsIn this unit, students apply reading and viewing strategies to critically engage with a text, considering its dynamics and complexities and reecting on the motivations of its characters. They analyse the ways authors construct meaning through vocabulary, text structures, language features and conventions, and the presentation of ideas. Students build on knowledge and skills developed through Unit 1. They read and engage imaginatively and critically with mentor texts, and eective and cohesive writing within identied contexts. Unit 4: Reading and Responding to Texts and Analysing ArgumentsIn this unit, students further sharpen their skills of reading and viewing texts, developed in the corresponding area of study in Unit 3. Students consolidate their capacity to critically analyse texts and deepen their understanding of the ideas and values a text can convey. Students analyse the use of argument and language, and visuals in texts that debate a contemporary and signi cant national or international issue. Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Assessment:The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Unit 3 and 4 will be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE English/ EAL are as follows; • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-year Examination: 50%VCE ENGLISHPage| 11
VCE ENGLISH LITERATURERationale:VCE Literature fosters students’ enjoyment and appreciation of the artistic and aesthetic merits of stories and storytelling, and enables students to participate more fully in the cultural conversations that take place around them. By reading and exploring a diverse range of established and emerging literary works, students become increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high-order thinking to express and develop their critical and creative voices. Throughout this study, students deepen their awareness of the historical, social and cultural inuences that shape texts and their understanding of themselves as readers. Students expand their frameworks for exploring literature by considering literary forms and features, engaging with language, and rening their insight into authorial choices. Students immerse themselves in challenging ction and non-ction texts, discovering and experimenting with a variety of interpretations in order to develop their own responses. Unit 1: Reading Practices and Exploration of Literary MovementsIn 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 inuence the reading of a text.Unit 2: Voices of Country and the Text in its ContextIn 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 inuence their interpretations and shape dierent meanings. Students consider the relationships between authors, audiences and contexts and analyse the similarities and dierences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based.Unit 3: Adaptations, Transformations and Developing InterpretationsIn this unit students consider how the form of a text aects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is aected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or inuence the adaptations. Students develop creative responses to texts and their skills in communicating ideas in both written and oral forms.Unit 4: Creative Responses ans Close Analysis of TextsIn this unit students develop critical and analytic responses to texts. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis.Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a sequenceAssessment:The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Unit 3 and 4 will be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE English Literature are as follows; • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-year Examination: 50%Page| 12
VCE COREVCE ENGLISH LANGUAGERationale:The study of VCE English Language enables students to consider their understanding and application of English using a set of metalinguistic tools informed by the discipline of linguistics. This focus provides students with fresh insights into their language choices, the values and assumptions constructed when considering the language use of others, and the power of language to control, shape and disrupt our lives. Unit 1: Language and CommunicationLanguage is an essential aspect of human behaviour and the means by which individuals relate to the world, to each other and to the communities of which they are members. In this unit, students consider the ways language is organised so that its users have the means to make sense of their experiences and to interact with others. Students explore the various functions of language and the nature of language as an elaborate system of signs and conventions. Unit 2: Language ChangeLanguage is an essential aspect of human behaviour and the means by which individuals relate to the world, to each other and to the communities of which they are members. In this unit, students consider the ways language is organised so that its users have the means to make sense of their experiences and to interact with others. Students explore the various functions of language and the nature of language as an elaborate system of signs and conventions. Unit 3: Language Variations and PurposeIn this unit students investigate English language in contemporary Australian settings. They consider language as a means of interaction, exploring how through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances.Unit 4: Language Variation and IdentityIn this unit students focus on the role of language in establishing and challenging dierent identities. There are many varieties of English used in contemporary Australian society, inuenced by the intersection of geographical, cultural and social factors. Standard Australian English is the variety that is granted prestige in contemporary Australian society and, as such, has a central role in the complex construct of a national identity. Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.Assessment:The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Unit 3 and 4 will be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE English Language are as follows; • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-year Examination: 50%Page| 13
VCE MATHEMATICS PROGRAMRationale:This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipline and its applications. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society and globalised world, and to develop condence and the disposition to make eective use of mathematical concepts, processes and skills in practical and theoretical contexts.Calculators- Students undertaking a VCE Mathematics course require a TI-nspire CAS calculator. These calculators can be purchased through the College booklist. Students should only undertake VCE Mathematics if they completed either General or Advanced Mathematics in Year 10.Structure:The study is made up of the following units: General Mathematics Units 1 - 4 Mathematical Methods Units 1 - 4Specialist Mathematics Units Units 1 – 4Each unit deals with specic content and is designed to enable students to achieve a set of outcomes.General Mathematics Units 1-4Provide for the study of non-calculus and discrete mathematics topics. They are designed to be widely accessible and provide preparation for general employment, business or further study, in particular where data analysis, recursion and nancial modelling, networks and matrices are important. Students who have done only Mathematical Methods Units 1 and 2 will have had access to assumed key knowledge and key skills for General Mathematics Units 3 and 4 but may also need to undertake some supplementary study.Mathematical Methods Units 1-4Provide for the study of simple elementary functions, transformations and combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. They also provide background for further study in, for example, science, technology, engineering and mathematics (STEM), humanities, economics and medicine.Specialist Mathematics Units 1-4Provide for the study of various mathematical structures, reasoning and proof. The areas of study in Units 3 and 4 extend content from Mathematical Methods Units 3 and 4 to include rational and other quotient functions as well as other advanced mathematics topics such as logic and proof, complex numbers, vectors, dierential equations, kinematics, and statistical inference. They also provide background for advanced studies in mathematics and other STEM elds. Study of Specialist Mathematics Units 3 and 4 assumes concurrent study or previous completion of Mathematical Methods Units 3 and 4.Rational and Lesson DescriptionsPage| 14
VCE COREVCE MATHEMATICS PROGRAMEntry Requirements and AssessmentEntry:There are no prerequisites for entry to Units 1, 2 and 3; however, students undertaking Mathematical Methods Units 1 and 2 or Specialist Mathematics Units 1 and 2 are assumed to have a sound background in number, algebra, function, geometry, probability and statistics. Students must undertake Unit 3 and Unit 4 as a sequence. Units 1 to 4 are designed to a standard equivalent to the nal two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum.Enrolment in Specialist Mathematics Units 3 and 4 assumes a current enrolment in, or previous completion of, Mathematical Methods Units 3 and 4Assessment:The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Unit 3 and 4 will be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Mathematics Program are as follows; General Mathematics Units 1-4Unit 3 School-Assessed Coursework: 24% Unit 4 School-Assessed Coursework: 16% Unit 3 and 4 Examination 1: 30% Unit 3 and 4 Examination 2: 30% Mathematical Methods Units 1-4Unit 3 School-Assessed Coursework: 20% Unit 4 School-Assessed Coursework: 20%Unit 3 and 4 Examination 1: 20% Unit 3 and 4 Examination 2: 40% Examination 1 for Maths Methods is a technology free examination. Specialist Mathematics Units 1-4Unit 3 School-Assessed Coursework: 20 % Unit 4 School-Assessed Coursework: 20 % Unit 3 and 4 Examination 1: 20 % Unit 3 and 4 Examination 2: 40 % Examination 1 for Specialist Maths is a technology free examination. Page| 15
VCE MATHEMATICS PROGRAMPathwaysYr. 10 General MathsYr. 10 Advanced MathsYr. 11General MathematicsUnits 1-2Yr. 11Maths MethodsUnits 1-2Yr. 11Specialist MathsUnits 1-2Yr. 12General MathematicsUnits 3-4Pre-Requisite: Any Year 11 MathsYr. 12Maths MethodsUnits 3-4Pre-Requisite: Maths Methods Units 1-2Specialist Maths Unit 1-2 EncouragedYr. 12Specialist MathsUnits 3-4Pre-Requisite: Maths Methods Units 1-2Specialist Maths Unit 1-2Tertiary/ CareerArts, Business, Journalism, Nursing, Psychology, Real Estate, Teaching, Trades, etc. Tertiary/ CareerAeronautics, Architecture, Astronomy, Chemistry, Civil Engineering, Electrical Engineering, Forensic Science, Law, Medicine, Meteorology, Oceanogrpahy, Reaserch Physiotherapy, Veterinary Science, Etc. Page| 16
VCE SCIENCE + INQUIRYVCE CHEMISTRYRationale:VCE Chemistry enables students to investigate a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. Sustainability principles, concepts and goals are used to consider how useful materials for society may be produced with the least possible adverse eects on human health and the environment. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials.Unit 1: How Can the Diversity of Materials be Explained?The development and use of materials for specic purposes is an important human endeavour. In this unit students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, iconic compounds and ploymers. They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy. Unit 2: How Do Chemical Reactions Shape the Natural World?Society is dependent on the work of chemists to analyse the materials and products in everyday use. In this unit students analyse and compare dierent substances dissolved in water and the gases that may be produced in chemical reactions. They explore applications of acid-based and redox reactions in society. Unit 3: How Can Design and Innovation Help to Optimise Chemical Processes?The global demand for energy and materials is increasing with world population growth. In this unit students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful eects of production on human health and the environment. Unit 4: How are Carbon-Based Compounds Designed for Purpose?Carbon is the basis not only of the structure of living tissues but is also found in fuels, foods, medicines, polymers and many other materials that we use in everyday life. In this unit students investigate the structures and reactions of carbon-based organic compounds, including considering how green chemistry principals are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds in order to identify them and to ensure product purity.Entry: There are no prerequisites for entry to Units 1 or 2. Students must undertake Units 3 & 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 30% • End-of-year Examination: 50%Page| 17
VCE PHYSICSRationale:Physics enables students to use observations, experiments, measurements and mathematical analysis to develop qualitative and quantitative explanations for phenomena occurring from the subatomic scale to macroscopic scales. They explore the big ideas that changed the course of thinking in physics such as relativity and quantum physics. While much scientic understanding in physics has stood the test of time, many other areas continue to evolve, leading to the development of more complex ideas and technological advances and innovation. In undertaking this study, students develop their understanding of the roles of careful and systematic observation, experimentation and modelling in the development of theories and laws. They undertake practical activities and apply physics principles to explain and quantify phenomena.Unit 1: How is Energy useful to society?In this unit students examinesome ofthe fundamental ideas andmodelsusedby physicists in anattempt to understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored. Students apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatment, electrical home safety and Australian energy needs.Unit 2: How does Physics help us to understand the 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.Unit 3: How do Fields Explain Motion and Electricity?In this unit students use Newton’s laws to investigate motion in one and two dimensions. They explore in apparent contact. Students compare and contrast three fundemental elds - gravitational, magnetic and electric - and how they relate to one another. They consider the importance of the eld to the motion of particles within the eld. Students examine the production of electricity and its delivery to homes. They explore elds in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators. Unit 4: How Have Creative Ideas and Investigation Revolutionised Thinking in Physics?A complex interplay exists between theory and experiment in generating models to explain natural phenomena. Ideas that attempt to explain how the Universe works have changed over time, with some experiments and ways of thinking having had signicant impact on the understanding of the nature of light, matter and energy. Wave theory, classically used to explain light, has proved limited as quantum physics is utilised to explain particle-like properties of light revealed by experiments. Light and matter, which initially seem to be quite dierent, on very small scales have been observed as having similar properties. At speeds approaching the speed of light, matter is observed dierently from dierent frames of reference. Matter and energy, once quite distinct, become almost synonymous. Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. It is highly recommended that students complete Units 1 and 2 before choosing Units 3 and 4.Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Physics are as follows; • Unit 3 School-assessed Coursework: 30% • Unit 4 School-assessed Coursework: 20% • End-of-year Examination: 50%Page| 18
VCE ENVIRONMENTAL SCIENCERationale:VCE Environmental Science enables students to explore the interrelationships between Earth’s four systems. Students examine how past and current human activities aect the environment and how future challenges can be managed sustainably. In undertaking this study, students gain an understanding of the complexity of environmental decision-making, and how innovative responses to environmental challenges can reduce pressure on Earth’s natural resources and ecosystem services. Unit 1: How are Earth’s Dynamic Systems Interconnected to Support Life?Earth has been dramatically altered over the past 4.5 Billion Years by naturally occuring climate swings, volcanic activity, driting continents and other transformative processes. Human activities and lifestyles have an impact on, and are impacted by, Earth’s systems both directly and indirectly, and with both immediate and far-reaching eects. Unit 2: What Aects Earth’s Capactiy to Sustain Life?A sustainable food and water system with a minimal environmental footprint is necessary to secure the food and water supplies that can meet the demands of current and future populations of Earth’s species, including humans. Both natural and human activites can generate pollution that can cause adverse eects across Earth’s four interrelated systems - the Atmosphere, Biosphere, Hydrosphere, and Lithosphere - and consequently aect food and water security. Pollution can make air and water resources haardous for plants and animals.Unit 3: How Can Biodiversity and Development Be Sustained?In this unit, students focus on environmental management through the application of sustainability principles. They explore the value of the biosphere to all living things by examining the concept of biodiversity and the ecosystem services important for human health and well-being. They analyse the processes that threaten biodiverstiy management strategies for a selected threatened endemic animal or plant species. Students use a selected environmental science case study with reference to sustainability principles and environmental management strategies to explore management from an Earth systems perspective, including impacts on the Atmosphere, Biosphere, Hydrosphere, and Lithosphere. Unit 4: How Can Climate Change and the Impacts of Human Energy Use Be Managed?In this unit, Students explore dierent factors that contribute to the variability of Earth’s climate and that can aect living things, human society and the environment at local, regional, and global scales. Students compare sources, avaliability, reliability and eeciencies of renewable and non-renewable energy resources in order to evaluate the sustainablity and consequences of their use in terms of upholding sustainability principles. Entry: There are no prerequisites for entry to Units 1 or 2. Students must undertake Units 3 & 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Will be determined by School-assessed Coursework and an external assessment. • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 30% • End-of-year Examination: 50%VCE SCIENCE + INQUIRYPage| 19
VCE VISUAL COMMUNICATION + DESIGNRationale:VCE Visual Communication Design seeks to cultivate future-ready designers who have a critical and reective eye, a rened aesthetic sensibility, and who are equipped with the skills, knowledge and mindsets necessary to address the problems of life. Through exposure to the cultures and traditions of design practice, students learn how designers visually communicate ideas and information when designing for people, communities and societies. They develop the knowledge, skills and dispositions required of a multidisciplinary designer who is a reective, responsible and empathetic practitioner equipped with agency and initiative.Unit 1: Finding, Reframing and Resolving Design ProblemsIn this unit students are introduced to the practices and processes used by designers to identify, reframe and resolve human-centred design problems. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. Students learn the value of human-centred research methods, working collaboratively to discover design problems and understand the perspectives of stakeholders. They draw on these new insights to determine communication needs and prepare design criteria in the form of a brief. media and materials.Unit 2: Design Contexts and ConnectionsThis unit builds on understandings of visual communication practices developed in Unit 1. Students draw on conceptions of good design, human-centred research methods and in uential design factors as they revisit the VCD design process, applying the model in its entirety. Practical tasks across the unit focus on the design of environments and interactive experiencesUnit 3: Visual Communication in Design PracticesIn this unit students explore and experience the ways in which designers work, while also analysing the work that they design. Through a study of contemporary designers practising in one or more elds of design practice, students gain deep insights into the processes used to design messages, objects, environments and/or interactive experiences. They compare the contexts in which designers work, together with their relationships, responsibilities and the role of visual language when communicating and resolving design ideas. Unit 4: Delivering Design SolutionsIn this unit students continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, re ned and shared with others for further review. An iterative cycle is undertaken as students rework ideas, revisit research and review design criteria de ned in the brief. Entry: There are no prerequisites for entry to Units 1 or 2. Students must undertake Units 3 & 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Visual Communication and Design are as follows; • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 50% • End-of-Year Examination: 30%Page| 20
VCE SYSTEMS ENGINEERINGRationale:The study provides opportunities for students to learn about and engage with systems from a practical and purposeful perspective. Students gain knowledge and understanding about technological systems and their applications. VCE Systems Engineering integrates aspects of designing, planning, producing, testing and evaluating in a project management process. It prepares students for careers in engineering, manufacturing and design through a university or TAFE vocational study pathway, employment, apprenticeships and traineeships. The study provides a rigorous academic foundation and a practical working knowledge of design strategies, production processes and evaluation practices. People with these skills, and the ability to apply systems engineering processes, are in increasing demand as participants in teams that are engaged with complex and multidisciplinary projects. Unit 1: Mechanical SystemsThis unit focuses on engineering fundamentals as the basis of understanding concepts, principles and components that operate in mechanical systems. The term ‘mechanical systems’ includes systems that utilise all forms of mechanical components and their linkages. While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work, the focus is on the creation of a system. The creation process draws heavily upon design and innovation processes. Students create an operational system using the systems engineering process. The focus is on a mechanical system; however, it may include some electrotechnological components.Unit 2: Electrotechnological SystemsIn this unit students study fundamental electrotechnological engineering principles. The term ‘electrotechnological’ encompasses systems that include electrical/electronic circuitry including microelectronic circuitry. Through the application of the systems engineering process, students create operational electrotechnological systems, which may also include mechanical components or electro-mechanical subsystemsUnit 3: Integrated and Controlled SystemsIn this unit students study engineering principles used to explain physical properties of integrated systems and how they work. Students design and plan an operational, mechanical and electrotechnological integrated and controlled system. They learn about the technologies used to harness energy sources to provide power for engineered systems. Students commence work on the creation of an integrated and controlled system using the systems engineering process. This production work has a strong emphasis on innovation, designing, producing, testing and evaluating. Unit 4: Systems ControlStudents continue producing their mechanical and electrotechnological integrated and controlled system using the systems engineering process. Students develop their understanding of the open-source model in the development of integrated and controlled systems, and document its use fairly. They eectively document the use of project and risk management methods throughout the creation of the system. They use a range of materials, tools, equipment and components. Students test, diagnose and analyse the performance of the system. They evaluate their process and the system. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. • Unit 3 School-assessed Coursework: 10% • Unit 4 School-assessed Coursework: 10% • School Assessed Task: 50% • End-of-Year Examination: 30%DESIGN, ENGINEERING +TECHNOLOGYPage| 21
VCE PRODUCT DESIGN + TECHNOLOGYRationale:Designers play an important part in our daily lives. They determine the form and function of the products we use. They transform ideas into drawings and plans for the creation and manufacture of useful products that full human needs and wants. In recent history the use of resources to create an ever-increasing array of products has given designers an increased responsibility to think sustainably. Students develop an understanding of the consequences of product design choices. They develop the necessary skills to critically analyse existing products and to develop their own creative solutions.Unit 1: Design PracticesThis unit focuses on the work of designers across relevant specialisations in product design. Students explore how designers collaborate and work in teams; they consider the processes that deisgners use to conduct research and the techniques they employ to generate ideas and design products. In doing this, they practise using their critical, creative and speculative thinking strategies. When creating their own designs, students use appropriate drawing systems - both manual and digital - to develop graphical product concepts. They also experiment with materials, tools and processes to prototype and propose physical product concepts. Unit 2: Positive Impacts for End UsersDesigners should look outwards, both locally and globally, to research the diverse needs of end users. They should explore how inclusive product design solutions can support belonging, access, usability, and equity. In this unit, students specically examine social and/or physical inuences on design. They formulate a prole of an end user(s), research and explore the specic needs or opportunities of the end user(s) and make an inclusive product that has a positive impact on belonging, access, usability and/or equity. Unit 3: Ethical Product Design and Developmentn this unit students research a real personal, local or global need or opportunity with explicit links to ethical considerations. They conduct research to generate product concepts and a nal proof of concepts for a product solution that addresses the need(s) or opportunities of the end user(s).Unit 4: Production and Evaluation of Ethical Designsn this unit students continue to work as designers throughout the production process. They observe safe work practices in thier chosen design specialisations by rening their production skills using a range of materials, tools and processess. Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. There is no restriction on the number of histories a student may take. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Product Design and Technology are as follows; • Unit 3 School-assessed Coursework: 20% • School Assessed Task: 50% • End-of-Year Examination: 30%Page| 22
DESIGN, ENGINEERING +TECHNOLOGYRationale:Technology continues to evolve rapidly, providing opportunities for enterprising individuals to create new technologies and innovative uses for existing technologies. This study equips students with the knowledge and skills required to adapt to a dynamic technological landscape, including the ability to identify emerging technologies, envisage new uses for digital technologies and consider the benets that these technologies can bring to society at a local and at a global level. VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in critical and creative thinking, and to develop communication and collaboration, and personal, social and information and communications technology (ICT) skills. Students are provided with practical opportunities and choices to create digital solutions for real-world problems in a range of settings. Unit 1: Applied ComputingIn this unit students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of an object-oriented programming (OOP) language to develop a working software solution.Unit 2: Applied ComputingIn this unit students focus on developing an innovative solution to a problem, need or opportunity that they have identied, and develop an understanding of network environments, cyber security risks, threats to networks and strategies to reduce the risks to data and information.Unit 3: Software DevelopmentIn this unit students apply the problem-solving methodology to develop working software modules using an object-oriented programming (OOP) language. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. Unit 4: Software DevelopmentIn this unit, students focus on how the needs of individuals and organisations are met through the development of software solutions using an object-oriented programming (OOP) language and consider the cyber security risks to organisations as a result of insecure software development practices.Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Applied Computing: Software Development are as follows; • Unit 3 School-assessed Coursework: 10% • Unit 4 School-assessed Coursework: 10% • Unit 3 and 4 School assessed task: 30% • End-of-Year Examination: 50%VCE APPLIED COMPUTING: SOFTWARE DEVELOPMENTPage| 23
Rationale:Accounting involves modelling, forecasting and providing advice to stakeholders through the process of collecting, recording, reporting, analysing and interpreting nancial and non-nancial data and accounting information. This data and information is communicated to internal and external stakeholders and is used to inform decision-making within the business with a view to improving business performance. Accounting plays an integral role in the successful operation and management of businesses. VCE Accounting prepares students for a university or TAFE vocational study pathway to commerce, management and accounting, leading to careers in areas such as nancial accounting, management accounting, forensic/ investigative accounting, taxation, environmental accounting, management and corporate or personal nancial planning.Unit 1: The Role of Accounting in BusinessThis unit explores the establishment of a business and the role of accounting in the determination of business success or failure. It considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using nancial and non-nancial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment.Unit 2: Accounting and Decision Making for a Trading BusinessIn this unit, students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports.Unit 3: Financial Accounting for a Trading BusinessThis unit focuses on nancial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording nancial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording.Unit 4: Recording, Reporting, Budgeting and Decision MakingIn this unit, students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording nancial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report.Entry: There are no prerequisites for entry to Units 1 or 2. Students must undertake Units 3 & 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Accounting are as follows; • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-Year Examination: 50%VCE ACCOUNTINGPage| 24
HISTORY, POLITICS + ECONOMICSVCE ECONOMICSRationale:Economics examines the role of consumers, businesses, governments and other organisations in the decision making about the allocation of resources, the production of goods and services and the eect that these decisions may have on material and non-material living standards. Developing students’ understanding of economics will enable them to appreciate the reasons behind these decisions and the intended and unintended consequences. Through studying economics students develop a range of skills including the ability to gather, organise, analyse and synthesise a wide selection of economic information. Unit 1: Ecomonic Decision-MakingEconomics is a dynamic and constantly evolving eld of social science, which looks at the way humans behave and the decisions made to meet the needs and wants of society. In this unit students explore their role in the economy, how they interact with businesses, and the role of the government in the economy. Studnets are introduced to and explore fundamental economic concepts. They examine basic economic models where both consumers and businesses engage in mutually benecial transactions, and investigate the motivations behind both consumer and business behaviour. They examine how individuals might respond to incentives. Students are encouraged to investigate contemporary examples and case studies to enhance their understanding of the introductory economics concepts. Unit 2: Economic Issues and Living StandardsA core principle of economics is maximising the living standards of society. This is done through economic decisions that optimise the use of resources to produce goods and services that satisfy human needs and wants. Economic ctivity is therefore a key consideration for economics. Students consider the link between economic activity and economic growth and investigate the importance of economic growth in raising living standards. They evaluate the benets and costs of continued economic growth and consider the extent to which our current measurements of living standards are adequate. Unit 3: Australia’s Living StandardsThe Australian economy is constantly evolving. The main instrument for allocating resources is the market, but government also plays a signicant role in resource allocaiton. In this unit students investigate the role of the market in allocating resources and examine the factors that aect the price and quantity traded for a range of goods and services. Students develop an understanding of the key measures of eciency and how market systems might result in ecient outcomes. Students consider contemporary issues to explain the need for government intervention in markets and why markets might fail to maximise society’s living standards. As part of a balanced examination, students also consider unintended consequences of government intervention in the market. Unit 4: Managing the EconomyThe ability of the Australian economy to achieve its domestic macroeconomic goals has a signicant eect on living standards in Australia. Policymakers, including the Australian Government and the Reserve Bank of Australia (RBA), can utilise a wide range of policy instruments to aect these goasl and to aect living standards. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Economicsare as follows; • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-Year Examination: 50%Page| 25
Rationale:In studying VCE Business Management, students develop knowledge and skills that enhance their condence and ability to participate eectively as ethical and socially responsible members of society, managers and leaders of the business community, and as informed citizens, consumers and investors. The study of VCE Business Management leads to opportunities across all facets of the business and management eld such as small business owner, project manager, human resource manager, operations manager or executive manager. Further study can lead to specialisation in areas such as marketing, public relations and event management.Unit 1: Planning a BusinessBusinesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors aecting business ideas and the internal and external environments within which businesses operate, and the eect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing. Unit 2: Establishing a BusinessThis unit focuses on the establishment phase of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of nancial record keeping, sta the business and establish a customer base. In this unit students examine the legal requirements that must be satised to establish a business. They investigate the essential features of eective marketing and consider the best way to meet the needs of the business in terms of stang and nancial record keeping. Unit 3: Managing a BusinessIn this unit students explore the key processes and considerations for managing a business eciently and eectively to achieve the business objectives. Students examine the dierent types of businesses and their respective objectives. They investigate strategies to manage both sta and business operations to meet objectives and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years. Unit 4: Transforming a BusinessBusinesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most ecient and eective way to improve business performance. Entry: There are no prerequisites for entry to Units 1 or 2. Students must undertake Units 3 & 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-Year Examination: 50%VCE BUSINESS MANAGEMENTPage| 26
HISTORY, POLITICS + ECONOMICSVCE HISTORYRationale:The study of VCE History assists students to understand themselves, others, and the contemporary world, and broadens their perspective by examining events, ideas, individuals, groups and movements. Students of VCE History develop social, political, economic and cultural understandings of the conditions and features which have helped shape the present. They also explore continuity and change: the world is not as it has always been, and it will be subject to change in the future. In this sense, history is relevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present. The study of VCE History fosters the ability to ask searching questions, to engage in independent research and to construct arguments about the past based on evidence from historical sources. Historical comprehension enables a source to be understood in relation to its context; that is, students make links between the historical source and the world context in which it was produced.Unit 1 and 2: EmpiresIn Units 1 and 2 Empires, students investigate the foundations and features of empires and the signi cant global changes they brought to the wider world in the early modern period. Empires at their core were expansionist, dominating trade and political in uence in their regional or global contexts. A range of key factors arising from the social, political, economic, cultural, religious, environmental and technological features of Empires played a role in the ambition and quest for power, prestige and in uence over rival and competing states.Unit 3 and 4: RevolutionsStudents investigate the signi cant historical causes and consequences of political revolution. Revolutions represent great ruptures in time and are a major turning point in the collapse and destruction of an existing political order which results in extensive change to society. Revolutions are caused by the interplay of events, ideas, individuals and popular movements, and the interplay between the political, social, cultural, economic and environmental conditions. Their consequences have a profound eect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new regime attempts to create political, social, cultural and economic change and transformation based on the regime’s ideology. Entry: There are no prerequisites for entry to Units 1 or 2. Students must undertake Units 3 & 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE History are as follows; • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-Year Examination: 50%Page| 27
Rationale:The study of VCE Legal Studies enables students to become active and informed citizens by providing valuable insight into their relationship with the law and the legal system. Students develop knowledge and skills to enhance their condence and ability to access and participate in the legal system. They will learn to appreciate the underlying principles of the rule of law, how legal systems and processes aim to achieve social cohesion, as well as how they themselves can aect positive change to laws and the legal systemUnit 1: The Presumption of InnocenceIncluding criminal law, aim to achieve social cohesion and protect the rights of individuals. Criminal law is aimed at maintaining social order. When a criminal law is broken, a crime is committed which is punishable and can result in criminal charges and sanctions. Unit 2: Wrongs and RightsCivil law aims to protect the rights of individuals. When rights are infringed, a dispute may arise requiring resolution, and remedies may be awarded. In this unit, students investigate key concepts of civil law and apply these to actual and/or hypothetical scenarios to determine whether a party is liable in a civil dispute. Students explore di erent areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies.Unit 3: Rights and JusticeThe Victorian justice system, which includes the criminal and civil justice systems, aims to protect the rights of individuals and uphold the principles of justice: fairness, equality and access. In this unit, students examine the methods and institutions in the criminal and civil justice system, and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases.Unit 4: The People, the Law, and ReformThe study of Australia’s laws and legal system includes an understanding of institutions that make and reform our laws. In this unit, students explore how the Australian Constitution establishes the lawmak-ing powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the signicance of the High Court in protecting and interpreting the Australian Constitution. Entry: There are no prerequisites for entry to Units 1 or 2. Students must undertake Units 3 & 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Legal Studies are as follows; • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-Year Examination: 50%VCE LEGAL STUDIESPage| 28
HISTORY, POLITICS + ECONOMICSVCE SOCIOLOGYRationale:The study of VCE Sociology assists in the development of an appreciation of cultural diversity, and in an understanding of human behaviour and social structures. Further, it directs students’ attention to how aspects of society are interrelated, as well as to the causes and impacts of social change.Unit 1: Youth and FamilyIn this unit, students use sociological methodology to explore the social category of youth 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 society’s composition, how it is reproduced over time and the di erences between societies.Unit 2: Deviance and CrimeIn 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 gender.Unit 3: Culture and EthnicityIn this unit, students explore expressions of culture and ethnicity within Australian society in two dierent contexts – Australian Indigenous cultures, and ethnicity in relation to migrant groups. Unit 4: Community, Social Movements and Social ChangeIn this unit, students explore the ways sociologists have thought about the idea of community and how the various types of community are experienced. They examine the relationship between social movements and social change. Entry: There are no prerequisites for entry to Units 1 or 2. Students must undertake Units 3 & 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Sociology are as follows; • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-Year Examination: 50%Page| 29
VCE MUSICRationale, Structure and Units 1-2Rationale:Music is uniquely an aural art form and its essential nature is abstract. It is a complex socio-cultural phenomenon that exists distinctively in every culture and is a basic expression and reection of human experience. It allows for the expression of the intellect, imagination and emotion, and the exploration of values, and fosters an understanding of continuity and change. Active participation in music develops musicianship through creating, performing, responding and analysing, and fosters an understanding of other times, places, cultures and contexts. Students develop ideas about the ways in which music can interact with other art forms, technology and design, and other elds of endeavour.Structure:The study is made up of eight units. Each unit deals with specic content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills. The study structure is:Music Unit 1: Organisation of MusicIn this unit students explore and develop their understanding of how music is organised. By performing, creating, analysing and responding to music works that exhibit dierent approaches, students explore and develop their understanding of the possibilities of musical organisation. They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on their chosen instrument/sound source. At least two works should be associated with their study of approaches to music organisation. Music Unit 2: Eect in MusicIn this unit, students focus on the way music can be used to create an intended eect. By performing, analysing and responding to music works/examples that create dierent eects, students explore and develop their understanding of the possibilities of how eect can be created. Through creating their own music, they reect this exploration and understanding. Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source. They should perform at least one work to convey a specied eect and demonstrate this in performance.Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.For Units 3 and 4, Music then diverges in to separate courses: See next 3 pages. Music Unit 1Organisation in MusicMusic Unit 2Eect in MusicMusic ContemporaryPerformance Unit 3Music ContemporaryPerformance Unit 4Music RepertoirePerformance Unit 3Music CompositionUnit 3Music RepertoirePerformance Unit 4Music CompositionUnit 4Page| 30
COMMUNICATION + THE ARTSVCE MUSICUnits 3-4 Contemporary Rationale:This study oers pathways for students whose performance practice includes embellishment and/or improvisation, uses collaborative and aural practices in learning., often takes recordings as a primary text , and projects a personal voice. Students study the work of other performers and analyse thier approaches to interpretation and how personal voice can be developed through reimagining existing music works. They rene selected strategies to enhance their own approach to performers. Contemporary Performance: Unit 3In this unit students begin developing the program they will present in Unit 4. Students should refer to the examination specications to make sure that the works selected allow them to best meet the requirements and conditions of this task. They use music analysis skills to rene strategies for developing their performances. Students analyse interpretation in a wide range of recorded music, responding to and analysing music elements, concepts, compositional devices and music language. Students also learn how to recognise and recreate music language concepts such as scales, melodies, chords, harmony and rhythmic materials that relate to contemporary music. Contemporary Performance: Unit 4Students continue to work towards building a performance program they will present at their end-of-year examination in line with their Statement of Intent. The program will contain at least one performance that is a reimagined version of an existing work and an original work created by an Australian artist since 1990. Students continue to study the work of other performers and their approaches to interpretation and personal voice in performing music works. They rene selected strategies to optimise their own approach to performance.Contemporary Performance: EntryThere are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. It is also necessary that students are condent in reading music notation in at least one clef. Previous experience in music theory (egg. AMEB Theory, Musicianship or Music Craft) is benecial but not essential. At least four to ve years’ experience in learning an instrument/s is recommended before commencing VCE Music Performance. Students may be required to undertake an interview and informal audition if the VCE teacher is unfamiliar with the student’s abilities.Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. It is also necessary that students are condent in reading music notation in at least one clef. Previous experience in music theory (egg. AMEB Theory, Musicianship or Music Craft) is benecial but not essential. At least four to ve years’ experience in learning an instrument/s is recommended before commencing VCE Music Performance. Students may be required to undertake an interview and informal audition if the VCE teacher is unfamiliar with the student’s abilities. Assessment The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. This decision will be based on the teachers assessment of the students performance on assessment tasks designated for the units.Units 3 and 4: The student’s level of achievement in Unit 3 and 4 will be determined by School-assessed Coursework, School assessed task and an external assessment.Percentage conribution to the study score in the VCE Media are as follows: • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 10% • Externally Assessed Task: 50% • End-of-Year Examination: 20% (Written and Aural)Page| 31
VCE MUSICUnits 3-4 Repertoire PerformanceRationale:This study is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works, and who wish to gain and share knowledge of musical styles and performance practices. Students may present on any instrument for which there is an established repertoire of notated works. They work towards a recital program that demonstrates highly developed technical skills and stylistic renement as both a soloist and as an ensemble member. They develop the capacity for critical evaluations of their performances and those of others, and an ability to articulate their performance decisions with musical evidence and independence of thought.Repertoire Performance: Unit 3In this unit students begin developing the recital program they will present in Unit 4. This preparation includes consideration of the historical performance practices and interpretative traditions that inform the styles represented in their programs. Students use music analysis skills to rene strategies for developing their performances. They analyse technical, expressive and stylistic challenges relevant to the works they are preparing for performance, and present these strategies for assessment at a school-based discussion. Repertoire Performance: Unit 4In this unit students continue to develop the performance program established in Unit 3 for their end-of-year practical examination. This preparation includes consideration of the historical performance practices and interpretative traditions that inform the styles represented in their programs. Students use music analysis skills to rene strategies for further developing and presenting their nal recital. They analyse technical, expressive and stylistic challenges relevant to the works they are preparing for performance, and present these strategies for assessment at a school-based viva voce.Repertoire Performance: EntryThere are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. It is also necessary that students are condent in reading music notation in at least one clef. Previous experience in music theory (egg. AMEB Theory, Musicianship or Music Craft) is benecial but not essential. At least four to ve years’ experience in learning an instrument/s is recommended before commencing VCE Music Performance. Students may be required to undertake an interview and informal audition if the VCE teacher is unfamiliar with the student’s abilities. Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. It is also necessary that students are condent in reading music notation in at least one clef. Previous experience in music theory (egg. AMEB Theory, Musicianship or Music Craft) is benecial but not essential. At least four to ve years’ experience in learning an instrument/s is recommended before commencing VCE Music Performance. Students may be required to undertake an interview and informal audition if the VCE teacher is unfamiliar with the student’s abilities. Assessment The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. This decision will be based on the teachers assessment of the students performance on assessment tasks designated for the units.Units 3 and 4: The student’s level of achievement in Unit 3 and 4 will be determined by School-assessed Coursework, School assessed task and an external assessment. Percentage conribution to the study score in the VCE Media are as follows: • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 10% • Externally Assessed Task: 50% • End-of-Year Examination: 20% (Written and Aural)Page| 32
COMMUNICATION + THE ARTSRationale:This study allows students to explore the organisation of sound in music to create expressive outcomes. Through critical listening, analysis and composition in notated and/or digital media, students develop understanding of the ways music is organised, created and performed in a range of styles and traditions. Study of music works in diverse styles and traditions involves aural and visual analysis and consideration of the organisation of each work. Students’ analysis and knowledge of how composers use ideas, stimuli and creative processes becomes a starting point for creating their own music.Music Composition: Unit 3In this unit students explore music works in a range of styles and genres to develop an understanding of the diverse practices of music creators working in dierent times, places and stylistic traditions. They expand their knowledge of the ways composers/music creators manipulate elements of music and concepts, and use compositional devices to develop music works and elicit responses. Students apply this knowledge as they develop skills in making critical responses to music excerpts.Music Composition: Unit 4In this unit students consolidate their understanding of the diversity of music styles in dierent times, places and stylistic traditions. They expand their knowledge of the ways music elements, concepts and compositional devices are manipulated to create style, structure music works and elicit subjective responses. Students apply this knowledge to formulate and present critical responses to music excerpts.Music Composition: EntryThere are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. It is also benecial that students are condent in reading music notation in at least one clef. Previous experience in music theory (egg. AMEB Theory, Musicianship or Music Craft) is benecial but not essential.Entry: There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. It is also benecial that students are condent in reading music notation in at least one clef. Previous experience in music theory (egg. AMEB Theory, Musicianship or Music Craft) is benecial but not essential.Assessment The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. This decision will be based on the teachers assessment of the students performance on assessment tasks designated for the units.Units 3 and 4: The student’s level of achievement in Unit 3 and 4 will be determined by School-assessed Coursework, School assessed task and an external assessment.Percentage conribution to the study score in the VCE Media are as follows: • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 10% • Externally Assessed Task: 50% • End-of-Year Examination: 20% (Written and Aural)VCE MUSICUnits 3-4 Music CompositionPage| 33
Rationale:VCE Media provides students with the opportunity to analyse media concepts, forms and products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including an analysis of structure and features. They examine debates about the media’s role in contributing to and inuencing society. Students integrate these aspects of the study through the individual design and production of their media representations, narratives and products. Unit 1: Media Forms, Representation and Australian StoriesIn this unit, students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in di erent media forms. They explore media codes and conventions and the construction of meaning in media products. Unit 2: Narrative Across Media FormsFictional and non-ctional narratives are fundamental to the media and are found in all media forms. Media industries such as journalism and lmmaking are built upon the creation and distribution of narratives constructed in the form of a series of interconnected images and/or sounds and/or words, using media codes and conventions. New media forms and technologies enable participants to design, create and distribute narratives in hybrid forms such as collaborative and user-generated content, which challenges the traditional understanding of narrative form and content. Unit 3: Media Narrative Contexts and Pre-ProductionIn this unit, students explore stories that circulate in society through a close analysis of a media narrative. Narratives are de ned as the depiction of a chain of events in a cause-and-eect relationship occurring in physical and/or virtual space and time in ctional and non-ctional media products. Students consider the use of codes and narrative conventions to structure meaning and explore the role these play in media narratives.Unit 4: Media Production; Agency and Control in and of the MediaIn this unit students focus on the production and post-production stages of the media production process, bringing the pre-production plans created in Unit 3 to their realisation. Students re ne their media production in response to feedback and through personal reection, documenting the iterations of their production as they work towards completion. Entry:There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. This decision will be based on the teachers assessment of the students performance on assessment tasks designated for the units.Units 1 and 2: All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: The student’s level of achievement in Unit 3 and 4 will be determined by School-assessed Coursework, School assessed task and an external assessment.Percentage conribution to the study score in the VCE Media are as follows: • Unit 3 School-assessed Coursework: 10% • Unit 4 School-assessed Coursework: 10% • Unit 3 and 4 School Assessed Task: 40% • End-of-Year Examination: 40%VCE MEDIAPage| 34
COMMUNICATION + THE ARTSVCE THEATRE STUDIESRationale:Theatre as a form of cultural expression has been made and performed for audiences from the earliest times and is an integral part of all cultures. Theatre is ever evolving and exists as entertainment, education, ritual, an agent for change, a representation of values and a critical window on society. Theatre practice has developed from, and been inuenced by, cultures over many centuries through a wide variety of productions in diverse performance spaces for a range of audiences. Theatre-makers work as playwrights, actors, dramaturgs, directors and designers, producing theatre for diverse purposes.Unit 1: History of Theatre Styles and Conventions Pre 1945This unit focuses on the application of acting, direction and design in relation to theatre styles and their conventions pre-1945, that is, from the era up to and including 1944. Students work in production roles with scripts from specic periods that fall between the beginning of theatre history until the end of 1944 focusing on at least 2 theatre styles, their conventions and histories. They study innovations in theatre production through the styles they explore and apply this knowledge to their interpretations of works. Unit 2: Contemporary Theatre Styles and MovementsIn this unit, students study contemporary theatre practice through the exploration of scripts from 1945 to the present day. They select scripts from either 2 distinct theatre styles OR a theatre movement between 1945 and the present day. In either option, students should study at least one Australian play.Unit 3: Producing TheatreIn this unit, students develop an interpretation of a script through the 3 stages of the theatre production process: planning, development and presentation. Students specialise in 2 production roles, working collaboratively to interpret and realise the production of a script. They apply the knowledge developed during this process to analyse and evaluate how production roles can be used to interpret script excerpts previously unstudied. Students develop knowledge of elements of theatre composition and safe, ethical, inclusive and sustainable (where possible, environmentally sustainable) working practices in the theatre.Unit 4: Presenting an InterpretationIn this unit, students study a scene and an associated monologue from a script. They initially develop an interpretation of the prescribed scene. This work includes exploring theatrical possibilities and using dramaturgy across the 3 stages of the production process. Students then develop an interpretation of the monologue that is embedded in the specied scene. To realise their interpretation, students work in production roles as an actor and director, or as a designer.Assessment The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. This decision will be based on the teachers assessment of the students performance on assessment tasks designated for the units.Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Units 3 and 4: The student’s level of achievement in Unit 3 and 4 will be determined by School-assessed Coursework, School assessed task and an external assessment.Percentage conribution to the study score in the VCE Theatre Studies are as follows: • Unit 3 School-assessed Coursework: 30% • Unit 4 School-assessed Coursework: 15% • Monologue Examination: 25% • End-of-Year Examination: 30%Page| 35
VCE ART CREATIVE PRACTICERationale:VCE Art Creative Practice introduces the role of art in contemporary and historical cultures and societies, and values the meaningful and unique impact of artists on the development of arts knowledge, tradition and experiences, both locally and globally. Students build an understanding of how artists, through their practice and the artworks they create, communicate personal experiences and ideas, and cultural values, beliefs and viewpoints. In this study, students view artworks and investigate the working practices of artists from dierent cultures and periods of time. Students are challenged to articulate their understanding of the meanings and messages contained within artworks and to examine the eects of artworks upon the viewers or audiences who experience them. Students learn to pose and solve problems, and work independently and collaboratively, to create and convey meaning through art making.Unit 1: Interpreting Artworks and Exploring the Creative PracticeIn this unit students use Experiential learning in Making and Responding to explore ideas using the Creative Practice. As the artist and audience, students consider their connection to artworks, and how their communication of ideas and presentation of artworks challenge, shape and inuence viewer or audience perspectives.Unit 2: Interpreting Artworks and Developing the Creative PracticeIn Unit 2 students use Inquiry learning to investigate the artistic and collaborative practices of artists. They use the Cultural Lens, and the other Interpretive Lenses as appropriate, to examine artworks from dierent periods of time and cultures, and to explore the dierent ways that artists interpret and communicate social and personal ideas in artworksUnit 3: Investigation, Ideas, Artworks and the Creative PracticeIn this unit students use Inquiry and Project-based learning as starting points to develop a Body of Work. They explore ideas and experiment with materials, techniques and processes using the Creative Practice. The research of historical and contemporary artists is integral to students’ use of the Creative Practice and informs the basis of their investigation. Students also investigate the issues that may arise from the artworks they view and discuss, or those evolving from the practice of the artist. Unit 3 commences with students researching the practice of a selected artist as the starting point to develop a nished artwork. The nished artwork will contribute to the Body of Work developed over Units 3 and 4.Unit 4: Interpreting, Resolving, and Presenting Artworks in the Creative PracticeIn this unit students continue to develop their art practice through Project-based and Inquiry learning as their research and exploration continues to support the development of their Body of Work. Throughout their research students study the practices of selected historical and contemporary artists to inform their own art practice. They use the Interpretive Lenses to analyse, compare and interpret the meanings and messages of artworks produced by the artists they study. Students also apply the Interpretive Lenses throughout the Creative Practice to resolve and rene their Body of Work. Assessment The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. This decision will be based on the teachers assessment of the students performance on assessment tasks designated for the units.Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Units 3 and 4: The student’s level of achievement in Unit 3 and 4 will be determined by School-assessed Coursework, School assessed task and an external assessment.Percentage conribution to the study score in the VCE Media are as follows: • Unit 4 School-assessed Coursework: 10% • Unit 3-4 School Assessed Task: 60% • End-of-Year Examination: 30%Page| 36
MEDICINE, HEALTH + WELLBEINGVCE HEALTH + HUMAN DEVELOPMENTRationale:VCE Health and Human Development provides students with a broad understanding of health and wellbeing that reaches far beyond the individual. They learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing, and those that compromise it. The study provides opportunities for students to view health and wellbeing, and human development, holistically – across the lifespan and the globe, and through a lens of social justice.Unit 1: Understanding Health and WellbeingIn this unit, students explore health and wellbeing as a concept with varied and evolving perspectives and denitions. They come to understand that it occurs in many contexts and is subject to a wide range of interpretations, with dierent meanings for dierent people. As a foundation to their understanding of health, students investigate the World Health Organization’s (WHO) denition and other interpretations. They also explore the fundamental conditions required for health as stated by the WHO, which provide a social justice lens for exploring health inequities. Unit 2: Managing Health and DevelopmentIn this unit, students investigate transitions in health and wellbeing, and human development, from lifespan and societal perspectives. They explore the changes and expectations that are integral to the progression from youth to adulthood. Students apply health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes. Unit 3: Australia’s Health in a Globalised WorldIn this unit, students look at health and wellbeing, disease and illness as being multidimensional, dynamic and subject to dierent interpretations and contexts. They explore health and wellbeing as a global concept and take a broader approach to inquiry. Students consider the benets of optimal health and wellbeing and its importance as an individual and a collective resource. They extend this to health as a universal right, analysing and evaluating variations in the health status of Australians. Unit 4: Health and Human Development in a Global ContextIn this unit, students examine health and human development in a global context. They use data to investigate health status and human development in dierent countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in health status over time and studying the key concept of sustainability. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade, tourism, conict and the mass movement of people. Assessment The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. This decision will be based on the teachers assessment of the students performance on assessment tasks designated for the units.Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Units 3 and 4: The student’s level of achievement in Unit 3 and 4 will be determined by School-assessed Coursework, School assessed task and an external assessment.Percentage conribution to the study score in the VCE Health and Human Development are as follows: • Unit 3 School-assessed Coursework: 25% • Unit 4 School-assessed Coursework: 25% • End-of-Year Examination: 50%Page| 37
VCE BIOLOGYRationale:VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system and species levels. In undertaking this study, students develop an understanding that, in the dynamic and interconnected system of life, all change has consequences that may aect an individual, a species or the collective biodiversity of Earth. Students gain insights into how molecular and evolutionary concepts and key science skills underpin much of contemporary biology, and how society applies such skills and concepts to resolve problems and make scientic advancements.Unit 1: How Do Organisms Regulate Thier Functions?In this unit students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes. Students focus on cell growth, replacement and death and the role of stem cells in dierentiation, specialisation and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals, and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.Unit 2: How Does Inheritance Impact on Diversity?In this unit students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic factors inuence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses.Unit 3: How Do Cells Maintain Life?In this unit students investigate the workings of the cell from several perspectives. They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students analyse the structure and function of nucleic acids as information molecules, gene structure and expression in prokaryotic and eukaryotic cells and proteins as a diverse group of functional molecules. They examine the biological consequences of manipulating the DNA molecule and applying biotechnologies.Unit 4: How Does LIfe Change and Respond to Challenges Over TimeIn this unit students consider the continual change and challenges to which life on Earth has been, and continues to be, subjected to. They study the human immune system and the interactions between its components to provide immunity to a specic pathogen. Students consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease.Entry:There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Biology are as follows; • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 30% • End-of-Year Examination: 50%Page| 38
MEDICINE, HEALTH + WELLBEINGVCE PHYSICAL EDUCATIONRationale:VCE Physical Education explores the complex interrelationships between biophysical (anatomical, biomechanical, physiological and skill acquisition) and psychosocial (psychological and sociocultural) principles to understand their role in producing and rening movement for participation and performance in physical activity, sport and exercise. Through physical, written, oral and digital learning experiences, students apply theoretical concepts and reect critically on factors that aect all levels of participation and performance in physical activity, sport and exercise. Unit 1: The Human Body in MotionIn this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students investigate the role and function of the main structures in each system and how they respond to movement. Through participation in practical activities, students explore and analyse the relationships between the body systems and movement, and how these systems interact and respond at various intensities. Students investigate possible conditions and injuries associated with the musculoskeletal system and recommend and implement strategies to minimise and manage such injuries and conditions.Unit 2: Physical Activity, Sport, Exercise and SocietyThis unit develops students’ understanding of physical activity, sport and exercise from a participatory perspective. Students are introduced to types of physical activity and the role that physical activity participation and sedentary behaviour plays in their own health and wellbeing, as well as in other population groups and contexts. Unit 3: Movement Skills and Energy for Physical Activity, Sport and ExerciseThis unit introduces students to principles used to analyse human movement from a biophysical perspective. Students use a variety of tools and coaching techniques to analyse movement skills and apply biomechanical and skill-acquisition principles to improve and rene movement in physical activity, sport and exercise. They use practical activities to demonstrate how correctly applying these principles can lead to improved performance outcomes. Unit 4: Training to Improve PerformanceIn this unit, students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective. Students analyse movement skills and tness requirements and apply relevant training principles and methods to improve performance at various levels (individual, club and elite). Entry:There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2. Assessment The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. This decision will be based on the teachers assessment of the students performance on assessment tasks designated for the units.Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Units 3 and 4: The student’s level of achievement in Unit 3 and 4 will be determined by School-assessed Coursework, School assessed task and an external assessment.Percentage conribution to the study score in the VCE Physical Education are as follows: • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 30% • End-of-Year Examination: 50%Page| 39
VCE PSYCHOLOGYRationale:VCE Psychology is designed to enable students to explore the complex interactions between thought, emotions and behaviour. They develop an insight into biological, psychological and social factors and the key science skills that underpin much of psychology. VCE Psychology is designed to promote students’ understanding of how society applies such skills and psychological concepts to resolve problems and make scientic advancements. The study is designed to promote students’ condence and their disposition to use the information they learn in the study in everyday situations.Unit 1: How are Behaviour and Mental Processes Shaped?In this unit students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the inuence that brain damage may have on a person’s psychological functioning.Unit 2: How Do Internal and External Factors Inuence Behaviour and Mental Processes?In this unit students 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 inuence the behaviour of individuals and groups, recognising that dierent cultural groups have dierent experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may aect psychological functioning. Unit 3: How Does Experience Aect Behaviour and Mental Processes?In this unit students investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that inuence learning and memory. Students investigate how the human nervous system enables a person to interact with the world around them. They explore how stress may aect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning.Unit 4: How is Mental Wellbeing Supported and Maintained?In this unit students explore the demand for sleep and the inuences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Psychology are as follows; • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 30% • End-of-Year Examination: 50%Page| 40
VCE OUTDOOR ENVIRONMENTAL STUDIESRationale:VCE Outdoor and Environmental Studies provides students with the skills and knowledge to participate safely and sustainably in a range of outdoor experiences and environments. Through participation in outdoor experiences, students learn to respect and value these landscapes and their living cultural history. Unit 1: Connections with Outdoor EnvironmentsThis unit examines some of the ways in which Indigenous peoples and non-Indigenous peoples understand and relate to nature through experiencing outdoor environments. The focus is on individuals and their personal responses to experiencing outdoor environments. Students are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments, the factors that aect an individual’s access to experiencing outdoor environments and how they connect with outdoor environments.Unit 2: Discovering Outdoor EnvironmentsThis unit focuses on the dierent ways to understand outdoor environments and the impact of humans on outdoor environments. In this unit students study the eects of natural changes and impacts of land management practices on the sustainability of outdoor environments by examining a number of case studies of specic outdoor environments, including areas where there is evidence of human intervention. Unit 3: Relationships with Outdoor EnvironmentsThe focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of a range of impacts on outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia over the years.Unit 4: Sustainable Outdoor RelationshipsIn this unit students explore the sustainable use and management of outdoor environments. They observe and assess the health of outdoor environments and consider the importance of this health for the future of Australian outdoor environments and the Australian population. Students examine the importance of the sustainability of human relationships with outdoor environments and the urgent need to balance human needs and the needs of outdoor environments. They investigate current acts and conventions as well as management strategies for achieving and maintaining healthy and sustainable Australian outdoor environments in contemporary Australian society. Entry:There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence within one calendar year. Assessment:The award of satisfactory completion is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision.Units 3 and 4: Wiill be determined by School-assessed Coursework and an external assessment. Percentage contribution to the study score in the VCE Outdoor Environmental Studies are as follows; • Unit 3 School-assessed Coursework: 20% • Unit 4 School-assessed Coursework: 30% • End-of-Year Examination: 50%MEDICINE, HEALTH + WELLBEINGPage| 41
TRADE, VET + SBATVCE FOOD STUDIESRationale:VCE Food Studies is designed to build the capacities of students to make informed food choices and develop an understanding about food security, food sovereignty and food citizenship. Students develop their understanding of food while acquiring skills that enable them to take greater ownership of their food decisions and eating patterns. This study complements and supports further training and employment opportunities in the elds of home economics, food technology, food manufacturing and hospitality.Unit 1: Food OriginsIn this unit students focus on food from historical and cultural perspectives, and investigate the origins and roles of food through time and across the world. In Area of Study 1 students explore how humans have historically sourced their food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food. Students consider the origins and signicance of food through inquiry into one particular food-producing region of the world. Students consider the inuence of innovations, technologies and globalisation on food patterns.Unit 2: Food MakersStudents investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in domestic and small-scale settings, as both a comparison and complement to commercial production. Students gain insight into the signicance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the eective provision and preparation of food in the home, and analyse the benets and challenges of developing and using practical food skills in daily life.Unit 3: Food in Daily LifeIn this unit students investigate the many roles and everyday inuences of food. Area of Study 1 explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the science of food appreciation, the physiology of eating and digestion, and the role of diet on gut health. They analyse the scientic evidence, including nutritional rationale, behind the healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating (see www.eatforhealth.gov.au), and develop their understanding of diverse nutrient requirements. Unit 4: Food Issues, Challenges and FuturesIn this unit students examine debates about Australia’s food systems as part of the global food systems and describe key issues relating to the challenge of adequately feeding a rising world population. Students focus on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. They also consider the relationship between food security, food sovereignty and food citizenship. Students consider how to assess information and draw evidence-based conclusions, and apply this methodology to navigate contemporary food fads, trends and diets. Assessment The award of satisfactory completion for the units is based on whether the student has demonstrated the set of outcomes specied for the unit. Units 1 and 2: All assessments are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Units 3 and 4: The student’s level of achievement in Unit 3 and 4 will be determined by School-assessed Coursework, School assessed task and an external assessment. • Unit 3 School-assessed Coursework: 30% • Unit 4 School-assessed Coursework: 30% • End-of-Year Examination: 40%Page| 42
What is VET in VCE?Vocational Education and Training (VET) in the VCE is designed to reinforce classroom learning with hands on training and practice in industry. A VET program enables Year 10-12 students to complete a nationally recognised vocational qualication whilst completing their VCE program. VCE VET programs help students become ‘job ready’ with a high standard of general education, broad vocational skills and the ability to take on further study as skill requirements change. The programs enable students to obtain direct experience of business and industry. They enable students to explore their interests and build on part-time work experiences. They assist in the development of condence and self-esteem. The VCE VET programs oered at Victory Christian College (through the Trade Training Centre) require students to undertake a structured work placement as part of the program.VCE VET programs are vocational studies approved by the Victorian Curriculum and Assessment Authority as appropriate for senior secondary school students. VCE VET programs lead to nationally recognised qualications, thereby oering students the opportunity to gain both the VCE and a nationally portable vocational education and training certicate. VCE VET programs will be fully recognised within the Unit 1–4 structure of the VCE and therefore will contribute towards satisfactory completion of the VCE.Successful completion of VET in a senior secondary program can provide students with: • a VCE and/or VCAL certicate issued by the VCAA, and a VET certicate issued by a Registered Training Organisation (RTO). • two Statements of Results issued by the VCAA giving details of units completed in the VCE and units of competency completed in the VET qualication. • an enhanced ATAR which can improve access to further education • pathways into employment and/or further VET qualications. • workplace experience including structured workplace learningStudents value VET because it: • allows them to combine general and vocational studies which for many, provides a practical focus in a range of industry areas. • provides direct experience of business and industry.Employers value VET because it: • contributes to the development of entry level skills for their industry. • provides students with a practical and focused introduction to workplace requirements. • enhances the employability of students. • enables industry to contribute to educational programs in schools. • enables industry to participate in local community networks.In 2022, all VET studies and programs, other that Sport and Recreation will be completed through an arrangement with the Bendigo Schools Trade Training Centre, Bendigo TAFE and Youth Dimension and Eastern College. Cost of VET Programs:Students will be required to provide the appropriate uniform or protective clothing for the program chosen. They will also be required to pay for equipment required e.g. Knife set for hospitality. The cost of undertaking a VET subject undertaken through the trade training centre is the same cost of an elective unit which is $200, totalling $400 for the year. The College will subsidise the remainder of the cost. Costs for VET subjects oered at other facilities will dier. For more information about this please contact the VCE Coordinator.Introduction to VETPage| 43
VET Certificate II: Kitchen OperationsThis course is completed over two years and leads to completion of a Nationally Recognised industry qualication, thereby oering students the opportunity to gain both VCE Units 1 - 4 and a Vocational Education and Training Certicate. To obtain full certication students must complete at least fteen units of competence. The course can be followed by further study at Certicate III Hospitality or Diploma studies. The course aims to provide students with a foundation to a Nationally Recognised qualication in Hospitality. Student will engage in online and school-based theory studies, and practical units specically relating to cookery. This qualication forms part of the apprenticeship qualications in trades such as Chef, Pastry Cooks, Baker, Confectioner and many other food related trades. This is a VCE VET scored assessed subject and on completion of the second year, students will obtain a unit 3-4 credit towards their VCE and be required to sit an end of year exam.VET Certificate II: AgricultureThis 2-year study provides students with the agricultural skills that can lead to pathways in all sectors of Agriculture. This study is not a VCE VET scored subject however successful completion will contribute towards an ATAR score. Students who successfully complete the program will gain: • Basic entry level skills and knowledge for work in related industries • Certicate II in Agriculture • Four units towards thier VCE and Contribution towards thier ATARThe Units of study include: • Occupational health and safety processes • Participate in environmentally sustainable workplaces. • Install, maintain and repair fences • Provide First Aid • Apply chemicals under supervision • Determine basic properties of soil • Pen sheep, carry out livestock observations. VET Certificate II: Animal CareThis course provides students with the skills and knowledge to enter the Animal Care and Management industry. Employment opportunities reect roles such as Animal Care Attendant, Animal Shelter Attendant, Kennel Hand, Cattery Attendant, Pet Shop Attendant and Assistant Dog Groomer. This study is not a VCE VET scored subject however successful completion will contribute towards an ATAR score. Students who successfully complete the program will gain: • Basic entry level skills and knowledge for work in related industries • Certicate II in Animal Care • Four units towards thier VCE and Contribution towards thier ATARThe Units of study include: • Work in the animal care industry • Participate in workplace communications • Complete animal care hygiene routines • Feed and water animals • Assist in the health care of animals • Provide basic rst aid for animals • Participate in OHS processes • Participate in environmentally sustainable work practices Page| 44
TRADE, VET + SBATVET Certificate II: AutomotiveThe VET Automative Program is a work ready pre-employment course designed to meet the needs of full-time students wishing to pursue a career in the automative industry through an apprenticeship or higher education. The VET Automative program has a nominal duration of 400 hours. The learning outcomes of the Certicate II in Automative Studes enable an individual with this qualication to: • Demonstrate basic operational knowledge in a moderate range of automative technologies • Apply a dened range of skills appropriate to entry to the automative industry • Apply known solutions to a limited range of predictable problems associated with an understanding of basic automative technologies • Perform a range of tasks where choice between a limited range of options is required • Assess and record information from varied sources • Take limited responsibility for own outputs in work and learning.On Successful completion of this program, students are eligible for the award of Certicate II in Automative Studes. Certicate II in Automative is not a VCE VET scored subject, however successful completion will contribute towards an ATAR Score. VET Certificate II: Building +ConstructionStudents selecting this course will complete modules leading to the partial completion of Certicate II in Building and Construction. The overall aim of this program is to provide students with the opportunity to gain entry-level training in the Building and Construction industry. The program covers pre-apprenticeship carpentry and construction skills, workplace safety and industry induction. Examples of Unit 1 and 2 modules include Building Structures, Safe handling and use of power tools and equipment, introduction to scaolding and levelling. Examples of Unit 3 and 4 modules include work procedures for environmental sustainability, roof framing, wall framing, workplace documentation and plans. This is a two-year course and students completing all required modules will also be credited with VCE Units 1/2 and 3/4. The required number of hours for VCE/VET Units 1-4 is a minimum of 396 hours. This course requires a structured work placement each year. This certicate is not a VCE VET scored subject however successful completion will contribute towards an ATAR score.VET Certificate II: Engineering StudiesThis study provides participants with the skills and knowledge to achieve units of competence that will enhance their employment prospects in a broad range of engineering industries. This is a VCE VET scored assessed subject and on completion of the second year, students will obtain a unit 3-4 credit towards their VCE and be required to sit an end of year exam. Students who successfully complete the program will gain: • Basic entry level skills and knowledge for work in related industries • Certicate II in Engineering • Four units towards thier VCE and Contribution towards thier ATARThe Units of study include: • Occupational health and safety • Apply basic fabrication techniques • Perform basic machining processess • Use Hand and Power tools • Handle engineering materials • Perform basic welding and thermal cutting processess to fabricate engineering structuresPage| 45
VET Certificate II: PlumbingThis VET program will prepare the participant for employment in the plumbing trade. It enhances employment prospects by providing the required skills and knowledge. Participant’s develop social and personal skills as the apply to the workplace. This is not a VCE VET scored subject however successful completion will contribute towards an ATAR score. Students who successfully complete the program will gain: • Basic entry level skills and knowledge for work in related industries • Certicate II in Plumbing • Four units towards thier VCE and Contribution towards thier ATARThe Units of study include: • Fabricate simple plumbing pipe systems • Use basic plumbing hand tools • Apply OHS requirements and policies • Read and interpret plans and specicationsVET Certificate II: Health Services AssistantThis VET program provides participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in health or related industries. This qualication provides training for workers to assist healthcare professionals with the care of clients, and involves the worker in direct client contact under supervision. This is a VCE VET scored assessed subject and on completion of the second year, students will obtain a unit 3-4 credit towards their VCE and be required to sit an end of year exam.The units of study include: • Organise personal work priorities and development • Assist with movement • Respond eectively to behaviours of concern • Communicate and work in health or community services • Provide non-client contact support in an acute are environment • Workplace health and safety • Students must undertake 80 hours of work placementVET Certificate II: Christian Ministry + TheologyThis program is a Christian Leadership program transforming Senior Secondary Students by placing Christian discipleship at the heart of their education. It is delivered to students as a vocational qualication through school. This is not a VCE VET scored subject however successful completion will contribute towards an ATAR score. The areas of study include: • Foundations - Exploring the three pillars of Christianity - Bible, Theology, and Tradition. • The Basics - The Apostles Creed, Baptism, The Lord’s Prayer, and the Ten Commandments • Jesus who? – Why on earth is Jesus so important to Christianity? How is what he did important to us today? • A Christian’s guide to the galaxy – learn how you can navigate living as a Christian in the world. • Living Christian - How do we live lives of justice and mercy? • Evangelism and Preaching - this unit explores how we communicate our Faith to others. • Hot Topics – asking the big questions that are important to youPage| 46
TRADE, VET + SBATVET Certificate II: Retail CosmeticsThis program provides students with the knowledge and skills to sell and demonstrate beauty or cosmetic products. This study is not a VCE VET scored subject however successful completion will contribute towards an ATAR score. Students who successfully complete the program will gain: • Basic entry level skills and knowledge for work in related industries • Certicate II in Retail Cosmetics • Four units towards thier VCE and Contribution towards thier ATARThe Units of study include: • Conduct salon nancial transactions • Sell to the retail customer • Receive and handle retail stock • Design and apply makeup photography • Advise on beauty products and services • Recommend products and services • Research and apply beauty industry informationVET Certificate II: Salon AssisstantThis program provides students with the knowledge and skills to work in the hairdressing industry, providing students with the genuine hands-on experience with clients in a salon. Students will learn how to interact with the customers professionally and follow workplace OHS guidelines. This is not a VCE VET scored subject however successful completion will contribute towards an ATAR score. Students who successfully complete the program will gain: • Basic entry level skills and knowledge for work in related industries • Certicate II in Salon Assisstant • Four units towards thier VCE and Contribution towards thier ATARThe Units of study include: • Provide shampoo and basin services • Dry hair to shape • Maintain and organise tools, equipment and work areas • Conduct salon nancial transactions • Communicate as part of a salon team • Provide head and neck massages for relaxation • Identify and treat scalp conditionsVET Certificate II: Make UpThis program provides students with the knowledge and skills to work as a makeup artist to design and apply makeup for a range of purposes and occasions across the beauty, fashion, media and entertainment industries. This is not a VCE VET scored subject however successful completion will contribute towards an ATAR score. Students who successfully complete the program will gain: • Basic entry level skills and knowledge for work in related industries • Certicate II in Make Up • Four units towards thier VCE and Contribution towards thier ATARThe Units of study include: • Provide lash and brow services • Design and apply makeup • Advice on beauty products and services • Apply cosmetic tanning products and Airbrushed makeup • Design and apply makeup for photography • Research and apply beauty industry informationPage| 47
VET Certificate II: Sport + RecreationThis VET program develops the skills for coaching, sports business administration or outdoor education pathways. This is a VCE VET scored assessed subject and on completion of the second year, students will obtain a unit 3-4 credit towards their VCE and be required to sit an end of year exam.The learning areas include: • Planning sessions and facilitating groups • Conducting warm up and cool down activities • Safety and the sport environment • Social media and creative thinking • Sports injuries • Sports and business technologyVET Certificate II: ElectrotechnologyThis VET program provides participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in the electrical or electrical-related industries. It enables participants to identify and use a range of components, accessories, materials, tools, equipment and technologies in electrical work. The learning areas include: • Use routine equipment in an energy sector • Prepare to work safely in the construction industry • Occupational Health and Safety • Fabricate, assemble and dismantle utilities industry components • Fix and secure electrotechnology equipment • Attach chords and plugs to electrical equipment • Use test instruments in the electrotechnology industry.VET classes will only run if our external providers meet their minimum number requirements. If classes cannot be provided we will discuss other subjects to satisfy pathway needs. Students will need to travel directly to venue holding classes if they begin in the morning. If classes conclude at the end of the College day, students will need to transport themselves home. The College will provide transport (drop o and pick up) if classes start later in the day or conclude early, so students can continue with normal VCC schedule. A range of other VET/ VCE courses are available by negotiation. If you would like another option that is not listed, please see the VCE Coordinator to discuss your pathway.Page| 48
A school-based apprenticeship or traineeship (SBAT) is an apprenticeship or traineeship undertaken by a student enrolled in a senior secondary program (VCE), with at least one day per week timetabled to be spent on the job or in training during the normal school week. An SBAT combines: • part-time, practical experience in the workplace • recognised, structured training with a Registered Training Organisation and continued school studies. A SBAT oers students the option of combining part-time employment, school and training. The program is undertaken under a training contract with an employer, has a Training Plan signed by the school and formally registered with the Victorian Registration and Qualications Authority (VRQA) and leads to a nationally recognised qualication. The program forms an integral part of the student’s school learning program and study timetable and a minimum of one day of the normal school week (which may be averaged over three periods of four months duration in each year of the training contract) must be spent in employment and/or structured training as an apprentice or trainee. Endorsement of the Training Plan by the school will indicate that it is undertaking responsibility to enrol the student on Victorian Assessment Software System (VASS) so that credit for the training within the VCE or VCAL can be awarded to the student. Like other VET oerings, the vocational training components of SBATs also contribute credit towards a senior secondary certicate. Many school-based apprentices and trainees move on to a full-time contract with their employer after leaving school, while others choose to continue their education and training at a Registered Training Organisation or university.There are a range of options that a student can undertake. These include your general trades of plumbing and building, to allied health and aged care. Cost of the Program: The cost of undertaking a school-based apprenticeship or traineeship will vary depending on the course you would like to undertake. More information about costs of a particular program can be obtained through the apprenticeship network or VCE Coordinator. If you are interested in a school-based apprenticeship or traineeship and need more information, please see the VCE coordinator for further details.Introduction to School Based Apprenticeships + TraineeshipsTRADE, VET + SBATPage| 49
(03) 5445 2600admin@vcc.vic.edu.au6 Kairn Road, Strathdale, Vic 3550For more information visit our websitewww.vcc.vic.edu.au