2019 Senior School Subject Selection Guide...Assistant Principal Introduction Page 3 Senior School Staff Page 3 About our Subject Selection Guide Page 4 Useful Websites Page 4 The

2019 Senior School

Subject Selection Guide

50 Stately Drive Cranbourne East VIC 3977

Tel: (03) 5990 0200 Fax: (03) 5990 0299

Web: http://www.cesc.vic.edu.au/ Email: [email protected]

mailto:[email protected]

Senior School Subject Selection Guide 2019

Cranbourne East Secondary College Page | 2

Contents Assistant Principal Introduction Page 3 Senior School Staff Page 3 About our Subject Selection Guide Page 4 Useful Websites Page 4 The Course Selection Process Page 5 Victorian Certificate of Education (VCE) Page 5-7 Victorian Certificate of Applied Learning (VCAL) Page 7-12 VET Electives Page 12-13 Vocational Education & Training (VET) Page 13-15 VET Certificates offered at Cranbourne East Secondary College Page 16-21 School Based Apprenticeships and Traineeships (SBAT) Page 21 Selecting a Course for 2019 Page 22 2019 List of Senior Subjects & Programs Page 23 Accounting Page 24-25 Biology Page 26-27 Business Management Page 28-29 Chemistry Page 30-31 Chinese Language, Culture & Society Page 32 Chinese First Language Page 33-34 Computing Page 35-36 Dance Page 37-38 Drama Page 39 Economics Page 40 English & English as an Additional Language (EAL) Page 41-43 Environmental Science: Unit 1 and 2 Page 44 Food Studies Page 45-46 Further Mathematics Page 47 General Mathematics Page 48 Geography Page 49 Health and Human Development Page 50-51 History: 20th Century Page 52 History Revolutions Page53 Legal Studies Page 54-55 Mathematical Methods (CAS) Page 56-57 Media Page 58-59 Music Performance Page 60 Outdoor Education Page 61 Physical Education Page 62-64 Physics Page 65-66 Product Design and Technology Page 67-68 Psychology Page 69-70 Software Development Page 71 Specialist Mathematics Page 72-73 Studio Arts Page 74-75 Systems Engineering Page 76-77 Visual Communication Page 78-79 Creating your Program Page 80 Yr. 11 2019 VCE Course Selection & Consent Form – Sample Only Page 81-82 Yr. 12 2019 VCE Course Selection & Consent Form – Sample Only Page 83-84 Yr. 11 2019 VCAL Course Selection & Consent Form – Sample Only Page 85-86 Yr. 12 2019 VCAL Course Selection & Consent Form – Sample Only Page 87-88

For further information on VCE, VCAL and VET please go to the VCAA website at: www.vcaa.vic.edu.au

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



Assistant Principal Introduction Year 11 and Year 12 are very important times for students – during these years students make choices that will have an impact on their futures. Cranbourne East Secondary College students have participated in many activities designed to make them think about future career pathways and prospects. This has occurred in Personal Futures as well as other subjects. We believe that we have designed a structure for VCE and VCAL students in 2019 that achieves many things:

• Students will have access to many VCE subjects that lead to great careers. Some students have already undertaken Units 1 and 2 at VCE this year and they will be able to complete Units 3 and 4 for those subjects

• Students will have access to a VCAL course – this course will allow a group of students to undertake a more “hands on” course where they undertake a VET course in a subject such as automotive, building and construction, hospitality and many others. They also undertake one day a week work placement where they learn about the world of work and participate in the workforce

These options will lead students to further study at Cranbourne East Secondary College in VCE and VCAL in Year 12.

Students and parents need to discuss future options and choose wisely, keeping an eye on future careers. In making these decisions do not hesitate, if there is a need, to further discuss the matter with the relevant coordinators, designated course counsellors, careers staff and/or myself. We wish all our students the best as they undertake this important transition. Carys Freeman Senior School Assistant Principal

Senior School Staff The following College staff may be of assistance when planning your Senior Studies Course. We encourage you to contact any of our staff members, please call the College on 5990 0200.

Senior School Assistant Principal Carys Freeman Yr. 11 Team Leader Elise Corney Yr. 11 Assistant Team Leader Natalie Bisi Yr. 12 Team Leader Kelly Jessop Yr. 12 Assistant Team Leader Michelle Patterson VCAL Coordinator Irene Greenwood VCAL Assistant Leader Jessica Latchford Careers Practitioner Nancy Huez-O’Rourke VET and SWL Coordinator Liz Hassell VASS Coordinator & Senior School Administrator Vanessa Mohr



About our Subject Selection Guide This guide contains general information and unit descriptions for the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL). Students intending to undertake a Year 11 course at Cranbourne East Secondary College and their parents are advised to use the information and advice contained in this guide to assist them in deciding on an appropriate Senior Studies program. You are strongly encouraged to check the following websites for further information. Victorian Curriculum and Assessment Authority (VCAA) The VCAA is an independent statutory body responsible to the Victorian Minister for Education, serving both government and non-government schools. Their website provides access to a wide range of information relating to VCE, VCAL and VET units: www.vcaa.vic.edu.au Rules and Regulations of VCE, VCAL and VET: www.vcaa.vic.edu.au/schooladmin/handbook Victorian Tertiary Admissions Centre (VTAC) VTAC is the central office that administers the application processes for places in tertiary courses, scholarships and special entry access schemes at university, TAFE and independent tertiary colleges in Victoria (and a few outside Victoria). VTAC receives and forwards application information and supporting documentation to the relevant authorities at institutions. Before applying for courses or scholarships, or booking an admission test, you will need to register for a VTAC user account. Some of the features of their website enable students to search for courses, information about Australian Tertiary Admission Rank (ATAR) and set up an account in Courselink to keep track of courses that interest them. www.vtac.edu.au

Useful Websites VCAA www.vcaa.vic.edu.au VCAA is the body that administers and regulates the delivery of VCE, VCAL and VET programs. The information available includes:

• Study Designs (what is taught in a subject from Units 1 – 4) • Administration and Assessment Policies • Example Exams • Information about Scholarships, Competitions and celebrations of student achievement

VTAC www.vtac.edu.au The Job Guide www.education.gov.au/job-guide This website provides an in-depth look at careers and their training and education pathways. The Job Guide is also available as a hard copy and can be purchased from Newsagents. My Future-Career Information www.myfuture.edu.au My Future provides a variety of information on career planning, training options and profiles on different occupations. A good starting point to talk about careers.


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

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



http://www.education.gov.au/job-guide

http://www.myfuture.edu.au/



The Course Selection Process This guide has been developed to support the Senior School subject selection process for students, parents and guardians. It is a guide only, and not intended to be all encompassing. Students need to be responsible to conduct research in their future career pathway. Careers Expo – Senior students attend the ‘South East Careers Expo & Try a Trade’ at Cranbourne Racecourse to obtain information on courses, apprenticeships/traineeships, and explore career options. Senior Studies Information Session:

• Year 10 into Year 11 Information Evening: - Thursday 14th June 2018 6pm – 8pm

• Year 10 into Yr. 11 Course Counselling:

- Monday 23rd July 2018 1pm – 8pm - Thursday 26th July 2018 1pm – 8pm (By Appointment Only)

• VTAC Parent & Student Information Evening:

- Thursday 2nd August 2018 6:30pm - TBC

• Yr. 11 into Yr. 12 Course Counselling: - Monday 13th August 2018 3:15pm – 8pm

• Yr. 10, 11 & 12, 2019 Course Confirmation:

- Thursday 13th September 2018 3pm – 7pm These are vitally important dates. It is during this time that Year 10 students will select the course of study they plan to undertake in 2019. Students and parents will make an appointment with a Course Counsellor. This session is expected to take around 20 minutes and students should attend thoroughly prepared. Students will select the course of study they wish to pursue in 2019 at this meeting. Session times will be between 1:00pm and 8:00pm on each day. Normal classes will not run for Year 10 students on these days. We anticipate that student and subject groupings for 2019 should be finalised by early Term 4. Parents will be notified of course costs after this date, but should be aware that some courses are expensive due to activities undertaken. Approximate costs will be outlined at the Counselling sessions. During Term 4 all Senior School students will participate in step-up. Students will attend the subjects they have chosen or been allocated to. They will be given some work to complete over the holiday period, and will undergo a series of Verification Test/Exams in February 2019.

• Step-up for Yr. 10 into Yr. 11 Senior School students will be from Monday 26th November to Friday 7th December 2018.

• Step-up for Yr. 11 into Yr. 12 will be from Monday 26th November to Friday 7th December 2018.

Victorian Certificate of Education (VCE) The VCE is normally a two-year course of study although there is no upper limit to the number of years a student can take to complete the certificate. Over the two years of VCE most full-time students at Cranbourne East Secondary College will have undertaken between 20 and 22 semester length units. Some Year 10 students have already commenced VCE studies. These units are credited to the student’s VCE or VCAL. In Year 11 students will choose 5 subjects which equates to 10 units and in Year 12 students will choose 5 subjects which equates to 10 units. Students will then complete a further five subjects at Unit 3 and 4 level in 2020.



Satisfactory Completion of the VCE Students must satisfactorily complete at least 16 units to be awarded the VCE. Included in these 16 units must be:

• At least three English related units • At least 3 sequences of units 3 and 4 other than English

NOTE: Tertiary entrance students must satisfactorily complete Units 3 and 4 English It may be possible, depending upon teacher recommendation, for a student in Yr. 11 to undertake a Unit 3 and 4 sequence. This should be discussed with the student’s Course Counsellor. Choosing a VCE Program Choosing a career is often a challenging task because career development is a long-term process. As we grow, we change, and so do our goals and preferred career outcomes. At the same time, we are aware that employment and the labour market are constantly changing and that the career or occupation we focus on now may simply not exist in five, ten or twenty years. Typically, a student choosing a senior course for 2019 can expect it to be at least two years before joining the full-time workforce. For those who intend to go onto further study, TAFE or University, this could be extended by up to six more years that is until 2025. Aside from all the usual advice of consulting TAFE and University handbooks, Job Guides and Careers Counsellors, the following may be of assistance in helping you choose your senior program: Keep your Options Open Fortunately, except for a few areas, it is possible to keep a variety of options open. You will notice that in most of the suggested programs included in this handbook, there is room for elective choices, which will enable you to meet at least two and potentially more, career pathways. Not keeping options open is only a problem if you choose to focus all your studies on a single pathway. Note: Keeping options open does not mean you should take subjects in which you have no interest or little ability! This will restrict rather than enhance your options. Follow Your Interests There are three golden rules to keep in mind when choosing a VCE program. These are:

• Choose subjects you will most likely succeed in – these are usually subjects of INTEREST • Choose subjects that you are most likely to enjoy – you will be INTERESTED in these • Check the pre-requisites for University or TAFE courses of INTEREST to you

Where a career pathway involves a University or TAFE course you should check whether there are any VCE prerequisites before finalising your VCE course. If you discover a need to take subjects in which you have little or no interest or with which you are likely to struggle, ask yourself if you are prepared and able to put in the work and effort necessary to achieve success in those subjects. If not, think again! What is a Prerequisite? A prerequisite is a VCE unit or sequence of units that you must successfully complete in order to be eligible to apply for a particular course. For example, an Engineering Technology course might stipulate that Mathematics and Physics Units 3 and 4 are prerequisites. This means that if you haven’t successfully completed these units you will not be considered for entry into the course. In some cases, the prerequisite may stipulate not only the subject, but also the lowest acceptable Study Score. For example, a Medical course might stipulate a minimum Study Score of 30 in Chemistry as a prerequisite. In



this circumstance, regardless of how well you go in all other subjects, the selection officers will not consider you if you’re Study Score is less than 30 in Chemistry. Why do Courses have Pre-requisites? Prerequisites are set for many reasons, not simply to make it more difficult for students to gain entry to the course. Prerequisites are usually set because:

• The course will involve study in that area • The course is designed on the assumption that students have already achieved a certain standard in the

prerequisite study Where to Find Information on VCE Prerequisites Each year the Victorian Tertiary Admissions Centre (VTAC) publishes a list of prerequisite subjects for that year’s group of Year 10 students. This year they will publish Tertiary Entrance Requirements for 2019. This information is usually published as a supplement to The Age and Herald Sun in July. This is an invaluable resource, not only for choosing a VCE course, but also for checking which course you can apply for at the end of Year 12. The information is also available from the VTAC website www.vtac.edu.au Mathematics in VCE Many students and parents are concerned about completing Mathematics during the VCE, and about which specific Mathematics subjects they should complete. Hopefully, this segment will make this decision easier. Firstly, the best advice that can be given to prospective Senior School students is complete the highest level of Mathematics of which you are capable. There is simply no question that completing Mathematics at VCE opens many future options for students, ranging from some pre-apprenticeship TAFE courses through to all Primary teaching qualifications. Specific courses do have prerequisite Mathematics subjects and students should ensure that they inform themselves of what will be required for their intended courses through the relevant literature. Secondly, students do not have to complete VCE Mathematics. It is certainly in their best interests to finish at least Unit 1 and 2 in mathematics of the student’s choice, but it is not mandatory. Finally, students intending to study Mathematic subjects at Year 12 will need to select the appropriate prerequisite Mathematics Units in Year 11 to allow them to enter their selections the following year.

Victorian Certificate of Applied Learning (VCAL) *Please see Mrs Greenwood or Miss Latchford for further information

What is VCAL? The Victorian Certificate of Applied Learning is an alternative senior program that allows you to complete practical work-related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. Like the Victorian Certificate of Education (VCE), VCAL is a recognised senior secondary qualification. If you choose to do VCAL, you will gain practical experience and ‘employability’ skills as well as the skills you will need to go onto further training in the workplace or at a TAFE institute. At Cranbourne East Secondary College, the VCAL certificate can be studied as a one or two-year course and provided students complete all the required units, they will be awarded a Certificate and Statement of Results for each level completed. As part of your enrolment, you are required to complete Structured Workplace Learning (SWL) and enrol in a VET course. The students who have been enrolled in VCAL have been able to greatly benefit from being able to network with potential employers, receive industry experience to see whether they are interested in moving forward to an apprenticeship or traineeship. If you have already started a VET certificate, this will be credited towards your VCAL Certificate. If you have already completed VCE studies, these units will also be credited towards your VCAL Certificate.




Important Things to note about VCAL VCAL has 3 levels, Foundation, Intermediate and Senior. The three qualification levels cater for a range of students with different abilities and interests. They also provide a progression of skills, knowledge and attitudinal development. You would complete your VCAL at the level that matches your needs and abilities. Your teachers or careers counsellor will assist you to decide what level is suitable for you.

• After successfully completing your Intermediate/Senior VCAL you may decide to switch back to completing VCE. There will be pre-requisite 3 and 4 units that you will be required to complete. Please see your VCE or VCAL Coordinator for more details

• Provided you have an employer who is willing to take you on, you may be able to complete a part-time school based apprenticeship or traineeship as part of your VCAL

Is VCAL for you? If you are seriously considering VCAL as an option for you, it is vital you read through the tick sheet below and check that you are making the right decision. You need to be able to confidently tick each point. If you have any problems with any one of them, make sure you speak to Mrs Freeman, Mrs Greenwood or Miss Latchford.

VCAL is not a course for students needing an ATAR Score. It is a course suited for young people who wish to gain an apprenticeship or traineeship. If intending to go on to TAFE at the end of Year 12, students should carefully check that they are able to qualify for their TAFE course by completing VCAL. In most cases this won’t be a problem.

Students must complete a minimum of 100 hours per year of a VET/TAFE course as part of their VCAL certificate.

Although the VET/TAFE component of the VCAL program is heavily subsidised by Government funding, students will have to pay costs of $500 or more per year depending on their chosen VET/TAFE course. For example, a specialist make-up course can be close to $2000. Costs TBA.

VET/TAFE attendance will require students to be able to make their own way to the course location. This will be at the student’s own expense.

Students must be prepared to complete ongoing work placement one day per week. Structured Workplace Learning is a compulsory part of the course and Work Experience in year 10 is a prerequisite.

Students must seek out their own work placements. Structured Workplace Learning will need to be linked to the VET/TAFE course you are enrolled in.

Attendance at school, VET Course and Work Placement is vital if you are to complete your VCAL certificate.

Although students will be completing more practical subjects, there is still a writing/theory component to all classes including VET/TAFE.

Students need to be prepared to work independently of teacher assistance. How does VCAL run at Cranbourne East Secondary College? To successfully complete a VCAL certificate, students must complete 10 units. Units are drawn from the areas of Literacy and Numeracy, Personal Development Skills (PDS), Work Related Skills (WRS), Industry Specific Skills (VET and VET Taster units). Note: Incursions and excursions are a core part of the VCAL curriculum. It is the expectation that all students attend all incursions and excursions. Failure to do so may place them at risk of not achieving learning outcomes.

• Students will attend school 3 days per week (Monday, Tuesday and Thursday) • Students will attend their chosen VET course one day per week (Wednesday or Friday) • Students will attend Structured Workplace Learning on the other day (Wednesday or Friday).



Yr. 11 Students in VCAL select: • Automatic enrolment in VCAL Core:

- Literacy - Numeracy - Personal Development Skills (PDS) - Work Related Skills (WRS) - 1 VET Taster Elective - VET - Structured Workplace Learning (SWL)

Yr. 12 Students in VCAL select: All Yr. 12 students must choose 1 VET Taster elective. VCE Units 3 and 4 are not offered in Yr. 12 VCAL. Automatic enrolment in VCAL Core:

- Literacy - Numeracy - Personal Development Skills - Work Related Skills - 1 VET Taster Elective - VET - Structured Workplace Learning

VCAL Core Subjects

Literacy The purpose of the curriculum selected for this strand is to enable the development of skills, knowledge and attitudes in literacy that allow progression in the main social contexts of family, employment, further learning and citizenship. Literacy skills corresponding with these social contexts include literacy for self-expression, practical purposes, knowledge and public debate. The overall purpose of these units is to provide an applied ‘real life’ approach to literacy development. Literacy includes reading, writing and oral communication skills. Literacy Reading and Writing Units In the Reading and Writing units, the four literacy domains (literacy for self-expression; literacy for practical purposes, literacy for knowledge, and literacy for public debate) provide a framework by which students can become aware of the social context or areas of social practices in which they operate, the genres relevant to these social contexts and practices, and in which they can develop skills to use the genres effectively. Learning Outcomes Each reading and writing unit has eight learning outcomes; four relate to reading and four to writing. Learners are expected to show competence in all eight learning outcomes in Reading and Writing Foundation and Intermediate, but only seven in Reading and Writing Senior. At the Senior Level, students are likely to have clear learning goals with specific reading and writing needs. Focusing on seven learning outcomes enables the teacher to tailor the program to meet these needs.

• Reading and writing for self-expression: focuses on aspects of personal and family life, and the cultures which shape these

• Reading and writing for practical purposes: focuses on forms of communication mainly used in workplace and institutional settings and in communication with such organisations

• Reading and writing for knowledge: focuses on sociological, scientific, technological, historical and mechanical theories and concepts which are relevant to education and training

• Reading and writing for public debate: focuses on matters of public concern, and the forms of argument, reason and criticism used in the public arena



Literacy Oral Communication units The Oral Communication units are designed to provide participants with knowledge, understanding and skills in spoken communication for different social purposes. The Oral Communication units reflect the theory that language use varies depending on the social context and purpose of the interaction and this is its main organising principle. The units identify four primary purposes for oral communication which reflect the literacy domains and encompass a range of contexts for spoken interaction. Learning Outcomes There are four learning outcomes in each oral communication unit. Learners must show competence in the four learning outcomes to satisfactorily complete this unit.

• Oracy for self-expression: focuses on spoken interaction involving exploring story and life experiences and the culture in which these are staged

• Oracy for knowledge: reports, informative interviews, speeches, lectures, presentations and news broadcasts are most likely to occur in this domain

• Oracy for practical purposes: oral texts are likely to include giving or responding to instructions or directions, exchanging goods and services, making appointments and job interviews

• Oracy for exploring issues and problem solving: oral texts likely to occur in this domain include public meetings, discussions, debates and meetings

Numeracy Units Numeracy is the ability to use mathematical skills to carry out purposes and functions within society related to designing, measuring, constructing, using graphical information, money, time and travel, and the underpinning skills and knowledge for further study in mathematics or related fields. Underpinning the VCAL Numeracy Skills units is the concept that skills development occurs best when it takes place within social contexts and for social purpose. Curriculum in this strand will develop skills to facilitate the practical application of mathematics at home, work and in the community. Learning Outcomes Rather than the learning outcomes having as their focus the traditional mathematical areas (number, space and shape, data, measurement, and algebra) the purposes or functions to which the mathematics may be put, are given prominence. The learning outcomes still ensure that the skills and knowledge of the mathematics strands are included but they are arranged under a different organisational structure. The specific mathematical skills and knowledge required are embedded in the learning outcomes and specified within the elements. Four domains of Numeracy have been identified:

• Numeracy for Practical Purposes: addresses aspects of the physical world to do with designing, making and measuring

• Numeracy for Interpreting Society: relates to interpreting and reflecting on numerical and graphical information of relevance to self, work or community

• Numeracy for Personal Organisation: focuses on the numeracy requirements for personal organisational matters involving money, time and travel

• Numeracy for Knowledge: deals with mathematical skills needed for further study in mathematics, or other subjects with mathematical underpinnings and/or assumptions

The numeracy learning outcomes are based on the numeracy domains outlined above. At the Foundation level students must demonstrate competency in five of the six learning outcomes to be credited with the unit. At the Intermediate level only five out of the six learning outcomes need to be assessed. At the Senior and Advanced Senior level, there are seven learning outcomes and learners must demonstrate competency in six out of the seven.



Personal Development Skills (PDS) The purpose of the Personal Development Skills (PDS) strand is to develop knowledge, skills and attributes that lead towards:

• The development of self • Social responsibility • Building community • Civic and civil responsibility, e.g. through volunteering and working for the benefit of others • Improved self-confidence and self-esteem • Valuing civic participation in a democratic society

Personal development includes self-esteem and personal qualities developed through valuing personal achievement and contributions for the benefit of the community or personal growth. This may involve demonstration of leadership, teamwork skills, accepting responsibility for goal achievement and reflecting on knowledge and skills for decision making and problem solving. Personal Development Skills (PDS) Units Two PDS units exist in each level (Foundation, Intermediate, and Senior). In Unit 1, for all levels, the learning program links to one of the following curriculum contexts:

• Personal development (self) • Health and wellbeing • Education • Family

In Unit 2, for all levels, the learning program links to one of the following curriculum contexts:

• Community engagement • Social awareness • Civic and civil responsibility • Active citizenship

Learning Outcomes There are five learning outcomes in each unit. Students must achieve all learning outcomes to be credited with the unit. Work Related Skills (WRS) The purpose of the Work Related Skills Strand is to develop employability skills, knowledge and attributes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides learners with a capacity to consider and choose from the range of pathways. The development of Occupational Health and Safety (OHS) knowledge provides learners with the necessary preparation for the workplace. Work Related Skills (WRS) Units Two WRS units exist in each level (Foundation, Intermediate, and Senior). Work Related Skills Unit 1 at each VCAL level is designed to achieve learning outcomes important for OHS and the development of career goals. Work Related Skills Unit 2 at each VCAL level is designed to achieve learning outcomes important for work-related skills, employability skills and career goals. The Work Related Skills units are designed to:

• Integrate learning about work skills with prior knowledge and experiences • Enhance the development of employability skills through work related contexts • Develop critical thinking skills that apply to problem solving in work contexts • Develop planning and work related organisational skills • Develop OHS awareness • Develop and apply transferable skills for work related contexts



Unit 1 must be completed prior to beginning Structured Workplace Learning. Students will begin this unit in the ‘Step Up’ program and complete tasks for holiday homework. Unit 2 will be assessed in the workplace as part of the Structured Workplace Learning program. Students will be expected to have completed all WRS Unit 1 tasks and have secured a structured work placement when they return to school in January 2019.

VET Electives Elective 1: Furnishing Students successfully completing this elective will attain selected units from the nationally accredited Certificate II in Furniture Making Pathways. Students will have the opportunity to develop basic knowledge in preparing, assembling and finishing a basic furnishing project, along with applying safe practices at work. Elective 2: Business Enterprise Students will attain selected units from the nationally accredited Certificate II in Business from the Australian Institute of Education and Training. Students will learn the skills and knowledge to incorporate safe work practices into own workplace activities. They will learn how to process attendee registrations for events, and administer them through to finalisation including recording customer information, monitoring attendance, generating operational reports and issuing customer documents for event attendance. Students will also learn the skills and knowledge required to deliver all aspects of customer service at an introductory level. Elective 3: Kitchen Operations Students successfully completing this elective will attain selected units from the nationally accredited Certificate II in Kitchen Operations from the Australian Institute of Education and Training. Students learn the skills and knowledge to incorporate safe work practices into workplace activities. These units reflect the role of individuals working in kitchens who use a defined and limited range of food preparation and cookery skills. They are involved in mainly routine and repetitive tasks and work under direct supervision. These units can provide a pathway to work in kitchen operations in organisations such as restaurants, hotels, catering operations, clubs, pubs, cafes, cafeterias, coffee shops and institutions such as aged care facilities, hospitals, prisons and schools. Elective 4: Sport and Recreation Students successfully completing this elective will attain selected units from the nationally accredited Certificate II in Sport and Recreation. Students will develop basic functional knowledge and skills for work in sport and recreational centres under supervision. Students facilitate practical lessons with the primary school students and assist to run whole school carnival events. Student complete First Aid training with practical and theoretical components. Students maintain equipment for the activities they conduct with the primary school students while being aware of the OH&S requirements. Elective 5: Creative Industries Students successfully completing this elective will attain selected units from the nationally accredited Certificate II in Creative Industries from the Australian Institute of Education and Training. Students develop skills and knowledge in creative processes and drawing to allow for the development and production of ideas in response to a set brief, along with workplace health and safety for a creative environment. This practical, hands-on elective also includes an excursion, allowing students to engage with the ideas of other professional creative artists and designers. Elective 6: Screen & Media Students will attain selected units from the nationally accredited Certificate II in Creative Industries from the Australian Institute of Education and Training. Students will learn how to capture aural and visual elements in order to complete a project. Students will also learn how to edit these elements in order to improve the quality of the completed work, based on industry conventions and preferences.



A possible VCAL Timetable might look like this… Monday Tuesday Wednesday Thursday Friday

VCAL Subject VCAL Subject SWL OR VET

ALL

DAY

VCAL Subject SWL OR VET

ALL

DAY

VCAL Subject VCAL Subject VCAL Subject VCAL Subject VCAL Subject VCAL Subject VCAL Subject VCAL Subject VCAL Subject VCAL Subject VCAL Subject VCAL Subject

Costs Students considering VCAL need to be aware that most VET courses and units of competency are a compulsory part of the program at Intermediate and Senior level. It is expected that student/families will be liable to pay material fees. Information on costs for next year is not yet available but previous experience tells us that students should expect to contribute near $200 - $500 per year depending on the course. Failure to pay the VET fee by the due date will unfortunately result in withdrawal from the program and will affect successful completion of a student’s overall VCAL qualifications. Furthermore, withdrawal after the cut-off date will incur a fee. Factors to Think About When Considering the VCAL Option Please read the following information carefully. If you have any questions, please do not hesitate to contact Mrs Freeman, Mrs Greenwood or Miss Latchford. Please make sure you share this information with your parents and speak to teachers who already know you and what you’re capable of. It is important that you seek out as much information as possible. You do not want to find yourself regretting your decision next year!

Vocational Education and Training (VET)

*Please see Ms Liz Hassell or Nancy Huez-O’Rourke for further information Vocational Education and Training in Schools (VET) programs are designed to expand opportunities and pathways for senior secondary students, and improve post compulsory educational outcomes as well as address the employment needs of industry in Victoria. VET Programs offer: • a nationally recognised vocational certificate with credits built in just like other subjects • counts towards the VCE & VCAL Certificates • may contribute to the ATAR or study score • training in a specific industry area • an opportunity to put knowledge and skills into practice in a simulated or actual workplace environment

known as Structured Workplace Learning (SWL) • a qualification which will provide access to further training • improved chances of getting work when finishing school VET is compulsory in Intermediate and Senior VCAL. First year VET will only be available to VCE Year 11 students, based on teacher recommendation and results. Vocational Education and Training Programs assist students to make the transition to further education, training and employment. Many programs are based on entry level TAFE courses. These programs are designed so that students can develop general work related competencies and the skills and knowledge required in a particular industry.



VET Programs: • Promote an awareness of work through work placement • Develop general work related competencies i.e. skills in communication, team work, using technology,

problem solving, using mathematical ideas and concepts, planning and organising activities, gathering and analysing information and occupational health and safety

• Develop the skills and knowledge required to work in a particular industry • Give students a competitive edge in looking for both casual and full time employment

Other Considerations when Selecting a VET Program… Timing and Location The majority of VET programs happen on Wednesdays and Fridays. They occur at a variety of schools in the local area, TAFEs and other Registered Training Organisations (RTO). Costs Each program has costs attached to it. They vary from program to program. Any charges listed in this guide are based on 2018. Students will be advised of actual costs as they become available for the 2019 school year. VET students need to be reminded that a non-refundable $100 deposit is required before applications will be processed. The majority of VET programs happen on Wednesdays and Fridays. In addition to the VET Programs offered on site there are a wide variety of VET programs available. They occur at a variety of schools in the local area, TAFEs and other Registered Training Organisations (RTO). Please see Ms Liz Hassell or Nancy Huez-O’Rourke for further information and course brochures. Work Placement Some VET programs have compulsory work placement components and others do not such as:

• Certificate II in Health Support Services – 40hrs • Certificate II in Equine Studies – 40hrs • Certificate III in Community Services – (Selected units in Early Children’s Services) 160hrs

Courses with work placement components require students to do Structured Workplace Learning in their chosen industry. The amount of Workplace Learning for each program varies. The time when the work placement is done varies. Students who are completing a VET program within VCAL will be allocated one day a week to complete their work placement. In general, Structured Workplace Learning is encouraged across all VET programs as it contributes credit units towards a VCAL program which falls under the Industry Specific Skills Strand. At Cranbourne East Secondary College, Structured Workplace Learning is compulsory for all students enrolled in VCAL. Students will be expected to assist with the organisation of their Structured Workplace Learning. They are required to get legal forms (Structured Workplace Learning Arrangement Form) signed and in some cases, attend an interview with prospective employers. Students should initially try to find their own work placement. Students who find their own work placement should select one that suits their own travel requirements. Transport Students are expected to organise their own transport to and from other schools, TAFEs and RTOs. Student Commitment There are many advantages of students who choose to do a VET program. Cranbourne East Secondary College is committed to doing all that it can to ensure that students gain entry to and are successful in the VET programs of their choice.



Students need to be committed to their VET program. They will be expected to:

• Meet application deadlines, prepare for and attend interviews on time

• Attend classes on time and on a regular basis

• Notify the school, RTO or TAFE of an impending absence

• Always act in a responsible manner at school, RTO, TAFE or work place

• Abide by the rules of the RTO or TAFE

• Always be prepared for classes and have the necessary equipment required

• Organise and complete work placement when required

• Promptly notify Cranbourne East Secondary College’s VCAL Coordinator whenever problems or queries arise

• Work in a safe manner



VET Certificates offered at Cranbourne East Secondary College

VCE/VET Acting (Screen) Certificate III in Acting (Screen)

Course Outline: Training Provider: ACDA (RTO: 3139) Course Code: 22307VIC Location: Cranbourne East Secondary College Duration: 2 Year program Time: Friday 1:30pm – 4:30pm Cost: $864 (1st Year) TBA (2nd Year) Description The aim of the course is to provide the skills, knowledge and attitudes for training in acting for film and television. The course has been written to create career opportunities for peripheral creative industries. This course is a mixture of hands on learning against theory delivered in a different learning environment to VCE. The course structure dictates practical filming lessons alternating against theory lessons. Contribution to the VCE/VCAL VCE Credit: On completion of the program students are eligible for four credits towards their VCE, two at Unit 1 - 2 level and a Unit 3 - 4 sequence. Students who successfully complete the Unit 3 - 4 sequence will be eligible for a 10% increment towards their ATAR. VCAL Credit You will be eligible for a minimum of four credits towards your VCAL – at the Foundation, Intermediate or Senior levels. Sample Units of Study Year 1 The course focuses on an overview of the film and TV industry, governing bodies, film and TV careers and skills, types of auditions, audition preparation, script knowledge and development and skills for acting in front of a camera. Units of Competency:

• CUFIND201A Develop and apply creative arts knowledge

• CUECOR02C Work with others • BSBWOR301A Organise personal work

priorities and development • CUSOHS301A Follow occupational health

and safety procedures

• CUSMPF302A Prepare self for performance • ICPDMT263 Access and use the internet • VU21837 Prepare and present self for

auditions • VU21838 Develop script knowledge and

performance skills • VU21839 Develop acting techniques

Year 2 The focus is on rehearsing and performing scripts, performance in front of camera, screen tests, rehearsing, filming scenes and styles, protocols and knowledge of the film and TV industry and camera technique. Students elect one unit to explore from make-up design, audition and select performers, directing, presenting and media & screen expertise.

https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi9_tqI1M_aAhUMv7wKHWBhAAQQjRx6BAgAEAU&url=https://anasebrahem.wordpress.com/2013/07/26/acting-tips-simple-acting-stuff/comment-page-1/&psig=AOvVaw0kHmysxhTObG6FyOPTqeL7&ust=1524547426201069



Units of Competency: • CUFIND401A Provide services on a

freelance basis • BSBDIV301 Work effectively with diversity • FNSCUS401 Participate in negotiations • VU21840 Expand skills for auditions

• VU21841 Rehearse and perform for camera

• VU21842 Extend acting techniques • VU21843 Write the script

Add one unit from a bank of electives. To view the latest Units of Competency and course information go to: http://www.emc.vic.edu.au/sshandbook/vet/acting.html Special Requirements A Learners Manual, SD card and Journal are given to the students. A notebook and pen should be brought to class. Students are required to bring the SD card to every filming session. This is designed so students can view their progress and undertake self-critique. Structured Workplace Learning (SWL) It is planned to provide students with exposure to a work environment through organised visits, industry speakers and performers and involvement in performances such as school productions. Further Study:

• Advanced Diploma in Performing Arts • Diploma in Theatre Technology • Advanced Diploma in Stage Craft

• Bachelor of Performing Arts • Film & Television

Career Opportunities:

• Actor • Agent • Casting Consultant • Director • Drama Teacher • Producer

• Stage/Manager • Writer • Lighting and Sound • Technician • Technical Crew Member • Make-Up Artis

Please note: These details are subject to change and will require confirmation by the Registered Training Provider or TAFE. VET enrolments are processed through secondary school VET Coordinators. If you are interested in completing this program, please contact your school VET Coordinator.

http://www.emc.vic.edu.au/sshandbook/vet/acting.html



VCE/VET Health Service Assistance Certificate III in Health Service Assistance

Course Outline: Training Provider: IVET Institute (RTO: 40548) Course Code: HLT33115 Location: Cranbourne East Secondary College Duration: 2 Year program Time: Wednesday or Friday 9:00am – 1:00pm Cost: $270 (1st Year) TBA (2nd Year) TBA - Uniform Description Students will be introduced to the health industry providing students with hands-on real life experience. Students will be taught how to assist with an allied health program, manage client movement and transport patients, recognise healthy body systems in a health care context and be able to understand basic medical terminology, as well as health specific communication skills, responding to difficult clients and first aid skills. Contribution to the VCE/VCAL VCE Credit: Year 1: Unit 1, Units 3 and 4 sequence; Year 2: Units 3 and 4 sequence. This is a scored VET in 2018 and completion of the units 3 and 4 sequence contributes to the ATAR. Students wishing to receive an ATAR contribution must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth subject. VCAL Credit You will be eligible for a minimum of four credits towards your VCAL – at the Foundation, Intermediate or Senior levels. Sample Units of Study: Year 1 & 2

• Communicate and work in Health or Community settings

• Interpreting and applying medical terminology • Healthy body systems • Assisting with movement

• Responding to behaviours of concern • Infection prevention and control • Communicating with clients • Maintaining a high service of care

Structured Workplace Learning (SWL) Students completing the Certificate III in Health Services Assistance are mandated (compulsory) to undertake 80 hours of SWL across the two year program (40 hours per year) in a suitable health-industry aligned workplace. Career Opportunities Completion of the Certificate III in Health Services Assistance may lead to employment opportunities in positions such as a Health Services Assistant in a nursing environment or an Allied Health Assistant in the areas of physiotherapy, speech pathology, exercise physiology, occupational therapy and/or podiatry. Through a higher education pathway (Diploma and/or Degree), future employment outcomes may include nursing, paramedics, physiotherapy, occupational therapy, speech pathology, pharmacy, dietetics or medicine. Further Study:

• Certificate IV in Aged Care (CHC40108) • Certificate IV in Community Services

(CHC30112)

• Certificate IV in Pathology (HLT41812) • Diploma of Nursing (Enrolled Nursing) • Bachelor of Nursing


https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj8lM3Hrc_aAhUTtJQKHXXCA_gQjRx6BAgAEAU&url=https://wideinfo.org/upper-cervical-care-is-the-answer-to-our-health-care-crisis/&psig=AOvVaw2oXFWhK9gk5-hUgCss7bxU&ust=1524537126880627



VCE/VET Kitchen Operations Certificate II in Kitchen Operations

Course Outline: Training Provider: iVET Course Code: SIT20416 Location: Cranbourne East Secondary College Duration: 2 Year program Time: Wednesday or Friday 1:00pm – 5:00pm Cost: $435 (1st Year) $200 - Uniform & Equipment

TBA (2nd Year) Description If you love food, are interested in hospitality and enjoy working with people, then this course is a great way to familiarise yourself with this fast paced industry. Throughout the course you will learn how to follow hygiene procedures, present and prepare food. You will also learn how to interact with guests in live restaurant service and be taught responsible service of alcohol. Assessments are both practical and theory focused. Practical assessments occur in the kitchen and restaurant settings. Theory assessments may be a combination of written and online assignments, tests and practical application projects. Contribution to the VCE/VCAL VCE Credit: On completion of the program students are eligible for five credits towards their VCE, three at Unit 1 - 2 level and a Unit 3 - 4 sequence. Students wishing to receive an ATAR contribution must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth subject. VCAL Credit You will be eligible for a minimum of four credits towards your VCAL – at the Foundation, Intermediate or Senior levels. Sample Units of Study: Year 1 & 2:

• Work effectively with others • Participate in environmental work practices • Prepare and present simple dishes • Prepare and present sandwiches • Participate in safe work practices • Source and use information on the hospitality

industry • Interact with customers • Maintain the quality of perishable items • Use hygienic practices for food safety

• Use cookery skills effectively • Provide service to customers • Produce dishes using basic methods of

cookery • Clean premises and equipment • Use food preparation equipment • Produce appetisers and salads • Produce vegetables, fruit, eggs and

farinaceous dishes • Prepare poultry dishes

What to bring: Leather non-slip covered shoes. CESC Chef’s uniform and equipment. Further Study:

• Certificate III in Hospitality • Certificate IV in Hospitality

• Diploma of Hospitality Management

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjUybzvxs_aAhWCf7wKHeL7A-YQjRx6BAgAEAU&url=http://reynellaec.sa.edu.au/tag/kitchen-operations/&psig=AOvVaw0OGDtoWBB8f1HowQbxAkFh&ust=1524543808498983




VCE/VET Sport & Recreation

Certificate III in Sport & Recreation Course Outline: Training Provider: IVET Institute (RTO: 40548) Course Code: SIS30115 Location: Cranbourne East Secondary College Duration: 2 Year program Time: Wednesday or Friday 9:00am – 1:00pm Cost: $404 (1st Year) TBA - Uniform Description: Students will develop the skills and knowledge required to support the operation of facilities and assist in conducting sport and recreation programs as well as develop a comprehensive understanding of the Sport & Recreation industry. Contribution to the VCE/VCAL On completion of the program students are eligible for five credits towards their VCE, three at Unit 1 - 2 level and a Unit 3 - 4 sequence. Students wishing to receive an ATAR contribution must undertake scored assessment for the purpose of achieving a study score. This study score can contribute directly to the primary four or as a fifth or sixth subject.

VCAL Credit You will be eligible for a minimum of four credits towards your VCAL – at the Foundation, Intermediate or Senior levels. Sample Units of Study: Year 1

• Develop and extend critical and creative thinking skills

• Organise personal work priorities and development

• Provide first aid

• Use social media tools for collaboration and management

• Provide customer service • Respond to emergency situations • Follow work health and safety policies

Year 2:

• Plan and conduct sport and recreation sessions

• Facilitate groups • Manage conflict

• Conduct basic warm-up and cool down programs

• Provide public education on the use of resources

• Undertake risk analysis of activities What to bring Students will need to wear runners and PE uniform to each session, as well as bring a hat and sunscreen.

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjzzdHMo8_aAhUFoJQKHZlICxkQjRx6BAgAEAU&url=http://snowkitemasters.com/tag/super-fans-for-sport-new-and-improved/&psig=AOvVaw2VzBQ1iU4Pe7XSLoxeL7Zp&ust=1524534455155703



Further Study: • Certificate IV in Fitness (SIS40215) • Diploma of Sport & Recreation (SIS50712) • Bachelor of Sport & Outdoor Recreation


School Based Apprenticeships & Traineeships (SBAT’S)

The purpose of an SBAT is it offers students the opportunity to combine an apprenticeship or traineeship with their school studies. A school-based apprenticeship or traineeship requires a minimum of 13 hours per week, consisting of both training and employment. It contributes towards your VCE or VCAL, leads to a nationally recognised qualification and includes paid work. Many people are involved in arranging a school-based apprenticeship or traineeship, including you, your parents, and employer, a TAFE or other registered training organisation (RTO), your school and an Apprenticeship Network provider. Apprenticeships and Traineeships combine paid work with accredited training and are covered by a relevant industrial award. This combination of work and training provides the opportunity to develop practical skills with formal training. In most instances, apprenticeships and traineeships cover full time or part time, however it is important to check the relevant industrial awards, as this does not always apply. Students must have an employer willing to take the student on as a Trainee or part time Apprentice. SBATS are available (but not limited to) various industries such as: Automotive, Fitness, Community Activities Program (Sport and Recreation), Children’s Services, Community Services, Printing and Graphic Arts (Multimedia). The following SBAT’s are available either at the College or through partnerships:

• ATEP – Apprenticeship & Traineeship Employment Partners: - Certificate II in Parks & Gardens

• VFA Learning: - Certificate III in Early Childhood Education and Care - Certificate III in Aquatics and Community Recreation - Certificate III in Education Support - Certificate III in Allied Health Assistance - Certificate III in Information, Digital Media and Technology

• McDonalds: - Certificate II in Retail

• Monash College: - Certificate III in Business Administration (Medical) - Certificate III in Business Administration (Education) - Certificate III in Accounts Administration - Certificate III in Early Childhood Education and Care

• Wonderworld Games: - Certificate III in Print Communications

• Reece: - Certificate II in Warehousing



Selecting a Course for 2019 2019 Subject Listings You may like to select your subjects based on one of the programs mentioned earlier in this guide. If not, you can develop a course by selecting from the Senior Subjects & Programs listed on page 16. This list is the anticipated set up of subjects in the Senior School at Cranbourne East Secondary College next year – please be aware that this list may vary from the final 2019 subjects being offered, but it is likely not to vary much from the current structure as shown. Student choice will be the determining factor on how much the 2019 list changes from the current structure. This selection model allows you to develop a program for yourself, but please ensure that you consider all the requirements of VCE and that you keep a range of options open for post-VCE careers. From the research each student has undertaken, there should by now be a list of preferred VCE/VET subjects. If this is not so, then please complete that research, and return to this page of the selection process. VCE Subjects The following pages of VCE subjects have detailed information, including study outlines for Units 1 & 2 and Units 3 & 4 to help you decide which subjects will appeal most to you. VET Courses Information regarding VET courses and locations are available from Ms Liz Hassell or Nancy Huez-O’Rourke in the Blue building and on Information Night. Final costs for 2019 courses are not yet available. For more detailed information on VET courses please contact your VET Coordinator. Please note that places in many of these courses are restricted and entry can be competitive, VET students need to be reminded that a non-refundable $100 deposit is required before applications will be processed, so the earlier you get in the better. Please note first year VET courses will not be available to Year 12 VCE students. VCE Student Course Selection Sheet A sample 2019 Course Selection & Consent Form is printed at the end of this guide, spare forms are available from Vanessa Mohr in the Yellow Building. Please select subjects from the list provided, place a tick in the appropriate box and then write your selections in Column B. Please ensure you choose backup preferences. We suggest you place your most important subjects in order of preference as stated on the form, any VET subjects need to be included here also.

***Remember that you must choose English if completing VCE***

If you are having difficulty completing your form, please don’t hesitate to seek help from our Senior School Staff. Once selected, you need to return your completed VCE or VCAL form to Vanessa Mohr in the Yellow Building by Monday 25th June 2018. Your Course Counsellor will read through your subject selections prior to course counselling which will be held on the following dates:

• Yr. 10 into Yr. 11: Monday 23rd July 2018 or Thursday 26th July 2018 • Yr. 11 into Yr. 12: Monday 13th August 2018



2019 Senior Subjects & Programs • Accounting: Units 1 - 4 • Biology: Units 1 - 4 • Business Management: Units 1 - 4 • Chemistry: Units 1 – 4 • Chinese Language, Culture & Society: Units 1 - 4 • Chinese First Language 1 – 4 • Computing: Units 1 - 4 • Drama: Units 1 - 4 • Economics: Units 1 & 2 • English: Units 1 - 4 • English as an Additional Language: Units 1 – 4 • Environmental Science Units 1 & 2 • Food Studies: Units 1 - 4 • Further Maths: Units 3 & 4 • General Maths: Units 1 - 2 • Geography: Units 1 - 4

• Health and Human Development: Units 1 - 4 • History: 20th Century: Units 1 & 2 • History: Revolutions • Languages: Units 1 & 2 • Legal Studies: Units 1 - 4 • Maths Methods (CAS): Units 1 - 4 • Media: Units 1 - 4 • Music Performance: Units 1 – 4 • Outdoor Education: Units 1 - 4 • Physical Education: Units 1 - 4 • Physics: Units 1 - 4 • Product Design & Technology: Units 1 - 4 • Psychology: Units 1 - 4 • Software Development: Units 3 & 4 • Studio Art: Units 1 - 4 • Systems Engineering: Units 1 - 4



Accounting VCE Accounting focuses on the financial recording, reporting and decision-making processes of a sole proprietor for a small business. Students study both theoretical and practical aspects of accounting. Financial data will be collected and recorded, and accounting information reported, using both manual and information and communications technology (ICT) methods. Unit 1 Establishing and Operating a Service Business This unit focuses on the establishments of a small business and the accounting and financial management of the business. Students will be introduced to the processes of gathering and recording financial data and the reporting and analysing of accounting information by internal and external users. They will examine the role of accounting in the decision-making process for a sole proprietor. Area of Study 1 – going into business Area of Study 2 – recording financial data and reporting accounting information Unit 2 Accounting for a Trading Business This unit focuses on accounting for a sole proprietor of a single activity trading business. Students will use a single-entry recording system and the accrual method for determining profit. They will analyse and evaluate the performance of the business using financial and non-financial information and suggest strategies to the owner on how to improve performance. They will develop their understanding of the importance of ICT by using a commercial accounting software package to establish a set of accounts, record financial transactions and generate accounting reports. Area of Study 1 – Recording financial data and reporting accounting information Area of Study 2 – ICT in accounting Area of Study 3 – Evaluation of business performance The students’ performance will be assessed using one or more of the following:

• Exercises using a commercial accounting software package • Folio of exercises • Tests • Assignments

*students must use ICT in at least two of the selected assessment tasks. Unit 3 Recording and Reporting for a Trading Business This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. The perpetual method of stick recording with the First In, First Out (FIFO) method is also used. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information. Area of Study 1 – Recording Financial Data Area of Study 2 – Balance Day Adjustments and Reporting and Interpreting Accounting Information Unit 4 Control and Evaluation of Business Performance This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit is based on the double



entry accounting system and the accrual method of reporting for a single activity trading business using the perpetual inventory recording system. Students investigate the role and importance of budgeting for the business and undertake the practical completion of budgets for cash, profit and financial position. Students interpret accounting information from accounting reports and graphical representations, and analyse the results to suggest strategies to the owner on how to improve the performance of the business. Area of Study 1 – Extension of Recording and Reporting Area of Study 2 – Financial Planning and Decision Making Assessment Assessment tasks for Accounting may be chosen from the list suggested in the VCAA Study Design. In both Units 3 and 4, at least 30 marks must be allocated to assessment that uses ICT applications. School Assessed Coursework for Units 3 and 4 will contribute 25% each and the end-of-year examination will contribute 50% to the final score.

Future Career Pathways: Accountant, Finance Manager, Book-Keeper, Small Business Manager.



Biology Unit 1 and 2 VCE Biology, students investigate the processes involved in sustaining life at molecular, 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 intention is to provide students with the insight, passion, skills and knowledge to pursue successful careers connected to the Biological Sciences, and to leave with an appreciation the interconnectedness of all living things on Planet Earth. Unit 1 How do living things stay alive? Key knowledge:

• Cell size, structure and function; crossing the plasma membrane • Energy transformations; Functioning systems • Survival through adaptations and regulation • Organising biodiversity • Relationships between organisms within an ecosystem • Formal practical investigation

Unit 2 How is continuity of life maintained? Key knowledge:

• The cell cycle • Asexual reproduction & sexual reproduction • Cell growth and cell differentiation • Genomes, genes and alleles; chromosomes, genotypes and phenotypes • Pedigree charts, genetic cross outcomes and genetic decision-making • Research investigation

Assessment The College determines Unit 1 & 2 Assessment. It will include:

• Practical investigation reports • Presentations of biological data & concepts • Tests & end-of-semester exams

Unit 3 and 4 VCE Biology, students investigate the processes involved in sustaining life at molecular, 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 intention is to provide students with the insight, passion, skills and knowledge to pursue successful careers connected to the Biological Sciences, and to leave with an appreciation the interconnectedness of all living things on Planet Earth.



Unit 3 How do cells maintain life? Key knowledge:

• Plasma membranes • Nucleic acids and proteins • Gene structure and regulation • Structure and regulation of biochemical pathways • Photosynthesis & Cellular respiration • Cellular signals • Responding to antigens & immunity

Unit 4 How does life change and respond to challenges over time? Key knowledge:

• Changes in the genetic makeup of a population • Changes in biodiversity over time • Determining relatedness between species • Human change over time, and DNA manipulation • Biological knowledge and society • Formal practical investigation

Assessment

• Unit 3 Outcome 1 & Outcome 2 = 16% • Unit 4 Outcome 1, Outcome 2 & Outcome 3= 24% • Exam covering Units 3 & 4 content = 60%

Future Career Pathways: Life (Biological) Sciences, Medicine, Biochemistry, Neuroscience, Forensic Science, Sports science, Physiotherapy, Research Science, Healthcare, Environmental Management and Conservation, Education, Biotechnology, Forensic Science, Politics and Policy, Business and Industry, Economics, Mathematics, Science Writing and Communication.



Business Management 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 of a business, through to the day-to-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. 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. Area of Study 1 - The Business Idea Area of Study 2 - The External Environment Area of Study 3 - The Internal Environment 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. Area of Study 1 - Legal requirements and financial considerations Area of Study 2 - Marketing a business Area of Study 3 - Staffing a business Unit 3 Managing a Business In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Students develop an understanding of the complexity and 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. Area of Study 1 – Business foundations Area of Study 2 – Managing employees Area of Study 3 – Operations management



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. Area of Study 1 – Reviewing performance – the need for change Area of Study 2 – Implementing change Assessment The student’s performance will be assessed using one or more of the following:

• a case study • structured questions • an essay • a report • a media analysis

Unit 3 & 4 Business Management

• Unit 3 contributes 25% to the Study Score • Unit 4 contributes 25% to the Study Score • End of Year Examination contributes 50% to the Study Score

Future Career Pathways: Small Business Owner, Project Manager, Human Resource Manager, Operations Manager,

Executive Manager, Marketing, Public Relations and Event Management.



Chemistry Unit 1 and 2 Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. Chemical models and theories are used to describe and explain known chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes. Unit 1 How can the diversity of materials be explained? Key Knowledge:

• Relate the position of elements in the periodic table to their properties • Investigate the structures and properties of metals and ionic compounds • Calculate mole quantities • Investigate and explain the properties of carbon lattices and molecular substances with reference to their

structures and bonding • Use systematic nomenclature to name organic compounds • Explain how polymers can be designed for a purpose • Investigate a question related to the development, use and/or modification of a selected material or

chemical and communicate a substantiated response to the question • Research Investigation

Unit 2 What makes water such a unique chemical? Key Knowledge:

• Relate the properties of water to its structure and bonding • Explain the importance of the properties and reactions of water in selected contexts • Measure amounts of dissolved substances in water • Analyse water samples for salts, organic compounds and acids and bases. • Design and undertake a quantitative laboratory investigation related to water quality, and draw conclusions

based on evidence from collected data Assessment The college determines Unit 1 & 2 assessment. It will include:

• SACS – either topic tests or practical investigations • A research investigation in Unit 1 • A practical investigation in Unit 2 • Practice exams

Unit 3 and 4 Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. Chemical models and theories are used to describe and explain known chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes. Unit 3 How can chemical processes be designed to optimise efficiency? Key Knowledge:

• Compare fuels quantitatively with reference to combustion products and energy outputs • Apply knowledge of the electrochemical series to design, construct and test galvanic cells, • Evaluate energy resources based on energy efficiency, renewability and environmental impact • Apply rate and equilibrium principles to predict how the rate and extent of reactions • Explain how electrolysis is involved in the production of chemicals and in the recharging of batteries.



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

• Compare the general structures and reactions of the major organic families of compounds • Deduce structures of organic compounds using instrumental analysis data • Design reaction pathways for the synthesis of organic molecules • Distinguish between the chemical structures of key food molecules • Analyse the chemical reactions involved in the metabolism of the major components of food including the

role of enzymes • Calculate the energy content of food using calorimetry • Design and undertake a practical investigation related to energy and/or food, and present methodologies,

findings and conclusions in a scientific poster Unit 3 & 4 Assessment is prescribed by VCAA. Weighting is as follows:

• Unit 3 School-assessed Coursework: 16 per cent • Unit 4 School-assessed Coursework: 24 per cent • End-of-year examination: 60 per cent.

Assessment will include a combination of topic tests or practical investigations, as well as a scientific poster in Unit 4.

Future Career Pathways: Organic Chemistry, Inorganic Chemistry, Analytical Chemistry, Physical Chemistry and Biochemistry. In addition, Chemistry is applied in many fields of endeavour including Agriculture, Bushfire Research, Dentistry, Dietetics, Education, Engineering, Environmental Sciences, Forensic Science, Forestry, Horticulture, Medicine, Metallurgy, Meteorology, Pharmacy, Sports Science, Toxicology, Veterinary Science and Viticulture.



Chinese Language, Culture and Society Through this study, students develop an understanding of the language, social structures, traditions and contemporary cultural practices of diverse Chinese-speaking communities. They extend their study of the Chinese language, develop the skills to critically analyse various aspects of the cultures of Chinese-speaking peoples and their communities, and gain insight in the connection between languages, cultures and societies. Unit 1 In this unit, students focus on important aspects of life in modern China. They explore the tradition of filial piety and examine and explore the impact of generational change in families. Students analyse the schooling system to consider and reflect on cultural values in China. They participate in discussions and analyse research about family and education in China. Students interact with other learners of the language and share information related to aspects of their personal world and life in Chinese-speaking communities. Students develop their reading and comprehension skills in Chinese and produce texts. They also exchange information using appropriate vocabulary and expressions. Unit 2 This unit focuses on the importance of myths, legends and Chinese art. Aspects of Chinese culture are explored through Chinese mythology as reflected through contemporary culture. Students undertake research related to, for example, mythology, legends and art. This unit also focuses on developing the students’ capacity to interact in spoken Chinese. Students develop their language skills by initiating, maintaining and closing an exchange. Tourism, geographical features and regional differences in China are considered. Students are given opportunities to writing appropriately for context and situation. Unit 3 In this unit, students investigate and examine significant and influential schools of thought throughout Chinese history and their impact on contemporary culture in China. Students explore and discuss in English the significance of Chinese philosophy and concepts related to contemporary Chinese culture and Chinese-speaking communities. Students present information on leisure in China using appropriate intonation, tones and stress with the appropriate vocabulary and expressions. Students produce simple texts using their knowledge to infer meaning from linguistic and contextual features of various sources. Unit 4 This unit focuses on an exploration of contemporary Chinese social values through aspects of change in China as well as through China’s role in the global economy. Students investigate technological, social and political change in China. They reflect upon their own and others’ cultural values and further develop the capacity to interact with other speakers of the language. Information is also accessed through a range of spoken texts on the world of work and there is an emphasis on conveying meaning accurately in spoken Chinese. Students also further develop their writing skills in future employment. Assessment Suitable tasks for Unit 1 and 2 assessments may be selected from the following:

• interview in Chinese • role-play in Chinese • magazine article in English • article in Chinese • informative report in Chinese • imaginative story in Chinese • written research report in English • an oral presentation in Chinese

Unit 3 & 4: External Assessment

• an oral examination: 15% • a written examination: 35% Future Career Pathways: Interpreter, Transnational Business, Linguist, Teacher, Diplomatist



Chinese First Language Chinese (First Language) is designed for students who have typically spent some time as a resident and/or have had some experience of studying Chinese in a country in which Chinese is a major language of communication. The aims of the units are to develop:

• The student's ability to use Chinese to communicate with others; • The student's understanding and appreciation of their own and other cultures; • The student's understanding of language as a system; • The student's potential to apply Chinese to work, further study, training or leisure.

Themes and Topics:

• Self and Others: personal world, personal beliefs and ideals, contributing to community. • Tradition and Change in Chinese-speaking Communities: lifestyles, arts and entertainment, stories from the

past. • Global Issues: peace, human rights, the nature and future of work.

Grammar and Vocabulary:

• The formal aspects of language such as phonology, orthography, syntax, morphology and semantics. • Whilst there is no prescribed vocabulary list, it is expected that the student is familiar with a range of

vocabulary and idioms relevant to the topics; students are encouraged to use dictionaries. Kinds of Writing: Students are expected to be familiar with and be able to produce the following five kinds of writing: personal, informative, persuasive, evaluative and imaginative. Unit 1 On completion of this unit the student should be able to:

• establish and maintain a spoken or written exchange related to an issue of interest or concern • listen to, read and reorganise information and ideas from spoken and written texts • produce a personal response to a fictional text

Unit 2 On completion of this unit the student should be able to:

• participate in a spoken or written exchange focusing on the resolution of an issue • listen to, read, and extract and compare information and ideas from spoken and written texts • produce an imaginative piece in spoken or written form


• express ideas through the production of original texts • analyse and use information from spoken texts • exchange information, opinions and experiences


• analyse and use information from written texts • respond critically to spoken and written texts which reflect aspects of the language and culture



Assessment: Unit 1 Outcomes Assessment Tasks

(school-assessed coursework) Establish and maintain a spoken or written exchange related to an issue of interest or concern.

Discussion or personal letter/fax/email.

Listen to, read and obtain information from written and spoken texts.

Read a written text and extract and use information and ideas in a different text type.

Produce a personal response to a fictional text. Oral presentation, review or article.

Unit 2 Outcomes Assessment Tasks

(school-assessed coursework) Participate in a spoken or written exchange focusing on the resolution of an issue.

Role play or formal letter/fax/email.

Read, listen to and extract and compare information and ideas from written and spoken texts.

Read two or more spoken texts and compare information and ideas obtained. Listen to two or more spoken texts and compare information and ideas obtained.

Produce an imaginative piece in written or spoken form. Journal entry, spoken personal account or short story.

Overall Final Assessment End of Semester Examination – 2 hours. Information can be obtained from the Victorian Curriculum and Assessment Authority, Victoria, Australia: www.vcaa.vic.edu.au

Future Career Pathways: The study of a LOTE 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 cultures 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. It is the major language of communication in China and Singapore, and is widely used by Chinese communities throughout the Asia-Pacific region, including Australia. Studying Chinese can provide a basis for continued learning and a pathway for students into a number of post-secondary options. A knowledge of Chinese can provide students with enhanced vocational opportunities in many fields, including banking and international finance, commerce, diplomacy, and translating and interpreting.




Computing Unit 1 and 2 Computing focuses on the application of a problem-solving methodology, and strategies and techniques for managing information systems in a range of contexts, to create digital solutions that meet specific needs. The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions. Unit 1 In this unit students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. In Area of Study 1 students collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. In Area of Study 2 students examine the technical underpinnings of wireless and mobile networks, and security controls to protect stored and transmitted data, to design a network solution that meets an identified need or opportunity. In Area of Study 3 students acquire and apply their knowledge of information architecture and user interfaces, together with web authoring skills, when creating a website to present different viewpoints on a contemporary issue. Unit 2 In this unit students focus on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. In Area of Study 1 students develop their computational thinking skills when using a programming or scripting language to create solutions. In Area of Study 2 students develop a sound understanding of data and how a range of software tools can be used to extract data and manipulate it to create visualisations that are clear, usable and attractive, In Area of Study 3 students apply all stages of the problem-solving methodology to create a solution. Assessment Suitable tasks for assessment in this unit may be selected from the following:

• Using digital systems and techniques, create a solution in response to a need or opportunity • Visual presentations • Oral presentations • Written reports

Unit 3 and 4 Computing focuses on the application of a problem-solving methodology and strategies and techniques for managing information systems in a range of contexts, to create digital solutions that meet specific needs. The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software and networks) and how their interrelationships affect the types and quality of digital solutions. Unit 3 Informatics In informatics Unit 3 and 4 students focus on data, information and information systems. In unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1, students investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps) and consider how users interact with these solutions when conducting online transactions. They examine how relational database management systems (RDBMS) store and manipulate data typically acquired this way. Students use software to create user flow diagrams that depict how users interact with online solutions and acquire and apply knowledge and skills in the use of an RDBMS to create a solution. In Area of Study 2, students complete the first part of a project. They frame a hypothesis and then select, acquire and organise data from multiple data sets to confirm or refute this hypothesis. This data is manipulated using tools such as spreadsheets or databases to help analyse and interpret it so that students can form a conclusion regarding their hypothesis. Students take an organised approach to problem solving by preparing project plans and monitoring the progress of the project. The second part of the project is completed in Unit 4.



Unit 4 Informatics In this unit students focus on strategies and techniques for manipulating managing and securing data and information to meet a range of needs. In Area of Study 1, student draw on the analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2 and then design, develop and evaluate a multimodal online solution that effectively communicates the conclusion and findings. The evaluation focuses on the effectiveness of the solution in communicating the conclusion and the reasonableness of the findings. Students use their project plan to monitor their progress and assess the effectiveness of their plan and adjustments in managing the project. In Area of Study 2, students explore how different organisations manage the storage and disposal of data and information to minimise threats to the integrity and security of data and information and to optimise the handling of information. Assessment The student’s level of achievement in Unit 3 will be determined by School Assessed Coursework and a School Assessed Task. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. Contribution to Final Assessment

• School Assesses Coursework 20% • School Assessed Task 30% • Final Examination 50%

Future Career Pathways: Computer Science, Information Systems, Business, Systems Engineering, Robotics, Linguistics, Logistics, Database Management and Software Development and to careers in Digital-Technologies Based Areas such as Information Architecture, Web Design, Business Analysis and Project Management.



Dance VCE Dance develops students’ physical skills, personal movement vocabulary, and application of choreographic and analytical principles. Students create and perform their own dance works as well as studying the dance works of others through performance and analysis. They consider influences on the expressive intention and movement vocabulary of their own dances and also on works created by choreographers working in a range of styles, genres and traditions. Influences on aspects of production in dance works are also studied. Unit 1: In this unit students explore the potential of the body as an instrument of expression. They learn about and develop physical skills. Students discover the diversity of expressive movement by exploring body actions, and commence the process of developing a personal movement vocabulary. They also begin to develop skills in documenting and analysing movement and develop understanding of how choreographers use these processes. Knowledge of physiology, including care and maintenance of the body, is applied to the execution of body actions through the safe application of physical skills. Students develop and perform movement studies and dances with unified compositions created through a range of movement creation processes. They discuss influences on their own dance backgrounds and on the expressive intentions and movement vocabulary in their own dances. Unit 2: This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through the exploration of the elements of movement: time, space and energy and the study of form. Students apply their understanding of form and the expressive capacity of the elements of movement to the dance-making and performing processes involved in choreographing and performing their own dance works and dance works created by others. Students are also introduced to dance traditions, styles and works. Dance traditions, styles and works selected for study might encompass dance traditions of indigenous cultures or other culturally specific dance through to the works of ballet choreographers, modern dance, early musical theatre/ lm choreography and the work of tap/jazz or street performers. Students describe the movement vocabulary in their own and others’ dances by identifying expressive body actions and ways the elements of movement have been manipulated. Students also analyse and discuss the communication of their own and other choreographers’ intentions, through the structuring of form, and the choreographic and expressive use of the elements of movement. This analysis supports students’ understanding of the link between theoretical and practical aspects of each area of study. In this unit the terms ‘choreographer’, ‘tradition’, ‘style’ and ‘work’ can be understood as one or more choreographers, traditions, styles and works. Unit 3: This unit focuses on choreography, rehearsal and performance of a solo dance work and involves the execution of a diverse range of body actions and use of performance skills. Students also learn a group dance work created by another choreographer. The dance-making and performance processes involved in choreographing, rehearsing and performing the solo dance work, and learning, rehearsing and performing the learnt group dance work are analysed. This analysis connects each student’s own work as a choreographer to the work of professional choreographers. Students further develop their understanding of choreographic skills through an analysis of ways that the expressive intentions chosen by choreographers of twentieth and/or twenty-first century solo dance works selected from the prescribed list of works Units 3 and 4 are developed through the use of choreographic devices and arrangement of phrases and sections. Students analyse the dance design and use of movement vocabulary of selected works, as well as consider influences on the choreographers’ choice of expressive intention, and production aspects of the dance works. In this unit the term ‘choreographer’ can be understood as one or more choreographers.



Unit 4: This unit focuses on choreography, rehearsal and performance of a unified solo dance work. When rehearsing and performing this work students focus on expressive and accurate execution of choreographic variations of spatial organisation and demonstration of artistry in performance. Students also document and analyse the dance-making and performance processes involved in the choreography, rehearsal and performance of the solo dance work. Students’ understanding of choreographic skills is also developed and re ned through an analysis of ways in which the choreographers’ intention can be expressed through the manipulation of different types of group structures. These include unison, canon, contrast, symmetrical and asymmetrical groupings and formations. Students also analyse the use of the elements of spatial organisation – direction, level, eye/body focus and dimension – in a group dance work by a twentieth and/or twenty- first century choreographer. Influences on choices made by choreographers in these works are also studied. In this unit the term ‘choreographer’ can be understood as one or more choreographers. Assessment: Units 1 and 2 Choreograph and performs a solo or group work that communicates an expressive intention. Perform a structured solo/group improvisation Perform a learnt solo/group dance work. Reports on Units 3 and 4

• Analyse selected solo/group works • Choreograph, rehearse and perform solo/groups works and analyse the processes and practice used. • Learn, rehearse and perform a group dance work created by another choreographer and analyse the

processes and practices used.

Future Career Pathways: Teaching, Company dancer, promotional dancer.



Drama The study of Drama focuses on the creation and performance of characters and stories in naturalistic and non-naturalistic ways. Students draw on a range of stimulus material and play-making techniques to develop and present devised work. Students also explore a range of performance styles and conventions, dramatic elements and stagecraft. They use performance and expressive skills to explore and develop role and character. They analyse the development of their own work and performances by other drama practitioners. Unit 1 Creating a Devised Performance Using play-making techniques to devise and develop solo and/or ensemble performance/s based on a range of stimulus material relevant to the student’s personal cultural and/or community experiences and stories. Presenting a devised performance: Presentation of these performances. Analysing a devised performance: This area of study focuses on observation and analysis of the student’s own performance work Unit 2 Non-Naturalistic Australian Drama Using Australia as Inspiration: In this area of study students explore the use of a range of stimulus material to create a performance based on a person, an event, an issue, a place, an artwork, text and/or an icon from a contemporary or historical Australian context. Presenting a devised performance: presentation of these performances. Analysing a devised performance: This area of study focuses on observation and analysis of the student’s own performance work Unit 3 This unit focuses on non-naturalistic devised ensemble drama. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions and work collaboratively to devise, develop and present an ensemble performance. Students use and manipulate dramatic elements, conventions, performance and expressive skills, performance styles and stagecraft in non-naturalistic ways to shape and enhance the performance. Students also document and evaluate stages involved in the creations, development and presentation of the ensemble performance. Students also analyse a professional performance that incorporates non-naturalistic performance styles and production elements selected from the prescribed VCE Drama Unit 3 Playlist published annually on the Victorian Curriculum and Assessment Authority website. Unit 4 This unit focuses on the development and presentation of non-naturalistic devised solo performances. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions. They develop skill in extracting dramatic potential from stimulus material and use dramatic elements, conventions, performance styles and performance and expressive skills to develop and present a short solo performance. These skills are further developed as students create a devised solo performance in response to a prescribed structure. Students also document and evaluate the stages involved in the creation, development and presentation of a solo performance. Assessment

• Ensemble Performance Creation and Presentation • Solo Performance Creation and Presentation • Performance Analysis and Evaluation

Future Career Pathways: Performing Arts Industry (Performing Marketing, Management), Education, Event Management, Public Speaking



Economics VCE 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 affect 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. 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. Area of Study 1 - Thinking like an economist Area of Study 2 - Decision making in markets Unit 2 Contemporary economic issues Students consider the influence on the world’s living standards of the decisions made and the actions taken in the global economy by investigating one or more contemporary global issues and the trade-offs involved. Through an examination of the issue, students gain a greater appreciation of additional factors that can affect living standards in both Australia and in other nations. They consider the perspectives of relevant stakeholders and evaluate the validity of individual and collective responses to global issues. Area of Study 1 - Economic growth, long-term economic prosperity and environmental sustainability Area of Study 2 - Economic efficiency and equity Area of Study 3 - Global economic issues Assessment

• An analysis of written, visual and statistical evidence • A folio of applied economic exercises • Problem-solving tasks • A report of an investigation or an inquiry • Structured questions • A presentation (oral, multimedia, visual)

Future Career Pathways: Further study in the field of Economics can lead to a broad range of career opportunities such as stockbroking, insurance, business analysis, banking and finance, journalism and public policy.



English & English as an Additional Language (EAL) VCE English focuses on how English language is used to create meaning in written, spoken and multimodal texts of varying complexity. Literary texts selected for study are drawn from the past and present, from Australia and from other cultures. Other texts are selected for analysis and presentation of argument. The study is intended to meet the needs of students with a wide range of expectations and aspirations, including those for whom English is an additional language. 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. This study will build on the learning established through AusVELS English in the key discipline concepts of language, literature and literacy, and the language modes of listening, speaking, reading, viewing and writing. Students are to choose either English or EAL, depending on their personal needs. Students who choose EAL must have been in Australia for less than seven years, and must not exceed the seven years during the completion of the course. Students may not be eligible if they have spent time in another English-speaking country before settling in Australia. English Unit 1 and 2 Where both Units 1 and 2 are undertaken, students must read and study at least four set texts. The term ‘set text’ refers to texts chosen by the school for Unit 1 Area of Study 1 and Unit 2 Area of Study 1. For Area of Study 1 in both Units 1 and 2, students must read and study two set texts. At least two set texts must be selected from the following categories: novels, plays, collections of short stories or collections of poetry. Unit 1 Outcome 1 Reading and creating:

• Textual analysis of a set text • Creative response to a set text • Explain authorial choices made

Outcome 2 Analysing and presenting arguments:

• Analyse media texts for meaning • Create a persuasive speech on a topical subject • Written explanation of speech

Unit 2 Outcome 1 Reading and comparing:

• Textual knowledge of texts • Comparison of the structures and ideas in texts


• Analyse media texts for meaning • Create a persuasive piece on a topical subject (usually a speech) • Written explanation of persuasive piece



English Unit 3 and 4 A total of four texts across the Units 3 and 4 sequence must be selected from the Text Lists published annually by the VCAA. For Unit 3 Area of Study 1, students must read and study two selected texts from Text List 1. For Unit 4 Area of Study 1, students must read and study one pair of texts (that is, two texts) from Text List 2. At least two set texts must be selected from the following categories: novels, plays, collections of short stories or collections of poetry. Unit 3 Outcome 1 Reading and creating:

• Textual analysis and Creative response to a set text • Explain authorial choices made

Outcome 2 Analysing arguments:

• Analyse media texts for meaning Unit 4 Outcome 1 Reading and comparing:


Outcome 2 Presenting arguments:

• Create a persuasive speech on a topical subject • Written explanation of persuasive piece

Externally Assessed Exam:

• Textual analysis of either of the Unit 3, outcome 1 texts • Comparative essay of Unit 4, Outcome 1 texts • Analysis of unseen text.

EAL Unit 1 and 2 Where both Units 1 and 2 are undertaken, EAL students must read and study at least three set texts. The term ‘set text’ refers to texts chosen by the school for Unit 1 Area of Study 1 and Unit 2 Area of Study 1 for Unit 1 Area of Study 1, EAL students must read and study at least one set text. For Unit 2 Area of Study 1, EAL students must read and study two set texts. In either Unit 1 or 2, at least one set text must be a written text in one of the following forms: a novel, a play, a collection of short stories or a collection of poetry. Unit 1 Outcome 1 Reading and creating:



• Analyse media texts for meaning • Create a persuasive speech on a topical subject • Written explanation of speech



Unit 2 Outcome 1 Reading and comparing:



• Analyse media texts for meaning • Create a persuasive piece on a topical subject • One of the above tasks must be in oral form • Written explanation of persuasive piece

EAL Unit 3 and 4 A total of three texts across the Units 3 and 4 sequences must be selected from the Text Lists published annually by the VCAA. EAL students must read and study one selected text from Text List 1 and a pair of texts (that is, two texts) from Text List 2. Two texts must be used for Unit 3 Area of Study 1, one selected from List 1, and one of the pair selected from List 2. The pair of texts from Text List 2 should be used for Unit 4 Area of Study 1. In either Unit 3 or 4, at least one set text must be a written text in one of the following forms: a novel, a play, a collection of short stories or a collection of poetry. Unit 3 Outcome 1 Reading and creating:


Outcome 2 Analysing arguments:

• Analyse media texts for meaning Outcome 3:

• Comprehension of a spoken text Unit 4 Outcome 1 Reading and comparing:


Outcome 2 Presenting arguments:

• Create a persuasive speech on a topical subject • Written explanation of persuasive piece

Externally Assessed Exam

• Textual analysis of either of the Unit 3, outcome 1 texts • Analysis of unseen text • Comprehension of unfamiliar spoken texts

Future Career Pathways: English is a compulsory unit, and satisfactory completion of at least three units, two of which need to be a 3\4 sequence is needed to be awarded the VCE certificate. VCE English is often a pre-requisite for Tertiary studies and the literacy, analytical and critical thinking skills developed in the units are needed in all jobs and further studies.



Environmental Science: Unit 1 and 2 Unit 1 and 2 VCE Environmental Science, students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. In undertaking this study, students examine the effects of natural and human-induced changes in ecosystems and how they can be monitored and measured. 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. Unit 1: How are Earth’s Systems connected? Key knowledge:

• Earth and its major systems • Processes for creating the essential conditions to sustain life on Earth • Inputs for life • Outputs for life • Systems thinking • Environmental Factors that affect Earth over time • Formal practical investigation

Unit 2: How can pollution be managed? Key knowledge:

• Characteristics, sources and transport mechanisms of pollutants • Measurement and monitoring of pollutants • Treatment and management of pollutants • Air pollution • Water pollution • Soil pollution • Case Study

Unit 3 and Unit 4: Not offered in 2019 Assessment: The College determines Unit 1 & 2 Assessment. It will include:

• fieldwork or practical investigation reports and/or logbook • case study • research investigation involving the collection of secondary data • model of an aspect of Earth systems • analysis of data/results/media articles including generalisations/conclusions • problem solving/tests involving environmental science concepts, skills and/or issues • reflective learning journal/blog related to selected activities or in response to an issue • report of a student-designed and/or adapted and/or extended investigation

Future Career Pathways: Life Sciences, Environmental Management and Conservation, Park Ranger, Education, Politics and Policy, Business and Industry, Science Writing and Communication.



Food Studies Australia has a varied and abundant food supply, and food and cooking have become prominent in digital media and publishing. Globally, many people do not have access to a secure and varied food supply and many Australians, amid a variety of influences, consume food and beverage products that may harm their health. This study examines the background to this abundance and explores reasons for our food choices. 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 rural-based agriculture, to today’s urban living and global trade in food. Students consider the origins and significance of food through inquiry into particular food-producing regions of the world. Students also focus on Australia. 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 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. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in small-scale domestic settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. 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. This study explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the physiology of eating and appreciating food, and the microbiology of digestion. They also investigate the functional properties of food and the changes that occur during food preparation and cooking. They analyse the scientific rationale behind the Australian Dietary Guidelines and the Australian Guide to Healthy Eating and develop their understanding of diverse nutrient requirements. It also focuses on influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness and the ways in which food information can be filtered and manipulated. They investigate behavioural principles that assist in the establishment of lifelong, healthy dietary patterns.



Unit 4 Food Issues, Challenges and Futures In this unit students examine debates about global and Australian food systems. It focuses 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. It also focuses 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 practice and improve their food selection skills by interpreting food labels and analysing the marketing terms used on food packaging.

Assessment Assessments for this study can include any of the following:

• Practicals with a written practical report • Media analysis • Research Inquiry task • Product evaluation • Written tests • Written report

Future Career Pathways: This study may provide a foundation for pathways to a career as a Dietician, Nutritionist, Health Promotion Officer, Food Scientist, Food Technologists, Chef, Nurse, Caterer, Food Journalist and Teacher.



Further Maths This subject is only being offered to students from the 2018 Year 10 S.T.EM class who have completed an application form which includes a signed recommendation from their 2018 Year 10 Mathematics teacher. Further Mathematics consists of two areas of study, a compulsory Core area of study to be completed in Unit 3 and an Applications area of study to be completed in Unit 4. The Core comprises ‘Data analysis’ and ‘Recursion and financial modelling’. The Applications comprises two modules to be completed in their entirety, from a selection of four possible modules: ‘Matrices’, ‘Networks and decision mathematics’, ‘Geometry and measurement’ and ‘Graphs and relations’. ‘Data analysis’ comprises 40 per cent of the content to be covered, ‘Recursion and financial modelling’ comprises 20 per cent of the content to be covered, and each selected module comprises 20 per cent of the content to be covered. Unit 3 & 4 Areas of Study Core: Data analysis

• Review of representation, display and description of the distributions of categorical variables: data tables, two-way frequency tables and their associated segmented bar charts

• Review of representation, display and description of the distributions of numerical variables: dot plots, stem plots, histograms; the use of a log (base 10) scale to display data ranging over several orders of magnitude and their interpretation in powers of ten

Recursion and financial modelling

• Use of first-order linear recurrence relations and technology to model and analyse a range of financial situations, and solve related problems involving interest, appreciation and depreciation, loans, annuities and perpetuities.

Applications – two modules from • Matrices • Networks and decision mathematics • Geometry and measurement • Graphs and relations

Assessment

• Chapter book questions • Tests • Investigation tasks • Examinations

Future Career pathways: All future pathways will require competence in basic mathematics. Further Mathematics is a pre-requisite for many different university courses, including Primary Teaching and Nursing.



General Maths General Mathematics introduces students to the key skills required in Units 3 & 4 Further Mathematics. It is designed for those students who want to extend their mathematical skills beyond Year 10 level but whose future studies or employment pathways do not require knowledge of calculus. General Mathematics provides the knowledge for a wide range of educational and employment aspirations, including continuing their studies at university or TAFE. Unit 1 & 2 Areas of Study Financial Arithmetic

• Applications of simple interest and compound interest • Cash flow in common savings and credit accounts including interest calculation • Compound interest investments and loans

Matrices

• Use of matrices to store and display information that can be presented in a rectangular array of rows and columns such as databases and links in social and road networks

Shape, Measurement and Applications of Trigonometry

• Perimeter and areas of triangles (including the use of Heron’s formula), quadrilaterals, circles and composite shapes and practical applications

• Volumes and surface areas of solids (spheres, cylinders, pyramids and prisms and their composites) and practical applications

• Trigonometric ratios for sine, cosine and tangent to find the length of an unknown side or the size of an unknown angle in a right-angled triangle

Statistics

• Analysing and comparing data distributions and investigating relationships between two numerical variables, including an introduction to correlation.

Graphs and networks • Introduction to the notations, conventions and representations of types and properties of graphs, including

edge, loop, vertex and the degree of a vertex. Assessment

• Chapter book questions • Tests • Investigation tasks • Examinations

Future Career Pathways: All future pathways will require competence in basic mathematics. General Mathematics is a pre-requisite for many different university courses, including Primary Teaching and Nursing.



Geography VCE Geography enables students to examine the natural environment and the way people and society interact with it. They look at how and why environments change, the way they’re connected and the patterns they form across the Earth’s surface. Students will develop a better understanding of where they live and other parts of the world. Unit 1 Hazards and Disasters In this unit, students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by people. Hazards and disasters represent the potential to cause harm to people and the environment. Students will examine the processes, impacts and responses to hazards and how they can turn into disasters. This unit includes investigative fieldwork and the use of geographical information systems. Unit 2 Tourism In Tourism, students have the opportunity to investigate the characteristics of tourism, in its various forms, with a particular emphasis on where it has developed, how it has changed, how it continues to change and its impact on people, places and environments. Students select contrasting examples of tourism from within Australia and worldwide to support investigations into this billion-dollar industry. This unit includes investigative fieldwork and the use of geographic information systems. Unit 3 Changing the Land This unit focuses on two investigations of geographical change: change to land cover and change to land use. Natural land cover has been altered by many processes such as geomorphological events, plant succession and climate change. People have modified land for a range of uses, to satisfy needs such as housing, resource provision, communication, recreation and so on. Students investigate three major processes that are changing land cover in many regions of the world: deforestation, desertification, and melting glaciers and ice sheets Unit 4 Human Population Students undertake an overview of world population distribution and growth before investigating population change across time and space. Through the study of population, students investigate growth and decline in fertility and mortality, together with population movements. Students undertake investigations into two significant population trends that have developed in different parts of the world: a growing population of one country and an ageing population of another country. They investigate issues arising from each population trend and the challenges that arise in coping with particular issues. Students also evaluate the effectiveness of strategies in response to these issues. Assessment School-assessed coursework can include:

• Responses to structured questions • An analysis of geographic data • A folio of geographic learning • Case studies • Written reports • Data processing and presentation (including annotated visual displays and graphic displays) • The completion of fieldwork and fieldwork reports • Tests and examinations

Future Career Pathways: Environmental Scientist, Urban Planner, Cartographer, Environmental Manager, Emergency Manager, Tourism Manager, National Park Service Ranger, Armed Forces, Teacher, Local Government, Meteorologist, Volcanologist, Geospatial Engineer, Researcher, Geography Analyst and Strategy Consultant.



Health and Human Development Students examine health and wellbeing, and human development as dynamic concepts, subject to a complex interplay of biological, sociocultural and environmental factors, many of which can be modified by health care and other interventions. Students consider the interaction of these factors, with particular focus on the social factors that influence health and wellbeing; that is, on how health and wellbeing, and development, may be influenced by the conditions into which people are born, grow, live, work and age. Students consider Australian and global contexts as they investigate variations in health status between populations and nations. They look at the Australian healthcare system and research what is being done to address inequalities in health and development outcomes. They examine and evaluate the work of global organisations such as the United Nations and the World Health Organization, as well as non-government organisations and the Australian government’s overseas aid program. Unit 1 Understanding health and wellbeing

• Various definitions of health and wellbeing, including physical, social, emotional, mental and spiritual dimensions

• Aboriginal and Torres Strait Islander perspectives on health and wellbeing • The function and food sources of major nutrients important for health and wellbeing • The consequences of nutritional imbalance in youths’ diet on short- and long-term health and wellbeing • Sources of nutrition information and methods to evaluate its validity • aspects of youth health and wellbeing requiring health action, as indicated by health data on burden of

disease and health inequalities, and research on the concerns of young people • Government and non-government programs relating to youth health and wellbeing

Unit 2 Managing health and development

• Overview of the human lifespan • Perceptions of youth and adulthood as stages of the lifespan • Definitions and characteristics of development, including physical, social, emotional and intellectual • Key characteristics of healthy and respectful relationships and the impact on health and wellbeing, and

development • Key aspects of Australia’s health system such as Medicare, the Pharmaceutical Benefits Scheme and private

health insurance • The range of services available in the local community to support physical, social, emotional, mental and

spiritual dimensions of health and wellbeing • Rights and responsibilities associated with accessing health services, including privacy and confidentiality

relating to the storage, use and sharing of personal health information and data. Unit 3

• Concepts of health and wellbeing (including physical, social, emotional, mental and spiritual dimensions) and illness, and the dynamic and subjective nature of these concepts

• Benefits of optimal health and wellbeing and its importance as a resource individually, nationally and globally • Australia’s health system, including Medicare, private health insurance, the Pharmaceutical Benefits Scheme

and the National Disability Insurance Scheme, and its role in promoting health in relation to funding, sustainability, access and equity

• The role of health promotion in improving population health, focusing on one of: smoking, road safety, or skin cancer, including: – why it was/is targeted – effectiveness of the health promotion in improving population health – how the health promotion reflects the action areas of the Ottawa Charter for Health Promotion



Unit 4 • Characteristics of high-, middle- and low-income countries • Similarities and differences in health status and burden of disease in low- , middle- and high-income

countries, including Australia • Factors that contribute to similarities and differences in health status and burden of disease, including access

to safe water; sanitation; poverty; inequality and discrimination (race, religion, sex, sexual orientation and gender identity); and global distribution and marketing of tobacco, alcohol and processed foods

• The concept of human development, including advantages and limitations of the Human Development Index • Implications for health and wellbeing of global trends including: – climate change (rising sea levels, changing

weather patterns and more extreme weather events) – conflict and mass migration – increased world trade and tourism – digital technologies that enable increased knowledge sharing.

Assessment All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for school decision. For this unit students are required to demonstrate two outcomes. As a set, these outcomes encompass the areas of study in the unit. Suitable tasks for assessment in this unit may be selected from the following:

• A short-written report, such as a media analysis, a research inquiry, a blog or a case study analysis • Oral presentation, such as a debate or a podcast • A visual presentation such as a graphic organiser, a concept/mind map, an annotated poster, a digital

presentation • Structured questions, including data analysis. Where teachers allow students to choose between tasks they

must ensure that the tasks they set are of comparable scope and demand. Unit 3 School-assessed Coursework: 25% Unit 4 School-assessed Coursework: 25% End-of-year examination: 50%

Future Career Pathways: Health Promotion, Community Health and Policy Development, Nutrition, Dietetics, Nursing, Maternal Health



History: 20th Century Unit 1 Twentieth Century History 1918-1939 In Unit 1 students explore the nature of political, social and cultural change in the period between the world wars. Area of study 1: Ideology and Conflict • What impact did the treaties which concluded World War One have on nations and people? • What were the dominant ideologies of the period? • What impact did the post-war treaties, the development of ideologies and the economic crisis have on the events

leading to World War Two? Area of Study 2: Social and Cultural Change • What continuity and what change is evident between the 1920s and 1930s in social and cultural life? • How did ideologies affect the daily lives of people? • How did cultural life both reflect and challenge the prevailing political, economic and social circumstances? Unit 2 Twentieth Century History 1945 – 2000 In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. Area of Study 1: Competing ideologies

• What were the causes of the Cold War? • What were the key characteristics of the ideologies of communism in the USSR and democracy and

capitalism in the USA? • What was the impact of the Cold War on nations and people? • What led to the end of the Cold War?

Area of Study 2: Challenge and change

• What were the significant causes of challenge to and change in existing political and social orders in the second half of the twentieth century?

• How did the actions and ideas of popular movements and individuals contribute to change? • What impacts did challenge and change have on nations and people?

Assessment

• a historical inquiry • an analysis of primary sources • an analysis of historical interpretations • an essay

Future Career Pathways: History consultant, Journalist, Museum Education Officer, Researcher, Politician, Genealogist, Public Relations Officer, Lawyer, University Lecturer, Antique Dealer, Heritage Planner, Teacher, Art Historian, Archaeologist.



History: Revolutions Unit 3 The Russian Revolution of October 1917 In Unit 3, students investigate the significant historical causes and consequences of Russia’s political revolution. Area of Study 1: Causes of the Revolution • What were the significant causes of the Russian Revolution? • How did the actions of popular movements and particular individuals contribute to triggering a revolution in

Russia? • To what extent did social tensions and ideological conflicts contribute to the outbreak of revolution? Area of Study 2: Consequences of Revolution • How did the consequences of revolution shape the new order in Russia? • How did the new regime consolidate its power? • How did the Russian Revolution affect the experiences of those who lived through it? • To what extent was Russian society changed and revolutionary ideas achieved? Unit 4 The Chinese Revolution of 1949 In Unit 3, students investigate the significant historical causes and consequences of China’s political revolution. Area of Study 1: Causes of the Revolution • What were the significant causes of the Chinese Revolution? • How did the actions of popular movements and particular individuals contribute to triggering a revolution in

China? • To what extent did social tensions and ideological conflicts contribute to the outbreak of revolution? Area of Study 2: Consequences of Revolution • How did the consequences of revolution shape the new order in China? • How did the new regime consolidate its power? • How did the Chinese Revolution affect the experiences of those who lived through it? • To what extent was Chinese society changed and revolutionary ideas achieved?

Future Career Pathways: History consultant, Journalist, Museum Education Officer, Researcher, Politician, Genealogist, Public Relations Officer, Lawyer, University Lecturer, Antique Dealer, Heritage Planner, Teacher, Art Historian, Archaeologist.



Legal Studies VCE Legal Studies examines the institutions and principles which are essential to Australia’s legal system. Students develop an understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia and the justice system. Through applying knowledge of legal concepts and principles to a range of actual and/or hypothetical scenarios, students develop their ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter. They consider and evaluate recent and recommended reforms to the criminal and civil justice systems, and engage in an analysis of the extent to which our legal institutions are effective and our justice system achieves the principles of justice. 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. Area of Study 1 – Legal Foundations Area of Study 2 – The Presumption of Innocence Area of Study 3 – Civil Liability Unit 2 Sanctions, Remedies and Rights This unit focuses on the enforcement of criminal 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. Area of Study 1 – Sanctions Area of Study 2 – Remedies Area of Study 3 – Rights Assessment Student’s performance will be assessed using one or more of the following:

• A folio of exercises • Structured questions • A classroom presentation • A role-play • A report

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 courts within the Victorian court hierarchy, as well as Victorian legal institutions and bodies available to assist with cases. 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.



Area of Study 1 – The Victorian Criminal Justice System Area of Study 2 – The Victorian Civil Justice System Unit 4 The People and the Law In this unit, students explore how the Australian Constitution establishes the laws-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 Institution. 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. Area of Study 1 – The people and the Australian Constitution Area of Study 2 – The People, the Parliament and the Courts Assessment Student’s performance will be assessed using one or more of the following:

• A folio of exercises • Structured questions • A report

Unit 3 School-assessed Coursework: 25% Unit 4 School-assessed Coursework: 25% End-of-year examination: 50%

Future Career Pathways: Lawyer, Court Officer, Police Officer, Primary or Secondary School Teacher, Youth Worker, Researcher, Politician, or any career which focuses on working with people.



Mathematical Methods (CAS) Mathematical Methods (CAS) Units 1 and 2 are designed as preparation for Mathematical Methods (CAS) Units 3 and 4 in Year 12. Applying techniques, routines and processes involved in arithmetic, algebra, graph sketching, probability and statistics and differentiation and integration with and without use of technology in familiar and unfamiliar contexts is required for the successful completion of these units. Unit 1 and Unit 2 Area of Study:

• Functions and graphs: - Polynomial and power functions - Functions and relations - Exponential and logarithmic functions - Circular functions - Transformation of functions

• Algebra • Calculus • Probability and Statistics

Assessment:

• Assignments • Tests • SACs • Problem-solving/modelling tasks • Summary notes • Investigation tasks • Examinations

Unit 3 and Unit 4 This unit follows satisfactory completion of Mathematical Methods (CAS) Units 1 and 2. Area of Study:

• Functions and graphs: - Polynomial and power functions - Functions and relations - Exponential and logarithmic functions - Circular functions - Transformation of functions - Functions and their inverse functions

• Calculus including differentiation and anti-differentiation and area between curves • Algebra • Probability and Statistics

Assessments:

• Assignments • Tests • SACs:

- Unit 3: SAC 1 – Application Task A function and calculus-based mathematical investigation

- Unit 4: SAC 2 – Modelling/Problem Solving Consists of topics from Units 3 & 4 SAC 3 – Modelling/Problem Solving



Focused on probability and statistics • Problem-solving/Modelling Tasks • Summary Notes • Examinations

Future Career Pathways: Mathematical Methods is a pre-requisite for Mathematics, Science, Information Technology and

Engineering courses at University level.



Media A media text is anything which was created to tell you something. This includes (but is not limited to) Film, TV, Videogames, Music, Radio and literature. This study provides students with the opportunity to examine the media in both historical and contemporary contexts. Students will develop skills in designing and producing media texts in a range of media forms (including some mentioned above). VCE Media provides students with the opportunity to analyse media texts (For example: Film Analysis) in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including 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. Unit 1 In this unit students develop an understanding of what audiences want and the construction of meaning and representation in different media forms. It looks at how media creators communicate to the audience using codes and conventions and the construction of meaning in media texts. On completion of this unit the student should be able to explain how media representations in a range of media products and forms, and from different periods of time, locations and contexts, are constructed, distributed, engaged with, consumed and read by audience On completion of this unit the student should be able to use the media production process to design, produce and evaluate media representations for specified audiences in a range of media form On completion of this unit the student should be able to analyse the structural features of Australian fictional and non-fictional narratives in two or more media forms, and are consumed and read by, audience Unit 2 In this unit students further develop an understanding of the concept of narrative (storytelling) 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. On completion of this unit the student should be able to analyse the intentions of media creators and producers and the influences of narratives on the audience in different media form On completion of this unit the student should be able to apply the media production process to create, develop and construct narratives On completion of this unit the student should be able to discuss the influence of new media technologies (EG: Social Media) on society, audiences, the individual, media industries and institutions Unit 3 Students examine fictional and/or non-fictional narratives in the form of film and/or television and/or radio and/or audio product (that may be broadcast or streamed) and/or photographic and/or print products. For the purposes of this area of study, the media product selected for study will comprise of one of the following:

• at least two feature length film products of one hour or more in length or the equivalent length in television, streamed, radio or audio products

• two photographic series of at least six images each • two print productions of at least 15 pages each.

On completion of this unit the student should be able to analyse how narratives are constructed and distributed, and how they engage, are consumed and are read by the intended audience and present day audience



On completion of this unit the student should be able to research aspects of a media form and experiment with media technologies and media production processes to inform and document the design of a media production On completion of this unit the student should be able to develop and document a media production design in a selected media form for a specified audience. (AKA: Create a folio) Unit 4 On completion of this unit the student should be able to develop and document a media production design in a selected media form for a specified audience On completion of this unit the student should be able to discuss issues of agency and control in the relationship between the media and its audience. Assessment: The tasks which will be completed in this subject include:

• Research folio • Text Response\Analysis • Media Production (Film, Photography, Radio, Digital or Print) • Product Design Plan

The end of year exam is worth 40 marks.

Future Career Pathways: This study leads to pathways for further theoretical and/or practical study at tertiary level or in vocational education and training settings; including screen and media, marketing and advertising, games and interactive media, communication and writing, graphic and communication design, photography and animation



Music Performance Music Performance Unit’s 1 to 4 aims to broaden and enrich students’ musical experience, to assist students to develop personal awareness of the expressive and aesthetic qualities of music and to encourage a life-long engagement with music and music making. Performance also requires the use of an instrument to interpret and realise the work, and knowledge and understanding of how to use an instrument/s to produce and manipulate sound. Performers use musicianship skills along with instrumental techniques to present musically engaging performances. 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-of-year examination. As part of their preparation, students will also present performances of both group and solo music works using one or more instruments and take opportunities to perform in familiar and unfamiliar venues and spaces. They study the work of other performers and refine selected strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. Students develop their listening, aural, theoretical and analytical musicianship skills and apply this knowledge when preparing and presenting performances. 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. Assessment

• Performance of selected works • Technical work that addresses challenges in performance • Music Language (Written/Aural) • Original Composition/Improvisation (Unit 2 only)

Students MUST be having individual lessons on their chosen instrument to undertake these units of work.

Future Career Pathways: Performer, Teacher, Orchestral Member, Manager, Composer, Band Member, Music Therapy



Outdoor Education VCE Outdoor and Environmental Studies is concerned with the way humans interact with and relate to outdoor environments. ‘Outdoor environments’ covers environments that have minimum influence from humans. In this study both passive and active outdoor activities provide the means for students to develop experimental knowledge of outdoor environments. Such knowledge is then enhanced through the theoretical study of outdoor environments from perspectives of environmental history, ecology and the social studies of human relationships with nature. Activities undertaken could include bushwalking, cross-country, skiing, canoe touring, cycle touring, conservation and restoration activities, marine exploration and participation in community projects. Unit 1 This unit examines some of the ways in which humans understand and relate to nature through 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. Unit 2 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. Students examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise the impact of humans on outdoor environments. Through practical experiences students are able to make comparisons between and to reflect upon outdoor environments, as well as to develop theoretical knowledge about natural environments. Unit 3 The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. 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 able to make comparisons between and to reflect upon outdoor environments, as well as to develop theoretical knowledge and skills about specific natural environments. Unit 4 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 relating to the capacity of outdoor environments to support the future needs of the Australian population. Assessment: A journal or report demonstrating links between theoretical content studies and practical experiences undertaken. Other assessment options include:

• Data analysis • Structured questions • A written report

Future Career Pathways: Zookeeper, Park Ranger, Environmental Scientist, Landscape Architect, Urban Planner, Fire Fighter, Geologist, Scuba Diver, Tour Guide, Army/Navy Careers, Marine Biologist



Physical Education VCE Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity. The assimilation of theoretical understanding and practice is central to the study of VCE Physical Education. Students participate in practical activities to examine the core concepts that underpin movement and that influence performance and participation in physical activity, sport and exercise. Through integrated physical, written, oral and digital learning experiences, students apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation in sport, exercise and physical activity. Unit 1 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. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system. Unit 2 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. They explore a range of factors that influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied. Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level, and analyse the data in relation to physical activity and sedentary behaviour guidelines. Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to critique a range of individual- and settings-based strategies that are effective in promoting participation in some form of regular physical activity Unit 3 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.



Students investigate the relative contribution and interplay of the three energy systems to performance in 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 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. Assessment Unit 1 The core assessment task for Outcomes 1 and 2 is:

• A written report analysing participation in at least four physical activities that demonstrate how the musculoskeletal and cardiorespiratory systems work together to produce movement.

Additionally, at least one task for the assessment of each of Outcomes 1 and 2 is to be selected from the following:

• A practical laboratory report linking key knowledge and key skills to a practical activity or practical activities • A case study analysis • A data analysis • A critically reflective folio/diary of participation in practical activities • A visual presentation such as a graphic organiser, concept/mind map, annotated poster, presentation file • A multimedia presentation, including two or more data types (for example, text, still and moving images,

sound) and involving some form of interaction or simulation • A physical simulation or model • An oral presentation such as podcast, debate • A written report • Structure questions

Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Unit 2 For this unit students are required to demonstrate two outcomes. As a set, these outcomes encompass the areas of study in the unit. The assessment task for Outcome 1 is:

• A written plan and a reflective folio demonstrating participation in a program designed to either increase physical activity levels and/or reduce sedentary behaviour based on the physical activity and sedentary behaviour guidelines for an individual or a selected group.

Suitable tasks for assessment of Outcome 2 may be selected from the following:

• A visual presentation such as a graphic organiser, concept/mind map, annotated poster, presentation file • A multimedia presentation, including two or more data types (for example, text, still and moving images,

sound) and involving some form of interaction or simulation



• An oral presentation • A written report

Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Unit 3 Outcome 1 Structured questions that draw on primary data which analyses a movement skill using biomechanical and skill acquisition principles Outcome 2 A laboratory report based on primary data collected during participation in a practical activity, which analyses the relative contribution of energy systems and acute responses to exercise. A response in one or more of the following forms, which focus on energy system interplay, fatigue and/or recovery.

• A practical laboratory report • A case study analysis • A data analysis • A critically reflective folio/diary of participation in practical activities • A visual presentation • A multimedia presentation • Structured questions.

Unit 4 Outcome 1 A written report analysing data from an activity analysis to determine the relevant fitness components and energy system requirements in a selected activity, and including justification of the selection of appropriate tests to assess fitness. Outcome 2 A reflective folio of participation in a minimum of five different training sessions focusing on the components of the session, the training method completed and the implementation of training principles to the fitness components being trained. A written report that will draw on the personal experiences recorded in the folio to design a six-week training program for a given case study. A response in one or more of the following formats, which links chronic adaptations of the cardiovascular, respiratory and muscular systems to training methods and improved performance:

• a case study analysis • a data analysis • structured questions

Future Career Pathways: VCE Physical Education prepares students for such fields as the health sciences, exercise science and education, as well as providing valuable knowledge and skills for participating in their own sporting and physical activity pursuits to develop as critical practitioners and lifelong learners.



Physics Unit 1 and 2 VCE Physics, students seek to understand and explain the physical world. examining models and ideas used to make sense of the world and which are sometimes challenged as new knowledge develops. By looking at the way matter and energy interact through observations, measurements and experiments, physicists gain a better understanding of the underlying laws of nature. Unit 1 What ideas explain the physical world? Key knowledge:

• Thermodynamic principles & climate science • Issues with thermodynamics • Electricity modelling & circuitry • Using electricity & electrical safety • Origin of atoms and particles in the nucleus • Energy from the atom

Unit 2 What do experiments reveal about the physical world? Key knowledge:

• Concepts used to model motion • Forces & motion • Energy & motion • Student analysis task based on an observation of the physical world • Practical investigation based on student analysis task (above)

Assessment

• Annotated logbook of practical activities • Research analysis task/s • Practical investigation report/s • Presentations of biological data &/or concepts • Tests & end-of-semester exams

Unit 3 and 4 VCE Physics, students seek to understand and explain the physical world. examining models and ideas used to make sense of the world and which are sometimes challenged as new knowledge develops. By looking at the way matter and energy interact through observations, measurements and experiments, physicists gain a better understanding of the underlying laws of nature. Unit 3 How do fields explain motion and electricity? Key knowledge:

• Fields and interactions; effects of fields • Application of field concepts • Generation and transmission of electricity • Newtons Laws of Motion • Einstein’s Theory of Special Relativity • Relationships between force, energy & mass



Unit 4 How can two contradictory models explain both light & matter? Key knowledge:

• Properties of mechanical waves • Light as a wave, and behaviour of light • Matter as waves or particles • Similarities between light and matter • Production of light from matter • Student-designed practical investigation on waves, fields or motion

Assessment

• Unit 3: Outcome 1, Outcome 2, & Outcome 3 = 21% • Unit 4: Outcome 1, Outcome 2, & Outcome 3 = 19% • Exam covering Unit 3 & 4 content = 60%

Future Career Pathways: Astronomer, Aerospace Engineer, Air traffic Controller, Nuclear Engineer, Biophysicist, Computer Game Programmer, Civil Engineer, Electronics Engineer, Pilot, Military Officer, Environmental Engineer, Teacher, Forensic Scientist, Geologist, Surveyor, Radiologist, Laboratory Technician.



Product Design and Technology 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 fulfill human needs and wants. 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. VCE Product Design and Technology can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels. Moreover, VCE Product Design and Technology can inform sustainable behaviours and develop technical skills to present multiple solutions to everyday life situations. It contributes to creating confident and unique problem solvers and project managers well equipped to deal with the multi-disciplinary nature of modern workplaces. Unit 1 Sustainable Product Redevelopment Sub-topics

• Sustainable redevelopment of a product • Producing and evaluating a redeveloped product

Unit 2 Collaborative Design Sub-topics

• Designing within a team • Producing and evaluating within a team

Assessment

• Practical tasks • Investigations and design briefs • Exam

Unit 3 and 4 Product Design and Technology can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels. Moreover, VCE Product Design and Technology can inform sustainable behaviours and develop technical skills to present multiple solutions to everyday life situations. It contributes to creating confident and unique problem solvers and project managers well equipped to deal with the multi-disciplinary nature of modern workplaces. Unit 3 Applying the Product Design Process

• Designing for end-users • Product development in industry • Designing for others

Unit 4 Product development and evaluation

• Students use evaluation methods to make judgments about commercial product design and development • Develop and safely manufacture the product designed in unit 3 • Students evaluate the effectiveness and efficiency of techniques they used • The quality of their product with reference to evaluation criteria and client and/or end-user feedback. • Students make judgments about possible improvements.

They produce an informative presentation to highlight the product’s features to the client and/or an end-user and explain its care requirements.



Assessment In the study of Product Design and Technology students’ level of achievement will be determined by School-assessed Coursework, School-assessed Task and an End-of-year examination. School-assessed Coursework (Units 3 and 4): 20 % School-assessed Task (Units 3 and 4): 50 % End-of-year examination: 30 %

Future Career Pathways: Industrial, Product, Interior and Exhibition Design, Engineering, and Fashion, Furniture,

Jewellery, Textile and Ceramic Design at Both Professional and Vocational Levels.



Psychology Unit 1 and 2 Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. Unit 1 How are behaviour and mental processes shaped? Key Knowledge:

• Role of brain in mental processes and behaviour • Brain plasticity and brain damage • Complexity of psychological development • Atypical psychological development • Student directed research investigation

Unit 2 How do external factors influence behaviour and mental processes? Key Knowledge:

• Sensation and perception • Distortion and perception • Social cognition • Social influences on behaviour

Assessment The College determines Unit 1 and Unit 2 Assessment. It will include:

• Folio of class work and practical activities • School Assessed Coursework including, tests, reports and/or media analysis/response • Empirical Research Activity • School Based Exams

Unit 3 and 4 Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. Unit 3 How does experience affect behaviour and mental processes? Key Knowledge:

• Nervous system functioning • Stress as an example of a psychological process • Neural basis of learning and memory • Models to explain learning • Reliability of memory



Unit 4 How is wellbeing developed and maintained? Key Knowledge:

• Nature of consciousness • Importance of sleep • Effects of sleep disturbances and possible treatments • Defining mental health • Factors that contribute to the development and progression of mental health disorders • Application of biopsychosocial approach as a specific mode, to explain specific phobia • Maintenance of mental health

Assessment

• Folio of class work and practical activities • School Assessed Coursework including, tests, reports and/or media analysis/response • Assessment includes any of the above activities, as well as a scientific poster completed in Unit 4.

Unit 3 & 4 is prescribed by VCAA. Weighting is as follows: Unit 3 School-assessed Coursework: 16 per cent Unit 4 School-assessed Coursework: 24 per cent End-of-year examination: 60 per cent

Future Career Pathways: Psychologist, Counsellor, Social Worker, Teacher, Childcare or Aged

Care, or any career which involves working with, understanding or leading others.



Software Development In Software Development Units 3 and 4 students focus on the application of a problem-solving methodology and underlying programming and project management skills to create purpose-designed solutions using a programming language. Students will create a solution using a programming language for the SAT. Unit 1: Computing Is currently running at CESC Unit 2: Computing Is currently running at CESC. Unit 3: Software Development In Unit 3 students develop a detailed understanding of the analysis, design and development stages of the problem-solving methodology and use a programming language to create working software modules. Unit 4: Software Development In Unit 4 students focus on how the information needs of individuals and organisations are met through the creation of software solutions used in a networked environment. Assessment for Unit 3 & 4 Software Development: Contribution to final assessment School-assessed Coursework for Unit 3 will contribute 10 per cent to the study score. (Unit 3 Outcome 1) School-assessed Coursework for Unit 4 will contribute 10 per cent to the study score. (Unit 4 Outcome 2) The School-assessed Task will contribute 30 per cent to the study score. (Unit 3 Outcome 2, Unit 4 Outcome 1) External assessment The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. Contribution to final assessment The examination will contribute 50 per cent. Future Career Pathways: With further study: Computer Programmer / Software Developer / Games Developer / Systems

Analyst, Project Manager Etc.



Specialist Maths Specialist Mathematics Units 1 and 2 are designed as preparation for Specialist Mathematics Units 3 and 4 in Year 12. This course of study is for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. This study has a focus on interest in the discipline of mathematics in its own right and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields. Specialist Mathematics Units 1 – 4 must be taken in conjunction with Mathematical Methods Units 1 - 4 Pre-requisites:

• At least a Level 10.0 VicVELS grading by the end of Year 10 • At least a 50% pass of the CESC Specialist Mathematics Admissions Test • Must have CASIO ClassPad • Attend homework club

Note: Students are required to pick a level of mathematics at the end of year 10 for VCE. Teacher recommendations/admissions test results will have a large bearing if students are accepted to the subject. Students are able to move to a lower level of mathematics if the subjects become too difficult or workload becomes too much. Students are unable to move up the levels without all of teacher/year level coordinator/VCE assistant principal approvals Units 1 & 2:

• Algebra and structure • Arithmetic and number • Discrete mathematics • Geometry • Measurement and Trigonometry • Graphs of linear and non-linear relations • Statistics

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving:

• Rational, real and complex arithmetic • Sets, lists and tables • Diagrams and geometric constructions • Algebraic manipulation • Equations • Graphs with and without the use of technology

Level 1 Level 2 Level 3 Level 4

Year 10

Year 10 Mathematics STEM Year 10 Mathematics STEM Year 10 Mathematics STEM Year 10 Mathematics

Year 11

Units 1 & 2 General Mathematics

Units 1 & 2 Mathematical Methods

Units 1 & 2 General Mathematics Units 1 & 2 Mathematical Methods

Units 1 & 2 Mathematical Methods Units 1 & 2 Specialists Mathematics

Year 12

Units 3 & 4 Further Mathematics

Units 3 & 4 Mathematical Methods

Units 3 & 4 Further Mathematics Units 3 & 4 Mathematical Methods

Units 3 & 4 Mathematical Methods Units 3 & 4 Specialists Mathematics



Units 3 & 4: Core areas of study • Functions and Graphs • Algebra • Calculus • Vectors • Mechanics • Probability and Statistics

Students are expected to be able to apply techniques, routines and processes, involving:

• Arithmetic • Algebraic manipulation • Diagrams • Geometric constructions • Solving equations • Graph sketching • Differentiation • Integration related to the areas of study both with and without the use of technology

Assessment will include:

• Assignments • Tests • SACs • Summary or review notes • Modelling tasks • Problem-solving tasks • Mathematical investigations • 2 x end of year 12 exams

Future Career Pathways: Specialists Mathematics will open pathways not available to students studying Further Mathematics and Mathematical Methods, as some universities will boost a student’s ATAR due to completion. The subject alone will boost a student’s raw study score approximately +12 (if student receives median score of 30).



Studio Arts VCE Studio Arts introduces students to the role and practices of artists in society. Student research focuses on critical, reflective and creative thinking, the visual analysis of artworks and the investigation of how artists have interpreted sources of inspiration and influences in their art making. Students examine how artists develop their practice and have used materials, techniques and processes to create aesthetic qualities in artworks. They study how artists have developed style and explored their cultural identity in their artwork. Students use this knowledge to inform their own studio practice and to support art making. The role of artists in society includes their relationships with others in the art industry and the presentation and exhibition of artworks in art galleries and exhibition spaces. Students research aspects of the art industry including the presentation, conservation and marketing of artworks. Unit 1: Studio inspiration and techniques In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. Students explore sources of 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 and concepts In this unit students focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of 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. Assessment:

• Folio • Analysis of artists and artwork • Final Artwork • Exam

Satisfactory completion The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit. Unit 3 and 4 the foundation for the individual design process is established in Units 1 and 2 where students develop an understanding of how to source artistic inspiration related to their individual interests. Through the study of artists from different cultures, students recognise the diversity of aesthetic qualities and examine a range of interpretations of ideas and themes. In practical application students identify elements of inspiration for the development of their own creative artworks and explore a wide variety of materials and techniques. 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. For this study, the exploration proposal supports the student to identify a direction for their studio process. This process records trialing, experimenting, analysing and evaluating the extent to which art practices successfully communicate ideas presented



in the exploration proposal. Students will select some of these potential directions from which to develop at least two artworks in Unit 4. The study of artists and their work practices and processes may provide inspiration for students’ own approaches to art making. Students investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques. 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. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks. This unit also investigates aspects of artists’ involvement in the art industry, focusing on a least two different exhibitions, that the student has visited in the current year of study with reference to specific artworks in those exhibitions. Students investigate the methods and considerations of the artist and/or curator involved in the preparation, presentation and conservation of artworks displayed in exhibitions in at least two different galleries or exhibitions. Assessment:

• Folio • Analysis of artists and artwork • Arts in Industry • Final Artwork • Exam

Unit 3 School-assessed Task: 33% Unit 4 School-assessed Task: 33% End-of-year examination: 34% Future Career Pathways: Advertising, Textiles/Fashion, Fine Art, Graphic Design, Photography, Digital Media Artist,

Sculpting, Cartoonist, Gallery Director, Art Conservation and Preservation, Art Promotions and Marketing



Systems Engineering Unit 1 and 2 Systems Engineering involves the design, creation, operation and evaluation of integrated systems, which mediate and control many aspects of human experience. This study can be applied to a diverse range of engineering fields such as manufacturing, land, water, air and space transportation, automation, control technologies, mechanisms and mechatronics, electrotechnology, robotics, pneumatics, hydraulics, and energy management. Systems Engineering considers the interactions of these systems with society and natural ecosystems. VCE Systems Engineering integrates aspects of designing, planning, fabricating, testing and evaluating in a project management process. The study provides a rigorous academic foundation and a practical working knowledge of design, manufacturing and evaluation techniques. These skills, and the ability to apply systems engineering processes, are growing in demand as industry projects become more complex and multidisciplinary. Unit 1 Introduction to Mechanical Systems Sub-topics

• Fundamentals of mechanical system design • Producing and evaluating mechanical systems

Unit 2 Introduction to Electrotechnology Systems Sub-topics

• Fundamentals of electrotechnology system design • Producing and evaluating electrotechnology systems

Assessment

• Folio and Application of design process • Practical projects and demonstrations • Exam

Unit 3 and 4 Systems Engineering involves the design, creation, operation, evaluation of integrated systems and new and emerging Technologies, control many aspects of human experience. This study can be applied to a diverse range of engineering fields such as manufacturing, land, water, air and space transportation, automation, control technologies, mechanisms and mechatronics, electrotechnology, robotics, pneumatics, hydraulics, and energy management. Systems Engineering considers the interactions of these systems with society and natural ecosystems. VCE Systems Engineering integrates aspects of designing, planning, fabricating, testing and evaluating in a project management process. The study provides a rigorous academic foundation and a practical working knowledge of design, manufacturing and evaluation techniques. These skills, and the ability to apply systems engineering processes, are growing in demand as industry projects become more complex and multidisciplinary. Unit 3 Integrated Systems Engineering and Energy Sub-topics

• Controlled and integrated systems engineering design • Clean energy technologies



Unit 4 Systems Control and New and Emerging Technologies Sub-topics

• Producing, testing and evaluating integrated technological systems. • New and emerging technologies.

Assessment Unit 3 School-assessed Coursework: 10% Unit 4 School-assessed Coursework: 10% Unit 3 and Unit 4 School-assessed Task: 50% End-of-year examination: 30%

Future Career Pathways: Engineering, Manufacturing and Design Through Either a University or TAFE Vocational Study Pathway, Employment, Apprenticeships and Traineeships, Engineering, Land, Water, Air and Space Transportation, Automation, Control Technologies, Mechanisms and Mechatronics, Electrotechnology, Robotics, Pneumatics, Hydraulics and Energy Management, Industrial, Product, Interior and Exhibition Design, Engineering and Fashion, Furniture, Jewellery, Textile and Ceramic Design at both Professional and Vocational levels.



Visual Communication The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. Designers create and communicate through visual means to shape the everyday quality of life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. Consequently, the study emphasises the importance of developing a variety of drawing skills to visualise thinking. Students employ a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, environmental and economic factors. Students develop the skills to manipulate and organise design elements, design principles, selected media, materials and production methods when creating visual communications. Creative, critical and reflective thinking (design thinking) supports students to progress through and focus on the design process. Throughout the study students explore manual and digital methods to develop and refine presentations. Students have the opportunity to investigate the work and practices of Australian and international designers from a variety of social, cultural, historical and contemporary contexts. Through their research they build an understanding of the important role of visual communication design with society. They are able to draw upon this knowledge as inspiration to support the development of their own visual communication design work. With practice, students gain confidence in using visual language and are supported to reflect on and critique their own and other’s visual communications. Unit 1 This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practice 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. Through experimentation and through exploration of the relations between design elements and design principles, students develop an understanding of how design elements and principles affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the places and purpose of design. Unit 2 This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They investigate how typography and imagery are used in visual communication design. 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 12 and 13 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 of concepts to create visual communications.



Assessment: Assessment task could include any of the following types of tasks:

• Folio of observational, visualisation and presentation drawings created using manual and/or digital methods • Final presentations created using manual and/or digital methods • Written report of a case study • Annotated visual report of a case study • Oral report of a case study supported by written notes and/or visual materials • Folio of technical drawings created using manual and/or digital methods • Written and/or oral descriptions and analysis of historical and contemporary design examples • Folio demonstrating the design process created using manual and/or digital methods • Final presentations of visual communications

Future Career Pathways: Environmental Design, Communication Design and Product Design



Creating Your Program Remember, this is your program, nobody else’s, however getting advice from others is important. Talk about the information below with your family:

• What do I like and what am I good at? • What am I not so good at, or do I dislike? Are these things necessary for my future? • What are my future goals? • What education and training is needed for my dream career? • Are there any prerequisites for the University or TAFE subjects I would like to take? • Is everybody in my family happy with, and willing to support me in the pathway I am taking?

I have a clear career plan

I know the course or career pathway I want to take. It may include TAFE or University

VCE Program. Check prerequisites for courses you are interested in to help plan your pathway

I am unsure of what I want to do in the future

I would like to go to University or TAFE in the future

VCE Program. Select what interests you. Consider a VET Program to keep my options open.

I know I want to leave school as soon as possible and know what I want to do

The TAFE course or Apprenticeship I want to enter does not require Yr. 11 or Yr. 12. I do not want to go to University

VCAL or SBAT (School Based Apprenticeship or Traineeship). Select Industry Specific VET and Workplace Learning.



Year 11 2019 VCE Course Selection & Consent Form – SAMPLE ONLY Student Name: _______________________________________________________ 2018 H/G: ________ Career or Pathway: _____________________________________________________________________ Select a subject by ticking in Column A and then writing it in the allocated space in Column B. You must choose an English study. A typical Year 11 student will undertake 5 VCE subjects. Your counsellor will discuss your program with you to ensure that it meets your present and future needs.

Column B: Write out your preferences English Study: (Compulsory) _______________________________ Eligible for EAL: Yes / No (please circle) VSL Language (If Applicable) ________________________ Preference 1: _______________________________ Preference 2: _______________________________ Preference 3: _______________________________ Preference 4: _______________________________ Backup Preference 1: _______________________________ Backup Preference 2: _______________________________ Backup Preference 3: _______________________________ Backup Preference 4: _______________________________ VET Course/Unit 3/4 Study: _______________________________

Discussions with your current subject teachers may be helpful when choosing your subjects for next year. Your current results, in all relevant areas of the curriculum, will be given to your Course Counsellor to help to advise you on which areas of study you should take up in 2019.

Column A: Teacher Initials

Accounting Biology Business Management Chemistry Chinese Language, Culture & Society Chinese First Language Computing Drama Economics English English as an Additional Language Food Studies General Mathematics Geography Health and Human Development History: 20th Century Legal Studies Unit 1 & 2 Legal Studies Unit 3 & 4 Mathematical Methods (CAS) Media Music Performance Outdoor Education Physical Education Physics Product Design and Technology Psychology Unit 1 & 2 Psychology Unit 3 & 4 Specialist Maths Studio Arts Systems Engineering VET Course



*Please note that your Parent/Guardian will be required to sign this form below AT your Course Counselling appointment.

Parent/Guardian Consent:

I have discussed my son/daughter’s choices with them and with their course counsellor and I agree with their

choices.

I have been made aware of my responsibility regarding subject costs and agree to pay these as necessary.

Parent/Guardian Name: __________________________________________________________________

Parent/Guardian Signature: ________________________________________________ Date: / /2018

*Please return your completed course selection form to Vanessa Mohr in the Yellow Building by Monday 25th June 2018.



Year 12 2019 VCE Course Selection & Consent Form – SAMPLE ONLY Student Name: _______________________________________________________ 2018 H/G: ________ Career or Pathway: _____________________________________________________________________ Select a subject by ticking in Column A and then writing it in the allocated space in Column B. You must choose an English study. Your counsellor will discuss your program with you to ensure that it meets your present and future needs.

Column B: Write out your preferences English Study: (Compulsory) _______________________________ Eligible for EAL: Yes / No (please circle) VSL Language (If Applicable) ________________________ Preference 1: _______________________________ Preference 2: _______________________________ Preference 3: _______________________________ Preference 4: _______________________________ Backup Preference 1: _______________________________ Backup Preference 2: _______________________________ Backup Preference 3: _______________________________ Backup Preference 4: _______________________________ VET Course: _______________________________

Discussions with your current subject teachers may be helpful when choosing your subjects for next year. Your current results, in all relevant areas of the curriculum, will be given to your Course Counsellor to help to advise you on which areas of study you should take up in 2019.

Column A: Teacher Initials

Accounting Biology Business Management Chemistry Chinese Language, Culture & Society Chinese First Language Computing Drama English English as an Additional Language Food Studies Further Mathematics Geography Health and Human Development Legal Studies Mathematical Methods (CAS) Media Music Performance Outdoor Education Physical Education Physics Product Design and Technology Psychology Software Development Specialist Maths Studio Arts Systems Engineering VET Course






choices.







Year 11 2019 VCAL Course Selection & Consent Form – SAMPLE ONLY Student Name: 2018 Home Group:

Career or Pathway:

In 2019, I wish to enrol in the following VCAL Program (to be completed on Course Counselling night): You will complete VCAL at the level that matches your needs and abilities. Your course counsellor will assist you to decide what level is suitable for you. VCAL Foundation VCAL Intermediate

VET Elective *Please number your preference from 1 – 5

Furnishings Business Enterprise Kitchen Operations Sport and Recreation Creative Industries Screen and Media

My previous qualifications are: (please tick a box below)

VCAL – Foundation, Year Completed: _________ Year 10, Year Completed: _______

VCAL – Intermediate, Year Completed: ________ VCE Year 11, Year Completed: ______

General Education, Year Completed: __________ VCE Year 12, Partial Completion: ______

Year 10 Work Experience Completed: Where? _______________________________________

Please complete this section if you are enrolling into VCAL for the first time: 1. The VET Course I would like to enrol in:

• Course Name: __________________________________________________________________ • VET Day: ______________________________________________________________________ • Course Venue: __________________________________________________________________

All VET programs have a cost per student per year. Students must complete a relevant VET Application Form obtained from Ms Hassell. Your application will not be processed until a non-refundable deposit of $100.00 has been paid. Full Material Costs must be paid by the end of January 2019.

Please complete this section if you are a continuing VET OR V.I.N.E student: 1. The VET Course I am currently enrolled in:


2. I would like to continue the same VET Course in 2019: YES / NO (please circle) 3. I would like to change my VET course in 2019:

• _______________________________________________ All VET programs have a cost per student per year. Students must complete a relevant VET Application Form obtained from Ms Hassell. Your application will not be processed until a non-refundable deposit of $100.00 has been paid. Full Material Costs must be paid by the end of January 2019.






choices.







Year 12 2019 VCAL Course Selection & Consent Form – SAMPLE ONLY Student Name: 2018 Home Group:

Career or Pathway:

In 2019, I wish to enrol in the following VCAL Program (to be completed on Course Counselling night): You will complete VCAL at the level that matches your needs and abilities. Your course counsellor will assist you to decide what level is suitable for you.

VCAL Foundation VCAL Intermediate VCAL Senior VET Elective *Please number your preference from 1 – 5

Furnishings Business Enterprise Kitchen Operations Sport and Recreation Creative Industries Screen & Media

My previous qualifications are: (please tick a box below) VCAL – Foundation, Year Completed: _________ Year 10, Year Completed: _______

VCAL – Intermediate, Year Completed: ________ VCE Year 11, Year Completed: ______

General Education, Year Completed: __________ VCE Year 12, Partial Completion: ______

Please complete this section if you are enrolling into VCAL for the first time: 1. The VET Course I would like to enrol in:



Please complete this section if you are a continuing VET student: 1. The VET Course I am currently enrolled in:


2. I would like to continue the same VET Course in 2019: YES / NO (please circle) 3. I would like to change my VET course in 2019: • _______________________________________________







choices.





Documents

2019 Senior School Subject Selection Guide...Assistant Principal Introduction Page 3 Senior School Staff Page 3 About our Subject Selection Guide Page 4 Useful Websites Page 4 The