SENIOR PATHWAYS 2015 - olsh.vic.edu.au · SENIOR PATHWAYS 2015 Our Lady of the Sacred Heart College 111 Jasper Road Bentleigh Vic 3204 Telephone (03) ... and moral viewpoints in religious

SENIOR PATHWAYS 2015

Our Lady of the Sacred Heart College

111 Jasper Road Bent leigh V ic 3204

Telephone (03) 8520 9200 Facsim i le (03) 8520 9299

Em ai l of f [email protected] .edu.au Website www.olsh . vic .edu.au

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

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At Our Lady of the Sacred Heart College, we are Heart people who

are faith-filled

reverence relationships

pursue excellence

touch the hearts of others

We are passionate about the education of young women and their success

We empower the learner, inspire a global consciousness

and are at the forefront of innovative learning.

We Believe! We Achieve!

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Pillars of OLSH Education

We are Heart people who are Faith-filled

We believe in God’s personal love for us. This gives us meaning and purpose in our lives

and enables us to help others find meaning in their lives too.

We are Heart people who Reverence Relationships

We believe in the dignity of every human person. Our OLSH family is both local and

international and we make an effort to build and support community.

We are Heart people who Pursue excellence

We believe in Jesus’ words “I have come that you may have life and have it to the full”

(John 10:10). We pursue excellence in everything we do.

We are Heart people who Touch the Hearts of Others

We believe in our call to be united with the mission of Jesus.

Together we seek to build the Kingdom of truth and life, of holiness and grace, of

justice, love and peace. Our tradition of service and outreach and our option for the

poor are vital aspects of our OLSH identify.

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TABLE OF CONTENTS

INTRODUCTION 5 Religion VCE and Religious Education 9

The Arts Year 10 – Design & Technology 11 Year 10 – Music 12 Year 10 – Visual Art 13 Year 10 – Visual Communication 14 VCE – Art 15 VCE – Design & Technology 17 VCE – Drama 18 VCE – Music 20 VCE – Studio Arts: Photography 21 VCE – Visual Communication 23

English VCE – English 26 VCE – Literature 28

Health/PE Year 10 – Food Technology 31 Year 10 – Advanced Physical Education 32 VCE – Food Technology 33 VCE – Health & Human Development 34 VCE – Physical Education 36

Humanities Year 10 – Commerce 39 Year 10- Legal/Politics 40 Year 10 – Modern History 41 Year 10 – Philosophy 42 VCE – Accounting 43 VCE – Business Management 43 VCE – Geography 45 VCE – Global Politics 46 VCE – History: Twentieth Century 47 VCE – Legal Studies 48

LoTE Year 10 – Chinese 51 Year 10 – Italian 52 VCE – Chinese 53 VCE – Italian 54

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Mathematics VCE/VET and VCAL Mathematics Pathways 56 VCE – Foundation Mathematics 57 VCE – General Further Mathematics 58 VCE – Mathematical Methods (CAS) 60 VCE – General Specialist Mathematics 62

Science Year 10 – Science 65 VCE – Biology 66 VCE – Chemistry 68 VCE – Physics 70 VCE – Psychology 72

VET Vet in the VCE 75 VET Certificate II in Business 79

VET Certificate II in Community Services 80

VET Certificate II in Dance 81

VET Certificate III in Sport & Recreation 82

VCAL 84 BULLSEYE CAREER INFORMATION 87 - 113 LANGUAGE OF THE VCE 114

* Please note that the appearance of a subject in this handbook does not mean it will necessarily be offered in 2015; that will depend on student selection and staff availability. Every effort, of course, will be made to offer as many subjects as we can.

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INTRODUCTION

It is intended that the information in this handbook will assist you with planning your pathway through the senior school, Year 10 to Year 12. At OLSH the senior school curriculum has been developed on the basis of two important principles:

that we value and celebrate the unique gifts of all our students, and

that we aim to provide a comprehensive curriculum that nurtures and challenges these gifts Should you need any further assistance please do not hesitate to contact:

Maureen Malone: Careers and Pathways Coordinator

Amanda Malone: Director of Curriculum

Lynn Egan: Assistant Principal, Learning and Teaching

YEAR 10 COURSE SELECTION INFORMATION: All Year 10 students will undertake the following subjects in Year 10:

Religious Education

English

Mathematics

Physical Education and Health

History (1 Semester)

Science (1 Semester)

A wide range of elective studies is offered for enrichment, specialisation and creative purposes. Students may:

enrich their learning experiences by undertaking subjects not available in the core program

specialise in an aspect of a core subject that particularly interests them

develop their creativity in a range of visual and performing arts Over the duration of Year 10 students need to choose 6 semester units from the elective program. To provide students with access to all of the AusVELS (Victorian Essential Learning Standards), the following electives must be included in this program:

1 unit of Humanities

1 unit of Science

1 unit of Arts

VET and VCE in YEAR 10: Accelerating into a VET or a VCE subject is a possibility for Year 10 students, providing they are able to demonstrate a ‘B’ average in their Issoudun year. A separate information session for all Year 10 students will be provided to explain this process.

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SATISFACTORY COMPLETION OF THE VCE

WHAT IS THE VCE?

The Victorian Certificate of Education (VCE) is a certificate that recognises the successful completion of secondary education. It is an outstanding qualification that is recognised around the world. The VCE provides pathways to further study at university, Technical and Further Education (TAFE) and to the world of work. It is even possible to undertake a school-based apprenticeship or traineeship within the VCE. A VCE program is usually 24 – 25 units. All VCE students at OLSH will be undertaking:

Religious Education

English

To obtain your VCE, you must satisfactorily complete at least 16 units. The 16 units can include VET.

Regardless of how many units you do altogether, a student must satisfactorily complete:

At least three units of English

Three sequences of Units 3 and 4 studies in addition to English

These sequences can be from VCE studies and/or VET programs

PREREQUISITES FOR UNIT 3 & 4 STUDIES

While it is generally accepted that unit one and two help prepare students for units three and four of

any study, certain studies are sequential. Prior knowledge and skills acquired in Unit 1 and/or 2 are

required before the following Unit 3 & 4 sequences can be attempted at OLSH: Chemistry, Physics,

LOTE, Music and Mathematics.

The College makes every effort to run a Unit 3 & 4 sequence of a study if the study has run as a Unit

1 & 2 sequence in the previous year. This in no way predicts whether a subject will run as a unit one

and two in the next year, as each year classes are primarily determined by numbers of applicants

and staff availability.

You are advised always to check the information about tertiary courses you may be interested in to ensure that you have included the PREREQUISITE subjects in your program. This information is available in the Careers Room.

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EXAMINATIONS

Units 1 & 2 exams are school-based and scheduled for the end of Term 2 and Term 4

Units 3 & 4 exams are set and assessed by the VCAA. Generally students complete written exams at OLSH

In June all students undertaking Units 3 & 4 studies must sit the General Achievement Test (GAT)

Performance/oral examinations will be held in October/November

Grades for all examinations are determined by VCAA

STUDY SCORES In Units 3 & 4, students’ overall achievements for each study will be calculated and reported as a Study Score (Relative Position) on a scale of 0 to 50.

UNIVERSITY EXTENSION Highly able students may like to investigate and consider undertaking a first-year university subject whilst in Year 12. This option is aimed at the top 1% to 2% of students who generally will have undertaken a similar or related VCE Unit 3 & 4 subject whilst in Year 11 and earned a study score of more than 41. Melbourne and Monash University differ in what and how they offer such opportunities and in their costs. An extension subject may be counted as a sixth subject in VCE and, depending on the student’s results, contribute an increment of 4, 5, or 5.5 points to the ATAR score. Further information may be obtained from the following websites:

http://futurestudents.unimelb.edu.au/info/school-students/extension-program http://www.monash.edu.au/extension/

http://futurestudents.unimelb.edu.au/info/school-students/extension-program

http://www.monash.edu.au/extension/

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RELIGION

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VCE AND RELIGIOUS EDUCATION

The VCE Religious Education program is as follows:

In Year 12, students have the choice of undertaking Unit 2: Religion and Society (Ethics) which runs

across both semesters. In this unit students explore contemporary ethical issues in the light of

investigating ethical decision making and ethical perspectives, and moral viewpoints in religious

traditions.

Alternatively, students may choose the school based Religious Education program which also runs

across both semesters. Within the school based program, the students undertake the following

three units which are offered on a rotational basis:

Relationships in the Light of Contemporary Christian Theology

Christ Figures in Film

Justice and Change

All students will be provided with more information regarding these options and will be required to

make their decision during the Kickstart Program at the end of this year.

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THE ARTS

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YEAR 10 – DESIGN TECHNOLOGY

10DTE1 & 10DTE2

Design Technology introduces students to design and textiles skills, including modification of a

commercial pattern, application of design elements and principles and garment embellishment.

Development of creative textile skills is assisted through using intermediate machine-embroidery

techniques, lace and hand embellishment methods.

Students may have the opportunity to generate a design brief; research, design, modify and produce

stylish garments fit for the catwalk. Design and textiles skills also include application of design

elements and principles, freehand machine embroidery techniques, printmaking and hand

embellishment methods. Skills development in construction and finishing techniques include the

use of overlockers. Students will utilise computer-aided design techniques and will investigate the

properties of woven and knitted fabrics to assist their understanding and selection of appropriate

dress materials.

This unit provides a pathway to VCE Design and Technology.

Assessment:

Design Folio

Fabric Investigation

Production of lingerie garments

Evaluation report

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YEAR 10 – MUSIC

10MUS1 & 10MUS2

Music is a creative, expressive subject where students are engaged in critical and creative thinking.

Students are encouraged to explore ideas and technologies and develop skills to communicate

musical ideas. They will write and record music using the latest technology. Aural and theoretical

concepts will also be covered. Students will have the option of performing in a Masterclass.

Students do not need to be learning an instrument to study music, they will build upon skills already

taught at the College.

This unit provides a pathway to VCE Music.

Topics Include:

Film Music

Explore music technology software and sound engineering techniques

Develop aural and theoretical concepts

Performance techniques

Assessment:

Musical composition

Research assignment

Examination

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YEAR 10 – VISUAL ART

10VAT1 & 10VAT2

Visual Art is an expressive, creative subject where students are engaged in critical and creative

thinking. Students are encouraged to explore ideas and technologies and develop skills to

communicate perceptions and observations of the world around them.

Students complete a folio of work based on painting, drawing, printmaking, sculpture and mixed

media. Students explore a variety of different techniques and experiment with a range of materials.

This unit provides a pathway to VCE Art.

Assessment:

Body of work (Folio)

Written Research and Analysis

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YEAR 10 – VISUAL COMMUNICATION

10VIS1 & 10VIS2

This course aims to prepare students fully for their work in VCE Visual Communication and Design.

Students will be introduced to Adobe Photoshop & Illustrator. They will explore these programs to

gain confidence with tools and techniques. Students practice a range of freehand drawing and

rendering techniques including perspective drawing, rendering techniques to depict different

surface textures and the use of varied media. Two and three-dimensional drawing methods are also

practiced. Visual analysis is thoroughly explored in terms of audience, context, purpose and design

elements and principles. Students will complete an analysis of Visual Communication.

This unit provides a pathway to VCE Visual Communication and Design.

Assessment:

Computer graphics folio to include package design

Freehand drawing and rendering folio

Instrumental drawing folio

Visual analysis written report

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VCE – ART UNIT 1 & 2

UNIT ONE – AR011

ART AND MEANING

Artmaking and personal meaning

In this unit students use the work of artists to inspire them to produce their own artworks using a

range of different materials. Students research and discuss how art reflects the personal interests,

experiences and intention of the artist.

Topics include:

Each of these would have a written and practical component.

Painting

Drawing

Printmaking

Sculpture

UNIT TWO – AR022

ART AND CULTURE

Artmaking and cultural expression

In this unit students use the work of artists from different cultural backgrounds to inspire them to

produce their own artworks using a range of different materials.

Topics include:

Each of these would have a written and practical component.

Painting

Drawing

Printmaking

Sculpture

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VCE – ART UNIT 3 & 4

UNIT THREE – AR033

INVESTIGATION AND INTERPRETATION THROUGH ARTMAKING

Interpreting Art

Students develop a folio of work which is based on personal interest, the work of artists pre and post

1970 and an in-depth exploration of a range of artistic materials. Students complete written work

which analyses and compares the work of artists and voices personal opinions on contemporary art

issues.

Assessment:

Preparation of a number of practical folios

Essays and short analysis exercises

Preparation for examination

UNIT FOUR – AR034

REALISATION AND RESOLUTION

Discussing and debating art

Students develop a folio of work which is based on personal interest, the work of artists pre and post

1970 and an in-depth exploration of a range of artistic materials. Students complete written work

which analyses and compares the work of artists and voices personal opinions on contemporary art

issues.

Assessment:

Completion of major practical folio

Essays and short analysis exercises

Preparation for examination

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VCE – DESIGN & TECHNOLOGY UNIT 1 & 2

UNIT ONE – DT011

PRODUCT RE-DESIGN & SUSTAINABILITY

Students focus on the analysis, modification and improvement of a product design with

consideration of the materials used and issues of sustainability. Students consider the use of

materials from a sustainable viewpoint. Sustainable practices claimed to be used by designers are

examined.

Topics include:

Product design process

Test and trial suitability of materials selected from the materials categories list

Design options and working drawings of their preferred option

UNIT TWO– DT022

COLLABORATIVE DESIGN

Students work in teams to design and develop an item in a product range or contribute to the

design, planning and production of a group product. They focus on factors including: human needs

and wants; function, purpose and context for product design; aesthetics; materials and

sustainability; and the impact of these factors on a design solution. In this unit students are able to

gain inspiration from an historical and/or cultural design movement or style and its defining factors

such as ideological or technological change, philosophy or aesthetics.

Topics include:

Implementation of the design and planning completed in Outcome 1

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VCE – DRAMA UNIT 1 & 2 Offered to Year 10 Only

UNIT ONE – DR011

DRAMATIC STORYTELLING

Students examine storytelling through the creation of solo and/or ensemble performance(s) and

manipulate expressive skills in the creation and presentation of characters. They develop awareness

of how characters are portrayed and how performance is shaped and given meaning. The unit also

involves analysis of a student’s own performance work and analysis of a performance by

professional and other drama practitioners.

Assessment:

Use playmaking techniques to devise and develop performances, as well as describe the

dramatic processes used to shape and develop this work

Use expressive skills, theatrical conventions and stagecraft to perform stories and characters

to an audience

Analyse the development and performance of work created

Analyse and evaluate a professional performance

UNIT TWO– DR022

CREATING AUSTRALIAN DRAMA

Students use a range of stimulus material to create performances and examine performance styles

from a range of contexts relevant to Australia and Australians. Conventions appropriate to the

selected performance styles are also explored. Students’ knowledge of how dramatic elements are

enhanced or manipulated through performance is further developed in this unit.

This unit also involves analysis of a student’s own performance work as well as the performance of

an Australian work.

Assessment:

Use a range of stimulus material to create a solo or ensemble performance work; as well as

document and record the playmaking techniques used to shape and develop this work

Demonstrate the effective use and manipulation of dramatic elements, conventions and

stagecraft in the presentation of a performance work to an audience

Analyse and evaluate the student’s own performance work

Analyse and evaluate a professional performance

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VCE – DRAMA UNIT 3 & 4

UNIT THREE– DR033

ENSEMBLE PERFORMANCE

This unit focuses on non-naturalistic drama. Non-naturalistic performance styles, associated

theatrical conventions and stagecraft are explored in the collaborative process of creating,

developing and presenting an ensemble performance. The processes used in the development and

realisation of the ensemble performance are analysed and evaluated. A non-naturalistic work

selected from the prescribed playlist will also be analysed.

Assessment:

Develop and present character(s) within a non-naturalistic ensemble performance

Analyse playmaking techniques used to construct and present ensemble works including the

work created for the topic above

Analyse and evaluate a non-naturalistic performance selected from the prescribed playlist

UNIT FOUR– DR034

SOLO PERFORMANCE

Students complete two solo performances. For a short solo performance they develop practical

skills of researching, creating, presenting, documenting and analysing a solo performance work. In

the development of a second solo performance, they devise, rehearse and perform an extended solo

performance in response to a prescribed structure published by the Victorian Curriculum and

Assessment Authority. The processes involved in the creation and presentation of character/s in the

solo performance are analysed and evaluated.

Assessment:

Create and present a short solo performance based on stimulus material, and evaluate the

processes used

Create, develop and perform a character or characters within a solo performance in

response to a prescribed structure

Describe, analyse and evaluate the creation, development and presentation of a solo

performance

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VCE – MUSIC UNIT 1 & 2

This subject is for students who love performing solo or group music. This course covers a wide

range of styles and characters in group and solo performance, analysis listening and composing.

Students will need to be prepared for the work to develop and change their skills as a part of their

VCE program. Students do not need to be having private lessons to take this subject but it is

recommended.

UNIT ONE – MS011

Topics include:

What is music to me, to those who perform and to those who listen to it?

When I perform, does what happens to me happen to others too?

How do I improve my ability to play or sing? What options do I have and how much work is

needed to achieve it?

When I perform in a group, what skills do I need to blend and balance with others?

How does a composer convey feelings in what is printed on the page?

What tools do I need to play my instrument and sing clearly and expressively?

What do the printed symbols in sheet music notation mean?

What do typical patterns I hear in music look like in notation?

UNIT TWO – MS022

Topics include:

How can I use the changes in the way I feel and think when performing to my advantage?

How can I prepare for performing to optimise the final result and consistently perform well?

What technical work should I be doing now to give myself a better foundation for future

work as a performer?

What are the different roles of a group member that will ensure the creating, planning,

rehearsing and performing is at the very best?

How can I as a composer establish a style?

What can I find out about works I am preparing to perform that will help me perform better?

Can I transcribe music from recordings?

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VCE - STUDIO ARTS: PHOTOGRAPHY UNIT 1 & 2 Offered to Year 10 Only

UNIT ONE– SA011

This unit focuses on using sources of inspiration and individual ideas as the basis for developing

ideas for photographs. A wide range of photographic techniques will be explored.

Students also explore and research the ways in which photographer/artists from different times and

cultures have interpreted and expressed ideas, sourced inspiration and used materials and

techniques in the production of artworks.

Topics include:

Experiment with a variety of methods to translate ideas into visual language

Explore and use a variety of materials and techniques

Discuss how photographers/artists from different times and cultures have interpreted

sources of inspiration and used materials and techniques in the production of their artworks

Apply this knowledge to practical photography folio

Students will review their knowledge and use of the analogue SLR 35mm camera and darkroom

processes. The functions of the digital SLR camera, as well as various techniques such as studio

lighting will be covered in detail. The use of photo editing systems such as Adobe Photoshop will be

explored in class.

UNIT TWO– SA022

This are of study focuses on students establishing and using a design process to produce

photographs. The design process includes the formulation and use of an individual approach to

locating sources of inspiration, experimentation with materials and techniques, and the

development of aesthetic qualities, directions and solutions prior to the production of their

photographs.

Students will also develop skills in the visual analysis of photographs/artworks. Different times and

culture are analysed to understand the photographers’/artists’ ideas and how they have created

aesthetic qualities and identifiable styles.

Topics include:

Develop an individual design process

Analyse and discuss the ways in which different photographers /artists work

Students will use the analogue SLR 35mm camera and darkroom processes, as well as the digital SLR

camera in conjunction with Adobe Photoshop to create a folio of photographs. Various themes such

as Studio Portraiture, Landscape and Narrative will be covered.

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VCE - STUDIO ARTS: PHOTOGRAPHY UNIT 3 & 4

UNIT THREE– SA033

This unit focuses on the implementation of an individual design process leading to the production of a range of potential directions and solutions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a design process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the design process to support the making of finished artworks in Unit 4.

The exploration proposal supports students to identify a direction for their design process. The design process is individually determined by the student. It records trialling, experimenting, analysing and evaluating the extent to which their art practices successfully communicate their aims and ideas. Students also investigate and analyse the response of artists to a wide range of stimuli, and examine their use of materials and techniques.

Topics include:

Exploration proposal

Design process

Professional art practices and styles

UNIT FOUR– SA034

This unit focuses on the production of a cohesive folio of finished artworks. Students present visual and written documentation explaining how selected potential directions generated in Unit 3 were used to produce the cohesive folio of finished artworks.

This unit also investigates aspects of artists’ involvement in the art industry, focusing on a variety of exhibition spaces and the methods and considerations involved in the preparation, presentation and conservation of artworks.

Topics include:

Folio of artworks

Focus, reflection and evaluation

Art industry contexts

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VCE - VISUAL COMMUNICATION UNIT 1 & 2

UNIT ONE– VC011

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.

Students develop an understanding of how the design elements and principles affect the visual

message and the way information and ideas are read and perceived. Students will research

historical design styles and they learn about the place and purpose of design. The three stages of

the design process are introduced; researching designers, generating ideas and applying design

knowledge and drawing skills to develop concepts.

Topics include:

Drawing as a means of communication

Design elements and design principles

Visual communication design in context

UNIT TWO– VC022

This unit focusses on the application of visual communication design knowledge, design thinking

skills and drawing methods to create visual communications to meet specific purposes in various

design fields. Students use presentation drawing methods that incorporate the use of technical

drawing methods. Students investigate how typography and imagery are used in visual

communication design. They will apply design thinking skills when exploring ways in which images

and type can be manipulated to communicate ideas and concepts in different ways. Students will

develop an understanding of the design process. In response to a brief students engage in the

stages of research, generation of ideas and development of concepts to create visual

communications.

Topics include:

Technical drawing in context

Using Type and Imagery

Apply the design process

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VCE - VISUAL COMMUNICATION UNIT 3 & 4

UNIT THREE– VC033

This study enables students to explore a range of existing visual communications in the

communication, environmental and industrial design fields. Students create their own visual

communications for different purposes, audiences and contexts using a range of manual and digital

methods, media and materials. Students describe how visual communications are designed and

produced in the design industry. Students apply design thinking skills in preparing a brief,

undertaking research and generating a range of ideas relevant to the brief.

Topics include:

Analysis and practice in context

Design industry practice

Developing a brief and generating ideas

UNIT FOUR– VC034

This study enables students to develop distinctly different design concepts for two communication

needs. Students produce final visual communications that satisfy the requirements of the brief.

Students devise a pitch to present and explain their visual communications to an audience.

Topics include:

Development of design concepts

Final presentations

Evaluation and explanation

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ENGLISH

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VCE – ENGLISH UNIT 1 & 2

UNIT ONE– EN011

Students read a range of texts, particularly persuasive and narrative texts. They present a point of

view and analyse the language of persuasion.

Outcomes:

Identify and discuss key aspects of a text and construct a response in oral or written form

Create and present texts taking account of audience, purpose and context

Identify and discuss how language can be used to persuade readers and/or viewers

UNIT TWO– EN022

Students read and respond to an expanded range of text types and genres to develop their analytical

skills. They develop confidence in creating written, oral and multimodal texts.

Outcomes:

Discuss and analyse texts and construct a response in oral or written form

Create and present texts taking account of audience, purpose and context

Identify and analyse how language is used in a persuasive text and present a reasoned point

of view in an oral or a written form

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VCE – ENGLISH UNIT 3 & 4

UNIT THREE– EN033

Students respond both orally and in writing to a range of texts. They further develop analytical skills.

They create their own written pieces in response to the Context. They analyse the language of

persuasion and present an oral point of view.

A list of prescribed texts is published annually in the VCAA Bulletin and school-based selection is

made by teachers in the English Domain.

Outcomes:

Analyse how a selected text constructs meaning and conveys ideas and values

Draw on ideas from the Context to create written texts

Analysis of language used in the Australian media to present a point of view. Presentation of

a reasoned point of view

UNIT FOUR– EN034

Students read and respond in writing to a range of texts in order to analyse their construction and provide an interpretation. They continue their work on the selected Context and explain creative choices they have made.

Outcomes:

Develop and justify a detailed interpretation of a selected text

Draw on ideas from the Context to create written texts for a specified audience and

purpose, and to discuss authorial decisions

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VCE – LITERATURE UNIT 1 & 2

UNIT ONE– LI011

Students focus on the ways literary texts represent human experience. They respond to texts

personally, critically and creatively. Students explore the language of texts to develop their

understanding of literary conventions.

Outcomes:

Develop and justify responses to literature

Analyse and respond to the ideas of individuals and groups represented in texts

Analyse the construction of a film and comment on the ways in which it represents an

interpretation of ideas and experiences

UNIT TWO– LI022

The focus of this unit is on critical and creative responses to texts. Students make comparisons

between texts and identify some of the relationships that exist through features such as language,

characterisation and ideas.

Outcomes:

Analyse and respond to the ways a text from a past era reflects or comments on the ideas

and concerns of individuals and groups at that time

Production of a comparative piece of interpretive writing with a particular focus

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VCE – LITERATURE UNIT 3 & 4

UNIT THREE– LI033

Students look at how meaning is created for and by the reader. Students consider how the form of

text affects meaning and generates different expectations in readers; the ways texts represent

values; and the social, cultural and historical context of literary works.

Outcomes:

Analyse how meaning changes when the form of a text changes

Analyse, interpret and evaluate the views and values of a text in terms of the ideas, social

conventions and beliefs that a text appears to endorse, challenge or leave unquestioned

Evaluate views of a text and make comparisons with their own interpretation

UNIT FOUR– LI034

This unit focuses on students’ creative and critical responses to texts. Students consider the context

of their responses as well as the concerns, the style of language and the point of view in their re-

created or adapted work.

Outcomes:

Respond imaginatively to a text, and comment on the connections between the text and

their responses

Critically analyse features of a text, relating them to an interpretation of the text as a whole

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HEALTH/PE

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YEAR 10 – FOOD TECHNOLOGY

10FTE1 & 10FTE2

The true joy of cooking comes from sharing food with family and friends. Students discover the

guiding principles of good nutrition for healthy, happy living. They may investigate healthy eating

options and recipe modification to address various diet related diseases. Students may also explore

and participate in catering for special occasions. This could include cake decorating and meal

planning using the design process of investigating, designing, preparing and evaluating. Students will

also be introduced to important VCE Food Technology concepts which include the functional

properties of ingredients and various cooking techniques. This course is designed to enable the

students to develop a sound understanding of the technology process involved in creating foods

suitable for various occasions both formal and informal.

This unit provides a pathway to VCE Food Technology.

Topics include:

Production skills

Healthy alternatives

Design briefs

Nutrition and diet related diseases

Evaluations

Chocolate

Cake decorating

Cake making

Meal planning

Cooking methods

Christmas around the world

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YEAR 10 – ADVANCED PHYSICAL EDUCATION

10PEA1 & 10PEA2

The focus of these units is to learn about at the importance of fitness and the benefits of physical

exercise. Students have the opportunity to compete in a Triathlon and design and implement a six

week training program.

This unit provides a pathway to VCE Physical Education.

Topics include:

Undertake a theory unit introducing them to the importance of being physically active and

the National Physical Activity Guidelines. They will then gain an understanding of fitness

components, fitness principles and training methods

Train and complete mini triathlon

Design and implement a 6 week training program which will involve training sessions using

the school’s facilities, number of fitness classes at Fitness First and a boot camp session

Body Systems/Biomechanical principles

Drugs in Sport

Sports nutrition

History of Sport

Women in Sport

Sports technology

1 – 2 practical/labs sessions, 3 – 4 theory sessions per cycle

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VCE - FOOD AND TECHNOLOGY UNIT 3 & 4

UNIT THREE –FY033

FOOD PREPARATION, PROCESSING AND FOOD CONTROLS

Topics include:

Food safety in Australia

Hazard Analysis and Critical Control Points (HACCP)

Food spoilage and food poisoning

Safe work practices while preparing food

Key foods and their components

Preparation and selection of key foods

Cooking techniques

Primary and secondary processing of food

Design plan for School Assessed Task (folio)

UNIT FOUR– FY034

FOOD PRODUCT DEVELOPMENT AND EMERGING TRENDS

Topics include:

Continuation of the School Assessed Task (folio) including:

Implementing a design plan

Use of complex food preparation techniques

Application of safe and hygienic work practices

Use of advanced tools and equipment

Product evaluation and analysis

Food product development

Trends in product development

Food packaging types and systems

Environmental issues relating to production and consumption of food

Marketing of food products

34

VCE - HEALTH AND HUMAN DEVELOPMENT

UNIT 1 & 2

UNIT ONE – HH011

THE HEALTH AND DEVELOPMENT OF AUSTRALIA’S YOUTH

In this unit students are introduced to the concepts of health and individual human development.

Topics include:

The individual human development of Australia’s youth

The health of Australia’s youth

The determinants of health and individual human development of Australia’s youth

Nutrition during youth

Health issues facing Australia’s youth

UNIT TWO – HH022

INDIVIDUAL HUMAN DEVELOPMENT AND HEALTH ISSUES

This unit focuses on the lifespan stages of childhood and adulthood.

Topics include:

The health and individual Human development of Australia’s children and adults

The determinants of health and human development of Australia’s children and adults

Issues facing Australia’s health system

35

VCE - HEALTH AND HUMAN DEVELOPMENT

UNIT 3 & 4

UNIT THREE – HH033

AUSTRALIA’S HEALTH

In this area of study students develop an understanding of the health status of Australians.

Topics include:

The health status of Australia’s population in comparison with other developed countries

The function and food sources of major nutrients as a determinant of health

The role of National Health Priority Areas in improving Australia’s health status

Different models of health and health promotion initiatives

Australia’s health care system and the different roles of government and non-government

organisations in promoting health

UNIT FOUR – HH034

GLOBAL HEALTH AND HUMAN DEVELOPMENT

Students explore a global perspective on achieving sustainable improvements in health and human

development.

Topics include:

Factors contributing to variations in health status between Australians and developing

countries

Evaluating the progress of the United Nation’s Millennium Development goals and the

interrelationships between health, human development and sustainability

The different types of aid and how they are used to achieve global health and sustainable

human development

The role of international and Australian government and non-government agencies and

organisations in regard to human development and sustainability

36

VCE - PHYSICAL EDUCATION UNIT 1 & 2

UNIT ONE – PE011

BODIES IN MOTION

This unit looks at how the body systems work together to produce movement and analyses this

motion using biomechanical principles.

Topics include:

Skeletal system

Muscular system

Cardiovascular system

Respiratory system

Energy Systems

Biomechanics

Force production

Balance and stability

Motion

Levers

Technology in sport

UNIT TWO – PE022

SPORTS COACHING AND PHYSICALLY ACTIVE LIFESTYLES

This unit explores a range of coaching practices and their contribution to improved performance.

Students look at physical activity and the role it plays in the health and wellbeing of the population.

Topics include:

Coaching

Skill learning

Feedback

Types of practice

Levels of physical activity in Australia

Benefits of physical activity

Consequences of sedentary lifestyles

National Physical Activity Guidelines

Barriers to participation in physical activity

Health promotion

Measuring physical activity levels

Physical activity and the media

37

VCE - PHYSICAL EDUCATION UNIT 3 & 4

UNIT THREE – PE033

PHYSICAL ACTIVITY PARTICIPATION AND PHYSIOLOGICAL PERFORMANCE

This unit introduces students to an understanding of physical activity and sedentary behaviour.

Students investigate energy systems and the multi-factorial causes of fatigue.

Topics include:

Methods of assessing physical activity and sedentary behaviour

Physical activity promotion including campaigns

Individual and population based physical activity promotion initiatives and strategies

Acute responses to physical activity

Energy systems - including compulsory practical participation

Fuels required for energy

Oxygen use during and after exercise

Muscle fatigue

Recovery methods

UNIT FOUR – PE034

ENHANCING PERFORMANCE

Students learn to critically evaluate different technologies and practices that can be used to enhance

performance.

Topics include:

Fitness components

Data collection for a sport and analysis (GPS)

Assessment of fitness: Including individual testing

Training principles

Training methods: Including a compulsory 6 week training program

Chronic adaptations to training

Techniques and strategies to enhance performance and improve recovery

Nutritional (carbohydrate loading, protein supplements)

Hydration (water, sports drinks, IV drips)

Physiological (ice, hyperbaric chambers)

Psychological (sleep, arousal, mental imagery)

Legal and illegal substances (altitude training, steroids, blood doping)

Drugs in sport and anti-doping codes

38

HUMANITIES

39

YEAR 10 – COMMERCE

10COM

The focus of this unit is Economics, Accounting and Business Management and aims to cover and

prepare students in the skills and knowledge of these related VCE units. Students consider their role

as ethical consumers and the role they play in encouraging business to behave ethically in the

sourcing, production and selling of their products.

This unit provides a pathway to VCE Accounting and VCE Business Management.

Topics Include:

Economic concepts

Supply and demand

Different markets

Opportunity costs

Key interactions in the Australian economy

Marketing

Ethical dilemmas relating to marketing

How the Australian economy works

Multinational corporations

Imports and exports

Trade barriers

Issues with globalisation

Ethical consumerism (national & international)

Single entry accounting

Budgeting

40

YEAR 10 – LEGAL/POLITICS

10LPT

Students will develop an understanding on how human rights affect us in our daily lives and to

acknowledge our responsibilities in recognising the need to balance those rights with the rights of

others. Students will develop their understanding of what human rights are nationally and

internationally through the following topics. They will consider their role as a change agent.

This unit provides a pathway to VCE Global Politics and VCE Legal Studies.

Topics Include:

What are human rights?

The relationship of human rights to daily life

The relationship between rights and responsibilities

Understanding individual and collective human rights

Apply the concepts of human rights to their own lives

Human rights issues, both nationally and internationally

Meaning and significance of the Universal Declaration of Human Rights

Laws which embody human rights and promote them in practice

Does Australia need a Bill of Rights and compare Australia with other countries?

How well does Australia protect human rights? Case-study ‘Indigenous Australians’ and

other contemporary case-studies

41

YEAR 10 – MODERN HISTORY Compulsory

10HIS

Beginning from the close of World War 1 to 1918, this course explores major events and

developments in the twentieth century to the present, focussing especially on Australia. Major

areas of study include the rise of Nazi Germany and the Holocaust, the Indigenous struggle for

human rights in Australia and the shape of popular culture in Australia.

This unit provides a pathway to VCE History: Twentieth Century.

Topics Include:

Adolf Hitler and the Nazi Party

The Holocaust

Australian in World War II

The struggle for Indigenous rights in Australia, focussing on activism, the Stolen Generations,

land rights and ongoing efforts for lasting reconciliation

The rise of Australian television, film and music

42

YEAR 10 – PHILOSOPHY

10PHI

This unit examines some important philosophical ideas and debates; we also examine the theories of

some of the most influential philosophers.

Topics Include:

The Ancient Greek philosopher, Socrates, and his idea that we must use our reason to

critically examine our own lives and the ideas we take for granted

The Ancient Greek philosopher, Aristotle, who examines the problem of how to achieve

personal happiness and also exist in harmony with others

The Ancient Greek philosopher, Epicurus, who teaches us how we might face the most

worrying threats, such as death and suffering, and yet live a pleasurable and happy life

The modern thinker, Freud, who challenges Socrates’ idea that we can effectively examine

our own ideas and lives; Freud shows us that our ideas and actions are often driven by forces

we struggle to understand and control

The modern thinkers, Marx and Rawls, who challenge the ideas of Epicurus and Aristotle,

that we can achieve happiness in an unjust social world. Both Marx and Rawls argue that

societies must be changed if we are to achieve social justice and true happiness

All thinkers’ ideas will be subject to critical examination

43

VCE – BUSINESS MANAGEMENT UNIT 1

UNIT ONE – BM011

SMALL BUSINESS MANAGEMENT

This unit examines the impact small businesses have on the Australian economy. Students will be

given the opportunity to plan, implement and evaluate a small business that they have created.

Topics include:

Types and structures of organisations

The world of business

Ethical and socially responsible management

Motivation behind starting a small business

The importance of location

Business support services

Business resources

Marketing

Evaluating the success of business

Managing staff

VCE – ACCOUNTING UNIT 2

UNIT TWO – AC022

ACCOUNTING FOR A TRADING BUSINESS

This unit focuses on using a single entry recording system for the recording and reporting of cash

and credit transactions. Financial and non-financial information is used to evaluate the performance

of a business and then suggest strategies to the owner on how to improve the performance of the

business.

Topics include:

Twofold effect of transactions on the accounting equation

Recording cash and credit transactions into journals

Accounting for a business’ stock

Trading business and the Cost of Supply in determining profit

Adjustments for depreciation, prepayments and accrued transactions

Monitoring cash flow movements

Computerised accounting – QuickBooks

Evaluation of business performance

44

VCE - BUSINESS MANAGEMENT UNIT 3 & 4

UNIT THREE – BM033

In this unit you will learn about Large Scale Organizations in Australia. A variety of case studies will

be used to study the theory.

Topics include:

Economic contribution of large scale organisations

Environments of large scale organisations and ethics

Management structures, skills, styles and roles

Corporate Culture

Operations Management

Facilities design and layout

UNIT FOUR – BM034

In this unit you will learn about Management of People and Change. A number of case studies will

be used to provide real life examples of large scale organisations in Australia.

Topics include:

Human resource function

The employment cycle

Employee relations

Organisational change

Issues in change management

45

VCE – GEOGRAPHY UNIT 1 & 2 (Offered to Year 10 Only)

UNIT ONE – GE011

NATURAL ENVIRONMENTS

This unit investigates the geographic characteristics of natural environments and landforms. It

explores the changes that occur to natural environments as a result of environmental and human

activities.

Topics include:

Analysis of at least two natural environments: coasts, deserts, rivers, volcanoes and tropical rainforests

Compare and contrast geographical characteristics including: Climate; Soils; Drainage; Natural vegetation; Topography

Extreme natural events that change and create landforms e.g. Tsunami and Volcanoes

Weathering, erosion and deposition

Topographic maps

Fieldwork activities

Tourism

Urban expansion

Pollution

UNIT TWO– GE022

HUMAN ENVIRONMENTS

This unit examines the relationship between human activities and natural environments with a

specific focus on rural and urban environments.

Topics include:

Geographical location of urban and rural environments including: Locations; Landscapes; Climate; Living conditions

Mapping skills

Human activities which affect natural environments

Farms, Forests, Mines, Rural settlements

Fieldwork activities

Inner urban areas; Central Business District (CBD)

Population change and movement

Climate change

Globalisation and government policies

46

VCE - GLOBAL POLITICS UNIT 1 & 2

UNIT ONE – GP011

THE NATIONAL CITIZEN

In this unit students are introduced to the study of politics as the exercise of power by individuals,

groups and nation-states. Students consider key concepts related to power and influence, types of

power, political ideology and values, political involvement and active citizenship. The nature of and

philosophical ideas behind democracy are studied, as well as the operation and nature of

contemporary Australian representative democracy. Students examine the reasons why people seek

political power, the characteristics of successful political activists and leaders, and the political ideas

that motivate them. The ways in which political power is exercised and how that power is

challenged and resisted by others is explored. Students also examine the role and influence of social

and political movements as methods of organising political ideas and action.

Outcomes:

Describe and analyse the nature and purpose of politics and power in a broad sense and in the context of contemporary Australian democracy

Explain why people seek political power, and the major political ideologies that influence political involvement and political movements

UNIT TWO– GP022

THE GLOBAL CITIZEN

This unit focuses on the contemporary international community. Students examine their place

within this community through considering the debate over the existence of the ‘global citizen’. In

Area of Study 1 they explore the myriad ways their lives have been affected by the increased

interconnectedness – the global threads – of the world through the process of globalisation. In Area

of Study 2, students consider the extent to which the notion of an international community exists,

and investigate its ability to manage areas of global cooperation and respond to issues of global

conflict and instability.

Outcomes:

Identify the ways in which the lives of citizens in the twenty-first century are interconnected globally

Describe and analyse the extent to which the international community is cohesive, and whether it can effectively manage cooperation, conflict and instability in relation to selected case studies

47

VCE - HISTORY: TWENTIETH CENTURY UNIT 1 & 2

UNIT ONE – HI031

TWENTIETH CENTURY HISTORY 1900 - 1945

The first half of the twentieth century was marked by significant change. The world before the Great

War was relatively ordered and certain. After 1918 the order was challenged and overturned. Old

certainties were replaced by uncertainties as new movements and organisations emerged in

response to economic, social and political crisis and conflicts. Revolutions, civil war and world wars

dominated the first fifty years of the twentieth century.

Topics include:

Pre – First World War era Europe

The Great War

Peace treaties after the First World War

The Weimar Republic and the rise of the Nazi Party in Germany 1919 – 1933

Nazi control of Germany 1933 – 1945

Causes of the Second World War

UNIT TWO– HI042

TWENTIETH CENTURY HISTORY – 1945 - 2000

In 1945 the forces of German fascism were defeated. The United States of America and the USSR emerged from the destruction of the Second World War II as the new world superpowers. The relationships between these allies dissolved and for the next forty years a Cold War was waged between these opposing social systems. The international community was loath to experience another devastating world war. The newly formed United Nations aimed at taking an internationalist approach to avoiding warfare, resolving political tensions and addressing threats to human life and safety in a century where new countries were formed and independence gained through military and diplomatic means.

Topics include:

The fall of Berlin and the Third Reich

The beginnings of the Cold War 1945 – 1949

Cold War crisis 1950 – 1970

1960’s – Movements of the People

The United Nations and its role in international conflicts

The Palestinian and Israeli conflict

48

VCE - LEGAL STUDIES UNIT 1 & 2

UNIT ONE– LS011

CRIMINAL LAW IN ACTION

This unit focuses on the need for laws. Students will investigate features of criminal law, how it is

enforced, adjudicated, the outcomes and impact of crime. Students also consider the role of law-

making bodies and the impact of the Victorian Charter of Rights & Responsibilities on law-making in

Victoria.

Topics include:

Law in society

Criminal law

The Criminal Courtroom

UNIT TWO– LS022

ISSUES IN CIVIL LAW

Students examine the rights protected by civil law, and the obligations imposed. They investigate

types of civil laws and related cases. Students focus on the resolution of disputes and the impact

certain cases have on the legal system and the rights of individuals.

Topics include:

Civil Law

The Civil Law action

The law in focus

A question of rights

49

VCE - LEGAL STUDIES UNIT 3 & 4

UNIT THREE– LS033

LAW MAKING

In this unit students develop an understanding of the institutions that determine our laws, and their law-making powers and processes. They undertake an informed evaluation of the effectiveness of law-making bodies and examine the need for the law to keep up to date with changes in society.

Topics include:

Parliament and the Citizen

The Constitution and the protection of rights

Role of the courts in law-making

UNIT FOUR– LS034

RESOLUTION AND JUSTICE

Students examine the institutions that adjudicate criminal cases and civil disputes and evaluate the

legal system using the elements of an effective legal system.

Topics include:

Dispute resolution methods

Court processes, procedures and engaging in justice

50

LOTE

51

YEAR 10 – CHINESE

10CHI1 & 10CHI2

The study of Chinese is conducted over both Semester 1 and Semester 2 and utilises two elective

choices. When choosing this subject you are committing to both Semester 1 and Semester 2 in

2015. This course continues to extend students’ knowledge of Chinese language and culture.

Topics include:

School Life

Means of transport

Leisure life

Health

Traveling

The course also explores the rich traditions and cultural aspects of the Chinese speaking community

such as school education, religions and Beijing Opera.

These units provide a pathway to VCE Chinese.

Assessment:

Listening: Extract, summarise and order main points of information

Speaking: Initiate, maintain and close a conversation

Reading: Comprehend ideas, events, roles and themes of the written text

Writing: Explore a range of text types and writing styles to produce a sustained piece of

writing

Examination

52

YEAR 10 – ITALIAN

10ITA1 & ITA2

The study of Italian is conducted over both Semester 1 and Semester 2 and equals two elective

choices. When choosing this subject you are committing to both Semester 1 and Semester 2 in

2015. This unit of study is designed to extend students’ interactive and written use of the Italian

language.

Topics Include:

Film study of ‘La vita è bella’

Study of twentieth century Italy

Renaissance Italy, artworks of Caravaggio and Gentileschi

The changing Italian family

Literature study of the novel ‘Volevo i pantaloni’

Excursions, incursions and competitions are integral to the study of the Italian language and culture.

Students will have the opportunity to participate in various cultural activities.

These units provide a pathway to VCE Italian.

Assessment:

Class tests on key knowledge areas: grammatical structures, vocabulary and expressions

Language analysis exercises

Listening and reading comprehension tasks

Written tasks exploring the following text types: informal letter, email, telephone call,

brochure, conversation, diary entry

Participation in conversation and discussion in Italian

53

VCE - CHINESE SECOND LANGUAGE UNITS 1 - 4

UNITS 1 – 4: COMMON AREAS OF STUDY

The areas of study for Chinese comprise themes and topics, text types, kinds of writing, vocabulary

and grammar. The themes and topics are the vehicle through which the student will demonstrate

achievement of the outcomes; they form the subject of the activities and tasks the student

undertakes. The common areas of study have been selected to provide the opportunity for the

student to build upon what is familiar, as well as develop knowledge and skills in new and more

challenging areas.

UNIT ONE – LO391

Topics include:

Personal identity (self , family, friends, school life)

Recreation and leisure activities

Travelling in China (China geography, main cities and tourist destinations)

UNIT TWO– LO392

Topics include:

Food types and cuisine

Young people’s world – Friendship and dating & ICT

Prerequisite: Must complete Unit 1 & 2.

UNIT THREE – LO393

Topics include:

Country and city life

Festivals in China

People of significance in Chinese culture

UNIT FOUR– LO394

Topics include: City of Beijing

History

Tourism

People and dialect

Traditional entertainment

Cultural and political significance

NOTE: CHINESE SECOND LANGUAGE ADVANCED

Some students with a Chinese educational background may be required to undertake Chinese Second

Language Advanced. The course will follow the one outlined above but with a different examination.

54

VCE – ITALIAN UNITS 1 - 4

UNITS 1 – 4: COMMON AREAS OF STUDY

The areas of study for Italian comprise themes and topics, text types, kinds of writing, vocabulary

and grammar. The themes and topics are the vehicle through which the student will demonstrate

achievement of the outcomes; they form the subject of the activities and tasks the student

undertakes. The common areas of study have been selected to provide the opportunity for the

student to build upon what is familiar, as well as develop knowledge and skills in new and more

challenging areas.

UNIT ONE – LO141

Topics include:

The origins of Carnevale

The theatrical performance style of the Commedia Dell’Arte

Literature study of the novel ‘Io è te’

UNIT TWO– LO142

Topics include:

Tourism and hospitality

Film study

Detailed study on social and contemporary issues – youth and the changing family

Prerequisite: Must complete Unit 1 & 2.

UNIT THREE – LO143

Topics include:

Literature study of the novel ‘Io non ho paura’

The Mediterranean diet

Family relationships

UNIT FOUR– LO394

Topics include:

Film study

Detailed study on social and contemporary issues – immigration to Italy

55

MATHEMATICS

56

VCE/VET and VCAL Mathematics Pathways

** Foundation Mathematics should only be taken by students who have considerable difficulty with mathematics

and wish to conclude their study of the subject at the end of Year 10. Approval from the Head of Mathematics is

required before selection of this subject.

Year 9

Maths

Year 10 Maths VCE Foundation

Maths

Unit 1 & 2 **

General Further

Mathematics

Units 1 & 2

Mathematical

Methods (CAS)

Units 1 & 2

Mathematical

Methods (CAS)

Units 3 & 4

and

Specialist

Mathematics

Units 3 & 4

Further

Mathematics

Units 3 & 4

Mathematical

Methods (CAS)

Units 3 & 4

Mathematical

Methods (CAS)

Units 3 & 4

and

Further

Mathematics

Units 3 & 4

Mathematical

Methods (CAS)

Units 1 & 2

and

General

Specialist

Mathematics

Units 1 & 2

57

VCE FOUNDATION MATHS UNIT 1 & 2 This course is designed for students who have considerable difficulty with mathematics and wish to conclude

their study of the subject at the end of Year 10.

UNIT ONE

The Stock Market Introduction to the share market; How to read the listings in the paper; Ratio;

Practical selection of shares; ASX.com.au and Commsec; Buying shares and

brokerage; Percentages; Selling shares; Break-even analysis; Capital Gains on

Shares; Return on Investment; Yield on Shares.

Shopping Grocery list; Introduce home shopping options; Setting up a house;

Economising using comparison; Generic brands; Converting units of measure;

Value by weight; Value by Capacity; Sensible Buying and Consumption rates;

Consumption Graphs. Visits to local supermarkets and IKEA.

Fitness and

Measurement in Sport

Heart rates; Respiration; Reaction times; Measurement in sport – Timing

Events; Measurement in sport – Speed; Swimming and Athletics Sports Results

analysis.

Budgeting / Personal

Finance

Definitions. Preparing a budget; Personal budgeting; Personal Finance.

Operating a cheque account; Credit Cards; Credit Card Traps; Hire Purchase;

Simple Interest.

Cooking Cooking Measurements; Cooking by Volume; Practical cooking; Choosing the

right measuring device; Converting from Weight to Volume; Scaling Down or

Up; Cooking scones; Cooking Afternoon Teas for School Tours; Class Bake-off.

UNIT TWO

Overseas Travel Foreign Exchange. Buying and Selling Australian Currency; Travellers Cheques

/Credit cards ; Airfares; On-line booking; Accommodation and Food Costs;

Games Euclid’s Game; Darts; Blackjack; The Game of hops; The Game of Pentadice.

Taxation Taxable Income; Medicare Levy; Calculating Income Tax; Extra Tax or Refund?

Modelling and

Building

Reviewing Building Plans; Determining the Building Sequence; Visit Display

Homes and investigate plans associated; Review Pythagoras’ Theorem; Building

the Garage; Trigonometry; Quantity Estimation; Building a Model of a Garage.

Comparing Data Comparing Data/Graphs; Analysing Data; Statistical Analysis of an AFL Team or

Australian Open.

Assessment:

Topic tests

Analysis tasks

Semester examination

58

VCE - GENERAL MATHEMATICS (FURTHER)

UNIT 1 & 2

This subject provides a full preparation for Further Mathematics Units 3 & 4 and for those who need any Year

11 Mathematics as a prerequisite for further study. See the VCAA website for full study design and outcomes:

http://www.vcaa.vic.edu.au/vce/studies/mathematics/mathsstd.pdf

UNIT ONE– MA071

In this unit students apply key knowledge and skills to solve routine problems and use problem-

solving approaches in unfamiliar situations. Technology (TI-nspire CAS calculator) is used throughout

all areas of study where appropriate.

Topics include:

Financial arithmetic

Linear graphs and modelling

Linear relationships and equations

Matrices

Networks

Assessment:

Topic tests

Analysis tasks


UNIT TWO– MA072




Topic include:

Univariate data

Bivariate data

Linear Programming

Geometry

Trigonometry and applications

Assessment:

Topic tests

Analysis tasks



59

VCE - FURTHER MATHEMATICS UNIT 3 & 4

This subject provides a full preparation for Further Mathematics Units 3 & 4 and for those who need any Year

11 Mathematics as a prerequisite for further study. See the VCAA website for full study design and outcomes:


UNIT THREE– MA073




Topics include:

Data Analysis - core

Networks and decision mathematics

Assessment:

Topic Tests

SAC 1 Application Task

SAC 2 Analysis Task

UNIT FOUR– MA074




Topic include:

Graphs and Relations

Matrices

Assessment:

Topic tests

SACs 3, 4 Analysis Tasks (all SACs 34%)

Examination 1 (33%)

Examination 2 (33%)


60

VCE - MATHEMATICAL METHODS (CAS)

UNIT 1 & 2

This course is more challenging than the General Further/ Mathematics course. It is for students who are

confident with their algebraic and graphing skills. See the VCAA website for full study design and outcomes:


In these units students apply key knowledge and skills to solve routine problems and use problem-

solving approaches in unfamiliar situations. The appropriate use of CAS technology (TI-nspire CAS

calculator) to support and develop the teaching and learning of mathematics is incorporated

throughout all areas of study.

UNIT ONE– MA071

Topics include:

Linear functions

Quadratic functions

Matrices

Other functions, relations and transformations

Circular functions

Assessment:

Topic tests

Analysis tasks

Examination 1 (non-technology)

Examination 2 (notes and technology)

UNIT TWO– MA072

Topic include:

Exponential and logarithmic functions

Rates of change

Differential calculus and applications

Integration

Probability

Assessment:

Topic tests

Analysis tasks




61

VCE - MATHEMATICAL METHODS (CAS)

UNIT 3 & 4

This course is more challenging than the General Further/Further Mathematics course. It is for students who

are confident with their algebraic and graphing skills. See the VCAA website for full study design and

outcomes: http://www.vcaa.vic.edu.au/vce/studies/mathematics/mathsstd.pdf





UNIT THREE– MA073

Topics include:

Power functions

Absolute value function

Sum, difference and product functions

Composite and inverse functions

Transformations

Exponential and logarithmic functions

Circular functions

Differential calculus

Assessment:

Topic tests

SACs 1, 2 (tests), SAC 3 (application task)

UNIT FOUR– MA074

Topic include:

Differential calculus and applications

Integral calculus and applications

Probability

Assessment:

Topic tests

SACs 4, 5 (Analysis Tasks) (all SACs 34%)

Examination 1 (22%)

Examination 2 (34%)


62

VCE - GENERAL MATHEMATICS (SPECIALIST) UNIT 1 & 2

This subject, together with Mathematical Methods (CAS) Units 1 & 2, prepares students for Specialist

Mathematics Units 3 & 4 and/or provides superior preparation for Mathematical Methods (CAS) Units 3 & 4.

See the VCAA website for full study design and outcomes:






UNIT ONE– MA071

Topics include:

Algebra

Matrices

Sequences and series variation

Circle theorems

Trigonometry and applications

Assessment:

Topic Tests

Analysis Tasks

Examination 1 (non-technology), examination 2 (notes and technology)

UNIT TWO– MA072

Topics include:

Circular functions

Polar coordinates and complex numbers

Vectors

Kinematic/statics

Loci paths

Transformations of functions

Assessment:

Topic Tests

Analysis Tasks




63

VCE - SPECIALIST MATHEMATICS UNIT 3 & 4

This course is designed to be taken in conjunction with Mathematical Methods (CAS) Units 3 & 4 and extend and develop

material from the Mathematical Methods (CAS) course. It is for students with a strong interest in mathematics who are

confident with their algebraic and graphing skills. See the VCAA website for full study design and outcomes:






UNIT THREE– MA073

Topics include:

Vectors

Complex numbers

Conics

Circular functions

Differentiation

Rational functions

Antidifferentiation

Differential equations

Assessment:

Topic Tests

SACs 1, 2 (tests)

SAC 3 application task

UNIT FOUR– MA074

Topic include:

Applications of integration

Kinematics

Vector calculus

Dynamics

Assessment:

Topic tests

SACs 4, 5 (Analysis Tasks) (all SACs 34%)

Examination 1 (22%)

Examination 2 (34%)


64

SCIENCE

65

YEAR 10 – SCIENCE

In Year 10 Science students should explore the biological, chemical, geological and physical evidence

for different theories, such as the theories of Natural Selection and the Big Bang. Atomic theory is

developed to understand relationships within the periodic table. Understanding motion and forces

are related by applying physical laws. Relationships between aspects of the living, physical and

chemical world are applied to systems on a local and global scale.

All students will study Chemistry and Biology for one semester.

Students must choose one of the following subjects for the other Semester.

Note: Students wishing to do VCE Biology, Psychology, Physics or Chemistry MUST do Physics,

Global systems and Space.

10PGS – Physics, Global Systems and Space

Topics Include:

Motion for objects and forces

Energy transformations

The origin and characteristics of the universe

Interactions within the atmosphere such as the Carbon Cycle

OR

10SFL – Science for Living (this unit does not lead to VCE Science)

Note: Selection for this subject is based on teacher invitation

Topics Include:

Design their own experiments to investigate consumer products

The nature of cosmetics and make some cosmetics

Science of travel and Science reported in the media

66

VCE – BIOLOGY UNIT 1 & 2

UNIT ONE – BI011

UNITY AND DIVERSITY

Students examine the cell as the structural and functional unit of a whole organism.

Topics include:

Cell structure and function

Composition of cells

Internal and external environments of cells

Cell replication

Obtaining and processing nutrients

Reproduction – Sexual and Asexual

Classifying organisms

UNIT TWO – BI022

ORGANISMS AND THEIR ENVIRONMENT

Students will focus on the relationship between environmental factors and adaptations.

Topics include:

Environmental factors and structural adaptations

Individual and group behaviour

Reproductive adaptations

Techniques used to monitor environmental change

Ecosystems and relationships between organisms

Cycling of matter

Changes to ecosystems

67

VCE – BIOLOGY UNIT 3 & 4

UNIT THREE – BI033

SIGNATURES OF LIFE

Students investigate the activities of cells at a molecular level.

Topics include:

Chemical nature of cells

Role of organelles and membranes

Enzyme action

Applications of molecular biology in medicine

Coordination and regulation

Disease – detecting self and non-self, immune response, disorders, acquired immunity

UNIT FOUR– BI034

CONTINUITY AND CHANGE

Students study how genes are transmitted from generation to generation.

Topics include:

Genetics and inheritance

Tools and techniques used in DNA manipulation

Cell reproduction

Variation-genotype and phenotype

Patterns of inheritance

Population genetics

Natural selection

Evolution

Human intervention

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VCE – CHEMISTRY UNIT 1 & 2

UNIT ONE – CH011

THE BIG IDEAS OF CHEMISTRY

This unit involves a study of the development and organisation of the periodic table and the

development of our understanding about the internal structure of the atom. The unit also focuses

on the models for metallic, ionic and covalent bonding. The language of chemistry, its symbols and

chemical formulas and equations, to explain observations and data collected from experiments is

also covered.

Topics include:

History and development of the theory of atomic structure

Understanding the Periodic Table

Classifying and explaining the properties of materials

UNIT TWO – CH022

ENVIRONMENTAL CHEMISTRY

This unit examines chemistry and our environment. The principles of green chemistry will be applied.

Quantitative chemical calculations play an essential role in monitoring the environment and students

are introduced to the types of calculations used every day by analytical chemists. The language of

chemistry, its symbols and chemical formulas and equations, to explain observations and data

collected from experiments will continue to be developed.

Topics include:

The chemistry of water

Acids and bases

The chemistry of the atmosphere

Applications of quantitative chemistry

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VCE – CHEMISTRY UNIT 3 & 4

UNIT THREE – CH033

CHEMICAL PATHWAYS

This unit involves a study of the techniques available for analyses in the fields of forensic science,

environmental chemistry, geology and quality control in the production of food. The unit also

investigates organic molecules and their reactions in the context of producing new medicines,

generation of biochemical fuels and forensic analyses.

Topics include:

Traditional analysis techniques

Instrumental analysis techniques

Organic chemistry

Biological applications of chemistry – molecules found in living things including proteins and

DNA

UNIT FOUR – CH034

CHEMISTRY AT WORK

This unit examines the industrial production of chemicals and the ways in which production of high

quality chemicals are maximised, while being environmentally responsible. The production of one

chemical is studied in detail. Students also study the supply and use of energy from different

sources.

Topics include:

Factors affecting rates of reactions

Reversible reactions

Investigation of energy changes in chemical reactions

Producing electricity from chemical reactions

Using electricity to produce useful chemicals

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VCE – PHYSICS UNIT 1 & 2

UNIT ONE – PH011

This unit investigates radiation and nuclear reactions, direct current circuit theory and one of

medical physics, energy from the nucleus, astrophysics or flight.

Topics include:

Types of radiation and characteristics of each

The use of radiation to treat cancer

Nuclear transformations

Electrical circuit models, circuit components and electrical safety

Series, parallel circuits and applications of ohms law

Theory related to one of the detailed studies chosen by students

UNIT TWO– PH022

This unit covers material relating to motion and forces, the wave and ray model of light and one of

medical physics, energy from the nucleus, astrophysics or flight.

Topics include:

Models used to explain movement from the early theories to Newton

Examination of forces both contact and non-contact

The behaviour of light and optical phenomena

The operation of optical instruments using the ray model

Theory related to one of the detailed studies chosen by students

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VCE – PHYSICS UNIT 3 & 4

UNIT THREE – PH033

Students will investigate motion and related energy transformations experimentally, and use the

Newtonian model in one and two dimensions to analyse motion in the contexts of transport and

related aspects of safety. They will also investigate, describe, compare and explain the operation of

electronic and photonic devices, and analyse their use in domestic and industrial systems.

Topics include:

Theories of motion, forces, energy changes and gravity

Projectiles and circular motion

Explanation of the operation of electronic and photonic devices

Uses of simple circuits and electrical components like LED LDR and thermistors

UNIT FOUR – PH034

Students will develop models to explain the interactions of light and matter. They will also explain

the generation, distribution and use of electric power. In either semester one or two students will

undertake one detailed study out of: Einstein’s special relativity, materials and their use in

structures, further electronics, Synchrotron and its applications, Photonics and Sound.

Topics include:

Magnetism and electricity and how the two are linked including the operation of electric

motors

Generators and theories of transmission of electric power

Theories of light and matter, and how they have changed over time including the wave and

particle model of light and matter

Quantum theory applied to photons

Theory related to one of the detailed studies chosen in either semester on or two

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VCE – PSYCHOLOGY UNIT 1 & 2

UNIT ONE– PY011

INTRODUCTION TO PSYCHOLOGY

Students are introduced to the development of psychology from its philosophical beginnings to a

scientific study of the human mind and behaviour.

Topics include:

Scope of psychology and specialist disciplines

Influences on human behaviour

Development of different psychological theories used to explain the human mind

The development of different psychological theories used to explain the human mind and

behaviour associated with particular stages of development over a lifespan

Research methodologies such as ethical principles

UNIT TWO – PY022

SELF AND OTHERS

This unit focuses on how a person’s attitudes and behaviours affect the way they view themselves

and affect their relationship with others.

Topics include:

Group behaviour and why people behave as they do

Explanations of individual aggression, peer pressure and the need to belong

Status, power and obedience

Differences between individuals are also explored such as intelligence and personality

Research methods when undertaking their own investigations

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VCE – PSYCHOLOGY UNIT 3 & 4

UNIT THREE – PY033

THE CONSCIOUS SELF

This unit focuses on relationships between the brain and mind through examining the basis of

consciousness, behaviour, cognition and memory.

Topics include:

Normal waking consciousness and altered states of consciousness

Stages and the purpose of sleep

Functioning of the brain and the nervous system

Research methods and ethical principles associated with the study of the brain and states of

consciousness

Mechanisms of memory formation and the role of neurons

Comparison of models for explaining human memory

Strengths and limitations of psychological theories of forgetting

Manipulation and improvement of memory

Research methods and ethical principles associated with the study of memory

UNIT FOUR – PY034

BRAIN, BEHAVIOUR AND EXPERIENCE

This unit focuses on inter-relationships between learning, the brain and its responses to experiences

and behaviour. They consider different concepts of normality, and learn to differentiate between

normal responses such as stress to external stimuli, and mental disorders.

Topics include:

Mechanisms of learning and neural basis of learning

Applications of, and comparisons of, learning theories

Research methods and ethical principles associated with the study of learning

Biopsychosocial framework (the interaction and integration of biological, psychological and

social factors) to explore mental health and illness

Systems of classification of mental conditions and disorders

Use of biopsychosocial framework (the interaction and integration of biological,

psychological and social factors) to explore the nature of stress and a selected mental

disorder and its management

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VET

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VET IN THE VCE

(Vocational Educational Training in the Victorian Certificate of Education)

All VCE / VET programs are drawn from national training packages and offer portable qualifications

which are recognised throughout Australia. These qualifications provide students the opportunity to

acquire and develop skills, knowledge and confidence to work in a specific area or to pursue a career

or further training in a selected program.

VET IN SCHOOLS PROGRAM (VET) PROVIDES:

The potential for the practical training experience to complement senior school studies

Support to students to improve their academic performance because of increased

awareness of the applicability and relevance of their learning

Increased opportunities for students to continue their studies

Alternative pathways to work and further study

Opportunities for young people to combine work and full time study

All VCE/VET subjects offer credit towards the VCE either through a scored assessment (examination

at the end of year 12) or as block credit (a score based on the ability of the student within their top 4

subjects. You will receive an increment towards your ATAR: 10% of the average of the primary four

scaled studies). VCE/VET subjects have equivalent status to any VCE subject.

THE VCE /VET SUBJECTS WE WILL BE OFFERING AT OLSH 2015 ARE:

VET Certificate II in Business

VET Certificate II in Community Services

VET Certificate II in Dance

VET Certificate III in Sport & Recreation

See pages 78 – 81 for an overview of these subjects.

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Other VCE/VET subjects are available at a variety of institutions depending on a student’s interest

area. (See below) Students wishing to explore the VCE/VET option need to see Mrs Amanda Malone

the Director of Curriculum or Mrs Maureen Malone the Pathways Coordinator for full course

information and advice. If your passion area is not listed below then ask for advice.

VET Certificate II in Acting

VET Certificate III in Allied Health

VET Certificate II in Applied Fashion Design & Technology

VET Certificate II in Beauty

VET Certificate II in Companion Animals

VET Certificate II in Conservation & Land Management

VET Certificate II in Equine Studies

VET Certificate II in Event Management

VET Certificate II in Floristry

VET Certificate II in Hair

VET Certificate II in Hospitality (Kitchen Operations or Front of House)

VET Certificate II in Interior Design

VET Certificate II in Interactive Digital Media (formerly Multimedia)

VET Certificate II in Laboratory Skills (must undertake Chemistry at VCE level to do this

certificate)

VET Certificate II in Music

VET Certificate II in Retail (These certificates are available to many students through their

current workplaces eg Woolworths, food outlets like McDonalds. Any student who has

signed up at their workplace can be getting credit towards their VCE certificate and should

check with Mrs A Malone.

VET Certificate II in Screen Media and Television

COMPLETION OF VCE/VET SUBJECTS

All VCE/VET subjects require a student to complete both years of the certificate to achieve the full

certificate. You cannot pick up a VCE/VET subject in its second year as the first year competencies

are always a pre requisite. You can do a VCE/VET subject for one year only but it must be the first

year of the subject. These students will still have the completed competencies on their certificate of

attainment at the end of Year 12 but it will only be a partial completion of the certificate, not a full

completion. The certificate will state this.

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VCE/VET COSTS

All VCE/VET programs incur additional fees. These are set and reviewed annually by individual course

providers and are determined by the College after applying the Catholic Education Office Melbourne

(CEOM) VET grant and other subsidies. VCE/VET courses range in price from $300 - $1700.

Any student wishing to undertake a VCE/VET program must pay a deposit prior to a subject

selection submission.

The deposit for VET subjects has been set at $200.

Some VET programs also have additional equipment, material and uniform costs which are paid

directly to the provider.

THE IMPACT OF VCE/VET STUDIES

VCE/VET programs which are taught off campus (generally on a Wednesday afternoon) may impact

on other subjects which a student is studying. Highly developed organisational skills are required to

successfully manage the demands of VCE and VCE/VET studies.

AUSTRALIAN SCHOOL BASED APPRENTICESHIPS (ASBA)

Australian School Based Apprenticeships are another training option. Students can work in industry

on a part time basis as a trainee or apprentice and complete their secondary certificate. Students

from OLSH have completed ASBA’s in Child Care, Hairdressing, Veterinary Nursing, Business

Administration and Hospitality. Students need to be a paid time employee and attend off the job

training (either TAFE for one day per week or week long periods during the school holidays).

These apprenticeships are usually undertaken by VCAL students and are available by negotiation.

Please see Mrs Malone the Pathways Coordinator for further details.

ADVANTAGES OF DOING A VCE/VET SUBJECT

VCE/VET programs are designed to help students make the transition to further education,

training, work, or a blend of both training and work

Whilst at school students are developing skills in an area that can lead them directly into a

pathway post school. For many students this gives them greater confidence as they enter

year 12

VCE/VET subjects promote the employability skills of: communication, planning and

organising, self-management, life-long learning, teamwork, initiative and enterprise,

problem solving and technology

VCE/VET subjects can promote an awareness of the world of work through a work

placement

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VCE/VET subjects support the development of general vocational

Students who have studied VCE/VET subjects in the past few years have achieved excellent

examination results at VCE

Can lead to greater confidence and therefore a good outcome for the student

FOR CURRENT YEAR 9 STUDENTS: ADVANTAGES OF DOING A VCE/VET SUBJECT AT YEAR 10 & 11

Students will start to develop the employability skills mentioned above

Students will be required to be better organised and therefore develop better organisation

skills. This can transfer across to VCE subjects

It is a senior certificate and will be completed by end of year 11 if the student completes the

full certificate over two years

It gives students who are applied learners greater opportunities to start at year 10, and

possibly pick up a second VCE/VET subject at year 11 to complete at end of year 12. This will

then give a student two national certificates upon completion of year 12

Not all students cope with the rigour of a full academic load. VCE/VET subjects give these

students the opportunity to gain necessary confidence and skills in an area of interest and

much better outcomes post year 12

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VET Certificate II in Business

The Certificate 11 in Business provide a pathway for students who wish to continue with their

business studies into higher education. There are 2 programs offered:

Program 1: Certificate 11 in Business

Program 2: Certificate 11 in Business with selected units of competency from the Certificate

111 in Business

The program type will be negotiated with the student and often depends on whether the student is

a VCE or VCAL student and if she is doing scored or non-scored assessment.

What will I learn? This certificate gives you the knowledge and skills to enhance your employment

prospects in a business or office environment.

PROGRAM 1: It will give you an understanding of business fundamentals within the Australian

context and will help you gain employment in an entry level administrative or customer service role.

Competencies include communicating in the workplace, organising and completing work activities,

producing simple word processed documents, handling mail, delivering a service to customers, using

business technology and creating and using spreadsheets.

PROGRAM 2: Unit 1 & 2 are similar to program 1. Unit 3 & 4 includes units such as organising work

priorities and development, organising workplace information, promoting innovation and design and

producing business documents.

What career and employment opportunities will I have? Potential occupations at program 1 level

may include administration or clerical assistant, data entry operator, office junior or receptionist.

Program 2 will lead students into occupations such as personal assistant, medical secretary, payroll

officer, legal clerk or information desk manager. Higher education pathways can lead to employment

opportunities in commerce, management or marketing.

Assessment: Scored assessment available.

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VET Certificate II in Community Services

This qualification provides students with a broad range of knowledge and skills to pursue a career or

further training in the community services sector. This certificate enables you to receive a Certificate

11 in Community Services with some selected units of competency from the Certificate 111 in

Community Services and Certificate 111 in Children’s Services.

What will I learn? You will learn about the community services sector and explore specific contexts

of work like children’s services, aged care & disability services. Skills will be developed in

communication, information provision and processing, administrative support, networking and

group support. In Unit 3 & 4 units such as working effectively in the leisure & health industry,

advocate for clients and operating under a case work framework are undertaken. Electives will be

chosen according to the interest areas of the students. Volunteering opportunities and work

placement will be part of the program.

What career and employment opportunities will I have? This certificate will lead you into

employment in areas of child care, aged care, home and community care, alcohol and other drugs

work, disability work, social housing or mental health work. With additional training and experience,

future employment opportunities may include a community health worker, counsellor, school

support worker, case manager. Pathways are also available from this qualification into health sector

qualifications such as allied health assistance and nursing. Further study can lead into social work

and education.


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VET Certificate II in Dance

The certificate offers students the opportunity to develop knowledge and skills in a variety of dance

routine levels. It can be delivered through a variety of dance styles including ballet, funk, hip hop,

tap, social dance and cultural dance style students will learn the fundamental skills in a range of

dance disciplines and a pathway to further education & training in the entertainment industry.

What will I learn? You will learn the knowledge & skills to be able to participate in a variety of dance

routines. Unit 1 & 2 includes developing basic levels of physical condition for dance performance and

basic dance techniques, first aid, work with others, follow health, safety and security procedures,

sourcing information on the theory and history of dance and applying it to an area of work. Units 3 &

4 incorporates units such as sourcing and applying entertainment industry knowledge, preparing for

a dance performance, refining basic dance techniques and applying basic dance techniques for

performance.

What career and employment opportunities will I have? This qualification will provide you with the

technical and performance skills, knowledge and attitudes to begin the process of establishing a

career within the dance performance industry. With additional training and experience, future

employment opportunities may include dancer, performer, and choreographer.


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VET Certificate III in Sport & Recreation

This qualification provides students with the opportunity to work in the areas of community, sport

and outdoor recreation. Leadership, organisational and specialist activity skills are developed

through the units of competency. This certificate is at a full certificate 111 level.

What will I learn? In Units 1 & 2 you will complete the electives of sailing and down-hill skiing. The

core units include organise personal work priorities, first aid, respond to emergency situations,

operate applications software, provide customer service and follow OH&S policies. A work

placement is completed at the local primary school running the foundation (Prep) PMP program.

In Units 3 & 4 the 2 electives are provide fitness orientation & health screening & instruct & monitor

fitness programs. Students spend one term working as a personal trainer with a client. The core

competencies include conduct basic warm-up and cool-down programs, plan and conduct sport and

recreation sessions, facilitate groups, undertake risk analysis of activities, analyse participation

patterns and provide public education on the use of resources

What career and employment opportunities will I have? Vocational or higher education pathways

include areas such as facilitating sport & recreation programs, maintaining grounds and facilities,

being a personal trainer or working in the service industry in locations such as recreation and fitness

centres, outdoor sporting grounds or aquatic centres. With additional vocational training and

experience potential job outcomes may include coaching, teaching and sports administration. Higher

education pathways can lead into positions such as sports development manager, sports scientist or

sports marketing manager.


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VCAL

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THE VICTORIAN CERTIFICATE OF APPLIED LEARNING

(VCAL)

Like the VCE, VCAL is an accredited senior secondary qualification undertaken in years 10, 11 and/or

12. VCAL is based on hands on learning, which is also known as applied learning. If you choose to do

VCAL instead of VCE, 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. Some VCAL students then

advance from TAFE to a degree course at university, with recognition being given for their previous

study and experience.

VCAL has three levels – Foundation, Intermediate and Senior. You would complete VCAL at the level

that matches your needs and abilities. Regardless of the VCAL level you choose, your learning

program would normally take one year to complete at that particular level. Some students who are

on Individual Learning Plans from Year 7 – 10 may be advised to complete the Foundation

certificate at year 10 and the Intermediate certificate over the next two years. Students are able to

access VCAL at year 10, 11 & 12 depending on available places. If you successfully complete your

learning program you will receive a VCAL Certificate depending on the VCAL level you complete. You

will also receive a Statement of Results, listing all VCE (will include Religion & Society and any other

VCE units, if you decide to study any as part of your VCAL course), and VCAL units and a Statement of

Attainment for VET or further education courses. These will list all units and modules you have

successfully completed as part of your VCAL program.

At OLSH College the VCAL program is completed through a series of integrated projects that are

selected according to the interest areas of the students. The program is individualised to enable

each student to develop skills in areas of choice. Within each project there are components from

each strand below.

There are NO examinations in VCAL. Assessment is based on completing a number of outcomes

within each strand.

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VCAL Learning Programs

With the help of your teacher, you will develop a learning program that suits your particular learning

needs and interests. You have the choice of selecting units and modules from VCE studies and/or

each of the four compulsory VCAL strands, plus you must select at least one VCE/VET subject:

Strand 1: Literacy & Numeracy Skills

Your VCAL learning program must include VCAL Literacy and Numeracy units. As a part of this

program, students can undertake studies in VCE English and /or VCE Maths.

Strand 2: Industry Specific Skills

Your VCAL learning program must include industry specific units from Vocational Education and

Training programs or VCE/VET programs. The range of options is extensive with recognised training

packages available in many areas. Students may meet these arrangements through completing an

ASBA.

Strand 3: Work Related Skills

In order to develop ‘employability’ skills, VCAL gives you the choice of undertaking a structured work

placement or part time apprenticeship/traineeship or part time work. You can also study units and

modules that will help prepare you for work, for example occupational health and safety or job

interview skills.

Strand 4: Personal Development

As part of your VCAL learning program you must participate in community based projects, voluntary

work and /or structured activities that will help you develop your self-confidence, teamwork skills

and other skills important for life and work. You can complete units in Health and Human

Development, Arts and Science to meet this strand.

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EXAMPLE PROGRAMS

Student 1: a student keen on the Hospitality industry may choose VCE/VET Hospitality, VCE Food

Technology, VCE English, VCAL Personal Development, and VCE Religion & Society and do a work

placement in the Hospitality area.

Student 2: a student who is skilled in the business area may choose VCE/VET Business, VCE Further

maths, VCAL Literacy, VCAL Personal Development, VCE Religion & Society and do an ASBA within an

office.

Student 3: may choose to do a complete VCAL program with a VCE/VET subject. This student will

complete VCAL Literacy, Numeracy, Personal Development and Work Related with VCE Religion &

Society and a VET subject of choice.

Any student wishing to study VCAL in 2015 will need to discuss this with either Mrs Maureen Malone

the VCAL Coordinator or Mrs Jenny Fries the Student Services Coordinator.

VET in VCAL

(Vocational Education Training in the Victorian Certificate of

Applied Learning)

Within the VCAL program it is compulsory to study a VCE/VET subject. The VCE/VET subject makes

up part of the VCAL certificate known as the Industry Specific Skill.

The other components of VCAL are:

Personal Development

Work Related

Literacy & Numeracy

At OLSH College the majority of VCAL students have the opportunity to do two VET subjects,

particularly if they start a VCE/VET subject at year 10.

VCAL also offers students the chance to do a School Based Apprenticeship. Whilst doing an

apprenticeship at school students can often be advanced into a Certificate 111 level in their area of

choice.

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BULLSEYE

CAREER

INFORMATION

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LANGUAGE OF THE VCE

Authentication - the process of ensuring that work submitted by students for assessment is

genuinely their own. Teachers monitor the completion of students’ work.

DES - Derived Exam Score. An estimated score for a particular exam which may be used under

Special Provision.

ATAR-Australian Tertiary Academic Rank. A student’s ATAR is determined by VTAC using the

student’s scaled study scores. The ATAR is a percentile which ranks students for the purpose of

tertiary selection.

GAT - General Achievement Test. All students undertaking a Unit 3-4 sequence must sit this 3 hour

test in the June test period. GATs are used by VCAA to monitor school assessments and for the

determination of a DES and may be used to assist with selection into tertiary courses.

Learning Outcomes – what a student must know or be able to do by the time she has finished the

Unit.

Managed Individual Pathways (MIPs) A program, including course counselling, which assist students

make informed choices about possible future directions.

Part-time Apprenticeships and Traineeships - Students who receive training as part of their casual

employment and receive credit towards their VCE.

School Assessment Tasks (SATs) - tasks done in class time to assess performance in Art, Media,

Studio Arts, Visual Design, Food Technology and Design and Technology studies.

‘S’ or ‘N’ - these letters mean 'S' for satisfactory (pass) or ‘N’ not satisfactory (not passed).

School Assessed Coursework (SACs) - Work done, mainly in class time, to assess performance in

Units 3&4. Set and marked by teachers according to VCAA (Victorian Curriculum & Assessment

Authority) specifications.

School Based Apprenticeships and Traineeships (SBAT) – Students undertake training and

employment with an employer which is an integral part of the school learning program and study

timetable.

Semester - one half of the academic year. A unit of study lasts for one semester.

Sequence - a sequence is a Unit 3 followed by Unit 4. One of the requirements for passing the VCE is

the successful completion of four Unit 3-4 sequences.

Student Program - this is the total package of VCE and VET studies normally taken over two years.

Study/Studies - subject(s).

TAFE - Technical and Further Education. TAFE Institutes offer post-secondary courses.

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Unit - each VCE study is divided into 4 units. Each unit lasts one semester. Units 1-2 are normally at

Year 11 level, and Units 3-4 are normally at Year 12 level.

VCAA - Victorian Curriculum & Assessment Authority. The accrediting and authorising body

responsible for overseeing the VCE.

VCE - Victorian Certificate of Education.

VCE/VET - This refers to the expanding range of nationally recognised vocational studies now

integrated within the VCE.

VTAC - Victorian Tertiary Admissions Centre. The body responsible for the administration of the

application and offer selection processes on behalf of universities and TAFE Institutes.

Documents

SENIOR PATHWAYS 2015 - olsh.vic.edu.au · SENIOR PATHWAYS 2015 Our Lady of the Sacred Heart College 111 Jasper Road Bentleigh Vic 3204 Telephone (03) ... and moral viewpoints in religious