Return to flip book view

TABLE OF CONTENTS Introduction Senior School VCE Curriculum Details Explanation Promotion in the Senior School Study in the Senior School Graduating with a VCE certificate Australian Tertiary Admission Rank School Assessed Coursework General Achievement Test Assessment and Reporting Acceleration VCE PLUS Program Pathways Selecting a VCE Program VCE Accounting VCE Applied Computing VCE Biology VCE Business Management VCE Chemistry VCE Chinese Mandarin VCE Classical Studies VCE Drama VCE Economics VCE English VCE English Language VCE English Literature VCE Environmental Studies VCE Food Studies VCE French VCE Health and Human Development VCE History VCE Legal Studies VCE Mathematics VCE Media VCE Music Composition VCE Music Performance 1 2 2 2 3 3 4 4 5 5 5 7 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 32 33 34 VCE Outdoor Education VCE Physical Education VCE Physics VCE Product Design Technology VCE Psychology VCE Sociology VCE Studio Arts VCE Systems Engineering VCE Theatre Studies VCE Visual Communication Design Introduction to VET VET Cert II in Automotive VET Cert II in Building Construction VET Cert II in Integrated Technologies VET Cert II in Engineering Studies VET Cert II in Hospitality VET Cert II in Agriculture VET Cert II in Animal Studies VET Cert II in Horticulture VET Cert II in Conservation VET Cert II in Retail Cosmetics VET Cert II in Salon Assistant VET Cert III in Make Up VET Cert II in Plumbing VET Cert III in Health Services Assistant VET CERT III In Aviation VET Cert III in Christian Ministry Introduction to School Based Apprenticeships and Traineeships 35 36 37 38 39 40 41 42 43 44 45 46 46 46 46 47 47 47 47 48 48 48 49 49 49 49 50 50

VCE HANDBOOK 2021 Introduction Senior School Welcome 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 benefit 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 proficient students that demonstrate Christian character and who are purpose orientated and technologically proficient Remain Focused We encourage students to keep their end goal in mind In order to achieve their very best sacrifices 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 Organised Organisation is a significant 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 confidence Obtain a global perspective Value and respect the needs of others Contribute to community Experience and celebrate success Develop leadership skills Our goal is that you as parents will feel Supported and listened to That your child is being well prepared for his or her future We 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 7 Mr Craig Kanzamar Head of Senior School Page 1

VCE HANDBOOK 2021 VCE Curriculum Details and explanation Each 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 Tasks Assessment 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 specified tasks The specific information regarding Assessment Tasks will be documented in the Student Course Planning Document which is distributed to students at the beginning of each semester Promotion in the Senior School 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 offered 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 Study in the Senior School Academic ability and aptitude while significant 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 efficient and systematic study techniques as soon as possible in the first 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 first year and at least twenty five hours in the second year of VCE studies Students who do not spend this amount of time studying generally find that they get behind in coursework and as a result they cannot put their best effort into the assessment tasks Your first task is to establish a suitable study environment at home You must find 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 Page 2

VCE HANDBOOK 2021 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 refining 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 efficient 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 Graduating with a VCE certificate To graduate with a Victorian Certificate 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 units from the English group including a Unit 3 or 4 level sequence Three sequences of Units 3 and 4 studies other than English including VCE VET Unit 3 and 4 sequences Australian Tertiary Admission Rank ATAR 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 Study Score Percentage Ranking 25 30 35 40 45 Top 76 Top 50 Top 34 Top 8 Top 2 Page 3

VCE HANDBOOK 2021 School Assessed Coursework 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 General Achievement Test GAT 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 sciences The 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 It is important to realise that the GAT results will not be used to determine students grades and will not be reported to tertiary selection authorities or employer groups However they will be used in the calculation of Derived Examination Scores in the event that a student requires a Derived Examination Score Assessment and Reporting 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 final and official 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 specified 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 specified 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 Page 4

VCE HANDBOOK 2021 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 Acceleration Program 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 arrangement of the subjects in the VCE blocks and the other subjects that a student wishes to undertake Students who wish to be accelerated 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 If you are an exceptionally able student you may be able to add to your VCE studies with a first year university subject through an extension studies program Several Universities offer extension studies which involve students completing first 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 PLUS 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 study score of at least 41 in a preparatory study of a Unit 3 and 4 sequence 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 benefit as the subject can be used in the overall ATAR calculation and also give students an idea of what University life entails While efforts 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 VCE PLUS Information This program allows Year 12 VCE students to complete two first year university subjects and have them recognised as part of their VCE Latrobe University offers VCE Plus in these subject areas Aboriginal Studies Accounting Arts and Humanities Business Criminology Engineering Event Management Globalisation Society and Place History Human Biosciences Law Sociology Page 5

VCE HANDBOOK 2021 How will VCE Plus help me Your VCE Plus subjects will count as Unit 3 and 4 sequences as part of your VCE and also contribute to your ATAR through a 10 increment see table below By completing VCE Plus you will also have completed two first year university subjects and these will count towards a relevant undergraduate degree VCE Plus also gives students the chance to Get a taste of university life Any student accepted into this program will be enrolled as a student of the University Students will be able to access all the relevant resources and services that the University has to offer Save money while there are fees these are much lower than normal and will save you substantial money on your university HECS fees Receive an early offer with guaranteed entry into selected La Trobe courses Students who achieve highly on their VCE Plus subjects are eligible for an early offer with guaranteed entry into selected La Trobe degrees before you receive your ATAR Be challenged VCE Plus provides an academic challenge as you are engaged in university style teaching and learning Completing an extension studies program can improve your study skills overall which can help you to achieve your very best in VCE Add value to your resume VCE Plus is a challenging program and completing this during your VCE is an impressive addition to your resume Gain University credit towards an undergraduate degree A pass mark in both VCE Plus subjects together with satisfying any other pre requisites will place you in a strong position for an offer into the relevant La Trobe University degree You may also be eligible for Advance Standing into the relevant degree which means a lighter study load in your first year at University giving you more free time to complete additional subjects or for part time work family commitments Eligibility criteria apply Who should enrol in VCE 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 in 2017 To have at least one VCE Unit 3 4 enrolment during the year you undertake VCE Plus How does VCE Plus boost my ATAR Average mark for VCE Plus subjects you take VCE Plus ATAR aggregate contribution VCE students Equivalent VCE study score 90 or more 5 0 points 50 80 90 4 5 points 45 70 80 4 0 points 40 60 70 3 5 points 35 50 60 3 0 points 30 Students must have successfully completed the pair of VCE Plus subjects to be entitled to the ATAR bonus Page 6

VCE HANDBOOK 2021 Pathways Below 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 Studies Related Occupations Agricultural 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 Botanist Suggested Studies Any English Agricultural Horticultural Studies VET Environmental Science Any Mathematics Other Environmental Studies Outdoor Environmental Studies Biology Conservation and Land Management VET Animal Interests and Studies 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 Chemistry Other Environmental Studies Outdoor Education Building Environment Related Occupations A Building Contractor such as Builder Bricklayer Electrician Carpenter Plumber Gas Fitter Roofer Suggested Studies Any English Any Mathematics and VET Building and Construction or VET Integrated Technologies Electrical Pre vocational Business Management Other Any other studies of interest Related Occupations Town Planner Architect Draftsperson Surveyor Estimator Suggested Studies Any English Any Mathematics Visual Communication Design Other Geography Environmental Science Any other studies of interest Business Management Related Occupations Manager in Human Resources Marketing Finance or Banking Hospitality Insurance or Taxation Agent Accountant Entrepreneur Financial Planner Foreign Exchange Personnel Recruitment Consultant Suggested Studies Any English Any Mathematics Accounting Business Management Economics Legal Studies Other LOTE Any Humanities Commerce Related Occupations Accountant Auditor Economist Commercial Lawyer Actuary Statistician Suggested Studies Any English At least Mathematical Methods Specialist Mathematics Economics Other LOTE Any Sciences Any Humanities including Legal Studies Page 7

VCE HANDBOOK 2021 Engineering Related Occupations Engineer in the fields of civil chemical mechanical aerospace computer Suggested Studies Any English Mathematical Methods Physics Other Information Technology Visual Communications Design Systems Engineering and any other studies of interest Environmental Interests Related Occupations Park Ranger Horticultural Tradesperson Landscape Architect Farm Manager Veterinarian Nurse Assistant Animal Attendant Suggested Studies Any English Any Mathematics Biology Environmental Studies Outdoor Education Other Conservation and Land Management VET Any other studies of interest Events Hospitality and Tourism Related Occupations Event Coordinator Manager Marketing Manager Public Relations Chef Home Economist Hotel Manager Caterer Food and Beverage Attendant Suggested Studies Any English Other Any Mathematics VET Hospitality Business Management Accounting Health and Human Development Psychology LOTE any Arts Studies Food Technology any Humanities Exercise Science and Sport Related Occupations Elite Athlete Physical Education Outdoor Education Teacher Exercise Scientist Rehabilitation Officer Massage Therapist Personal Trainer Recreation Officer Exercise Physiologist further university training required after a Bachelor s Degree Camps Officer Sports Administrator Sport Management Suggested Studies Any English Any Mathematics Physical Education Outdoor Education Sport and Recreation Other LOTE Any Humanities Psychology Health and Human Development Biology Humanities Related Occupations Anthropology Archaeology Consultancy Data Collection Analysis Education Law Legal Aid Science Tourism Town Planning Research Assistant Researcher Suggested Studies Any English History at least a Unit 1 2 Mathematics Other Any Sciences Australian History History Revolutions Legal Studies Human Services and Social Justice Related Occupations Teacher Social Worker Policeman woman Lawyer Criminal Justice Administrator Criminologist Psychologist Counsellor Political Scientist Suggested Studies Any English At least a Unit 1 2 Mathematics Related Occupations Childcare Worker Youth Worker Disability Officer Suggested Studies Any English and Sociology Other LOTE Health and Human Development Any Sciences Any Humanities including Legal Studies Other VET Allied Health Legal Studies Health and Human Development Psychology and Any other studies of interest Page 8

VCE HANDBOOK 2021 Information and Communication Services Related Occupations Information Technology Officer Network Analyst Programmer Technical Writer Web Designer Games Designer Animator Multimedia Designer Database Administrator Suggested Studies Any English Any Mathematics however Mathematical Methods Preferred for Programming Computing Other Physics Visual Communications and Design Art Studio Art Media Any other studies of interest Media and Communications Related Occupations Journalist Publicist Media Commentator Editor Writer Public Relations Officer Suggested Studies Any English Media Studies Any History Other LOTE Information Technology Any other studies of interest Medicine Health Sciences and Allied Health Related Occupations Doctor Surgeon Dentist Medical Research Scientist Physiotherapist Pharmacist Podiatrist Dietician Suggested Studies Any English Mathematical Methods and or Specialist Mathematics Chemistry Physics Biology Other LOTE Physical Education Psychology Health and Human Development Any Humanities Related Occupations Occupational Therapist Speech Pathologist Orthoptist Optometrist Prosthetics Audiologist Suggested Studies Any English Any Mathematics Chemistry Biology Physics Physical Education Other Psychology Health and Human Development Any Humanities LOTE Related Occupations Nurse Nutritionist Consumer Scientist Home Economist Health Promotions Officer Health Educator Paramedic Ambulance Officer Psychologist Food Technologist Laboratory Technician Suggested Studies Any English Any Mathematics Biology Physical Education Psychology Health and Human Development Food Technology Other Any Humanities Chemistry LOTE Music and Performing Arts Related Occupations Musician Actor Director Producer Screen Writer Sound and Light Technician Dancer Stage Band Manager Suggested Studies Any English Drama Music Performance Dance Other Literature Media Physical Education Any other studies of interest Physical Education Sport and Outdoor Education Related Occupations Elite Athlete Physical Education Outdoor Education Teacher Exercise Scientist Rehabilitation Officer Massage Therapist Personal Trainer Recreation Officer Exercise Physiologist further university training required after a Bachelor s Degree Sport Coaching Suggested Studies Any English Any Mathematics Physical Education Outdoor Education Sport and Recreation Related Occupations Sports Administrator Sport Management Sport Journalism Sport Photography Suggested Studies Any English Other LOTE Any Humanities Psychology Health and Human Development Biology Page 9

VCE HANDBOOK 2021 Other Any Mathematics Any Humanities including Accounting Business Management Physical Education Outdoor Education Media Studies Studio Art LOTE Visual Arts and Design Related Occupations Graphic Designer Industrial Designer Fashion Designer Freelance Artist Animator Visual Merchandiser Jeweller Sculptor Photographer Interior Designer Furniture Designer Suggested Studies Any English Art Studio Art Visual Communication Design Media Studies Design and Technology Textiles Any Mathematics Other Information Technology Any other studies of interest Selecting a VCE Program Before 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 affect access to study and career options in later years It is extremely important that wise and informed decisions are made General Guidelines 1 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 specified 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 files 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 Which maintain and develop their special skills and talents Page 10

VCE HANDBOOK 2021 VCE ACCOUNTING Rationale Accounting involves modelling forecasting and providing advice to stakeholders through the process of collecting recording reporting analysing and interpreting financial and non financial 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 financial accounting management accounting forensic investigative accounting taxation environmental accounting management and corporate or personal financial planning Structure The study is made up of four units Unit 1 Role of accounting in business This unit explores the establishment of a business and the role of accounting in the determination of business success or failure In this it considers the importance of accounting information to stakeholders Students analyse interpret and evaluate the performance of the business using financial and non financial information They use these evaluations to make recommendations regarding the suitability of a business as an investment Students record financial data and prepare reports for service businesses owned by sole proprietors Unit 2 Accounting and decision making for a trading business In this unit students develop their knowledge of the accounting process for sole proprietors operating a trading business with a focus on inventory accounts receivable accounts payable and non current assets Students use manual processes and ICT including spreadsheets to prepare historical and budgeted accounting reports Students analyse and evaluate the performance of the business relating to inventory accounts receivable accounts payable and non current assets They use relevant financial and other information to predict budget and compare the potential effects of alternative strategies on the performance of the business Using these evaluations students develop and suggest to the owner strategies to improve business performance prepare reports using the accrual basis of accounting and the perpetual method of inventory recording Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business Unit 4 Recording reporting budgeting and decisionmaking In this unit students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording Both manual methods and ICT are used to record and report Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods They investigate both the role and importance of budgeting in decision making for a business They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business From this evaluation students suggest strategies to business owners to improve business performance 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 Satisfactory Completion Achievement of the set of outcomes specified for the unit Levels of Achievement Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Unit 3 Financial accounting for a trading business This unit focuses on financial accounting for a trading business owned by a sole proprietor and highlights the role of accounting as an information system Students use the double entry system of recording financial data and Page 11

VCE HANDBOOK 2021 VCE VCE APPLIED APPLIED COMPUTING COMPUTING Rationale 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 benefits 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 Structure The study is made up of 4 units Unit 1 Applied Computing In this unit students are introduced to the stages of the problem solving methodology Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations and the use of programming languages to develop working software solutions As an introduction to data analytics students respond to a teacher provided analysis of requirements and designs to identify and collect data in order to present their findings as data visualisations They present work that includes database spreadsheet and data visualisations solutions Students select and use a programming language to create a working software solution Students prepare document and monitor project plans and engage in all stages of the problem solving methodology Unit 3 Software Development In this unit students apply the problem solving methodology to develop working software modules using a programming language Students develop an understanding of the analysis design and development stages of the problem solving methodology Students respond to teacher provided solution requirements and designs and develop a set of working modules through the use of a programming language Students examine a simple software requirements specification and a range of software design tools in order to apply specific processing features of a programming language to create working modules Students analyse a need or opportunity select an appropriate development model prepare a project plan develop a software requirements specification and design a software solution Unit 4 Software Development In this unit students focus on how the information needs of individuals and organisations are met through the creation of software solutions They consider the risks to software and data during the software development process as well as throughout the use of the software solution by an organisation Students apply the problem solving stages of development and evaluation to develop their preferred design prepared in Unit 3 into a software solution and evaluate the solution chosen development model and project plan Students examine the security practices of an organisation and the risks to software and data during the development and use of the software solutions Students evaluate the current security practices and develop a risk management plan 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 Unit 2 Applied Computing In this unit students focus on developing innovative solutions to needs or opportunities that they have identified and propose strategies for reducing security risks to data and information in a networked environment Students work collaboratively and select a topic for further study to create an innovative solution in an area of interest The innovative solution can be presented as a proof of concept a prototype or a product Students engage in all areas of the problem solving methodology As an introduction to cybersecurity students investigate networks and the threats vulnerabilities and risks to data and information They propose strategies to protect the data accessed using a network Assessment Satisfactory Completion Demonstrated achievement of all outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework tasks and end of year examination Unit 3 School assessed Coursework 10 Unit 4 School assessed Coursework 10 School assessed Task 30 End of year examination 50 Page 12

VCE HANDBOOK 2021 VCE BIOLOGY Rationale VCE Biology enables students to investigate the processes involved in sustaining life at cellular system species and ecosystem levels In undertaking this study students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual a species or the collective biodiversity of Earth The study gives students insights into how knowledge of molecular and evolutionary concepts underpin much of contemporary biology and the applications used by society to resolve problems and make advancements Structure The study is made up of four units Unit 1 How do living things stay alive In this unit students are introduced to some of the challenges to an organism in sustaining life Students examine the cell as the structural and functional unit of life from the single celled to the multicellular organism and the requirements for sustaining cellular processes in terms of inputs and outputs They analyse types of adaptations that enhance the organism s survival in a particular environment and consider the role homeostatic mechanisms play in maintaining the internal environment Students investigate how a diverse group of organisms form a living interconnected community that is adapted to and utilises the abiotic resources of its habitat The role of a keystone species in maintaining the structure of an ecosystem is explored Students consider how the planet s biodiversity is classified and the factors that affect the growth of a population Unit 2 How is continuity of life maintained In this unit students focus on cell reproduction and the transmission of biological information from generation to generation Students learn that all cells are derived from preexisting cells through the cell cycle They examine the process of DNA replication and compare cell division in both prokaryotic and eukaryotic organisms Students explore the mechanisms of asexual and sexual reproductive strategies and consider the advantages and disadvantages of these two types of reproduction The role of stem cells in the differentiation growth repair and replacement of cells in humans is examined and their potential use in medical therapies is considered In this unit students investigate the workings of the cell from several perspectives They explore the importance of the insolubility of the plasma membrane in water and its differential permeability to specific solutes in defining the cell its internal spaces and the control of the movement of molecules and ions in and out of such spaces Students consider base pairing specificity the binding of enzymes and substrates the response of receptors to signalling molecules and reactions between antigens and antibodies to highlight the importance of molecular interactions based on the complementary nature of specific molecules Unit 4 How does life change and respond to challenges over time In this unit students consider the continual change and challenges to which life on Earth has been subjected They investigate the relatedness between species and the impact of various change events on a population s gene pool The accumulation of changes over time is considered as a mechanism for biological evolution by natural selection that leads to the rise of new species Students examine change in life forms using evidence from palaeontology biogeography developmental biology and structural morphology They explore how technological developments in the fields of comparative genomics molecular homology and bioinformatics have resulted in evidence of change through measurements of relatedness between species Entry There are no prerequisites for entry to Units 1 2 and 3 Students must undertake Unit 3 and Unit 4 as a sequence Students who enter the study at Unit 3 must undertake preparatory work related to Unit 2 Assessment Satisfactory Completion Achievement of the set of outcomes specified for the unit Levels of Achievement Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 16 Unit 4 school assessed coursework 24 End of year examination 60 Unit 3 How do cells maintain life Page 13

VCE HANDBOOK 2021 VCE BUSINESS MANAGEMENT Rationale VCE Business Management examines the ways businesses manage resources to achieve objectives The VCE Business Management study design follows the process from the first idea for a business concept to planning and establishing a business through to the dayto day management of a business It also considers changes that need to be made to ensure continued success of a business Students develop an understanding of the complexity of the challenges facing decision makers in managing these resources In studying VCE Business Management students develop knowledge and skills that enhance their confidence and ability to participate effectively as socially responsible and ethical members managers and leaders of the business community and as informed citizens consumers and investors Structure The study is made up of four units Unit 1 Planning a business Businesses of all sizes are major contributors to the economic and social wellbeing of a nation Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation s wellbeing Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate and the effect of these on planning a business Unit 2 Establishing a business This unit focuses on the establishment phase of a business s life Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping staff the business and establish a customer base In this unit students examine the legal requirements that must be satisfied to establish a business They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping Students analyse various management practices in this area by applying this knowledge to contemporary business case studies from the past four years relationship between each of these Students investigate strategies to manage both staff and business operations to meet objectives Students develop an understanding of the complexity and challenge of managing businesses and through the use of contemporary business case studies from the past four years have the opportunity to compare theoretical perspectives with current practice Unit 4 Transforming a business Businesses are under constant pressure to adapt and change to meet their objectives In this unit 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 efficient and effective way to improve business performance They investigate the importance of leadership in change management Using a contemporary business case study from the past four years students evaluate business practice against theory 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 Satisfactory Completion Achievement of the set of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Unit 3 Managing a business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives Students examine the different types of businesses and their respective objectives They consider corporate culture management styles management skills and the Page 14

VCE HANDBOOK 2021 VCE CHEMISTRY Rationale VCE Chemistry enables students to examine a range of chemical biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes 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 In VCE Chemistry students develop a range of inquiry skills involving practical experimentation and research specific to the knowledge of the discipline analytical skills including critical and creative thinking and communication skills Structure The study is made up of four units Unit 1 How can the diversity of materials be explained The development and use of materials for specific purposes is an important human endeavour In this unit students investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials Using their knowledge of elements and atomic structure students explore and explain the relationships between properties structure and bonding forces within and between particles that vary in size from the visible through nanoparticles to molecules and atoms Students examine the modification of metals assess the factors that affect the formation of ionic crystals and investigate a range of non metallic substances from molecules to polymers and giant lattices and relate their structures to specific applications Unit 2 What makes water such a unique chemical Water is the most widely used solvent on Earth In this unit students explore the physical and chemical properties of water the reactions that occur in water and various methods of water analysis Students examine the polar nature of a water molecule and the intermolecular forces between water molecules They explore the relationship between these bonding forces and the physical and chemical properties of water In this context students investigate solubility concentration pH and reactions in water including precipitation acid base and redox Students are introduced to stoichiometry and to analytical techniques and instrumental procedures and apply these to determine concentrations of different species in water samples including chemical contaminants T Unit 3 How can chemical processes be designed to optimise efficiency Students compare and evaluate different chemical energy resources including fossil fuels biofuels galvanic cells and fuel cells They investigate the combustion of fuels including the energy transformations involved the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions and calculations of the amounts of energy released and their representations Students consider the purpose design and operating principles of galvanic cells fuel cells and electrolytic cells In this context they use the electrochemical series to predict and write half and overall redox equations and apply Faraday s laws to calculate quantities in electrolytic reactions Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent They investigate and apply the equilibrium law and Le Chatelier s principle to different reaction systems including to predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes Unit 4 How are organic compounds categorised analysed and used Students study the ways in which organic structures are represented and named They process data from instrumental analyses of organic compounds to confirm or deduce organic structures and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures Students consider the nature of the reactions involved to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials Students investigate key food molecules through an exploration of their chemical structures the hydrolytic reactions in which they are broken down and the condensation reactions in which they are rebuilt to form new molecules 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 Satisfactory Completion Demonstrated achievement of the set of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 16 Unit 4 school assessed coursework 24 End of year examination 60 Page 15

VCE HANDBOOK 2021 VCE CHINESE MANDARIN Rationale The study of a language other than English contributes to the overall education of students most particularly in the area of communication but also in the areas of cross cultural understanding cognitive development literacy and general knowledge It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond The study of Chinese develops students ability to understand and use a language which is spoken by about a quarter of the world s population There are many spoken varieties of Chinese and Modern Standard Chinese is pre eminent among these It is the major language of communication in China Taiwan and Singapore and is widely used by Chinese communities throughout the Asia Pacific region including Australia Structure The study is made up of four units The College will be offering Units 1 and 2 in 2021 Units 3 and 4 will be offered in 2022 language in their secondary studies are the ones that undertake this course It is possible however that some students with less formal experience will also be able to meet the requirements successfully Students must also undertake Unit 3 prior to undertaking Unit 4 in the same calendar year Assessment Satisfactory Completion Demonstrated achievement of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and tasks and an end of year examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 Unit 3 and 4 End of year examination 50 Oral and Written Examination Unit 1 The areas of study comprise themes and topics grammar text types vocabulary and kinds of writing This unit allows students to establish and maintain a spoken or written exchange listen to read and obtain information from written and spoken texts and produce a personal response to a text focusing on real or imaginary experience Unit 2 The areas of study comprise themes and topics grammar text types vocabulary and kinds of writing This unit will allow the student to participate in a spoken or written exchange relating to making arrangements and completing transactions listen to read and extract and use information and ideas from spoken and written texts and give expression to real or imaginary experience in written or spoken form Units 3 and 4 The areas of study comprise themes and topics grammar text types vocabulary and kinds of writing Students undertake a detailed study of Language and Culture through texts or VET Students should be able to express ideas through the production of original texts analyse and use information from spoken or written texts and exchange information opinions and experiences They should also be able to respond critically to spoken and written texts which reflect aspects of the language and culture of Chinese communities Entry There are no prerequisites for entry to units 1 2 However Chinese is designed for students who will typically have studied the language for at least 200 hours before commencing Unit 1 It is highly suggested that students who have completed Chinese as a second Page 16

VCE HANDBOOK 2021 VCE CLASSICAL STUDIES Rationale What is a hero What is beauty What makes a leader What is the nature of war Ancient Greeks and ancient Romans confronted such questions Students of VCE Classical Studies read and study works that have captivated and inspired generations These works teach students about love and devotion and about anger and betrayal Ideas about fate and freedom in ancient Greek and ancient Roman works inform students understanding of humanity and they begin to appreciate the influence of such works on Western civilisation In studying classical works students encounter people like themselves among the defenders of Troy the competitors at the Olympic Games the spectators at Athenian drama festivals and witnesses to the struggles in the Roman Senate Students also encounter people with very different values when they learn about the heroic code the Roman virtue of pietas and the code of the gladiators The spirit of this inquiry into classical works creates rich opportunities to learn about the past and to gain a clearer understanding of the present world Structure The study is made up of four units Unit 1 Mythical Worlds This unit of study explores the myths of ancient Greece and or ancient Rome the search for their origins and their contribution to classical culture Myths are traditional narratives that examine ideas that were of central importance to these societies They were used to explain the physical world the foundation of institutions aspects of daily life and the human condition The nature of the gods and the deeds of heroes like Theseus and the epic voyages of Odysseus and Aeneas have fascinated people since classical times Women such as Helen Clytemnestra and Dido have endured in myths that consider love and war the human and the monstrous The pioneers of archaeology sought to explain the possible historical basis of particular myths and excavated at Troy Knossos and Mycenae and other sites in search of the mythical heroes and their worlds Myths were represented in many forms including epic sculpture tragedy vase paintings and wall paintings and mosaics Unit 2 Classical Worlds This unit examines classical works across time beginning with the study of ancient Greek and or ancient Roman society through an exploration of intellectual and material culture Students work with translations rather than with the Ancient Greek or Latin Classical works offer a means of exploring social and political life in classical antiquity What does Homer reveal about the heroic code How does Thucydides portray Athens during the Peloponnesian War How does Sallust capture the demise of the Roman Republic How does Tacitus depict Roman political life over a century later What do works of architecture such as the Parthenon and the Colosseum reveal about the societies in which they were produced Students analyse and compare the ways in which classical writers and artists use similar and different techniques within a classical work Units 3 and 4 Classical Works In Units 3 and 4 students engage with the intellectual and material culture of ancient Greece and or ancient Rome working with translations rather than the Ancient Greek or Latin Students analyse individual works and engage with ideas that are explored and techniques that are used by particular writers and artists They analyse and compare the ways in which classical writers and artists use similar and different techniques within a classical work Students analyse the techniques used to present these ideas and the relationship between the work and its sociohistorical context They critique the circumstances that have led to the significant events described in the classical works To deepen their understanding of the significance of selected classical works students compare classical works and consider ways in which different writers and artists address similar ideas or themes and construct an argument drawing on the ideas techniques and the work s sociohistorical context Such analysis reveals the changing nature of the classical world 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 Satisfactory Completion Achievement of the set of outcomes Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Page 17

VCE HANDBOOK 2021 Entry There are no prerequisites for entry to Unit 3 Students must undertake Units 3 and 4 as a sequence within one calendar year VCE DRAMA Rationale In VCE Drama students tell stories explore ideas make sense of their worlds and communicate meaning through the practice of performance making The study of drama enables students individual and collective identities to be explored expressed and validated Students develop an ability to empathise through understanding and accepting diversity Students draw from and respond to contexts and stories that reflect different cultures genders and abilities Structure The study is made up of four units The College will be offering Units 3 4 in 2021 Assessment Satisfactory Completion Demonstrated achievement of all outcomes specified for the unit Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 30 Unit 4 school assessed coursework 10 End of year performance 35 End of year examination 25 Unit 3 Devised ensemble performance Students explore performance styles and associated conventions from a diverse range of contemporary and or traditional contexts They work collaboratively to devise develop and present an ensemble performance Students create work that reflects a specific performance style or one that draws on multiple performance styles and is therefore eclectic in nature They use play making techniques to extract dramatic potential from stimulus material then apply and manipulate conventions dramatic elements expressive skills performance skills and production areas Throughout development of the work they experiment with transformation of character time and place and application of symbol Students devise and shape their work to communicate meaning or to have a specific impact on their audience In addition students document and evaluate stages involved in the creation development and presentation of the ensemble performance Unit 4 Devised solo performance This unit focuses on the development and the presentation of devised solo performances Students explore contemporary practice and works that are eclectic in nature that is they draw on a range of performance styles and associated conventions from a diverse range of contemporary and traditional contexts Students develop skills in extracting dramatic potential from stimulus material and use play making techniques to develop and present a short solo performance They experiment with application of symbol and transformation of character time and place They apply conventions dramatic elements expressive skills performance skills and performance styles to shape and give meaning to their work Students further develop and refine these skills as they create a performance in response to a prescribed structure They consider the use of production areas to enhance their performance and the application of symbol and transformations Page 18

VCE HANDBOOK 2021 VCE ECONOMICS Rationale 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 effect 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 Structure The study is made up of four units Unit 1 The behaviour of consumers and businesses Students explore some fundamental economic concepts They examine basic economic models where consumers and businesses engage in mutually beneficial transactions and investigate the motivations and consequences of both consumer and business behaviour They examine how individuals might respond to incentives and how technology may have altered the way businesses and consumers interact Students are encouraged to investigate contemporary examples and case studies to enhance their understanding of the introductory economic concepts Students examine a simple microeconomic model to explain changes in prices and quantities traded Through close examination of one or more key markets they gain insight into the factors that may affect the way resources are allocated in an economy and how market power can affect efficiency and living standards Unit 2 Contemporary economic issues Students focus on the possible trade off between the pursuit of growth in incomes and production and the goal of environmental sustainability and long term economic prosperity They investigate the importance of economic growth in terms of raising living standards and evaluate how achievement of this goal might result in degradation of the environment and the loss of key resources Students examine whether the goals of economic growth and environmental sustainability can be compatible and discuss the effect of different policies on the achievement of these important goals Unit 3 Australia s economic prosperity In this unit students develop an understanding of the macroeconomy They investigate the factors that influence the level of aggregate demand and aggregate supply in the economy and use models and theories to explain how changes in these variables might influence the achievement of the Australian Government s domestic macroeconomic goals and affect living standards Australia s economic prosperity depends in part on strong economic relationships with its major trading partners Students investigate the importance of international economic relationships in terms of their influence on Australia s living standards Unit 4 Managing the economy Area of Study 1 focuses on the role of aggregate demand policies in stabilising the business cycle to achieve the Australian Government s domestic macroeconomic goals Students examine the role of the Reserve Bank of Australia RBA with a focus on its responsibility to alter the cost and availability of credit in the economy Students consider each of the transmission mechanisms through which changes to interest rates can affect the level of aggregate demand in the economy and how these changes might affect the achievement of the Australian Government s domestic macroeconomic goals Students examine and analyse the effects of the last two Australian Government budgets and how particular initiatives have helped to stabilise the level of aggregate demand and influenced the achievement of domestic macroeconomic goals In Area of Study 2 students consider how the Australian Government utilises aggregate supply policies to manage the Australian economy If the productive capacity of the economy is expanding growth in aggregate demand can be met and economic growth can be maintained both now and into the future Students investigate the role of both market based and interventionist approaches to managing the supply side of the economy They evaluate these policy responses in terms of their effect on incentives and consider how they increase competition and efficiency in the economy 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 Satisfactory Completion Achievement of the set of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Page 19

VCE HANDBOOK 2021 presentation intended to position audiences about an issue currently debated in the media VCE ENGLISH Rationale The study of English contributes to the development of literate individuals capable of critical and creative thinking aesthetic appreciation and creativity This study also develops students ability to create and analyse texts moving from interpretation to reflection and critical analysis Through engagement with texts from the contemporary world and from the past and using texts from Australia and from other cultures students studying English become confident articulate and critically aware communicators and further develop a sense of themselves their world and their place within it English helps equip students for participation in a democratic society and the global community Overview As prescribed by the VCAA all units will cover the following areas of study Reading and Responding in which the key aspect of a text is examined Creating and Presenting Students are encouraged to read widely around a theme that has been selected by the teacher from those listed in the VCAA English Studies Guidelines Students will respond using a variety of writing styles Using Language to Persuade The focus of this area of study is on the use of language in the presentation of a point of view Students will respond in written form how language can be used to persuade readers and or viewers Texts selected for Area of Study 1 must be chosen from the Text List published annually by the VCAA The issues selected for Area of Study 2 must have appeared in the media since 1 September of the previous year but need not be the same as the issue selected for study in Unit 3 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 Satisfactory Completion Demonstrated achievement of all outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Structure The study is made up of 4 units Unit 1 In this unit students read and respond to texts analytically and creatively They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences Students develop their skills in creating written spoken and multimodal texts Unit 2 In this unit students compare the presentation of ideas issues and themes in texts They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences Students develop their skills in creating written spoken and multimodal texts Unit 3 In this unit students read and respond to texts analytically and creatively They analyse arguments and the use of persuasive language in texts Texts selected for study in Area of Study 1 must be chosen from the Text List published annually by the VCAA The texts selected for study in Unit 3 Area of Study 2 must have appeared in the media since 1 September of the previous year Unit 4 In this unit students compare the presentation of ideas issues and themes in texts They create an oral Page 20

VCE HANDBOOK 2021 VCE ENGLISH LANGUAGE Rationale The study of English Language enables students to further develop and refine their skills in reading writing listening to and speaking English Students learn about personal and public discourses in workplaces fields of study trades and social groups In this study students read widely to develop their analytical skills and understanding of linguistics Students are expected to study a range of texts including publications and public commentary about language in print and multimodal form Students also observe and discuss contemporary language in use as well as consider a range of written and spoken texts Structure The study is made up of four units The College will be offering Units 1 2 in 2021 Unit 1 Language is an essential aspect of human behaviour and the means by which individuals relate to the world to each other and to the communities of which they are members In this unit students consider the way language is organised so that its users have the means to make sense of their experiences and to interact with others Students explore the various functions of language and the nature of language as an elaborate system of signs The relationship between speech and writing as the dominant modes of language and the impact of situational and cultural contexts on language choices are also considered Students investigate children s ability to acquire language and the stages of language acquisition across a range of subsystems Unit 2 In this unit students focus on language change Languages are dynamic and language change is an inevitable and a continuous process Students consider factors contributing to change over time in the English language and factors contributing to the spread of English They explore texts from the past and from the present considering how all subsystems of the language system are affected phonetics and phonology morphology and lexicology syntax discourse and semantics Attitudes to language change vary considerably and these are also considered Entry There are no prerequisites for entry to Units 1 and 2 Assessment Satisfactory Completion Demonstrated achievement of all outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Page 21

VCE HANDBOOK 2021 features students understand how imaginative texts are informed by close analysis VCE ENGLISH LITERATURE Rationale VCE Literature provides opportunities for students to develop their awareness of other people places and cultures and explore the way texts represent the complexity of human experience Students examine the evolving and dialogic nature of texts the changing contexts in which they were produced and notions of value They develop an understanding and appreciation of literature and an ability to reflect critically on the aesthetic and intellectual aspects of texts The study of Literature enables students to consider the power and complexity of language the ways literary features and techniques contribute to meaning and the significance of form and structure They develop their capacity to read and interpret texts and reflect on their interpretations and those of others and in turn reflect on their personal experience and the experiences of others cultivating an awareness that there are multiple readings of texts and that the nature of language and text is dynamic They are encouraged to be independent innovative and creative developing the ability to read deeply and widely and to establish and articulate their views through creative and analytical responses Structure The study is made up of four units Unit 1 Approaches to Literature In this unit students focus on the ways in which the interaction between text and reader creates meaning Students analyses of the features and conventions of texts help them develop increasingly discriminating responses to a range of literary forms and styles Students respond critically creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience They develop familiarity with key terms concepts and practices that equip them for further studies in literature They develop an awareness of how the views and values that readers hold may influence the reading of a text Unit 2 Context and Connections In this unit students explore the ways literary texts connect with each other and with the world They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings Drawing on a range of literary texts students consider the relationships between authors audiences and contexts Ideas language and structures of different texts from past and present eras and or cultures are compared and contrasted Students analyse the similarities and differences across texts and establish connections between them They engage in close reading of texts and create analytical responses that are evidence based By experimenting with textual structures and language Unit 3 Form and transformationIn this unit students consider how the form of a text affects meaning and how writers construct their texts They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed They consider how the perspectives of those adapting texts may inform or influence the adaptations Students draw on their study of adaptations and transformations to develop creative responses to texts Unit 4 Interpreting texts In this unit students develop critical and analytic responses to texts They consider the context of their responses to texts as well as the ideas explored in the texts the style of the language and points of view They investigate literary criticism informing both the reading and writing of texts Students develop an informed and sustained interpretation supported by close textual analysis For the purposes of this unit literary criticism is characterised by extended informed and substantiated views on texts and may include reviews peer reviewed articles and transcripts of speeches Specifically for Unit 4 Outcome 1 the literary criticism selected must reflect different perspectives assumptions and ideas about the views and values of the text s studied 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 Satisfactory completion Demonstrated achievement of all outcomes specified for the unit Units 1 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 4 School assessed coursework and an end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Page 22

VCE HANDBOOK 2021 VCE ENVIRONMENTAL SCIENCE Rationale VCE Environmental Science enables students to explore the challenges that past and current human interactions with the environment presents for the future by considering how Earth s atmosphere biosphere hydrosphere and lithosphere function as interrelated systems In undertaking this study students examine how environmental actions affect and are affected by ethical social and political frameworks In VCE Environmental Science students develop a range of inquiry skills involving practical experimentation and research analytical skills including critical and creative thinking and communication skills Students use scientific and cognitive skills and understanding to analyse contemporary issues related to environmental science and communicate their views from an informed position Structure The study is made up of 4 units Unit 1 How are Earth s systems connected In this unit students examine Earth as a set of four interacting systems the atmosphere biosphere hydrosphere and lithosphere Students apply a systems perspective when exploring the physical requirements for life in terms of inputs and outputs and consider the effects of natural and human induced changes in ecosystems They investigate the physical environment and its components the function of local ecosystems and the interactions that occur in and between ecological components over different timescales Students consider how the biotic and abiotic components of local ecosystems can be monitored and measured Unit 2 How can pollution be managed In this unit students explore the concept of pollution and associated impacts on Earth s four systems through global national and local perspectives They distinguish between wastes contaminants and pollutants and examine the characteristics measurement and management of pollution They analyse the effects of pollutants on the health of humans and the environment over time Students consider the rules for use treatment and disposal of pollutants and evaluate the different perspectives of those who are affected by pollutants They explore the significance of technology government initiatives communities and individuals in redressing the effects of pollutants and consider how values beliefs and evidence affect environmental decision making the services provided to all living things They analyse the processes that threaten biodiversity and apply scientific principles in evaluating biodiversity management strategies for a selected threatened endemic species Students use a selected environmental science case study with reference to the principles of sustainability and environmental management to explore management at an Earth systems scale including impact on the atmosphere biosphere hydrosphere and lithosphere Unit 4 How can the impacts of human energy use be reduced In this unit students analyse the social and environmental impacts of energy production and use on society and the environment They explore the complexities of interacting systems of water air land and living organisms that influence climate focusing on both local and global scales and consider long term consequences of energy production and use Students examine scientific concepts and principles associated with energy compare efficiencies of the use of renewable and non renewable energy resources and consider how science can be used to reduce the impacts of energy production and use They distinguish between natural and enhanced greenhouse effects and discuss their impacts on living things and the environment including climate change 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 Satisfactory Completion Demonstrated achievement of all outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 20 Unit 4 school assessed coursework 30 End of year examination 50 Unit 3 How can biodiversity and development be sustained In this unit students focus on environmental management through the examination and application of sustainability principles They explore the value and management of the biosphere by examining the concept of biodiversity and Page 23

VCE HANDBOOK 2021 VCE FOOD STUDIES Rationale VCE Food Studies is designed to build the capacities of students to make informed food choices 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 fields of home economics food technology food manufacturing and hospitality Unit 1 Food Origins This unit focuses on food from historical and cultural perspectives Students investigate the origins and roles of food through time and across the world Students explore how humanity has historically sourced its food examining the general progression from hunter gatherer to ruralbased agriculture to today s urban living and global trade in food They consider the origins and significance of food through inquiry into particular food producing regions of the world They look at Australian indigenous food prior to European settlement and how food patterns have changed since particularly through the influence of food production processing and manufacturing industries and immigration Students also investigate cuisines that are part of Australia s culinary identity today and reflect on the concept of an Australian cuisine Unit 2 Food Makers In this unit students investigate food systems in contemporary Australia They gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe high quality food that meets the needs of consumers 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 effective provision and preparation of food in the home and analyse the benefits and challenges of developing and using practical food skills in daily life In demonstrating their practical skills students design new food products and adapt recipes to suit particular needs and circumstances They consider the possible extension of their role as small scale food producers by exploring potential entrepreneurial opportunities Unit 3 Food in Daily Life This unit investigates the many roles and everyday influences of food Students investigate the physiology of eating and appreciating food and the microbiology of digestion They also investigate the functional properties of food and the changes that occur during food preparation and cooking They analyse the scientific rationale behind the Australian Dietary Guidelines and the Australian Guide to Healthy Eating and develop their understanding of diverse nutrient requirements Students also inquire into the role of food in shaping and expressing identity and connectedness and the ways in which food information can be altered and manipulated The practical component of this unit enables students to understand food science terminology and to apply specific techniques to the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns Unit 4 Food Issues Challenges and Futures In this unit students examine debates about global and Australian food systems Students focus on issues about the environment ecology ethics farming practices the development and application of technologies and the challenges of food security food safety food wastage and the use and management of water and land Students research a selected topic seeking clarity on current situations and points of view considering solutions and analysing work undertaken to solve problems and support sustainable futures 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 Students consider how to assess information and draw evidence based conclusions They apply this methodology to navigate contemporary food fads trends and diets They practise and improve their food selection skills by interpreting food labels and analysing the marketing terms used on food packaging 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 Satisfactory Completion Demonstrated achievement of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and tasks and an end of year examination Unit 3 school assessed coursework 30 Unit 4 school assessed coursework 30 End of year examination 40 Page 24

VCE HANDBOOK 2021 VCE FRENCH Rationale The study of French contributes to student personal development in a range of areas including communication skills intercultural understanding cognitive development literacy and general knowledge Learning and using an additional language encourages students to examine the influences on their perspectives and society and to consider issues important for effective personal social and international communication It enables students to examine the nature of language including their own and the role of culture in language communication and identity By understanding the process of language learning students can apply skills and knowledge to other contexts and languages Learning a language engages analytical and reflective capabilities and enhances critical and creative thinking meet the requirements successfully Students must also undertake Unit 3 prior to undertaking Unit 4 in the same calendar year Assessment Satisfactory Completion Demonstrated achievement of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Structure The study is made up of four units The College will be offering Units 1 and 2 in 2021 Units 3 and 4 will be offered in 2022 Unit 1 In this unit students develop an understanding of the language and culture s of French speaking communities through the study of three or more topics from the prescribed themes list Students access and share useful information on the topics and subtopics through French and consolidate and extend vocabulary and grammar knowledge and language skills They focus on analysing cultural products or practices including visual spoken or written texts Unit 2 In this unit students develop an understanding of aspects of language and culture through the study of three or more topics from the prescribed themes list Each area of study must focus on a different subtopic Students analyse visual spoken and written texts They access and share useful information on the topics and subtopics through French and consolidate and extend vocabulary grammar knowledge and language skills Cultural products or practices can be used to demonstrate how culture and perspectives may vary between communities Students reflect on the interplay between language and culture and its impact on meaning understanding and the individual s language use in specific contexts and for specific audiences Entry There are no prerequisites for entry to units 1 2 However French is designed for students who will typically have studied the language for at least 200 hours before commencing Unit 1 It is highly suggested that students who have completed French as a second language in their secondary studies are the ones that undertake this course It is possible however that some students with less formal experience will also be able to Page 25

VCE HANDBOOK 2021 VCE HEALTH AND HUMAN DEVELOPMENT Rationale VCE Health and Human Development provides students with broad understandings of health and wellbeing that reach far beyond the individual Students 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 put it at risk The study provides opportunities for students to view health and wellbeing and development holistically across the lifespan and the globe and through a lens of social equity and justice Structure This study is made up of four units Unit 1 Understanding health and wellbeing In this unit students identify personal perspectives and priorities relating to health and wellbeing and enquire into factors that influence health attitudes beliefs and practices including among Aboriginal and Torres Strait Islanders Students look at multiple dimensions of health and wellbeing the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status With a focus on youth students consider their own health as individuals and as a cohort Unit 2 Managing health and development This unit investigates transitions in health and wellbeing and development from lifespan and societal perspectives Students look at changes and expectations that are part of the progression from youth to adulthood This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility involving the establishment of long term relationships possible considerations of parenthood and management of healthrelated milestones and changes Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information They investigate the challenges and opportunities presented by digital media and health technologies and consider issues surrounding the use of health data and access to quality health care Unit 3 Australia s health in a globalised world Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource their thinking extends to health as a universal right Students look at the fundamental conditions required for health improvement as stated by the World Health Organization WHO They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians Area of Study 2 focuses on health promotion and improvements in population health over time Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs While the emphasis is on the Australian health system the progression of change in public health approaches should be seen within a global context Unit 4 Health and human development in a global context This unit examines health and wellbeing and human development in a global context Students use data to investigate health status and burden of disease in different countries exploring factors that contribute to health inequalities between and within countries 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 burden of disease over time and studying the key concepts of sustainability and human development They consider the health implications of increased globalisation and worldwide trends relating to climate change digital technologies world trade and the mass movement of people Area of Study 2 looks at global action to improve health and wellbeing and human development focusing on the United Nations UN s Sustainable Development Goals SDGs and the work of the World Health Organization WHO Students also investigate the role of non government organisations and Australia s overseas aid program 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 Satisfactory Completion Demonstrated achievement of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and tasks and an end of year examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Page 26

VCE HANDBOOK 2021 VCE HISTORY Rationale 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 the second half of the twentieth century and the first decade of the twenty first century The establishment of the United Nations UN in 1945 was intended to take an internationalist approach to avoiding warfare resolving political tensions and addressing threats to human life and safety The Universal Declaration of Human Rights adopted in 1948 was the first global expression of human rights However despite internationalist moves the second half of the twentieth century was dominated by the Cold War competing ideologies of democracy and communism and proxy wars By 1989 the USSR began to collapse Beginning with Poland Eastern European communist dictatorships fell one by one The fall of the Berlin Wall was a significant turning point in modern history Units 3 4 Revolutions Revolutions in history have been reconsidered and debated by historians The study of a revolution will consider differing perspectives and the reasons why different groups have made different judgments of the history of the revolution Students will study two of the following revolutions one for Unit 3 and one for Unit 4 The American Revolution the French Revolution the Russian Revolution or the Chinese Revolution Structure The study is made up of four units Unit 1 Change and conflict In this unit students investigate the nature of social political economic and cultural change in the later part of the 19th century and the first half of the 20th century Modern History provides students with an opportunity to explore the significant events ideas individuals and movements that shaped the social political economic and technological conditions and developments that have defined the modern world The late 19th century marked a challenge to existing empires alongside growing militarism and imperialism Empires continued to exert their powers as they competed for new territories resources and labour across Asia Pacific Africa and the Americas contributing to tremendous change This increasingly brought these world powers into contact and conflict Italian unification and German unification changed the balance of power in Europe the USA emerged from a bitter civil war and the Meiji Restoration brought political revolution to Japan Meanwhile China under the Qing struggled to survive due to foreign imperialism Modernisation and industrialisation also challenged and changed the existing political social and economic authority of empires and states During this time the everyday lives of people significantly changed 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 Satisfactory Completion Achievement of the set of outcomes Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Unit 2 The changing world order In this unit students investigate the nature and impact of the Cold War and challenges and changes to social political and economic structures and systems of power in Page 27

VCE HANDBOOK 2021 VCE VCE LEGAL STUDIES LEGAL STUDIES Rationale The study of VCE Legal Studies enables students to become active and informed citizens by providing them with valuable insights into their relationship with the law and the legal system They develop knowledge and skills that enhance their confidence and ability to access and participate in the legal system Students come to appreciate how legal systems and processes aim to achieve social cohesion and how they themselves can create positive changes to laws and the legal system VCE Legal Studies equips students with the ability to research and analyse legal information and apply legal reasoning and decision making skills and fosters critical thinking to solve legal problems Further study in the legal field can lead to a broad range of career opportunities such as lawyer paralegal legal secretary and careers in the courtroom Structure The structure is made up of four units Unit 1 Guilt and Liability In this unit students develop an understanding of legal foundations such as the different types and sources of law and the existence of a court hierarchy in Victoria Students investigate key concepts of criminal law and civil law and apply these to actual and or hypothetical scenarios to determine whether an accused may be found guilty of a crime or liable in a civil dispute In doing so students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused and the liability of a party in a civil dispute Unit 2 Sanctions remedies and rights This unit focuses on the enforcement of criminal law and civil law the methods and institutions that may be used to determine a criminal case or resolve a civil dispute and the purposes and types of sanctions and remedies and their effectiveness Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice Students develop their understanding of the way rights are protected in Australia and in another country and possible reforms to the protection of rights They examine a significant case in relation to the protection of rights in Australia available to assist with cases Students explore matters such as the rights available to an accused and to victims in the criminal justice system the roles of the judge jury legal practitioners and the parties and the ability of sanctions and remedies to achieve their purposes Students investigate the extent to which the principles of justice are upheld in the justice system They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice Throughout this unit students apply legal reasoning and information to actual and or hypothetical scenarios Unit 4 The people and the law In this unit students explore how the Australian Constitution establishes the law making powers of the Commonwealth and state parliaments and protects the Australian people through structures that act as a check on parliament in law making Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution They investigate parliament and the courts and the relationship between the two in law making and consider the roles of the individual the media and law reform bodies in influencing law reform Throughout this unit students apply legal reasoning and information to actual scenarios 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 Satisfactory Completion Demonstrated achievement of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and tasks and an end of year examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Unit 3 Rights and justice In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes Students consider the Magistrates Court County Court and Supreme Court within the Victorian court hierarchy as well as other Victorian legal institutions and bodies Page 28

VCE HANDBOOK 2021 Rationale This study is designed to provide access to worthwhile and challenging mathematical learning in a way that takes into account the needs and aspirations of a wide range of students It is also designed to promote students awareness of the importance of mathematics in everyday life in an increasingly technological society and confidence in making effective use of mathematical ideas techniques and processes All students in all the mathematical units offered would apply knowledge and skills model investigate and solve problems and use technology to support learning mathematics and its application in different contexts Calculators Students undertaking General Maths or Maths Methods require a TI nspire CAS calculator These calculators can be purchased through the College booklist It is strongly recommended that students 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 Further Units 1 and 2 General Mathematics Specialist Units 1 and 2 Mathematical Methods CAS Units 1 and 2 Further Mathematics Units 3 and 4 Mathematical Methods CAS Units 3 and 4 Specialist Mathematics Units 3 and 4 Each unit deals with specific content and is designed to enable students to achieve a set of outcomes GENERAL MATHEMATICS Further UNITS 1 2 This is a general Mathematics course designed specifically for those students who intend to complete Further Mathematics Units 3 and 4 The study aims to consolidate the knowledge gained in Years 7 10 and provide a sound base for further study Students should be maintaining at least a B average in Year 10 Mathematics General to consider undertaking this course General Mathematics provides a solid grounding in maths in the Senior Years for students not intending to pursue Specialist Maths The areas of study are Algebra and structure arithmetic and number discrete mathematics geometry measurement and trigonometry graphs and statistics GENERAL MATHEMATICS Specialist UNITS 1 2 This course is intended to provide a solid introduction and grounding in the Mathematics required for the combination of Mathematical Methods CAS and Specialist Maths in Units 3 and 4 The specific focus of the course will be the application of Mathematics to Science and engineering fields Students should be maintaining at least an A grade average in Year 10 Mathematics Advanced to consider undertaking this course The areas of study are Arithmetic algebra geometry and trigonometry advanced trigonometry and graphing VCE MATHEMATICS PROGRAM MATHEMATICAL METHODS CAS UNITS 1 2 These units are designed in particular as preparation for Maths Methods Units 3 and 4 This course provides a good introduction to Mathematical Methods and Specialist Mathematics that are taken at Unit 3 and 4 level Students should be maintaining at least a B grade average in Year 10 Mathematics Advanced to consider undertaking this course The areas of study are Functions and Graphs Algebra Probability Rates of change and calculus FURTHER MATHEMATICS UNITS 3 4 This study is designed for students with a general interest in Mathematics as well as providing a sound base for those students intending to undertake studies in the education and health fields Students should be maintaining at least a B average in Year 11 Mathematics Further to consider undertaking the course Further Mathematics consists of a compulsory area of study Data Analysis and then a selection of three from six modules in the Applications area of study made up of number patterns geometry and trigonometry graphs and relations business related mathematics networks and decision mathematics and matrices MATHEMATICAL METHODS CAS UNITS 3 4 This study is designed for those students with a keen interest in Mathematics It provides a sound base for studies in Mathematics at a tertiary level It is strongly recommended students wishing to attempt these units have satisfactorily completed Mathematical Methods CAS Units 1 and 2 Students should be maintaining at least a B grade average in Mathematical Methods CAS Units 1 and 2 to consider undertaking this course It would also be beneficial for students to have completed Units 1 and 2 of General Mathematics Specialist Mathematical Methods Unit 3 and 4 consists of the following areas of study functions and graphs calculus algebra and probability These must be covered in progression from Unit 3 to 4 SPECIALIST MATHEMATICS UNITS 3 4 This study is designed for those students with a strong interest in Mathematics and those intending to pursue Mathematics at a tertiary level The course has a definite focus towards engineering and Science engineering Students should be maintaining at least an A grade average in Mathematical Methods Units 1 and 2 to Page 29

VCE HANDBOOK 2021 consider undertaking this course It is also advisable that students have completed General Mathematics Specialist Units 1 and 2 as significant preparatory material is covered in these units Specialist Mathematics consists of the following areas of study algebra calculus vectors mechanics and functions relations and graphs All of this material must be covered in a progression from Unit 3 to Unit 4 Entry Students undertaking Mathematical Methods CAS Units 1 and 2 are expected to have a sound background in number algebra function and probability Additional preparatory work will be advisable for any student who wishes to undertake Mathematical Methods CAS Unit 2 without completing Mathematical Methods CAS Unit 1 Proof of this preparation will be required Students must undertake Unit 3 prior to undertaking Unit 4 Selection of Specialist Mathematics Units 3 and 4 assumes a current enrolment in or previous completion of Maths Methods Units 3 and 4 In particular students intending to study both Mathematical Methods Units 3 and 4 and Specialist Mathematics Units 3 and 4 should study both Mathematical Methods CAS Units 1 and 2 and General Mathematics Units 1 and 2 It is possible to prepare for Mathematical Methods Units 3 and 4 by studying only Mathematics Methods CAS 1 and 2 however a much deeper knowledge and therefore preparation is obtained by also studying General Mathematics Units 1 2 Satisfactory Completion Demonstrated achievement of the set of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 The student s level of achievement will be assessed through school assessed coursework and examination as follows Further Mathematics Unit 3 school assessed coursework 20 Unit 4 school assessed coursework 14 Unit 3 and 4 examination 1 33 Unit 3 and 4 examination 2 33 Mathematical Methods Unit 3 school assessed coursework 17 Unit 4 school assessed coursework 17 Unit 3 and 4 examination 1 22 Unit 3 and 4 examination 2 44 Examination 1 for Maths Methods is a technology free examination Specialist Mathematics Unit 3 school assessed coursework 17 Unit 4 school assessed coursework 17 Unit 3 and 4 examination 1 22 Unit 3 and 4 examination 2 44 Examination 1 for Specialist Maths is a technology free examination Assessment Page 30

VCE HANDBOOK 2021 VCE MATHEMATICS PATHWAY Tertiary Career ARTS BUSINESS JOURNALISM NURSING PSYCHOLOGY REAL ESTATE TEACHING TRADES etc Tertiary Career AERONAUTICS ARCHITECTURE ASTRONOMY CHEMISTRY CIVIL ENGINEERING ELECTRICAL ENGINEERING FORENSIC SCIENCE LAW MEDICINE METEOROLOGY OCEANOGRAPHY RESEARCH PHYSIOTHERAPY VETERINARY SCIENCE etc Yr 12 FURTHER MATHEMATICS 3 4 Yr 12 MATHS METHODS 3 4 Yr 12 SPECIALIST MATHS 3 4 Pre Requisite Any year 11 Maths Pre Requisites Maths Methods 1 2 Specialist Maths 1 2 encouraged Pre Requisites Maths Methods 1 2 and Specialist Maths 1 2 Yr 11 GENERAL FURTHER MATHEMATICS Yr 11 MATHS METHODS 1 2 Yr 11 GENERAL SPECIALIST MATHS 1 2 1 2 Yr 10 Yr 10 GENERAL MATHS ADVANCED MATHS Page 31

VCE HANDBOOK 2021 VCE MEDIA 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 influencing society Students integrate these aspects of the study through the individual design and production of their media representations narratives and products Structure The study is made up of four units Unit 1 Media forms representations and Australian stories In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms They explore media codes and conventions and the construction of meaning in media products Students analyse how representations narrative and media codes and conventions contribute to the construction of the media realities audiences engage with and read Students gain an understanding of audiences as producers and consumers of media products Through analysing the structure of narratives students consider the impact of media creators and institutions on production They develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style Students develop an understanding of the features of Australian fictional and non fictional narratives in different media forms Unit 2 Narrative across media forms In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts Narratives in both traditional and newer forms include film television sound news print photography games and interactive digital forms Students analyse the influence of developments in media technologies on individuals and society examining in a range of media forms the effects of media convergence and hybridisation on the design production and distribution of narratives in the media and audience engagement consumption and reception production distribution consumption and reception Students assess how audiences from different periods of time and contexts are engaged by consume and read narratives using appropriate media language Unit 4 Media production and issues in the media In this unit students focus on the production and postproduction stages of the media production process bringing the media production design created in Unit 3 to its realisation They refine their media production in response to feedback and through personal reflection documenting the iterations of their production as they work towards completion Students explore the relationship between the media and audiences focusing on the opportunities and challenges afforded by current developments in the media industry They consider the nature of communication between the media and audiences explore the capacity of the media to be used by governments institutions and audiences and analyse the role of the Australian government in regulating the media 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 Satisfactory completion Demonstrated achievement of all outcomes specified for the unit Units 1 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 4 School assessed coursework and an end ofyear examination 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 Unit 3 Media narratives and pre production In this unit students explore stories that circulate in society through media narratives They consider the use of media codes and conventions to structure meaning and how this construction is influenced by the social cultural ideological and institutional contexts of Page 32

VCE HANDBOOK 2021 VCE MUSIC COMPOSITION Rationale In Music Style and Composition Units 1 to 4 students explore ways sound can be organised in music to create expressive outcomes Through critical listening analysis and composition students develop understanding of 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 and context 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 Structure The study is made up of four units Unit 1 In this unit students explore and develop their understanding of the diverse practice of music creators working in different times places and traditions As they listen and respond to a wide range of music they become familiar with ways composers music creators treat elements of music and use compositional devices to create music works that communicate their music ideas Students analyse selected works from three distinct music styles including music that is not from the Western art music or popular repertoires and consider the role that context plays in the creation of these works They compose and or arrange brief creative exercises in response to their understanding of the music and the creative processes they have studied Unit 2 In this unit students extend their understanding of the diverse practices of music creators as they investigate ways composers and or creators treat elements of music and use compositional devices to create effects and elicit responses in multi disciplinary forms As students listen and respond to music from a wide range of music styles they improve their familiarity with elements of music and ways composers music creators treat these elements and use compositional devices to create special effects Students analyse special multi disciplinary works that combine music and non music elements and investigate how music combines with these other elements to achieve special effects and elicit responses They compose and or arrange music for a multi disciplinary work of their choice in response to their understanding of the music and the creative processes they have studied creators manipulate elements of music and use compositional devices to create style and elicit responses Students apply this knowledge as they develop skills in making critical responses to music excerpts Students develop knowledge about the music characteristics and style of two selected works or collections of minor works one of which must be by an Australian composer creator and develop understanding of the role that context plays in the creation of these works Unit 4 In this unit students consolidate their understanding of the diverse practices of music creators working in different times places and stylistic traditions They expand their knowledge of the ways composers music creators manipulate elements of music and use compositional devices to create style structure music works and elicit subjective responses They apply this knowledge as they formulate and present critical responses to music excerpts Students develop knowledge about the music characteristics and style of one short work single movement or small collection of minor works created since 1950 and develop understanding of the role that context has played in the creation of this work Entry There are no prerequisites for entry to Units 1 2 and 3 Students must undertake Unit 3 of the relevant Unit 3 4 sequence prior to undertaking Unit 4 The studies are designed to a standard equivalent to the final two years of secondary education Assessment Satisfactory completion Demonstrated achievement of all outcomes specified for the unit Units 1 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 4 School assessed coursework and an end ofyear examination Unit 3 school assessed coursework 15 Unit 4 school assessed coursework 15 Unit 3 and 4 Externally Assessed Task 30 End of year examination 40 written and aural Unit 3 In this unit students continue their exploration of music works in a range of styles and genres to develop an understanding of the diverse practices of music creators working in different times places and stylistic traditions They expand their knowledge of ways composers music Page 33

VCE HANDBOOK 2021 this knowledge performances VCE MUSIC PERFORMANCE Rationale Music is an integral part of all cultures and societies both contemporary and historical The study of music develops students understanding of artistic processes and contributes to the development of the aesthetic cognitive psychomotor and affective domains VCE Music offers students opportunities for personal development and to make an ongoing contribution to the culture of their community through participation in lifelong music making Structure The study is made up of four units Unit 1 This unit focuses on building students performance and musicianship skills to present performances of selected group and solo music works using one or more instruments They study the work of other performers and explore strategies to optimise their own approach to performance They identify technical expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges Students develop their listening aural theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances Unit 2 This unit focuses on building performance and musicianship skills Students present performances of selected group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces They study the work of other performers and refine selected strategies to optimise their own approach to performance They identify technical expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges Students develop their listening aural theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances Unit 3 This unit focuses on building and refining performance and musicianship skills Students focus on either group or solo performance and begin preparation of a performance program they will present in the end ofyear examination As part of their preparation students will also present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces They study the work of other performers and refine selected strategies to optimise their own approach to performance They identify technical expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges Students develop their listening aural theoretical and analytical musicianship skills and apply when preparing and presenting Unit 4 This unit focuses on further development and refinement of performance and musicianship skills Students focus on either group or solo performance and continue preparation of a performance program they will present in the end of year examination All students present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces Through analyses of other performers interpretations and feedback on their own performances students refine their interpretations and optimise their approach to performance They continue to address challenges relevant to works they are preparing for performance and to strengthen their listening aural theoretical and analytical musicianship skills 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 confident in reading music notation in at least one clef Previous experience in music theory egg AMEB Theory Musicianship or Music Craft is beneficial but not essential At least four to five 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 Satisfactory completion Demonstrated achievement of all outcomes specified for the unit Units 1 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 4 School assessed coursework and an end ofyear examination Unit 3 school assessed coursework 20 Unit 4 school assessed coursework 10 Externally Assessed Task 50 Unit 3 and 4 End of year examination 20 written and aural Page 34

VCE HANDBOOK 2021 VCE OUTDOOR EDUCATION Rationale VCE Outdoor and Environmental Studies provides students with the skills and knowledge to safely participate in activities in outdoor environments and to respect and value diverse environments The blend of direct practical experience of outdoor environments with more theoretical ways of knowing enables informed understanding of human relationships with nature It also offers students a range of pathways and caters to those who wish to pursue further formal study in areas where interaction with outdoor environments is central such as natural resource management nature based tourism outdoor leading and guiding environmental research and policy education and agriculture Structure The study is made up of 4 units Unit 1 Exploring outdoor experiences This unit examines some of the ways in which humans understand and relate to nature through experiences of outdoor environments The focus is on individuals and their personal responses to and experiences of outdoor environments Students are provided with the opportunity to explore the many ways in which nature is understood and perceived Students develop a clear understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual s access to outdoor experiences and relationships with outdoor environments Through outdoor experiences students develop practical skills and knowledge to help them live sustainably in outdoor environments Students understand the links between practical experiences and theoretical investigations gaining insight into a variety of responses to and relationships with nature Unit 2 Discovering outdoor environments In this unit students study nature s impact on humans as well as the ecological social and economic implications of human impact on outdoor environments Students develop a clear understanding of the impact of technologies and changing human lifestyles on outdoor environments Students examine a number of case studies of specific outdoor environments including areas where there is evidence of human intervention They develop the practical skills required to minimise human impact on outdoor environments Students are provided with practical experiences as the basis for comparison between outdoor environments and reflection to develop theoretical knowledge about natural environments outdoor environments are examined in the context of the changing nature of human relationships with outdoor environments in Australia Students consider a number of factors that influence contemporary relationships with outdoor environments They also examine the dynamic nature of relationships between humans and their environment Students are involved in one or more experiences in outdoor environments including in areas where there is evidence of human interaction Through these practical experiences students are provided with the basis for comparison and reflection and opportunities to develop theoretical knowledge and skills about specific natural environments Unit 4 Sustainable outdoor relationships In this unit students explore the sustainable use and management of outdoor environments They examine the contemporary state of environments in Australia consider the importance of healthy outdoor environments and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population Students examine the importance of developing a balance between human needs and the conservation of outdoor environments and consider the skills needed to be environmentally responsible citizens They investigate current agreements and environmental legislation as well as management strategies and policies for achieving and maintaining healthy and sustainable 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 Satisfactory Completion Demonstrated achievement of all outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Unit 3 Relationships with outdoor environments The focus of this unit is the ecological historical and social contexts of relationships between humans and outdoor environments in Australia Case studies of impacts on Page 35

VCE HANDBOOK 2021 VCE PHYSICAL EDUCATION Rationale The study of VCE Physical Education enables students to integrate a contemporary understanding of the theoretical underpinnings of performance and participation in physical activity with practical application Through engagement in physical activities VCE Physical Education enables students to develop the knowledge and skills required to critically evaluate influences that affect their own and others performance and participation in physical activity Structure The study is made up of four units Unit 1 The human body in motion In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement Through practical activities students explore the relationships between the body systems and physical activity sport and exercise and how the systems adapt and adjust to the demands of the activity Students investigate the role and function of the main structures in each system and how they respond to physical activity sport and exercise They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity Unit 2 Physical activity sport and society This unit develops students understanding of physical activity sport and society from a participatory perspective Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people s lives in different population groups Through a series of practical activities students experience and explore different types of physical activity promoted in their own and different population groups They gain an appreciation of the level of physical activity required for health benefits Students investigate how participation in physical activity varies across the lifespan Unit 3 Movement skills and energy for physical activity This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity sport and exercise They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport physical activity sport and exercise In particular they investigate the characteristics of each system and the interplay of the systems during physical activity Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery Unit 4 Training to improve performance In this unit students analyse movement skills from a physiological psychological and sociocultural perspective and apply relevant training principles and methods to improve performance within physical activity at an individual club and elite level Improvements in performance in particular fitness depend on the ability of the individual and or coach to gain apply and evaluate knowledge and understanding of training Students analyse skill frequencies movement patterns heart rates and work to rest ratios to determine the requirements of an activity Students consider the physiological psychological and sociological requirements of training to design and evaluate an effective training program Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual and evaluate the chronic adaptations to training from a theoretical perspective 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 Satisfactory Completion Demonstrated achievement of the set of outcomes specified for the unit Unit 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Unit 3 and 4 School assessed coursework and an end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 Units 3 and 4 examination 50 Students investigate the relative contribution and interplay of the three energy systems to performance in Page 36

VCE HANDBOOK 2021 VCE PHYSICS Rationale Physics is a natural science based on observations experiments measurements and mathematical analysis with the purpose of finding quantitative explanations for phenomena occurring from the subatomic scale through to the planets stellar systems and galaxies in the Universe While much scientific understanding in physics has stood the test of time many other areas continue to evolve In undertaking this study students develop their understanding of the roles of careful and systematic experimentation and modelling in the development of theories and laws They undertake practical activities and apply physics principles to explain and quantify both natural and constructed phenomena Structure The study is made up of four units Unit 1 What ideas explain the physical World In this unit students explore how physics explains phenomena at various scales which are not always visible to the unaided human eye They examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain the world Students consider thermal concepts by investigating heat probe common analogies used to explain electricity and consider the origins and formation of matter Students use thermodynamic principles to explain phenomena related to changes in thermal energy They apply thermal laws when investigating energy transfers within and between systems and assess the impact of human use of energy on the environment Students examine the motion of electrons and explain how it can be manipulated and utilised They explore current scientifically accepted theories that explain how matter and energy have changed since the origins of the Universe Unit 2 What do experiments reveal about the physical world In this unit students explore the power of experiments in developing models and theories They investigate a variety of phenomena by making their own observations and generating questions which in turn lead to experiments Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directly observable can be explored through indirect observations In the core component of this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary Students choose one of twelve options related to astrobiology astrophysics bioelectricity biomechanics electronics flight medical physics nuclear energy nuclear physics optics sound and sports science The option enables students to pursue an area of interest by investigating a selected question Unit 3 How do fields explain motion and electricity In this unit students explore the importance of energy in explaining and describing the physical world They examine the production of electricity and its delivery to homes Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects Applications of concepts related to fields include the transmission of electricity over large distances and the design and operation of particle accelerators They explore the interactions effects and applications of gravitational electric and magnetic fields Students use Newton s laws to investigate motion in one and two dimensions and are introduced to Einstein s theories to explain the motion of very fast objects They consider how developing technologies can challenge existing explanations of the physical world requiring a review of conceptual models and theories Students design and undertake investigations involving at least two continuous independent variables Unit 4 How can two contradictory models explain both light and matter In this unit students explore the use of wave and particle theories to model the properties of light and matter They examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour Students further investigate light by using a particle model to explain its behaviour A wave model is also used to explain the behaviour of matter which enables students to consider the relationship between light and matter Students learn to think beyond the concepts experienced in everyday life to study the physical world from a new perspective 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 Satisfactory Completion Demonstrated achievement of the set of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and an endof year examination Unit 3 school assessed coursework 21 Unit 4 school assessed coursework 19 End of year examination 60 Page 37

VCE HANDBOOK 2021 VCE PRODUCT DESIGN AND TECHNOLOGY Rationale 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 fulfil 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 Structure The study is made up of four units Unit 1 Sustainable product redevelopment Students consider the sustainability of an existing product such as the impact of sourcing materials manufacture distribution use and likely disposal They consider how a redeveloped product should attempt to solve a problem related to the original product Where possible materials and manufacturing processes used should be carefully selected to improve the overall sustainability of the redeveloped product In Area of Study 1 students consider the sustainability of an existing product and acknowledge the intellectual property IP rights of the original designer Working drawings also known as flats trade sketches assembly or technical drawings are used to present the preferred design option In Area of Study 2 students produce a redeveloped product using tools equipment machines and materials taking into account safety considerations They compare their product with the original design and evaluate it against the needs and requirements outlined in their design brief Unit 2 Collaborative design In this unit students work in teams to design and develop an item in a product range or contribute to the design planning and production of a group product They focus on factors including end user s needs and wants function purpose and context for product design aesthetics materials and sustainability and the impact of these factors on a design solution In Area of Study 1 students work both individually and as members of a small design team to address a problem need or opportunity and consider user centred design factors They design a product within a range based on a theme or a component of a group product They research and refer to a chosen design style or movement In Area of Study 2 the finished product is evaluated Unit 3 Applying the Product design process In this unit students are engaged in the design and development of a product that addresses a personal local or global problem such as humanitarian issues or that meets the needs and wants of a potential end user s The product is developed through a design process and is influenced by a range of factors including the purpose function and context of the product user centred design innovation and creativity design elements and principles sustainability concerns economic limitations legal responsibilities material characteristics and properties and technology Unit 4 Product development and evaluation In this unit students engage with an end user s to gain feedback throughout the process of production Students make comparisons between similar products to help evaluate the success of a product in relation to a range of product design factors The environmental economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the product design factors 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 Satisfactory Completion Achievement of the set of outcomes Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 SAC school assessed coursework 12 Unit 4 SAC school assessed coursework 8 Unit 3 and 4 school assessed task 50 End of year examination 30 Page 38

VCE HANDBOOK 2021 VCE PSYCHOLOGY Rationale VCE Psychology provides students with a framework for exploring the complex interactions between biological psychological and social factors that influence human thought emotions and behaviour In undertaking this study students apply their learning to everyday situations including workplace and social relations They gain insights into a range of psychological health issues in society In VCE Psychology students develop a range of inquiry skills involving practical experimentation and research analytical skills including critical and creative thinking and communication skills Students use scientific and cognitive skills and understanding to analyse contemporary psychologyrelated issues and communicate their views from an informed position Structure The study is made up of four units Unit 1 How are behaviour and mental processes shaped Human development involves changes in thoughts feelings and behaviours In this unit students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system Students explore brain plasticity and the influence that brain damage may have on a person s psychological functioning They consider the complex nature of psychological development including situations where psychological development may not occur as expected Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions and to the development of different psychological models and theories used to predict and explain the development of thoughts feelings and behaviours Unit 2 How do external factors influence behaviour and mental processes A person s thoughts feelings and behaviours are influenced by a variety of biological psychological and social factors In this unit students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted They evaluate the role social cognition plays in a person s attitudes perception of themselves and relationships with others Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways Unit 3 How does experience affect behaviour and mental processes In this unit students examine both macro level and microlevel functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them They explore how stress may affect a person s psychological functioning and consider the causes and management of stress Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge the development of new capacities and changed behaviours They consider the limitations and fallibility of memory and how memory can be improved Students examine the contribution that classical and contemporary research has made to the understanding of the structure and function of the nervous system and to the understanding of biological psychological and social factors that influence learning and memory Unit 4 How is wellbeing developed and maintained In this unit students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour They consider the role of sleep and the impact that sleep disturbances may have on a person s functioning Students explore the concept of a mental health continuum and apply a biopsychosocial approach as a scientific model to analyse mental health and disorder They use specific phobia to illustrate how the development and management of a mental disorder can be considered as an interaction between biological psychological and social factors Students examine the contribution that classical and contemporary research has made to the understanding of consciousness including sleep and the development of an individual s mental functioning and wellbeing Assessment Satisfactory Completion Demonstrated achievement of the set of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and an endof year examination Unit 3 school assessed coursework 16 Unit 4 school assessed coursework 24 End of year examination 60 Page 39

VCE HANDBOOK 2021 aspects of a society such as age and socioeconomic status VCE SOCIOLOGY Rationale 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 the parts of society are interrelated in addition to the causes and impacts of social change VCE Sociology provides valuable knowledge and skills for participation in everyday life It develops a capacity for detailed observation of social patterns and group behaviour and encourages students to become aware of and to think about daily life and activities from a sociological perspective This study broadens students insights into key sociological frameworks and social institutions enabling them to pursue further formal study at a tertiary level or in vocational education and training settings Structure The study is made up of 4 units Unit 1 Youth and family This unit uses sociological methodology to explore the social categories of youth and adolescence and the social institution of family Students explore the way youth and adolescence are constructed as social categories in the light of differing experiences of young people There is a range of potential negative impacts of categorisation including stereotyping prejudice and discrimination Students explore how and why the experience of being young differs across time and space They examine the tension between a perceived need to define categories of youth and adolescence for example for the purposes of government policy response to issues and the potential negative impacts of homogenous categorisation such as stereotypes of young people in a context characterised by a rich diversity in the ways young people live They also investigate the social institution of the family There is a range of theoretical approaches used by sociologists to explain the purpose and experiences of family life including functionalist and feminist approaches Factors such as globalisation feminism individualism technology changes in the labour market and government policies have been identified as influencing the traditional view of the family Unit 3 Culture and ethnicity This unit explores expressions of culture and ethnicity within Australian society in two different contexts Australian Indigenous culture and ethnicity in relation to migrant groups Culture and ethnicity refer to groups connected by shared customs culture or heritage Students learn how these classifications can define inequality and opportunity shape cultural activities and provide a sense of purpose Unit 4 Community social movements and social change In this unit students explore the ways sociologists have thought about the idea of community and how the various forms of community are experienced They examine the relationship between social movements and social change In Area of Study 1 students examine the changing definitions and experiences of community and the challenges posed by political social economic and technological change Students examine a range of theoretical understanding 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 Satisfactory Completion Demonstrated achievement of all outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 25 Unit 4 school assessed coursework 25 End of year examination 50 Unit 2 Social norms Breaking the code In this unit students explore the concepts of deviance and crime The study of these concepts from a sociological perspective involves ascertaining the types and degree of rule breaking behaviour examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour It also involves consideration of the justice system how the understanding of crime and deviance has changed over time and the relationship between crime and other Page 40

VCE HANDBOOK 2021 VCE STUDIO ARTS Rationale The creative nature of the visual arts provides individuals with the opportunity for personal growth the expression of ideas and a process for examining identity Exhibitions of artworks offer an insight into the diverse interpretations of life and experiences of artists Engagement with artworks facilitates creative thinking and the development of new ideas it also supports connection and exchange within local national and global communities VCE Studio Arts encourages and supports students to recognise their individual potential as artists and develop their understanding and development of art making The subject broadens students understanding of and ability to engage with artworks It equips students with the knowledge and skills to pursue an art studio practice and follow tertiary and industry pathways in fine art research and education The study also offers students opportunities for personal development and encourages them to make an ongoing contribution to society and the culture of their community through lifelong participation in the making and viewing of artworks Unit 1 Studio inspiration techniques In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore develop refine resolve and present artworks Students explore sources of inspiration research artistic influences develop individual ideas and explore a range of materials and techniques related to specific art forms Using documented evidence in a visual diary students progressively refine and resolve their skills to communicate ideas in artworks Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas source inspiration and apply materials and techniques in artworks Unit 2 Studio exploration concepts In this unit students focus on establishing and using a studio practice to produce artworks The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration and experimentation with selected materials and techniques relevant to specific art forms Students explore and develop ideas and subject matter create aesthetic qualities and record the development of the work in a visual diary as part of the studio process Through the study of art movements and styles students begin to understand the use of other artists work in the making of new artworks Students also develop skills in the visual analysis of artworks Artworks made by artists from different times and cultures are analysed to understand developments in studio practice Using a range of art periods movements or styles students develop a broader knowledge about the history of art Analysis is used to understand the artists ideas and how they have created aesthetic qualities and subject matter Comparisons of contemporary art with historical art styles and movements should be encouraged Unit 3 Studio practices and processes In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions Students develop and use an exploration proposal to define an area of creative exploration They plan and apply a studio process to explore and develop their individual ideas Analysis of these explorations and the development of the potential directions is an intrinsic part of the studio process to support the making of finished artworks in Unit 4 Unit 4 Studio practice and art industry contexts In this unit students focus on the planning production and evaluation required to develop refine and present artworks that link cohesively according to the ideas resolved in Unit 3 To support the creation of artworks students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4 The development of these artworks should reflect refinement and skillful application of materials and techniques and the resolution of ideas and aesthetic qualities discussed in the exploration proposal in Unit 3 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 Students wishing to do units 3 4 without having done units 1 2 in Studio Arts MUST discuss this with an Art teacher before enrolling Assessment Satisfactory Completion Demonstrated achievement of outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed tasks and an end of year examination Unit 3 School assessed coursework 5 Unit 4 School assessed coursework 5 Unit 3 and 4 school assessed task 60 End of year Examination 30 Page 41

VCE HANDBOOK 2021 VCE SYSTEMS ENGINEERING Rationale 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 Structure The study is made up of 4 units Unit 1 Mechanical systems This unit focuses on engineering fundamentals as the basis of understanding concepts principles and components that operate in mechanical systems The term mechanical systems includes systems that utilise all forms of mechanical components and their linkages While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work the focus is on the 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 systems In 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 subsystems While this unit contains fundamental physics and theoretical understanding of electrotechnological systems and how they work the focus is on the creation of electrotechnological systems drawing heavily upon design and innovation processes Unit 3 Integrated and controlled systems In 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 Students manage the project taking into consideration the factors that will influence the creation and use of their integrated and controlled system Students understanding of fundamental physics and applied mathematics underpins the systems engineering process providing a comprehensive understanding of mechanical and electrotechnological systems and how they function Unit 4 Systems control Students continue producing their mechanical and electrotechnological integrated and controlled system using the systems engineering process Students develop their understanding of the open source model in the development of integrated and controlled systems and document its use fairly They effectively 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 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 Satisfactory Completion Demonstrated achievement of all outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 10 Unit 4 school assessed coursework 10 Unit 3 4 School assessed task 50 End of year examination 30 Page 42

VCE HANDBOOK 2021 VCE THEATRE STUDIES Rationale Through the study of VCE Theatre Studies students develop refine and enhance their analytical evaluative and critical thinking skills as well as their expression problem solving collaborative and communication skills They work both individually and in collaboration with others to interpret scripts Through study and practice students develop their aesthetic sensibility including an appreciation for the art form of theatre interpretive skills interpersonal skills and theatre production skills Structure The study is made up of four units Unit 1 Pre modern theatre styles and conventions This unit focuses on the application of acting direction and design in relation to theatre styles from the premodern era that is works prior to the 1920s Students creatively and imaginatively work in production roles with scripts from the pre modern era of theatre focusing on at least three distinct theatre styles and their conventions They study innovations in theatre production in the premodern era and apply this knowledge to their own works Students develop knowledge and skills about theatre production processes including dramaturgy planning development and performance to an audience and apply this to their work Unit 2 Modern theatre styles and conventions This unit focuses on the application of acting direction and design in relation to theatre styles from the modern era that is the 1920s to the present Students creatively and imaginatively work in production roles with scripts from the modern era of theatre focusing on at least three distinct theatre styles They study innovations in theatre production in the modern era and apply this knowledge to their own works Students develop knowledge and skills about theatre production processes including dramaturgy planning development and performance to an audience and apply this to their work They study safe and ethical working practices in theatre production and develop skills of performance analysis which they apply to the analysis of a play in performance Studies Unit 3 Playlist and analyse and evaluate the interpretation of the script in the performance Unit 4 Presenting an interpretation In this unit students study a scene and an associated monologue They initially develop an interpretation of the prescribed scene This work includes exploring theatrical possibilities and using dramaturgy across the three stages of the production process Students then develop a creative and imaginative interpretation of the monologue that is embedded in the specified scene To realise their interpretation they work in production roles as an actor and director or as a designer Students work for Areas of Study 1 and 2 is supported through analysis of a performance they attend The performance must be selected from the VCE Theatre Studies Unit 4 Playlist 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 Satisfactory Completion Demonstrated achievement of all outcomes specified for the unit Units 1 and 2 A range of school based assessment tasks including end of unit exams will be used to ascertain the standard achieved by students Units 3 and 4 School assessed coursework and end ofyear examination Unit 3 school assessed coursework 30 Unit 4 school assessed coursework 15 Monologue examination 25 End of year written examination 30 Unit 3 Producing theatre In this unit students develop an interpretation of a script through the three stages of the theatre production process planning development and presentation Students specialise in two production roles working collaboratively creatively and imaginatively to realise the production of a script They use knowledge developed during this process to analyse and evaluate the ways work in production roles can be used to interpret script excerpts previously unstudied Students develop knowledge and apply elements of theatre composition and safe and ethical working practices in the theatre Students attend a performance selected from the prescribed VCE Theatre Page 43

VCE HANDBOOK 2021 VCE VISUAL COMMUNICATION AND DESIGN Rationale Visual communication design can inform people s decisions about where and how they live and what they buy and consume The visual presentation of information influences people s choices about what they think what they need or want The study provides students with the opportunity to develop informed critical and discriminating approaches to understanding and using visual communications and nurtures their ability to think creatively about design solutions Design thinking which involves the application of creative critical and reflective techniques supports skill development in areas beyond design including science business marketing and management Structure The study is made up of four units Unit 1 Introduction to visual communication design This unit focuses on using visual language to communicate messages ideas and concepts This involves acquiring and applying design thinking skills as well as drawing skills to create messages ideas and concepts both visible and tangible Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications Unit 2 Applications of visual communication within design fields Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design They also investigate how typography and imagery are used in these fields as well as the communication field of design They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field Students develop an understanding of the design process detailed on pages 10 and 11 as a means of organising their thinking about approaches to solving design problems and presenting ideas In response to a brief students engage in the stages of research generation of ideas and development and refinement of concepts to create visual communications Unit 3 Visual communication design practices In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients target audiences other designers and specialists Through practical investigation and analysis of existing visual communications students gain insight into how the selection of methods media and materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes They investigate and experiment with the use of manual and digital methods media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts Unit 4 Visual communication design development evaluation and presentation Having completed their brief and generated ideas in Unit 3 students continue the design process by developing and refining concepts for each communication need stated in the brief They utilise a range of digital and manual twoand three dimensional methods media and materials They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions they develop an understanding of the iterative nature of the design process Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused Entry There are no prerequisites for entry to Units 1 2 and 3 Additional preparatory work is advisable for students entering Units 3 and 4 without completing Units 1 and 2 Students must undertake Units 3 and 4 as a sequence within one calendar year Assessment Satisfactory Completion Demonstrated achievement of all set outcomes Levels of Achievement Units 1 and 2 A range of school based assessment tasks including end of unit exams will be utilised to record the standard achieved by students Units 3 and 4 School assessed coursework tasks and Endof year Examination Unit 3 School assessed Coursework 25 Unit 3 and 4 School assessed Task 40 End of year examination 35 Page 44

VCE HANDBOOK 2021 VET WHAT IS VET IN THE 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 qualification 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 confidence and selfesteem The VCE VET programs offered at Victory Christian College through the Trade Training Centre require students to undertake a structured work placement as part of the program Introduction 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 qualifications thereby offering students the opportunity to gain both the VCE and a nationally portable vocational education and training certificate 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 certificate issued by the VCAA and a VET certificate 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 qualification an enhanced ATAR which can improve access to further education pathways into employment and or further VET qualifications workplace experience including structured workplace learning Students 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 2019 all VET studies and programs will be completed through an arrangement with the Bendigo Schools Trade Training Centre Bendigo TAFE Institute for Drone Technology 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 150 The College will subsidise the remainder of the cost Costs for VET subjects offered at other facilities will differ For more information about this please contact the VCE Coordinator VET Offered at VCC and through Bendigo Schools Trade Training Centre Automotive Certificate II in Automotive Technology Studies Building and ConstructionCertificate II in Building and Construction Electronics and ElectricalCertificate II in Integrated Technologies Engineering and ScienceCertificate II in Engineering Studies HospitalityCertificate II in Hospitality Kitchen Operations Primary IndustriesCertificate II in Agriculture Certificate II in Animal Studies Certificate II in Horticulture Certificate III in Laboratory Skills Page 45

VCE HANDBOOK 2021 VET CERTIFICATE IN INTEGRATED TECHNOLOGIES VET CERTIFICATE II IN AUTOMOTIVE The VET Automotive Program is a work ready preemployment course designed to meet the needs of fulltime students wishing to pursue a career in the automotive industry through an apprenticeship or higher education The VET Automotive program has a nominal duration of 400 hours The learning outcomes of the Certificate II in Automotive Studies enable an individual with this qualification to demonstrate basic operational knowledge in a moderate range of automotive technologies apply a defined range of skills appropriate to entry to the automotive industry apply known solutions to a limited range of predictable problems associated with an understanding of basic automotive 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 Certificate II in Automotive Studies Certificate II in Automotive is not a VCE VET scored subject however successful completion will contribute towards an ATAR score VET CERTIFICATE II IN BUILDING CONSTRUCTION Students selecting this course will complete modules leading to the partial completion of Certificate II in Building and Construction The overall aim of this program is to provide students with the opportunity to gain entrylevel 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 scaffolding and levelling Examples of Unit 3 and 4 modules include work procedures for environmental sustainability roof framing wall framing workplace documentation and plans This study provides students with the knowledge and skills to achieve units of competence that will enhance their employment prospects in the Integrated Technology 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 Certificate II in Integrated Technologies Four units towards their VCE Contribution towards their ATAR The units of study include Computer system networks Energy generation Photonics Assemble and connect an extra low voltage battery power source Program a basic robotic system VET CERTIFICATE II IN ENGINEERING STUDIES This 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 Certificate II in Engineering Four units towards their VCE Contribution towards their ATAR The units of study include 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 certificate is not a VCE VET scored subject however successful completion will contribute towards an ATAR score Page 46 Occupational health and safety Apply basic fabrication techniques Perform basic machining processes Use hand tools Use power tools Handle engineering materials

VCE HANDBOOK 2021 Perform basic welding and thermal cutting processes to fabricate engineering structures VET CERTIFICATE II IN HOSPITALITY KITCHEN OPERATIONS This course is completed over two years and leads to completion of a Nationally Recognised industry qualification thereby offering students the opportunity to gain both VCE Units 1 4 and a Vocational Education and Training Certificate To obtain full certification students must complete at least fifteen units of competence The course can be followed by further study at Certificate III Hospitality or Diploma studies The course aims to provide students with a foundation to a Nationally Recognised qualification in Hospitality Student will engage in online and school based theory studies and practical units specifically relating to cookery This qualification forms part of the apprenticeship qualifications 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 IN ANIMAL STUDIES This course provides students with the skills and knowledge to enter the Animal Care and Management industry Employment opportunities reflect 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 The units of study include VET CERTIFICATE II IN AGRICULTURE This 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 Certificate II in Agriculture Four units towards their VCE Contribution towards their ATAR The units of study include Occupational health and safety processes Participate in environmentally sustainable work places Install maintain and repair fences Provide first aid Apply chemicals under supervision Determine basic properties of soil Pen sheep carry out livestock observations Basic entry level skills and knowledge for work in related industries Certificate II in Animal Studies Four units towards their VCE Contribution towards their ATAR 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 first aid for animals Participate in OHS processes Participate in environmentally sustainable work practices VET CERTIFICATE II IN HORTICULTURE This course aims to provide horticultural skills that lead to pathways in all sectors of the industry 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 Certificate II in Horticulture Four units towards their VCE Contribution towards their ATAR The units of study include Page 47 Occupational health and safety processes Apply first aid Install micro irrigation communication Pot up plants

VCE HANDBOOK 2021 VET courses Offered at VCC and through Bendigo TAFE Students who successfully complete the program will gain Allied HealthCertificate III in Health Services Assistance Conservation and Land ManagementCertificate II in Conservation and Land Management Hair and BeautyCertificate II in Retail Cosmetics Certificate II in Salon Assistant Hair Certificate III in Makeup The units of study include PlumbingCertificate II in Plumbing VET CERTIFICATE II IN CONSERVATION LAND MANAGEMENT This study introduces participants to and prepares them for future work in either indigenous land management conservation earthworks lands parks and wildlife or natural area management This study is not a VCE VET scored subject however successful completion will contribute towards an ATAR score Basic entry level skills and knowledge for work in related industries Certificate II in Conservation Land management Four units towards their VCE Contribution towards their ATAR This 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 The units of study include Conduct salon financial 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 information VET CERTIFICATE II IN SALON ASSISTANT Students who successfully complete the program will gain Basic entry level skills and knowledge for work in related industries Certificate II in Retail Cosmetics Four units towards their VCE Contribution towards their ATAR Participate in OHS processes Participate in environmentally sustainable work practices Recognise plants Plant trees and shrubs Carry out natural area restoration works Work effectively in the industry VET CERTIFICATE II IN RETAIL COSMETICS This 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 Basic entry level skills and knowledge for work in related industries Certificate II in Salon Assistant Four units towards their VCE Contribution towards their ATAR The units of study include Provide shampoo and basin services Dry hair to shape Maintain and organise tools equipment and work areas Conduct salon financial transactions Communicate as part of a salon team Provide head and neck massages for relaxation Identify and treat scalp conditions Page 48

VCE HANDBOOK 2021 VET CERTIFICATE III IN HEALTH SERVICES ASSISTANT VET CERTIFICATE III IN MAKE UP This 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 Certificate II in Make Up Four units towards their VCE Contribution towards their ATAR This VET program provides participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in health or related industries This qualification 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 The units of study include Provide lash and brow services Design and apply makeup Advice on beauty products and services Apply cosmetic tanning products Apply airbrushed makeup Design and apply makeup for photography Research and apply beauty industry information VET CERTIFICATE II IN PLUMBING This 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 Certificate II in Plumbing Four units towards their VCE Contribution towards their ATAR VET courses Offered at VCC and through the Institute for Drone Technology AviationCertificate III in Aviation VET CERTIFICATE III IN AVIATION This program provides students with the knowledge and a clear outcome in terms of gaining a Remote Pilot s Licence This means students could go on to become professional pilot s with Drones This gives students a great advantage in gaining jobs in industry where drone technology is rapidly growing These include agriculture surveying emergency services and more This study will contribute to a subject count it is not a scored study The units of study include The units of study include Organise personal work priorities and development Assist with movement Respond effectively 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 placement Fabricate simple plumbing pipe systems Use basic plumbing hand tools Apply OHS requirements and policies Read and interpret plans and specifications Page 49 Operate aeronautical radio Manage remote pilot aircraft systems Manage human factors in remote pilot aircraft systems operations Navigate remote pilot aircraft systems Launch remote pilot aircraft systems

VCE HANDBOOK 2021 VET courses Offered at VCC and through Youth Dimension and Eastern College Christian MinistryCertificate III in Christian Ministry and Theology CERTIFICATE III IN CHRISTIAN MINISTRY AND THEOLOGY VETAMORPHUS This 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 qualification through school This study will contribute to a subject count it is not a scored study The units of study include Planning a Ministry placement Prayer Forgiveness Jesus and Culture Mission of God Social Justice Life direction Managing Conflict 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 SCHOOL BASED APPRENTICESHIPS TRAINEESHIPS 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 offers 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 Qualifications Authority VRQA and leads to a nationally recognised qualification 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 offerings the vocational training components of SBATs also contribute credit towards a senior secondary certificate Many school based apprentices and trainees move on to a fulltime 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 schoolbased 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 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 off and pick up if classes start later in the day or conclude early so students can continue with normal VCC schedule If you are interested in a school based apprenticeship or traineeship and need more information please see the VCE coordinator for further details Page 50