SENIOR SCHOOL HANDBOOK 2019

STRIVE | UNITE | RESPECT | FLOURISH

Welcome Thank you for your interest in the Senior School program at Surf Coast Secondary College. We take the education of each student very seriously and believe that we offer a quality educational program that will allow your child to thrive. Surf Coast Secondary College has developed a broad Senior School program that meets students’ needs and engages them in their developing career pathways and further education. In 2019, the College is pleased to offer a comprehensive range of subjects in order to cater to students’ individual pathway requirements. Approaching our fifth year of VCE results, the College is confident in building on past successes, as well as the continual improvement of our learning program. Some key features of the Senior School that underline this priority include specialist Later Years teachers, including VCE, VCAL and VET trained staff, as well as the personalised support of our careers staff. Working together, staff, students and parents/guardians can look forward to continuing the educational journey, engaging in learning programs that are innovative, personal and focused. Please feel free to discuss your child’s education with any of the staff from Surf Coast Secondary College.

Kathryn O’Neill Shaun Miller Ben McKay Assistant Principal Year 12 Learning

Community Leader Year 11 Learning

Community Leader

Contents Which Pathway is Right for Me? VCE, VCAL and VET Senior School Pathways Subject Offerings:

§ Accounting (Units 1 & 2 offered in 2019) § Australian and Global Politics (Units 1 & 2 offered in 2019) § Biology § Business Management § Chemistry § Computing/Software Development § Dance (Units 1 & 2 offered in 2019) § Drama § English § Food Studies § Health and Human Development § History § Kitchen Operations (VCE VET) § Indonesian § Legal Studies § Literature § Mathematics § Media § Music (VCE VET) § Physical Education § Physics § Product Design and Technology § Psychology § Sport and Recreation (VCE VET) § Studio Arts § Visual Communication Design

Which Pathway is Right for Me? Choosing between Victorian Certificate of Education (VCE) and Victorian Certificate of Applied Learning (VCAL) pathways can be a difficult decision. Vocational Education and Training (VET) studies are also available to those students wishing to gain skills in an employment area. VCE and VET

The VCE is a senior secondary certificate of education recognised within the Australian Qualifications Framework (AQF). VCE is designed to be completed over a minimum of two years. The VCE includes general education curriculum components (VCE studies) and can also include programs from VET certificates. At Surf Coast Secondary College VET Sport and Recreation, Hospitality and Music will be offered on site, with other VET subjects offered through external providers such as The Gordon Institute of TAFE. This handbook provides a description of all subjects offered through the College. For additional information about external VET offerings see the Careers staff, Deb Gee and Jenny Bruce. VCAL The VCAL gives you practical work-related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. Like VCE, VCAL is a recognised senior secondary qualification. Students who undertake VCAL are likely to be interested in going on to training at a Technical and Further Education (TAFE) institute, starting an apprenticeship, or getting a job after completing their senior secondary qualification. VCAL is based on hands-on learning, also known as applied learning. If you choose to do the VCAL, you will gain practical experience and employability skills, as well as the skills you will need to go on to further training in the workplace or at TAFE. Attaining a VCAL certificate does not provide students with an ATAR (Australian Tertiary Entrance Rank), which is the primary method for gaining entry into university. VCAL Specific Subjects include:

§ Literacy & Numeracy Skills Your VCAL program must include literacy and numeracy subjects. § Industry Specific Skills Your VCAL program must include components of nationally recognised VET qualifications. The range of VET options is extensive. Some examples are automotive, engineering, building and construction, hospitality, retail, multimedia, information technology, agriculture, horticulture, warehousing and hair and beauty. § Work Related Skills In order to develop employability skills, VCAL gives you the opportunity to undertake a structured work placement, or a part-time apprenticeship/traineeship. You can also study units and modules that will help prepare you for work, for example occupational health and safety or job interview skills. § Personal Development As part of your VCAL program you will participate in projects and activities in your community or school that will help develop your teamwork skills, self-confidence and other skills important for life and work. For example, your school may work with the local council to enhance parklands or work to develop and implement other community projects. The learning you gain from being involved in such projects can be counted towards your VCAL requirements.

The learning pathways flow-chart shown on the following page indicates the likely pathway options for each of the VCE, VET and VCAL options available.

SENIOR SCHOOL PATHWAYS

VCE (Victorian Certificate of Education)

VCAL (Victorian Certificate of

Applied Learning)

VET (Vocational Education Training)

TAFE, Certificate II/III/IV, Diploma, Advanced Diploma

Completion of VCAL Completion of VCE

Employment, Apprenticeship, Traineeship

University

ACCOUNTING Why study Accounting? Business may make the world go round, but accountants make businesses successful. Accountants are the people who work in the background in order for a business to run smoothly and efficiently. They don’t just play around with financial figures; they also give advice to business managers. They are there behind the scenes to make sure that businesses not only stay afloat, but flourish. Select this course to learn about the financial side of business, in particular, how to collect financial data and turn it into something useful. This study is made up of four units: Unit 1: Role of accounting in business This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Student record financial data and prepare reports for service businesses owned by sole proprietors. Unit 2: Accounting and decision-making for a trading business In this unit students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance. Pathways Information You may enjoy this subject if you like Year 10 Show Me the Money, managing money and financial planning. Many students who study VCE Accounting will go on to further studies and careers in business and finance.

AUSTRALIAN AND GLOBAL POLITICS Why study Australian and Global Politics? VCE Australian and Global Politics is the study of contemporary power at both national and global levels. Australian Politics is the study of how power is gained and exercised and considers significant ideas about organising political systems and features of the way politics in practised in Australia. Global Politics in the study of the political, social, cultural and economic forces that shape interactions between states and other global actors in the contemporary world. Select this course to become more informed citizens and participants in your local, national and international communities. This study is made up of four units: Unit 1: Ideas, actors and power In this unit students are introduced to the key ideas relating to the exercise of political power. They explore how these ideas shape political systems and in particular the characteristics of liberalism. They consider the nature of power in Australian democracy and in a non-democratic political system. They also explore the nature and influence of key political actors in Australia: political parties, interest groups and the media. All these forms of participation in Australian democracy influence the political agenda. Unit 2: Global connections This unit introduces students to the global community and the global actors that are part of this community. In Area of Study 1 students explore the myriad ways lives have been affected by the increased interconnectedness – the global links – of the world through the process of globalisation. In Area of Study 2, students consider the extent to which global actors cooperate and share visions and goals as part of the global community. They investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability. Pathways Information You may enjoy this subject if you like Year 10 Law and Order, Going Global, New World Order, Rights and Freedoms or Show Me the Money, or if you have an interest in politics or international relations. Many students who study VCE Australian and Global Politics will go on to further studies and careers in politics, management, government, journalism, education, law and research.

BIOLOGY Why study Biology? Biology is a diverse and evolving scientific discipline that seeks to understand and explore the nature of life, past and present. Despite the diversity of organisms and their many adaptations for survival in various environments, all life forms share a degree of relatedness and a common origin. The subject explores the dynamic relationships between organisms and their interactions with the non-living environment. It also explores the processes of life, from the molecular world of the cell to that of the whole organism, that maintain life and ensure its continuity. This study is made up of four units: Unit 1: How do living things stay alive? This unit has three areas of study – looking at how organisms function, how they sustain life and how to design and carry out an investigation related to the survival of an organism or species. Students will have the opportunity to undertake hands-on laboratory work. Unit 2: How is continuity of life maintained? The three areas of study explored by this unit are how reproduction maintains that continuity of life, how inheritance is explained and what the issues are relating to genetics or reproductive science. As in Unit 1, students will participate in practical investigations to support their learning. Unit 3: How do cells maintain life? This unit explores the dynamic nature of the cell. In Area of Study 1 we look at the cell as a complex chemical system. Area of Study 2 focuses on the ways that cells communicate with each other – how they receive specific signals that elicit a particular response. Unit 4: How does life change and respond to challenges over time? Students will investigate the changes to genetic material over time and the evidence for biological evolution in considering how species are related. They will also explore how human culture and technological applications have impacted upon biological processes. Pathways Information You may enjoy this subject if you like Biological Science, Chemical Science (Year 10 Electives), Nutrition or Food Science Studies in bioscience and entry into the workforce in a wide range of careers, including in environmental, medical and associated biotechnologies, nursing, as well as in parallel sciences such as bioinformatics

BUSINESS MANAGEMENT Why study Business Management? VCE Business Management examines the ways businesses manage resources to achieve objectives. This course follows the process from the first idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure the continued success of a business. You will develop an understanding of the challenges facing decisions makers in managing these resources. This study is made up of four units: Unit 1: Planning a business Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. You will explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business. Unit 2: Establishing a business This unit focuses on the establishment phase of a business’s life. You will explore the legal requirements that must be satisfied to establish a business, including investigating the essential features of effective marketing and consider the best ways to meet the needs of the business. Unit 3: Managing a business In this unit, you will explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. You will develop an understanding of the complexity and challenging of managing businesses and have the opportunity to compare theoretical perspectives with current examples. Unit 4: Transforming a business Businesses are under constant pressure to adapt and change to meet their objectives. In this Unit, you will consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. You will study a theoretical model to undertake change and consider different strategies to manage change in the most efficient and effective way to improve business performance, as well as considering the role of leadership in change management. Pathways Information You may enjoy this subject if you like Year 10 Show Me the Money, being entrepreneurial and finding out why some businesses are successful. Students may be interested in working in a business, possibly with the view of running their own business in the long term.

CHEMISTRY Why study Chemistry? Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. Chemical models and theories are used to describe and explain known chemical reactions and processes. Chemistry underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines and new materials, and the treatment of wastes. This study is made up of four units: Unit 1: How can the diversity of materials be explained? The development and use of materials for specific purposes is an important human endeavour. In this unit, you will investigate the chemical properties of a range of materials. Using your knowledge of elements and atomic structure, you will explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible, through nanoparticles, to molecules and atoms. Unit 2: What makes water such a unique chemical? Water is the most widely used solvent on Earth. In this unit you will explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. You will be introduced to stoichiometry and to analytical techniques and instrumental procedures, and how to apply them to determine concentrations of different species in water samples, including chemical contaminants. Unit 3: How can chemical processes be designed to optimise efficiency? The global demand for energy and materials is increasing with world population growth. In this unit you will explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimization of their impact on the environment. You will compare and evaluate different chemical energy resources, including fossil fuel, biofuels, galvanic cells and fuel cells. Unit 4: How are organic compounds categorised, analysed and used? The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only make up living tissues, but are also found in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit you will investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. Pathways Information You may enjoy this subject if you like Year 10 Chemical Science, Maths and Biology. Chemistry permeates numerous fields of endeavour, including agriculture, art, biochemistry, dietetics, engineering, environmental studies, food, forensic science, forestry, horticulture, law, medicine, oceanography, pharmacy, sports science and wine-making.

COMPUTING Why study Computing? VCE Computing focuses on the application of a problem-solving methodology, and strategies and techniques for managing information systems in a range of contexts, to create digital solutions that meet specific needs. The study examines the attributes of each component of an information system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions. This study is made up of four units: Unit 1: Computing In this unit, you will focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. You will investigate an issue, practice or event, collect data and create a digital solution that graphically represents your findings. You will also examine the technical underpinnings of wireless and mobile networks and security controls to protect stored and transmitted data. Unit 2: Computing In this unit you will focus on data and how the application of computational, design and system thinking skills support the creation of solutions that automate the processing of data. You will develop your computational thinking skills when using a programming or scripting language and engage in the design and development stages of the problem solving methodology. Unit 3: Software Development You will focus on the application of a problem-solving methodology and underlying skills to create purpose-designed solutions using a programming language. You will develop a detailed understanding of the analysis, design and development stages of the problem-solving methodology and use a programming language to create working software modules. Unit 4: Software Development In this unit, you will focus on how the information needs of individuals and organisation are met through the creation of software solutions used in a networked environment. You will continue to study the programming language used in Unit 3. Pathways Information You may enjoy this subject if you like using computers to present and process information and/or computer programming. VCE Information Technology provides pathways to further studies in IT and to careers in ICT -based areas. It also prepares students for programs that require an IT-related subject or for a range of careers that require efficient and effective use of ICT.

DANCE Why study Dance? Dance is the language of movement. It is the realisation of the body’s potential as an instrument of expression. Throughout history and in different cultures, people have explored the dancer’s ability to communicate and give expression to social and personal experience. The study of dance provides the opportunity to explore the potential of movement as a medium of creative expression through diverse approaches. This study is made up of four units: Unit 1 In this unit students explore the potential of the body as an instrument of expression and communication in conjunction with the regular and systematic development of physical dance skills. Students discover the diversity of expressive movement and purposes for dancing in dances from different times, places, cultures, traditions and/or styles. Unit 2 In this unit students extend their personal movement vocabulary and skill in using a choreographic process by exploring elements of movement (time, space and energy), the manipulation of movement through choreographic devices and the types of form used by choreographers. Students use the choreographic process to develop and link movement phrases to create a dance work. Pathways Information You may enjoy this subject if you like Year 10 Dance and Drama or if you are involved in a community dance school. VCE Dance provides a foundation for tertiary studies in dance, performing arts, education, history and health sciences. Studying dance can also benefit careers in the performing arts (dance, drama, music, film, stage etc), education, health and dance therapy.

DRAMA Why study Drama? People tell stories, explore ideas, make sense of their worlds and communicate meaning through drama. Drama develops personal and social identity. VCE Drama will connect you to the traditions of drama practice and, through the process of devising and performing drama, allows you to explore, understand and respond to the contexts, narratives and stories that shape your world. You will work to create and perform characters and stories in naturalistic and non-naturalistic ways. This study is made up of four units: Unit 1: Introducing performance styles In this unit students study three or more performance styles from a range of social, historical and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived. This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. Unit 2: Australian identity In this unit students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring the work of selected drama practitioners and associated performance styles. This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. Unit 3: Devised ensemble performance In this unit students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/or traditional contexts. They work collaboratively to devise, develop and present an ensemble performance. Unit 4: Devised solo performance This unit focuses on the development and the presentation of devised solo performances. Students explore contemporary practice and works that are eclectic in nature; that is, they draw on a range of performance styles and associated conventions from a diverse range of contemporary and traditional contexts. Pathways Information You may enjoy this subject if you like Year 10 Dance and Drama or if you are involved in community drama or performance. VCE Drama provides a foundation for tertiary studies in drama, performing arts, education, history and health sciences. Studying drama can also benefit careers in the performing arts (dance, drama, music, film, stage etc.), education and health.

ENGLISH REQUIREMENT To be awarded your Victorian Certificate of Education (VCE), you must complete three (3) units of English or Literature, with two (2) of those units completed as a Unit 3 & 4 sequence. A student’s results in Unit 3 and 4 of English or Literature must contribute to the calculation of their ATAR no matter their results in other subjects. All students at Surf Coast Secondary College must study Units 1-4 of English but they may also study Literature.

ENGLISH The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops your ability to create and analyse texts, moving from interpretation to reflection and critical analysis. Through engagement with texts from the contemporary world and from the past, and using texts from Australia and from other cultures, studying English helps you become a confident, articulate and critically aware communicator and further develop a sense of yourself, your world and your place within it. English helps equip you for participation in a democratic society and the global community. The study is made up of 4 units: Unit 1 In this unit you will read and respond to texts analytically and creatively. You will analyse arguments and the use of persuasive language in texts and create your own texts intended to position audiences. You will develop your skills in creating written, spoken and multimodal tasks. Texts studied in Unit 1 English include: Night Elie Wiesel and Paul Kelly’s lyrics from Don’t Start Me Talking. Unit 2 In this unit you will compare the presentation of ideas, issues and themes in texts. You will develop their skills in creating written, spoken and multimodal texts; improving confidence and competence is a key aim of this unit. Texts studied in Unit 2 English include: Gattaca (film) dir. Andrew Niccol and 1984 by George Orwell. Unit 3 The focus on this unit is on reading and responding both analytically and creatively to a range of texts. You will analyse how the authors of texts create meaning and the different ways in which texts can be interpreted. You will develop confidence in creating written texts by exploring ideas, and the ability to explain choices you have made as authors. Unit 4 The focus of this unit is on comparing the presentation of ideas issues and themes in a range of texts. You will create an oral presentation, intended to position audiences about an issue currently debated in the media.

FOOD STUDIES Why study Food Studies? VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills and building individual pathways to health and wellbeing through the application of practical food skills. This study is made up of four units: Unit 1: Food origins This unit focuses on food from historical and cultural perspectives. You will investigate the origins and roles of food through time and across the world. You will explore how humanity has historically sourced its food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food. Unit 2: Food makers In this unit you will investigate food systems in contemporary Australia. You will focus on commercial food production industries, as well as food production in small-scale domestic settings, as both a comparison and complement to commercial production. You will gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Unit 3: Food in daily life This unit investigates the many roles and everyday influences of food. You will explore the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. You will investigate the physiology of eating and appreciating food, and the microbiology of digestion, as well as the functional properties of food and the changes that occur during food preparation and cooking. Unit 4: Food issues, challenges and futures In this unit you will examine debates about global and Australian food systems, focusing on issues about the environment, ecology, ethics, farming practices, the development and application of technologies, and the challenges of food security, food safety, food wastage, and the use and management of water and land. Pathways Information You may enjoy this subject if you like Year 10 Food and Technology subjects; Pure Decadence and Magical Food. The study may provide a foundation for pathways to food science and technology, consumer science, home economics, childcare and education, community services and aged care, the hospitality and food manufacturing industries, and nutrition and health studies.

HEALTH AND HUMAN DEVELOPMENT

Why study Health and Human Development?

VCE Health and Human Development takes a broad and multidimensional approach to defining and understanding health and wellbeing. Students investigate the World Health Organization’s definition and other interpretations of health and wellbeing. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged.

This study presents concepts of health and wellbeing, and human development, from a range of perspectives: individual and collective; local, national and global; and across time and the lifespan.

This study is made up of four units:

Unit 1: Understanding health and wellbeing This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organization’s (WHO) definition and also explore other interpretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged.

Unit 2: Managing health and development This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

Unit 3: Australia’s health in a globalised world This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO).

Unit 4: Health and human development in a global context This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development.

Pathways Information You may enjoy this subject if you like Year 10 Body and Mind or if you enjoy learning about healthy lifestyles and how people grow and develop. Students who study this course are well placed to undertake further studies in Health Sciences or Nutrition. Employment opportunities exist in areas such as childcare, aged care, education and medical services.

HISTORY Why study History? History is the act of making meaning of the past, whether it be days ago, years ago or millennia. In History, we examine events, figures, artworks, ideas, movements, places and periods, not only to understand them, but to shed light on our own world, to understand issues within our time and to contribute to the fabric of the blanket that is humankind’s collective memory. As no topic is irrelevant to History, historians develop key skills in many and varied areas, such as visual and language analysis, critical reading and viewing, debating and powers of persuasion and writing. This study is made up of four units: Unit 1: Twentieth century history 1918 – 1939 You will explore the nature of political, social and cultural change in the period between the world wars. You will examine new fascist governments and how they used the military, education and propaganda to impose control over the way people lived, to exclude particular groups of people and to silence criticism. Unit 2: Twentieth century history 1945 – 2000 In this unit, you will explore the nature and the impact of the Cold War and the challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. You will study the establishment of the United Nations, Universal Declaration of Human Rights, communism and democracy thus setting the backdrop for the Cold War. Unit 3 & 4: Revolutions You may have rights and freedoms now, but how did they come about? Exploring the French and the Russian Revolutions, you will examine the heroes and villains of each, what they said, what they did, who they killed and how they expired. Through films, artworks and primary accounts you will find out why these turbulent, and often violent, milestones occurred. But were they feats of courage and honour or just selfish and brutal greed? You will also examine how successful these actions were in changing the world and judge whether they really build the world was we know it or whether they weren’t worth all the effort. Pathways Information You may enjoy this subject if you like Year 10 New World Order or Rights and Freedoms. VCE History is relevant to students with a wide range of expectations, including those who wish to pursue formal study at tertiary level, as well as providing valuable knowledge and skills for an understanding of the underpinnings of contemporary society.

VET HOSPITALITY (KITCHEN OPERATIONS) Why study Kitchen Operations? This course operates within the SCSC industry kitchen on-site and is designed to provide students with training and skill development for the achievement of competence in commercial cookery. The program will also provide access to a range of potential career paths within the hospitality industry, these may include chef, catering assistant, kitchen-hand and food and beverage attendant. The Kitchen Operations program provides cookery skills and knowledge and includes training in the production of simple dishes using basic methods of cookery, the use of hygienic practices for food safety and to participate in safe work practices. This study encompasses both theory and practical components delivered in the College’s own commercial kitchen. The VCE VET Kitchen Operations program aims to:

• provide participants with the knowledge and skills to achieve competencies that will enhance their employment prospects within a broad range of hospitality settings.

• enable participants to gain a recognised credential and to make a more informed choice of vocation or career path.

• Provide participants with a Study Score that contributes to their ATAR. Units of Study The VCE VET Kitchen Operations program enables you to receive the following nationally recognised qualifications:

• Certificate II in Hospitality (Kitchen Operations). Pathways Information You may enjoy this subject if you like working in the College Cafe and preparing food. These qualifications provide students with the knowledge and skills to prepare them for a diverse range of occupations in the hospitality industry including commercial cookery, catering and food and beverage service.

INDONESIAN

Why study Indonesian? The study of a language contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. The study of Indonesian develops students’ ability to understand and use the language of a country which is one of Australia’s closest neighbours and is one of the most populous countries in the world. Australia and Indonesia are heavily linked in areas such as business, tourism, security, and education. The study of Indonesian promotes the strengthening of these links. Unit 1 In this unit students develop an understanding of the language and culture/s of Indonesian-speaking communities through the study of three or more topics from the prescribed themes listed on page 11. Each area of study in the unit must focus on a different subtopic. Students access and share useful information on the topics and subtopics through Indonesian and consolidate and extend vocabulary and grammar knowledge and language skills. They focus on analysing cultural products or practices including visual, spoken or written texts. Cultural products or practices can be drawn from a diverse range of texts, activities and creations. These may include the following: stories, poems, plays, novels, songs, films, photographs, artworks, architecture, technology, food, clothing, sports and festivals. Students apply acquired knowledge of Indonesian culture and language to new contexts. Students reflect on the interplay between language and culture, and its impact on the individual’s language use in specific contexts and for specific audiences. Unit 2 In this unit students develop an understanding of aspects of language and culture through the study of Indonesian music. Students will learn about the mesmerizing beats of Dangdut, play angklung instruments, and learn about the impact of pop music on Indonesian society. Students will also look at celebrations in Indonesia, with a particular focus on the Islamic festivity of Idul Fitri. Through the study student will consolidate and extend vocabulary, grammar knowledge and language skills. Unit 3 This unit looks at Indonesian women’s rights activist Kartini and her role in freeing Indonesian women from oppression. Students will read poetry written by Kartini in the 1800’s and study her impact on modern day Indonesian society. Unit 3 will also focus on exploring Indonesia’s history and the past and present. Unit 4 This unit will explore environmental issues in Indonesia. Students will look in-depth at issues such as deforestation and pollution, and how these impact the local and global population. Students will also prepare their detailed study topic for the Indonesian oral exam to occur late in Unit 4. Pathways Information You may enjoy this subject if you like studying languages, especially Indonesian. You may also like the challenge of learning about another culture and want to be able to communicate with people outside Australia.

LEGAL STUDIES

Why study Legal Studies? VCE Legal Studies examines the institutions and principles which are essential to Australia’s legal system. Students develop an understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia, and the justice system.

Through applying knowledge of legal concepts and principles to a range of actual and/or hypothetical scenarios, students develop their ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter. They consider and evaluate recent and recommended reforms to the criminal and civil justice systems, and engage in an analysis of the extent to which our legal institutions are effective and our justice system achieves the principles of justice.

The study is made up of four units:

Unit 1: Guilt and liability In this unit students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. Students investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused, and the liability of a party in a civil dispute.

Unit 2: Sanctions, remedies and rights Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country, and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia.

Unit 3: Rights and justice In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy, as well as other Victorian legal institutions and bodies available to assist with cases. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes.

Unit 4: The people and the law The study of Australia’s laws and legal system involves an understanding of institutions that make and reform our laws, and the relationship between the Australian people, the Australian Constitution and law-making bodies. In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution.

Pathways Information You may enjoy this subject if you like the law and its administration, studying crime and punishment.

LITERATURE Why study Literature? Literature aims to foster enjoyment in reading a range of literary styles and forms, including novels, poetry, plays, short stories and film study. Through group discussion, as well as through writing, you will delve deeply, exploring the texts you study, continually developing your skills and shaping your responses to literature. A desire to read, and a willingness to complete set reading, is essential for selection of this subject. The study is made up of four units: Unit 1: Approaches to literature In this unit, you will work on developing a more informed response to texts, by becoming more familiar with literary techniques used in writing and how language works to create an effect. You will make connections between characters, settings and events as well as how others’ views influence the reading of a text. You will look at the ways texts reflect and reveal or comment on elements of human experience and society. You will continue to expand and develop your understanding of how language and literary techniques are used to create an experience for the reader. Texts studied in Unit 1 Literature include: Henry Lawson’s short stories and The Great Gatsby by F. Scott Fitzgerald. Unit 2: Context and connections This unit closely examines the social and cultural context of literature, looking at a text from a past era or another culture. You will continue to develop your specialist skills in analysis and exploration of characterisation, language and ideas. You will focus on the ways two or more texts relate to each other, considering how the reading of a text can change according to the form of the text. Texts studied in Unit 2 Literature include: Extremely Loud and Incredibly Close by Jonathan Safran Foer, Bright Star (film text) and John Keats’ poetry. Unit 3: Form and transformation In this unit you will consider how the form of a text affects meaning, and how writers construct their texts. You will investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. You will consider how the perspectives of those adapting texts may inform or influence the adaptations. You will draw on their study of adaptations and transformations to develop creative responses to texts. A list of prescribed texts will be published annually in the VCAA Bulletin. Unit 4: Interpreting texts In this unit you will develop critical and analytic responses to texts. You will consider the context of your responses to texts as well as the ideas explored in the texts, the style of the language and points of view. You will investigate literary criticism informing both the reading and writing of texts. You will develop an informed and sustained interpretation supported by close textual analysis. Pathways Information You may enjoy this subject if you like Year 10 Literature/Theatre Studies or English and reading and writing. With a focus on reading, writing and critical thinking, Literature gives you skills relevant to any pathway requiring excellent communication skills. More specifically, careers and higher education in the areas of media, publishing, journalism, teaching as well as advertising, marketing and public relations are all potential pathways.

MATHEMATICS

Why study Maths? Mathematics is the study of function and pattern in number, logic, space and structure. It provides both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. It also provides a means by which people can understand and manage their environment. Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving, applying, investigating, modelling, and problem posing and solving. This study is designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the needs and aspirations of a wide range of students. It is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and confidence in making effective use of mathematical ideas, techniques and processes. VCE Maths Pathways at SCSC Begin with Unit 1 and 2 Progress onto Unit 3 and 4

Foundation Mathematics VCAL Numeracy (if enrolled in VCAL) OR No Maths

General Mathematics Further Mathematics

Mathematical Methods Mathematical Methods OR Specialist Mathematics

FOUNDATION MATHEMATICS (Units 1 & 2) Foundation Mathematics provides of the continuing mathematical development of students entering VCE and who do not necessarily intend to undertake Unit 3 & 4 studies in VCE Mathematics the following year. In this study there is a strong emphasis on the use of mathematics in practical contexts encountered in everyday life in the community, at work and at study. This study is made up of two units: Units 1 & 2: In undertaking these units, students are expected to be able to apply techniques, routines and processes involving number sets, lists and tables, diagrams and geometric constructions and graphs with and without the use of technology. The areas of study are ‘Space, shape and design’, ‘Patterns and number’, ‘Data’ and ‘Measurement’. Please Note: If Foundation Mathematics is the only level of VCE Mathematics a student selects when they are in Year 11 they will not be eligible to select any Unit 3&4 sequences in Mathematics.

GENERAL MATHEMATICS (Units 1 & 2) General Mathematics provides for different combinations of student interests and preparation for study of VCE Mathematics at the Unit 3 & 4 level. This course is designed as a prerequisite for Year 12 Further Mathematics. In addition, with its emphasis on basic algebra, graphing and statistics, it is designed to help students in other subjects that use these skills. This study is made up of two units: Units 1 & 2: In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, equations and graphs with and without the use of technology. The areas of study are ‘Algebra and structure’, ‘Arithmetic and number’, ‘Discrete mathematics’, ‘Geometry, measurement and trigonometry’, ‘Graphs of linear and non-linear relations’ and ‘Statistics’.

FURTHER MATHEMATICS (Units 3 and 4) This study is designed to provide access to worthwhile and challenging mathematical learning in a way that accounts for the needs and aspirations of a wide range of students. It is also designed to promote students’ awareness of the importance of mathematical techniques and processes, and their purpose in everyday life in a technological society. This study is made up of two units: Units 3 & 4: Further Mathematics consists of two areas of study; the compulsory Core in Unit 3, made up of ‘Data Analysis’ and ‘Financial Maths’ and the selected studies of ‘Matrices’ and ‘Networks and decision mathematics’.

MATHEMATICAL METHODS (Units 1 - 4) Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. The type of material covered in these units is more abstract than General Mathematics, with less possible day to day use. It is designed as a prerequisite for either Year 12 Maths Methods (Units 3 and 4) or Year 12 Maths Methods combined with Year 12 Specialist Maths. Maths Methods at Units 3 and 4 is at a higher level than Further Maths. There are a larger number of topics with a higher level of abstraction. It is designed as a continuation of Maths Methods Unit 1 & 2. This study is made up of four units: Unit 1: The focus for this unit is the study of simple algebraic functions, and the areas of study are ‘Functions and graphs’, ‘Algebra’, ‘Calculus’ and ‘Probability and statistics’. Unit 2: The focus for this unit is the study of simple transcendental functions and the calculus of simple algebraic equations. Unit 3 & 4: Mathematical Methods Units 3 and 4 extend the introductory skills of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts.

SPECIALIST MATHEMATICS (UNITS 3 & 4) Specialist Mathematics in Units 3 and 4 is designed for those of you who excel at and enjoy maths, and who learn new concepts reasonably well, reasonably quickly. It overlaps with and complements the Maths Methods course, and should be taken in conjunction with Maths Methods. This study is made up of two units: Units 3 & 4: Over the year, Specialist Maths covers a wide variety of topics. Some of them, such as coordinate geometry, trigonometry and calculus, are continuations and extensions of topics covered in Methods. Others such as vectors, mechanics and complex numbers are new concepts.

MEDIA

Why study Media? VCE Media provides students with the opportunity to analyse media concepts, forms and products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including an analysis of structure and features. They examine debates about the media’s role in contributing to and influencing society. Students integrate these aspects of the study through the individual design and production of their media representations, narratives and products. This study is made up of four units: Unit 1: Media forms, representations and Australian stories In this unit students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products. Unit 2: Narrative across media forms In this unit students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Unit 3: Media narratives and pre-production In this unit students explore stories that circulate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by the social, cultural, ideological and institutional contexts of production, distribution, consumption and reception. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives. Unit 4: Media production and issues in the media In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. Pathways Information You may enjoy this subject if you like Year 10 Media Studies, Year 10 English or Year 10 Studio Arts. Tertiary and vocational pathways leading on from this subject are Media, Advertising, Marketing, Public Relations, Creative Arts, Photography, Film and Video Production, Radio, Audio and Music Industry, Fashion and Graphic Design.

VET MUSIC Why study Music? The VCE VET Music program is drawn from a national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with the knowledge and skills to enhance their employment prospects within the music industry. Certificate III in Music provides you with the opportunity to apply a broad range of knowledge and skills in varied work contexts in the music industry. Depending on the electives chosen, Units 1 and 2 include making a music demo, composing simple songs or musical pieces and preparing for performances. Units 3 and 4 offer scored assessment and include units such as developing improvisation skills, applying knowledge of genre to music making and performing music as part of a group or as a soloist. A study score is available for this program, which can contribute directly towards your ATAR – either as one of your best four studies (the primary four) or as your fifth or sixth study. Pathways Information You may enjoy this subject if you like learning music at school or through private lessons. Completion of Certificate III in Music will assist you in pursuing a career in the music industry through vocational or higher education pathways in areas such as performance, critical listening, music management and music promotions. With additional training and experience, potential employment opportunities may include professional musician, songwriter, composer, arranger, copier, promoter, teacher and instrumentalist.

PHYSICAL EDUCATION Why study Physical Education? VCE Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and psychological, biomechanical, physiological and sociological factors that influence physical performances, and participation in physical activity. The study of physical activity and sedentary behaviour is significant for the understanding of health, wellbeing and performance of people. The study equips you with the appropriate knowledge and skills to plan, develop and maintain your involvement in physical activity, sport and exercise across your lifespan and to understand the physical, social, emotional and cognitive health benefits associated with being active. Unit 1: The human body in motion This unit explores how the musculoskeletal system and cardiorespiratory systems work together to produce movement. Through practical activities you will explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Using a contemporary approach, you will evaluate the social, cultural and environmental influences on movement, as well as considering the implications of the use of legal and illegal practices to improve performance. Unit 2: Physical activity, sport and society This unit is designed to develop your understanding of physical activity, sport and society from a participatory perspective. You will be introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in your own health and wellbeing as well as in other people’s lives in different population groups. You will collect data to determine perceived enablers of and barriers to physical activity and how physical activity can be promoted in different communities and social and cultural contexts. Unit 3: Movement skills and energy for physical activity This unit looks at the biomechanical and skill acquisition principles use to analyse human movement skills and energy from a physiological perspective. You will use a range of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement. As well as this, you will investigate the contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. Unit 4: Training to improve performance In this unit, you will analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance with physical activity at an individual, club and elite level. You will analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Pathways Information You may enjoy this subject if you like Year 10 Sports Performance. This VCE study is suitable for students with a wide range of aspirations, including those who wish to pursue further formal study at tertiary level or in vocational education and training settings. The study prepares students for such fields as the health sciences, exercise science and education, as well as providing valuable knowledge and skills for participating in their own sporting and physical activity pursuits to develop as critical practitioners and lifelong learners.

PHYSICS Why study Physics? Physics seeks to understand and explain the physical world. It examines models and ideas used to make sense of the work and which are sometimes challenged as new knowledge develops. By looking at the way matter and energy interact through observations, measurements and experiments, physicists gain a better understanding of the underlying laws of nature. This study is designed to enhance the scientific literacy of students in the specialised area of physics. Scientifically literate physics students demonstrate interest in and understanding of the Universe, engage in debates about the nature of evidence, theories and models, and appreciate the value of physics in society. This study is made up of four units: Unit 1: What ideas explain the physical world? Ideas in physics are dynamic. As physicists explore concepts, theories evolve. Often this requires detection, description and explanation of things that cannot be seen. In this unit you will explore how physics explains phenomena, at various scales, which are not always visible to the naked eye. You will use thermodynamic principles to explain phenomena related to changes in thermal energy. Unit 2: What do experiments reveal about the physical world? In this unit, you will learn about the power of experiments in developing models and theories. You will investigate a variety of phenomena by making your own observations and generating questions, which in turn lead to experiments. You will make direct observations of physics phenomena and examine ways in which phenomena that may not be directly observed can be explored through indirect observations. Unit 3: How do fields explain motion and electricity? In this unit, you will explore the importance of energy in explaining and describing the physical world. You will examine the production of electricity and its delivery to homes. You will consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. You will use Newton’s laws to investigate motion in one and two dimensions and will be introduced to Einstein’s theories to explain the motion of very fast objects. Unit 4: How can two contradictory models explain both light and matter? A complex interplay exists between theory and experiment in generating models to explain natural phenomena including light. In this unit, you will explore the use of wave and particle theories to model the properties of light and matter. You will examine how the concept of the wave is used to explain the nature of light and explore its limitations in describing light behaviour. Pathways Information You may enjoy this subject if you like Year 10 Physics. Tertiary and vocational pathways leading on from this subject are Engineering, Science, Electrical Trades, Architecture, Medical and Optical Practices, R & D Industries, Energy Industries.

PRODUCT DESIGN AND TECHNOLOGY Why study Product Design& Technology? Designers play an important part in our daily lives. They determine the form and function of the products we use and transform ideas into drawings and plans for the creation of products that fulfil human needs and wants. Students also consider sustainability issues. Students consider the consequences of product design choices, and develop skills to critically analyse existing products and develop their own creative solutions. VCE Product Design and Technology offers students a range of career pathways in design in fields such as industrial, transport, service, interior and exhibition, engineering, fashion, furniture, jewellery, textile and ceramics, at both professional and vocational levels. This study is made up of four units: Unit 1: Sustainable product redevelopment This unit focuses on the analysis, modification and improvement of a product design with consideration of sustainability. Students consider the sustainability of an existing product, such as the impact of sourcing materials, manufacture, distribution, use and likely disposal. They consider how a redeveloped product should attempt to solve a problem related to the original product.

Unit 2: Collaborative design In this unit, you will 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. You will focus on factors including human needs and wants, function, purpose and context, aesthetics, materials and sustainability, and the impact of these factors on a design solution. Unit 3: Applying the product design process In this unit students are engaged in the design and development of a product that addresses a personal, local, or global problem (such as humanitarian issues), or that meets the needs and wants of a potential end-user/s. The product is developed through a design process and is influenced by a range of factors including the purpose, function and context of the product; user-centred design; innovation and creativity; design elements and principles; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology. Unit 4: Product development and evaluation In this unit students engage with an end-user/s to gain feedback throughout the process of production. Students make comparisons between similar products to help evaluate the success of a product in relation to a range of product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the product design factors. Pathways Information You may enjoy this subject if you like Year 10 Materials technology, to design, produce and evaluate products and enjoy being creative. VCE Product Design and Technology can provide a pathway to a range of related fields such as industrial, product, interior and exhibition design, engineering, and fashion, furniture, jewellery, textile and ceramic design at both professional and vocational levels.

PSYCHOLOGY

Why study Psychology? Psychology is the scientific study of mental processes and behaviour in humans. Biological, behavioural, cognitive and socio-cultural perspectives inform the way psychologists approach their research into the human condition. VCE Psychology enables you to explore how people think, feel and behave through the use of a bio psychosocial approach. As a scientific model, this approach considers biological, psychological and social factors and their complex interactions in the understanding of psychological phenomena. This study is made up of four units: Unit 1: How are behaviour and mental processes shaped? Human development involves changes in thoughts, feelings and behaviours. In this unit, you will investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. You will consider the complex nature of psychological development, including situations where that development may not occur as expected, and you will examine the contribution of classical and contemporary studies have made to an understanding of the brain and its functions. Unit 2: How do external factors influence behaviour and mental processes? A person’s thoughts, feelings and behaviours are influenced by a variety of biological, psychological and social factors. In this unit you will investigate how perception of stimuli enables a person to interact with the world around them and how their perception of the world can be distorted. You will also evaluate the role social cognition plays in a person’s attitude, perception of themselves and relationships with others. Unit 3: How does experience affect behaviour and mental processes? The nervous system influences behaviour and the way people experience the world. In this unit, you will examine both macro-level and micro-level functioning of the nervous system to explain how the human nervous system enables a person to interact with the world around them. You will investigate how mechanisms of memory and learning lead to the acquisition of knowledge. Unit 4: How is wellbeing developed and maintained? Consciousness and mental health are two of many psychological constructs that can be explored by studying the relationship between the mind, brain and behaviour. In this unit you will examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. You will consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning, as well as exploring the concept of a mental health continuum and analyse mental health and disorder. Pathways Information You may enjoy this subject if you like Year 10 electives Body and Mind or Biology. The study of Psychology leads to opportunities in a range of careers that involve working with children, adults, families and communities in a variety of settings.

VET SPORT AND RECREATION Why study Sport and Recreation? The VCE VET Sport and Recreation program provides students with the opportunity to acquire and develop the skills, knowledge and confidence to work in the areas of community, sport and outdoor recreation. Leadership, organisational and specialist activity skills will be developed through the units of competency undertaken in Units 1 to 4 of the selected program. The VCE VET Sport and Recreation program aims to:

• Provide participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in the sport and recreation or related industries.

• Enable participants to gain a recognised credential and to make a more informed choice of vocation or career path.

• Provide students with a study score to contribute to their ATAR. Students will participate in a range of recreation activities selected by students dependent on class interests as well as coaching and facilitating sporting activities. Pathways Information You may enjoy this subject if you like Year 9 Outdoor Education or Year 10 Sports Leadership VET subjects develop skills that can be easily transferred to the workforce. With tourism being a major local employer, students who finish this course could look for employment with local tourism providers. As a scored VCE/VET subject, completion of this course also allows students to contribute to their ATAR score and enter tertiary institutions.

STUDIO ARTS

Why study Studio Arts? VCE Studio Arts will introduce you to the role and practices of artists in society. You will develop an understanding of the way artists work in a range of cultures and periods of time, the artists’ perceptions, beliefs and actions and their relationship with the viewer. The subject will encourage and support you to recognise your individual potential as an art maker and presents a guided process to assist your understanding and development of art making. The study establishes effective art practices through the application of an individual design process to assist your production of a folio of artworks. This study is made up of four units: Unit 1: Studio inspiration and techniques In this unit you will focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks. You will explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms. Unit 2: Studio exploration and concepts In this unit, you will focus on establishing and using a studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. You will explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary. Unit 3: Studio practices and processes In this unit, you will focus on the implementation of an individual studio process leading to the production of a range of potential directions. You will develop and use an exploration proposal to define an area of creative exploration. You will plan and apply a studio process to explore and develop your individual ideas. Unit 4: Studio practice and art industry contexts In this unit you will focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to ideas resolved in Unit 3. To support the creation of artworks, you will present visual and written evaluation that explains why you selected a range of potential direction from Unit 3 to produce at least two finished artworks in Unit 4. Pathways Information You may enjoy this subject if you like Year 10 Studio Art. A range of tertiary study options are available for those passionate about the arts and several past graduates have been accepted into the best universities in Melbourne. Studying Studio Arts develops a range of practical arts skills, good observational, analytical and research skills, the ability to solve problems creatively and the skills to work both independently and in groups. Areas for employment include fine arts, galleries and management, art conservation, education, NGO’s, environment groups, museums, art therapy and arts administration. Artwork credit: ElliotJackson 2017

VISUAL COMMUNICATION DESIGN

Why study Visual Communication Design? The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. Designers create and communicate through visual means to influence everyday life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. Consequently, the study emphasises the importance of developing a variety of drawing skills to visualise thinking and to present potential solutions.

This study is made up of four units:

Unit 1: Introduction to visual communication design This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, both visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. Unit 2: Applications of visual communication within design fields This unit focuses on the application of visual communication design knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They also investigate how typography and imagery are used in these fields as well as the communication field of design.

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

Unit 4: Visual communication design development, evaluation and presentation The focus of this unit is on the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated communication needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. Pathways Information You may enjoy this subject if you like Year 10 Visual Communication or working in the school Art Academy. Visual Communication Design is a great choice if you have an interest in careers in Graphic Design, photography, illustration, Architecture, Landscape Design or Industrial/Product Design.