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1

Introduction

Thishandbookprovides informationon theVictorianCertificateof Education (VCE), theVictorianCertificateofApplied Learning(VCAL),andVocationalEducationandTrainingCourses(VET)throughspecificdetailsoncoursesandsubjectsofferedbytheCollegefor2020.

SeveralsampleVCEprogramsarealsoofferedtoprovideclearguidanceregardingpathwaysbetweenthefinalyearsofsecondaryeducation,furthertrainingandtheworkforce.Theseprogramsencouragestudentstolooktothefutureandprovideexamplesofcourses,whicharerelevanttotheworkplaceandfurtherstudywhilemeetingUniversityEntranceRequirementsfor2020and2021.

Althoughstudentsareencouragedtoplanacourseovertwoyears,theflexibilityoftheVCEandVCALallowsforstudentstochangethedirectionoremphasisoftheirstudiesasindividualaspirationsgrowanddevelop.TheVictorianCertificateofAppliedLearning(VCAL)andVocationalEducationandTrainingCourses(VET)withintheVCEallowstudentstodevelopapprovedindustrialskillsandcompetencies.

Success intheVCEandVCALprogramsisoftenacombinationofcleargoals,asolidworkethicandcarefulplanning. Alongwithparents,theteachingstaffoftheCollegeiscommittedtoprovidingstudentswiththesupportneededtoachievetheirfullpotential.Theinvolvementofstudents,teachersandparentsinthecourseselectionprocessisoftenthefirststeptosuccess.

AttendanceRequirements&Processes

GreensboroughCollegehasanattendance requirementof90% forVCE students. Those studentswithanattendance ratebelowthiswillbeatriskoffailingonattendance.Schoolapprovedexcursionsand illnesseswithanaccompanyingmedicalcertificate are NOT considered “unexplained” and therefore do not contribute towards a student’s absences. All otherreasonswillcounttowardsabsencesunlessapprovedbytheSeniorSchoolManagementTeamorPrincipal.

TheVCALandVETprogramsrequirea90%attendancerateforstudentstocompleteallrequiredtasksinclassforan‘S’.Iftasksarenotcompletedtoasatisfactorylevel,aNYCorNwillberecorded.

LatetoschoolandEarlyLeavers

Ifyourson/daughterisgoingtobelatepleasecalltheschoolorwriteanoteintheirplanner.ThestudentmustreporttotheAttendanceOfficerandsigninimmediatelyonarrival.Ifyourson/daughterneedstoleaveschoolearlypleasewriteanoteintheirplanner.Thestudentmustsign-outbygoingtotheAttendanceOfficer.Studentswhodonotfollowthisprocesswillreceiveaconsequencefortruancy.

ScheduledandUnscheduledSpares

Studentsareexpectedtobeonschoolgroundsfortheentireschoolday,regardlessoftheirtimetabledsparesorperiodswhenclassesarenotcovered(CNC).Theyareexpectedtousebothscheduledandunscheduledsparesforcompletingprivatestudy.

VictorianCurriculumAssessmentAuthorityRequirements

AVCEprogramisusuallymadeupof22unitstakenovertwoyears.Studentsmustsatisfactorilycompleteatleast16unitsinall.These16unitsmustincludeatleast3unitsfromtheEnglishgroup(Units3and4mustbepassed)andthreepairsofunit3and4sequencesinstudiesotherthanEnglish.Forexample,Units3and4ofChemistry,BusinessManagementandHistory.

AtGreensboroughCollegestudentsarerequiredtoattempt12units inYear11, i.e.6unitseachsemesterand10units inYear12,i.e.5unitseachsemester.

WhilethemajorityofYear11selectionswillbemadefromUnits1+2,highlymotivatedorcapablestudentswillbeofferedtheopportunitytoselectaUnit3+4SequencetoenhancetherangeandscopeoftheirVCEstudies.

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OutcomesandAssessmentTasks

AunitofstudywithintheVCEistheequivalentof100hoursofstudy.Itisexpectedthatschoolswillofferabout50-60hoursofformalclasstimeforeachunitofstudy.Aunitisdesignedtobecompletedin1semester.

Satisfactoryachievementofthelearningoutcomesasspecifiedineachstudydesignisthebasisonwhichastudentwillbejudgedtohavecompletedaunitofworkandreceivean“S”.

“S”meansthat;

• ThestudenthasdemonstratedthelearningoutcomesforthatunitaccordingtotheDescriptioninthestudydesignofeachsubject

• Theachievementoflearningoutcomeshasbeencompletedinasatisfactorymanneri.e.Inawaywhichmeetsthespecificationsstatedinthestudydesign.

• Theteacherisabletoattestthattheworkuponwhichthejudgmentisbasedisthestudent’sownwork.(Authenticationcanbemadebytheteacher)

“N”means

Studentswhodonot satisfactorilydisplay the learningoutcomes foraunitofwork receive“N”,Unsatisfactory. Studentsreceiving“N”willnotbecreditedwithcompletionofthatunit.

SatisfactoryCompletionofWork

1. Classwork: If students do not satisfactorily complete class-work and homework tasks assigned bytheir teachersthentheir teacherwillassignaconsequence,suchasdetention,analternativetask,contactinghome,etc.

2. A Designated Outcome Task: If a teacher designates a task as specifically contributing to the

assessmentofanoutcomethenitisarequirementforsuccessfulcompletionoftheunit.Ifthistaskisnot completed and submitted to a satisfactory standard by the due date, or if it cannot beauthenticatedas the student’sownwork, thenanNmaybegiven. The studentwill beofferedaredemptiontask(seeredemptionpolicy).

3. ScoredAssessment:Ifastudentachievesamarkoflessthan40%onanyScoredAssessment(SACorSAT)thentheywillbeawardedaUGandtheworkwillbeconsideredunsatisfactory.AnNmaythenbegivenfortheassociatedOutcome.Thestudentwillbeofferedaredemptiontask(seeredemptionpolicy).

IftheScoredAssessmentisnotcompletedbytheduedatethestudentwillreceiveagradeof“NotAssessed”,andwillbeofferedaredemptiontask.

Ifyouareawaywhenadesignatedoutcometask,orscoredassessmentisdue,yourworkwillbeacceptedwithoutpenaltyif:

Adoctor’scertificateisprovided

AND theworkissubmittedimmediatelyuponyourreturntoschool[donotwaitforthenextclass]

AND theoutcome/assessmenttaskhasnotbeenreturnedtootherstudents

Ifthereareextenuatingcircumstancestalktoyourteacher,coordinatororstudentwelfarestaff.Seniorschoolstudentsinvolvedinco-curricularactivitiessuchasparticipating insportsteams,coaching,musicalperformancesetc.should,unlessthereareexceptionalcircumstances,giveprioritytotheirtimetabledstudiesandarerequiredtoattendanyassessmentofcoursework.Wherethereisaclashbetweenaco-curricularactivityandanassessmenttaskitisthestudent’sresponsibilitytogiveatleastfiveschool-days’noticetoboththeirclassroomteacherandtheSeniorSchoolManagementTeamseekinganextension,oralternativearrangements.

90%+ A+

80%+ A

75%+ B+

70%+ B

65%+ C+

60%+ C

55%+ D+

50%+ D

45%+ E+

40%+ E

<40% UG

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Redemption[turninganNintoanSforUnits1-4]

StudentswhohavefailedanOutcome(andthereforefailedtheunit)willbegiventheopportunityofredemption.

WhenitisbecomesobviousthatastudenthasfailedanOutcometheSeniorSchoolManagementTeamwillbenotifiedofastudent’sunsatisfactoryperformanceinanOutcomebytheirteacherandtheywillarrangeameetingwiththestudenttodiscussthecausesandrelevantcircumstances.TheSeniorSchoolTeamwillalsocontactparentstoinformthemofthesituation.

Tosuccessfullycompleteredemptionastudentmayberequiredtore-submitthetaskwhichwasunsatisfactory,completeasimilar,butdifferenttask,ortomakeanotherarrangementwhichwilldemonstratethattheyhavesatisfactorilymettherequirementsoftheoutcome.Ateachermayalsoconsiderworkpreviouslysubmitted,provideditmeetstherequirementsoftheoutcome.

Redemptionwillnotaltertheoriginalmarkgivenforascoredassessment.Theredemptiontaskwillbedeemedeithertobesatisfactorilycompleted(inwhichcasethestudentwillreceiveanS)ornotsatisfactorilycompleted(inwhichcasethestudentwillreceiveanNandfailtheunit).

StudentsmayappealanydecisionmadeundertheredemptionpolicytotheGreensboroughVCEAppealsBoard.

GreensboroughCollegeVCEAppealsBoard

Providingyourappealhassomemerit,youmayapplyinwriting(formfromSeniorSchool)toeithertheSeniorProgramsLeaderortheSeniorSchoolStudentManagementLeadertoconvenetheAppealsBoard.

Theboardhastheauthoritytoupholdtheoriginaldecision,toacceptallorpartoftheoriginaldecision,toprovidealternativewaystoredeemtheworkforassessment,ortodeterminethatthestudentshouldreceiveanNfortheOutcomeandthereforetheUnit

Theboardwillconsistofatleast2ofthefollowing:

• MemberofPrincipalClass• CurriculumLeader• SeniorStudentSchoolManager(orrepresentative)• Arepresentativeofthefacultyfromtheareaofconcern(otherthantheclassroomteacher)

StatementofResults

TheVictorianCurriculumandAssessmentAuthority(VCAA)willprovidestudentswiththreetypesofstatement,eachonanA4sheetofpaper.

1. StatementofSatisfactoryCompletion:alistofallunitsattempted,withSorNshownandyearinwhichtheresultwasobtained.

2. StatementofGradesforeachUnit3and4:alistofUnit3and4sequenceswiththegradeobtained.Foreachstudy,thesumofgradeswillalsobeconvertedtoastandardisedmarkoutof50.

3. DetailedResultsforeachAssessmentTask:astatementforeachUnit3and4sequencestaken.ThiswillincludeabriefdescriptionofeachunitandthegradeobtainedforeachassessmentComponent.

TheVCAAwillalsosupplytheVictorianTertiaryAdmissionsCommittee(VTAC)withallassessmentresults.Forstudentsseekingentrancetotertiarycourses,VTACwillprovideanAustralianTertiaryAdmissionRank-ATAR,outof100(formallycalledENTER),whichwillbeusedasabasisbybothUniversitiesandTAFECollegesinthestudentselectionprocess.

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SeniorSchoolCertificates

Overthecomingmonths,studentsinYears10and11willmakeimportantdecisionsabouttheirfuture.Forstudentswhochoosetocontinuewiththeireducation,VCE,VCALandVETusuallymeansacommitmenttoatwo-yearprogramofstudy.(See‘LearningPathways’chartonnextpage).AkeyobjectiveforstudentswhenchoosingaVCEcourseofstudyshouldbetokeepasmanyopportunitiesorpathwaysforthefutureopen.ThecollegehasdesignedaprogramtoassiststudentsthroughtheprocessofmakinginformeddecisionsabouttheirVCE.Eachstudentwillbecounselledonanindividualbasistodiscussissuessuchas:

• Careerinterestsandaspirations• Schoolperformancetodate• Proposedsubjectchoicefor2020(discussedlaterinthisbooklet)

RealisticExpectations

Beforeyoumakeacommitmenttoyoursubjectchoice,askwhetherthesubjectiswithinyourcapabilityandinterest.Makesureyourexpectationsarerealistic.

SubjectChoiceandCareerPath

CertainTertiaryCourseslistoneormoresubjectsasprerequisites.Youmustachieveasatisfactorystandardinaprerequisitesubjectbeforeyourapplicationforentryintosomecourseswillbeconsidered.Somecoursesspecifyaparticularstudyscoremustbeachievedinaprerequisitesubjectbeforeconsideringanapplication.

TheVTACInternetsite,www.vtac.edu.auprovidesuptodateinformationonCoursesandCoursePrerequisitesforallUniversityandTAFECollegesavailabletostudentsonthecompletionoftheirVCE.

ProgressiontoYr.12

StudentsneedtoachieveasatisfactoryresultinaminimumofSIXUnit1and2subjects,oneofwhichmustcomefromtheEnglishgroup,beforetheymaybeofferedaYr.12programattheCollege.

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6

TheVCEandPostSchoolOptions

TheVCEaimstoprovideallstudentswithanappropriatepathwaythroughpostcompulsoryschooling.

So:

• thepursuitofhighereducation• adesiretogainemployment• thepursuitoffurthertraining

areallpathways,whichcanbecateredfor.Thesepathwaysshouldbeviewedasabeginning.InsomecasestheVCEwillbethe start of a very long journey through school, university, professional training and development. In other cases thepathwaymightleadtoacombinationoftrainingandwork.

ThePursuitofHigherEducation

Highereducationisagoalformany,butrememberUniversitiesandothertertiaryinstitutionshaveprerequisitesforentrytoparticular courses. When choosing examine prerequisites and specific requirements carefully. TheVTAChas printed theprerequisites and special requirements for entry to courses in 2020. This information can be obtained from the CareersOffice.

OrganisingYourProgram

Whatisaprogram?

Yourprogramisthecollectionofstudiesyouelecttodooverthetwoormoreyears ittakesyoutocompleteyourVCEorVCAL.Yourprogramisthepathwaytoyourfuture,andshouldreflectyourmaininterestsandgoals,whethertheseincludefurtherstudyoremployment. Forexample, ifyouhopetostudyataUniversity,CollegeofAdvancedEducationoraTAFECollegeafterleavingschool,youmustcheckcarefullythatyouaretakingstudiesthatarerequiredbytheinstitutionyouwishtoenter.

Whenorganisingyourprogramyoushould:

• Consideryourcareeroptionsandensurethatyourstudyselectionswillhelpyoutoreachyourgoal

• Youshouldbeawareofanyrequirementsforaspecificcareerorcourseyouhaveinmind

• ConsultyourCareersteacherandotherteacherswhomaybeofhelp• Carefullyassessyourinterestsandskills,andyourcapacityforsustainedwork• Includestudiesthatwilladddepthofunderstandingaswellasbreadthandvariety

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SampleStudentPrograms

SamplestudentProgramsareprovidedin:

BehaviouralScience BusinessStudies HospitalityCreativeArt Humanities PhysicalScienceSportScience PerformingArts

These programs provide a guide in organising your VCE program and give examples of the types of studies and order ofselectionoverthenexttwoyears.

It is not compulsory to do the programs listed provided you satisfy Board of Studies requirements for the VCE. Youmaydevelopyourownprogramofstudies.

BehaviouralScience

ThisprogramleadstofurtherstudiesintheareasofBehaviouralScience,Psychology,Nursing,SocialWorkandCommunityWelfare.

Year

11

ENGLISH1 PSYCHOLOGY1

HEALTH1

or

CHEMISTRY1

MATHS

METHODS1BIOLOGY1

GENERAL

MATHS1

ENGLISH2 PSYCHOLOGY2

HEALTH2

or

CHEMISTRY2

MATHS

METHODS2BIOLOGY2

GENERAL

MATHS2

Year

12

ENGLISH3 PSYCHOLOGY3

HEALTH3

or

CHEMISTRY3

MATHS

METHODS3BIOLOGY3

ENGLISH4 PSYCHOLOGY4

HEALTH4

or

CHEMISTRY4

MATHS

METHODS4BIOLOGY4

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BusinessStudies

ThisprogramleadstofurtherstudiesintheareasofCommerce,BusinessStudiesandFinancialPlanning.

Year

11

ENGLISH1

BUSINESS

MANAGEMENT1

LEGAL

STUDIES1

MATH

METHODS1ECONOMICS1

GENERAL

MATHS1

ENGLISH2

BUSINESS

MANAGEMENT2

LEGAL

STUDIES2

MATH

METHODS2ECONOMICS2

GENERAL

MATHS2

Year

12

ENGLISH3

BUSINESS

MANAGEMENT3

LEGAL

STUDIES3

MATHS

METHODS3ECONOMICS3

ENGLISH4

BUSINESS

MANAGEMENT4

LEGAL

STUDIES4

MATHS

METHODS4ECONOMICS4

Hospitality

ThisprogramleadstofurtherstudiesintheareasofHospitality,HotelManagement,FoodPreparation,TourismandBusinessManagement.

Year

11

ENGLISH1VET

HOSPITALITY1

FOODSTUDIES1 HEALTH1

BUSINESS

MANAGEMENT1

GENERAL

MATHS1

ENGLISH2VET

HOSPITALITY2

FOODSTUDIES2 HEALTH2

BUSINESS

MANAGEMENT2

GENERAL

MATHS2

Year

12

ENGLISH3VET

HOSPITALITY3

FOODSTUDIES3 HEALTH3

BUSINESS

MANAGEMENT3

ENGLISH4VET

HOSPITALITY4

FOODSTUDIES4 HEALTH4

BUSINESS

MANAGEMENT4

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CreativeArts

ThisprogramleadstofurtherstudyintheareasofFineArts,GraphicDesign,MediaStudiesandMerchandising.

Year

11

ENGLISH1VISUAL

COMMUNICATIONDESIGN1

STUDIOART1

PSYCHOLOGY1 MEDIA FREECHOICE1

ENGLISH2VISUAL

COMMUNICATIONDESIGN2

STUDIOART2 PSYCHOLOGY2 MEDIA FREECHOICE2

Year

12

ENGLISH3VISUAL

COMMUNICATIONDESIGN3

STUDIOART3 PSYCHOLOGY3 MEDIA

ENGLISH4VISUAL

COMMUNICATIONDESIGN4

STUDIOART4 PSYCHOLOGY4 MEDIA

Humanities

ThiscourseleadstofurtherstudyintheArts,Humanities,SocialSciences,TeacherEducation,YouthAffairsandCommunityServices.

Year

11

ENGLISH1

and/or

ENGLISHLITERATURE1

BUSINESSMANAGEMENT1 HISTORY1

LEGAL

STUDIES1ECONOMICS1 FREECHOICE

1

ENGLISH2

and/or

ENGLISHLITERATURE2

BUSINESSMANAGEMENT2 HISTORY2

LEGAL

STUDIES2ECONOMICS2 FREECHOICE

2

Year

12

ENGLISH3

and/or

ENGLISHLITERATURE3

BUSINESSMANAGEMENT3

HISTORY3

LEGAL

STUDIES3ECONOMICS3

ENGLISH3

and/or

ENGLISHLITERATURE3

BUSINESSMANAGEMENT4 HISTORY4

LEGAL

STUDIES4ECONOMICS4

10

PhysicalSciences

ThiscourseleadstofurtherstudyinareasofMedicine,Engineering,ChemistryandPhysicalScience,Surveying,TechnologyandComputers.

Year

11

ENGLISH1 PHYSICS1 CHEMISTRY1GENERAL

MATHS1

MATH

METHODS1MEDIA

ENGLISH2 PHYSICS2 CHEMISTRY2GENERAL

MATHS1

MATH

METHODS2MEDIA

Year

12

ENGLISH3 PHYSICS3 CHEMISTRY3FURTHER

MATHS3

MATHS

METHODS3

ENGLISH4 PHYSICS4 CHEMISTRY4 FURTHERMATHS4

MATHS

METHODS4

PerformingArts

ThisprogramleadstofurtherstudyintheareasofDance,Drama,MusicPerformance,MediaandIT.

Year

11

ENGLISH1 DRAMA1

MUSIC

PERFORMANCE1

VETDANCE1 MEDIA1 FREECHOICE

ENGLISH2 DRAMA2

MUSIC

PERFORMANCE2

VETDANCE2 MEDIA2 FREECHOICE

Year

12

ENGLISH3 DRAMA3

MUSIC

PERFORMANCE3

VETDANCE3 MEDIA3

ENGLISH4 DRAMA4

MUSIC

PERFORMANCE4

VETDANCE4 MEDIA4

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SportScience

ThiscourseleadstofurtherstudiesintheareasofPhysiotherapy,SportScience,PhysicalEducation,Humanmovement,BehaviouralScience,Outdooreducation,SportManagementandHealthSciences.

Year

11

ENGLISH1

PHYSICAL

EDUCATION1

VETSPORT&RECREATION

1

GENERALMATHS1

or

MATHSMETHODS1

BIOLOGY1

or

CHEMISTRY1

HEALTH1

ENGLISH2

PHYSICAL

EDCUATION2

VETSPORT&RECREATION

2

GENERALMATHS2

or

MATHSMETHODS2

BIOLOGY2

or

CHEMISTRY2

HEALTH2

Year

12

ENGLISH3

PHYSICAL

EDUCATION3

VETSPORT&RECREATION

3

FURTHERMATHS3

or

MATHSMETHODS3

BIOLOGY3

or

CHEMISTRY3

or

HEALTH3

ENGLISH4

PHYSICAL

EDUCATION4

VETSPORT&RECREATION

4

FURTHERMATHS4

or

MATHSMETHODS4

BIOLOGY4

or

CHEMISTRY4

or

HEALTH4

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VictorianCertificateofAppliedLearning(VCAL)

VCALaVocationalProgram

VCAL is an accredited Senior Secondary Certificate designed to improve the pathways for young people in the postcompulsoryyears.ThiscertificateisanalternativetoVCEandisofferedtostudentswhobelievetheyneedacoursebasedmoreonpracticalexperiencethanstudyingspecificskills.

VCALprovidespathwaysinto:

• TAFEtraining• Apprenticeshipsandtraineeships• Employment

Essentially,studentsstudyingVCALspendsometimeatschool,sometimeintheworkplacementandsometimeatTAFEortrainingwithanRTO,participatinginaVETcertificatecourse.

Students,willstudyacoursethatcoversthefollowingareas:

• LiteracyandNumeracy• Industryspecificskills• Workrelatedskills• PersonalDevelopmentskills• VCEUnits

OncestudentshavebeenselectedtobepartofVCAL,aprogramwillbedevisedthatbestsuitstheirneeds.

TheVictorianCertificateofAppliedLearning(VCAL)providesavocationalfocusandestablishesaconnectionbetweenthefinalyearsofsecondaryeducationandastudent’sintendedvocationalfuture.StudentsundertakingaVCALprogramwilldeveloparangeofcompetencies,whichcanleadtoemploymentintheparticularvocationalareabutcanalsoleadtobroadereducationalandworkoutcomes.

The College offers a VCAL program that forges a direct link between the senior year’s program and theworkforce. ThisprogramcombinesVCAL,VCEandTAFE (VET)units relevant to students' vocational futures aswell as a compulsoryworkplacement component. Students must successfully complete a minimum of 10 credits. Students must demonstratecompetencyineachunittoachievean‘S’.Studentsmustcompleteaportfolioofevidenceforeachunitwhichmustbedoneintheclassroomsotheteachercanauthenticatethework.Studentsmusthavea90%attendancerate.

StudentswhocompletethisprogramwillobtaintheVictorianCertificateofAppliedLearningissuedbytheVCAAaswellasseveralTAFEmodulestowardsanationallyrecognisedVocationalTrainingCertificate.

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VCAL

VCALhasbeendevelopedtopreparestudentswhowishtoentertheworkforce.WeoffertheVETcomponentsofVCALintheareasofAutomotive,Hospitality,SportandRecreationandpossiblyEducationSupportandParks&GardensatGreensboroughCollege.Througharrangementwithotherschoolsintheregion,studentshaveaccesstoafargreaterrangeofVETcourses.Thisinformationwill become available later in the year. A key component of the course is for the student to organise a one day aweekworkplacementinasuitableIndustryArea.

StudentsattheIntermediatelevel(usuallyYr.11)needtoselectwhichVETcoursetheywishtostudy.WhetheritisoneofthefiveofferedatGreensboroughoranexternalVETcourseenrolment,yourchoiceshouldbemadeknownduringtheCourseCounsellingsessionsandpaperworkfilledoutasearlyaspossible.

Students at the Senior level (usually Yr. 12) will undertake a VCAL program that may consist of: Literacy, Numeracy, PersonalDevelopmentSkills,WorkRelatedSkillsandVETcertificatestudiesaswellasaStructuredWorkplaceLearningPlacementorSchoolBasedApprenticeshipandTraining(SBAT).

Year

11

INTERMEDIATE

LITERACY

INTERMEDIATE

NUMERACY

VET

SUBJECT

INTERMEDIATEPERSONAL

DEVELOPMENTSKILLS1

INTERMEDIATEWORKRELATED

SKILLS1

PE

WORK

PLACE-MENT

INTERMEDIATEPERSONAL

DEVELOPMENTSKILLS2

INTERMEDIATEWORKRELATED

SKILLS2

ART HEALTHYLIVING

Year12

SENIOR

LITERACY

SENIOR

NUMERACY

SENIORPERSONALDEVELOPMENT

SKILLS1

SENIORWORKRELATEDSKILLS1

SENIORPERSONALDEVELOPMENT

SKILLS1

SENIORWORKRELATEDSKILLS2

CERT11inKITCHENOPS

(Partialcompletion)

CERT11inKITCHENOPS

(Partialcompletion)

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TAFE(VET)Modules

VETprogramscontainanumberofModulesdevelopedanddeliveredundertheauspicesofexternaltrainingauthorities.

StudentswishingtoundertakethiscoursewillberequiredtopayforsomeofthecostsassociatedwiththedeliveryoftheVETcomponentsandareducedenrolmentchargetotheTAFEauthority. ThesecostsaresubsidisedbytheDepartmentofEducation,butasanindicationforparents,itisexpectedthateachstudentundertakingtheProgramwouldberequiredtocontributefeeschargedbytheTAFEproviders.

TheVCALgivesyoupracticalwork relatedexperience,aswellas literacyandnumeracyskillsandtheopportunity tobuildpersonalskillsthatareimportantforlifeandworkandliketheVCEitisarecognisedqualification.

AVCALlearningprogrammustinclude:

• atleasttwoVCALunits• atleastoneliteracyunit• atleastonenumeracyunit• atleastoneunitfromtheIndustry

SpecificSkillsstrand:At the intermediate (usually Yr 11) and Seniorlevels(usuallyYr12)thismust includeaunitofstudy from aVET qualification and at least oneunitfromtheWorkRelatedSkillsstrand

• at least one unit from the PersonalDevelopmentSkillsstrand

• atleastSIXcreditsatthelevelorabove,ofwhichonemustbeliteracyandoneVCALPersonalDevelopmentSkillsunit.

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ListofSubjectsOffered2020

THEFOLLOWINGUNITSAREOFFEREDFORUNIT1+2(NORMALLYYEAR11)ORFORUNIT3+4(NORMALLYYEAR12)ORBOTH.ALISTOFCOLLEGELEVIESASSOCIATEDWITHSTUDIESFORNEXTYEARWILLBEAVAILABLEDURINGTHETERM4WITHTHEBOOKLIST.YOUWILL

FINDANINDICATIONOFTHECHARGEBELOW.

SubjectUnit1+2

(normallyYear11)Unit3+4

(normallyYear12)Code Levy Code Levy

Biology BIO1 $15 BIO3 $15BusinessManagement BUS1 $15 BUS3 $15Chemistry CHE1 $15 CHE3 $15Drama DRA1 $130 DRA3 $200Economics ECO1 $15 ECO3 $15English ENG1 $30 ENG3 $15EnglishLiterature ENL1 $35 ENL3 $35Food&Technology FOO1 $150 FOO3 $130Health&HumanDevelopment HHD1 $30 HHD3 $30History HIS1 $15 HIS3 $15LegalStudies LEG1 $15 LEG3 $15Language:Italian ITA1 $50 ITA3 $50GeneralMaths/FurtherMaths GEN1 $15 FUR3 $15MathMethods MET1 $15 MET3 $15SpecialistMaths SPE1 $15 SPE3 $15Media MED1 $50 MED3 $50

Music(Performance) MUS1$30

(+costofindividualtuition)

MUS3$30

(+costofindividualtuition)

PhysicalEducation PES1 $30 PES3 $30PhysicalEducation(forADPStudents) ADP11 $30 Physics PHY1 $15 PHY3 $15ProductDesign&Technology-Wood PDT1 $45 PDT3 $45Psychology PSY1 $15 PSY3 $15StudioArt STU1 $60 STU3 $60VisualCommunicationDesign VCD1 $50 VCD3 $50VETAutomotiveCertificateII VAU1 $300 VAU3 $300VETSport&RecreationCertificateIII VSR1 $450 VSR3 $220VETParks&GardensCertificateII VPG1 tba VPG3 Offered2020VETHospitalityCertificateII VHO1 $400 VHO3 $400VETEducationalSupportIII VES1 tba VES3 Offered2020VCAL VCAL $150 VCAL $150VET–takenatotherschools VEX1 Varies VEX3 VariesAthleticDevelopmentProgram ADP $450.00 ADP $450.00ADPAFLSquad ADPF ADP+$300.00 ADPF ADP+$300.00ADPBasketballSquad ADPB ADP+$300.00 ADPB ADP+$300.00ADPTennisSquad ADPT ADP+$900.00 ADPT ADP+$900.00Pleasenote:GreensboroughCollegemakeseveryefforttorunaprogramthatcaterstothecurriculumneedsofitsstudents.Thesubjectslistedherearealloffered,butwhileweendeavourtoprovideforthesubjectselectionsofeverystudent,therearelimitationswhichwillaffectourabilitytodoso.Thedecisiontorunasubjectin2020isdependentonarangeoffactors,includingstaffing,resourcingandthenumberofstudentswhohaveselectedthesubject.WhereapreferredsubjectcannotruntheCollegewillofferfurthercoursecounsellingandsupport.

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BIOLOGYBiology is the science of living organisms. A broad and ever-growing subject, it provides the foundation formany of thedevelopments in medicine, genetics, forensics and environmental science. Branches of biology include anatomy,biotechnology,botany,cellbiology,ecology,genetics,medicine,microbiology,molecularbiologyandzoology.Therangeofcourses and careers open to thosewho study biology is also large, from traditional subjects such as nursing, botany andzoologytobioinformaticsandmicrobiology.Biologystudentswill studythediversityof livingorganisms, thestructureandfunctionof cells, immunityanddiseases, aspectsofphysiology, thebiochemistryof lifeandhow livingorganisms interactwitheachotherand theirenvironment,heredity,genetic technologiesandhominidevolution.Studentswill learn throughpracticaldiscoveryandwilldeveloptheobservationalandlaboratoryskillsnecessaryforacareerinscienceormedicine.Unit1:HowdoLivingThingsStayAlive?Studentsexplorehoworganismsstayalive.Theywillexaminethestructureandfunctionsofcells.Theywillanalyseadaptionsandinvestigatecommunitiesandecosystemsandfactorsthataffectpopulations.Unit2:HowisContinuityofLifeMaintained?Studentswill focusonhowDNAenables the transmissionofbiological information toeachnewgeneration. This includessexual and asexual reproduction. Students will explore the relationship between genes, the regulation of genes and theenvironment.TheywilluseChromosometheorytoexplaininheritanceandconsidertheethicsofgenetictechnologies.Unit3:HowdoCellsMaintainLife?Studentsfocusonthecellasadynamicsystemofinteractingmoleculesthatdefinelife.Studentsinvestigatetheworkingsofthecellfromseveralperspectivesincluding;signaling,communication,structureandroleintheimmunesystemUnit4:HowdoesLifeChangeandRespondtoChallengesoverTime?Students focus on the continual change and challenges to which life on earth is subjected. Students investigate therelatednessbetweenspeciesandtheimpactofvariouschangeeventsonapopulation’sgenepoolandevolutionarytrends.ThesocialandethicalimplicationsofmanipulatingDNAandapplyingbiotechnologiesisalsoexplored.EntryTherearenoprerequisitesforentrytoUnits1,2and3.However,studentswhoenterthestudyatUnit3mayneedtodopreparatory work based on Unit 1 and Unit 2, as specified by the teacher. Students must undertake Unit 3 prior toundertakingUnit4.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnits1and2:Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.Units3and4:School-assessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework:16percentUnit4school-assessedcoursework:24percentEnd-of-year:60percent

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BUSINESSMANAGEMENTTheVCEBusinessManagementstudydesignfollowstheprocessfromthefirstideaforabusinessconcept,toplanningandestablishingabusiness,throughtotheday-to-daymanagementofabusiness.Italsoconsiderschangesthatneedtobemadeto ensure continued success of a business. Students develop an understanding of small, medium and large-scaleorganisations and learn about management theories and compare them with management in practice. Students alsodevelopknowledgeandskillsthatwillhelpthemtoparticipatemoreeffectivelyassociallyresponsibleandethicalmembersof the business community and as informed citizens. BusinessManagement is an excellent pathway for theworkforce orcareerareassuchasbusiness,marketing,tourismandretail.Unit1:PlanningabusinessIn this unit students explore the factors affecting business ideas and the internal and external environmentwithinwhichbusinessesoperateandtheeffectoftheseonplanningabusiness.Unit2:EstablishingabusinessThisunitfocusesontheestablishmentphaseofabusiness.This involves lookingat legalrequirements,financeandrecordkeeping,establishingacustomerbaseandmakingdecisionsaboutstaffandhowtomarketyourbusiness.Unit3:ManagingabusinessThisunitexploreskeyprocessesandissuesassociatedwithmanagingabusinesseffectivelyandefficientlyinordertoachievethebusinessobjectives.Studentswilllookatdifferenttypesofbusinessesandtheirrespectiveobjectivesaswellascorporateculture,managementstylesandmanagementskills.Unit4:TransformingabusinessIn this unit studentswill consider the issueofmanaging change for business and the importanceof leadership in changemanagement.Theywillalsolookatkeyperformanceindicatorsusedbybusinesses.EntryTherearenoprerequisitesforentrytoUnits1,2or3.StudentsmustundertakeUnit3priortoundertakingUnit4.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnits1and2Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.Units3and4School-assessedcourseworkandend-of-yearexaminationUnit3schoolAssessedcoursework:20percentUnit4school-assessedcoursework:20percentEndofYearexamination:60percent.

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CHEMISTRY

Chemistry is a key science in explaining the workings of our universe through an understanding of the properties andinteraction of substances that make up all things. Chemistry is relevant to numerous fields of endeavour, includingagriculture, art, biochemistry, dietetics, engineering, environmental studies, food, forensic science, forestry, horticulture,law, medicine, oceanography, pharmacy, sports science and winemaking. The chemistry undertaken in VCE Chemistry isrepresentativeofthedisciplineandthemajorideasofchemistry.Thisincludesstudyoftheperiodictable,materials,water,theatmosphere,chemicalanalysis,industrialchemistryandchemicalenergy.Unit1:HowcantheDiversityofMaterialsbeexplained?Students investigatethechemicalpropertiesofarangeofmaterialsfrommetalsandsaltstopolymersandnanomaterials.Studentswillbeabletoexplaintherelationshipsbetweenmolecules,atomsandnanoparticlesintermsoftheirstructureandbondingandwillbeabletorelatetheirstructurestospecificapplications.Studentswillbeintroducedtothemoleconceptandusechemistryterminologyandnotationtorepresentandexplainobservations.Unit2:WhatMakesWaterSuchaUniqueChemical?Studentsstudytheamazingphysicalandchemicalpropertiesofwater,thereactionsthatoccurinwaterandvariousmethodsof water analysis. This will involve exploring the polar nature of water, its solubility and the role of water in acid-basereactionsandredoxreactions.Unit3:HowcanChemicalProcessesbedesignedtoOptimiseEfficiency?Studentsfocusontheglobaldemandforenergyandmaterialsastheworldpopulation increases.Studentsexploreenergyoptionsandthechemicalproductionofmaterialswithreferencetoefficiencies,renewabilityandtheminimizationoftheirimpactontheenvironment.Unit4:HowareOrganicCompoundsCategorized,AnalysedandUsed?Studentfocusontheuniquecharacteristicsofthecarbonatomtoexplainthediversityandnumberoforganiccompoundsthat not only constitute living tissue but are also found in the fuels, foods,medicines and themanymaterialswe use ineverydaylife.Studentsinvestigatethestructuralfeatures,bonding,typicalreactionsandusesofthemajorfamiliesoforganiccompoundsincludingthosefoundinfood.EntryTherearenoprerequisitesforentrytoUnits1,2and3.StudentswhoenterthestudyatUnit2or3mayneedtoundertakepreparatorywork.StudentsmustundertakeUnit3priortoundertakingUnit4andinviewofthesequencednatureofthestudyitisadvisablethatstudentsundertakeUnits1to4.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnits1and2:Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.Units3and4:Schoolassessedcourseworkandanend-of-yearexamination.Unit3School-assessedCoursework:16percentUnit4School-assessedCoursework:24percentEnd-of-yearexamination:60percent

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DRAMAVCEDramausesthebodyandmindtomakeperformance.InparticularthestudyofDramafocusesoncontinuingtodevelopexpressiveskills.Bylookingatdramaticworks,studentsanalysehowskillsareusedtodevelopandperformimaginedcharacters.Studentslookatrefiningtheirownskills,techniquesandprocessesinthecreationandpresentationoftheirowndramaticworks.Studentsdemonstratetheirunderstandinganduseofcontext,applicationofstagecraftelementsandanalysisofdevelopmentandperformanceoftheirownandothersdramaticworks.Arangeofsocial,political,culturalandhistoricalsituationscanbeexploredmorefullyasDramacanprovideaformandmeaningtoexaminethematerialinmoredetailedandapersonallevel.

Unit1:IntroducingPerformanceStylesStudentsexaminestorytellingthroughthecreationoftheirownensembleperformance.TheUnitisaboutcreating,presentingandanalysingdevisedperformances.Thisincludesmakingcharactersthatarebasedonpersonal,culturaland/orcommunityexperiences.Studentsconsideroptionsfromarangeofstimulusmaterial,gaingreaterawarenessofhowperformancecanbecreatedandimprovetheircontrolofexpressiveskills.Studentslearnmoreaboutstagecraft,theatricalconventionsandperformancestylesfromarangeofsocialandculturalsituations.Unit2:CreatingAustralianDramaThisUnitholdsaspotlightonthedocumentingofstepsinfashioningapreparedsoloperformance.Studentscreate,presentandanalyseaperformancefromanAustraliancontemporaryorhistoricalcontext,basedonaperson,anevent,anissue,aplace,anartwork,atextand/oranicon.StudentsbuildonskillsandknowledgeintroducedinUnitOne,usingtherangeofstimulusmaterialtocreatethesoloperformance.Theyalsolearnhowtomanipulatetheatricalconventionsanddramaticelementsthatbelongtochosenperformancestyles.Unit3:EnsemblePerformanceThisunitfocusesonnon-naturalism.Collaborationisusedtocreate,developandpresentanensembledramaperformanceusingstimulusfromadiversifiedrangeofcontemporaryand/orculturalperformancetraditions.Non-naturalisticperformancestylesandconventionsareexploredinthecreation,developmentandpresentationoftheperformance.Studentsstrengthenperformancethroughtheuseandmanipulationofdramaticelements,expressiveskillsandperformancestyles.Appropriatestagecraftandtheatricalconventionsareused.Studentsdocumenteachofthestagesinvolvedinthecreation,developmentandpresentationoftheensembleperformance.Unit4:SoloPerformanceThisunitfocusesontheuseofstimulusmaterialandresourcesfromavarietyofsourcestocreateanddevelopcharacter/swithinasoloperformance.Theprocessesinvolvedinthecreationandpresentationofcharacter/sinsoloperformanceareanalysedandevaluated.Studentscompletetwosoloperformances.Fortheshortsoloperformancetheyfinetunetheirpracticalskillsofresearching,creating,presenting,documentingandanalysingasoloperformancework.Inthesecondsoloperformance,anextendedsoloperformanceisrequiredinresponsetoaprescribedstructurepublishedbytheVictorianCurriculumandAssessmentAuthoritywhichtheymustdevise,rehearseandperform.EntryTherearenoprerequisitesforentrytoUnits1,2and3;however,studententryintoUnit3ispreferredthroughUnits1and2.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnits1and2Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.Units3and4TheBoardofStudieswillsupervisetheassessmentofallstudentsundertakingUnits3and4.Schoolassessedtask,Schoolassessedcourseworkandanend-of-yearexamination.Units3and4school-assessedcoursework:40percentEnd-of-yearperformanceexamination:35percentEnd-of-yearwrittenexamination:25percentStudentswhoareenrolledinthissubjectareexpectedtoattendspecificexcursionstopassthissubject,asthisisarequirementsetoutfromtheVictorianCurriculumandAssessmentAuthority.

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ECONOMICSEconomicsisthestudyofhowresourcesareallocatedtomeettheneedsandwantsofsociety. Itattemptstoexplainhowandwhyindividualsbehavethewaytheydoandtheconsequencesoftheirdecisionmaking.StudyingEconomicsasasocialscienceenablesstudentstogainvaluableinsightintotheeconomicproblemsthattheymayfaceonanindividual basis and collectively as a society tomeet the needs and wants of citizens, andmay therefore assist them inmakingmoreinformedandresponsibledecisions.Unit1:ThebehaviourofConsumersandBusinessesEconomicsisadynamicandconstantlyevolvingfield.Asasocialscience,Economicsisinterestedinthewayhumansbehaveandthedecisionsmadetomeettheneedsandwantsofsociety.Inthisunitstudentsexploretheirroleintheeconomy,howthey interactwithbusinessesand thewayeconomicmodelsand theorieshavebeendeveloped toexplain thecausesandeffectsofhumanaction.Unit2:ContemporaryEconomicIssuesAsasocialscience,economicsoftenlooksatcontemporaryissueswheretherearewidedifferencesofopinionandconstantdebate. Inmost instances thedecisionsmadebyconsumers,businessesandgovernmentsmaybenefit somestakeholdersbut not others. Trade-offs, where the achievement of one economic or public policy goal may come at the expense ofanother,arethesubjectofmuchdebateineconomiccircles.Unit3:Australia’sEconomicProsperityInthisunit,studentsinvestigatetheroleofthemarketinallocatingresources,theAustralianGovernment’seconomicgoalsandtheimportanceofourinternationaleconomicrelationshipsandtrade.Unit4:ManagingtheEconomyInthisunit,studentsinvestigatehowtheAustralianGovernmentusesawiderangeofpoliciestoinfluenceeconomicgoalsandlivingstandards.EntryTherearenoprerequisitesforentrytoUnits1,2and3.StudentsmustundertakeUnit3priortoundertakingUnit4.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnit1and2ProceduresfortheassessmentoflevelsofachievementinUnits1and2areamatterforschooldecision.Units3and4School-assessedcourseworkandanend-of-yearexaminationUnit3school-assessedcoursework:25percentUnit4school-assessedcoursework:25percentUnits3and4examination:50percent

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ENGLISHThe VCE provides students with the opportunity to select a course and subjects that reflect their talents, interests andpathways. It also howevermandates the completion of an English subject, not only because sound communication skillsunderpin an ability to be successful in all other subjects, but also because an understanding of how to use English for avarietyofpurposesisnecessarytomeetthedemandsoflifepost-school–beitinfurtherstudy,employmentorsimplyasacitizen of our country and of the world. English as a subject emphasises the integration of reading, writing, speaking,listening,andthinking.Itvaluesstudentdiversityandparticularlyencourageslearninginwhichstudentstakeresponsibilityfortheirlanguagedevelopmentandthusgrowinconfidenceandinlanguageskillandunderstanding.Units1and2ThisstudyaimstodevelopcompetenceintheunderstandinganduseofEnglishforavarietyofpurposessufficienttomeetthe demands of post-school employment, further education, and participation in a democratic society. These units askstudents to read and respond to texts, both creatively and analytically, andbe able to discuss theirwriting choices usingappropriatemetalanguage.Studentswillalsoneedtodemonstratetheirabilitytocomparetheideas,themesandvaluesoftwo texts in an analytical piece of writing. In addition students will need to analyse and compare the way authors uselanguage to persuade and create their own persuasive texts. Students complete both written and oral responses,demonstratingasoundknowledgeoftheconventionsofEnglish.Units3and4ThestudyofEnglishcontributestothedevelopmentofliterateindividualscapableofcriticalandcreativethinking,aestheticappreciationandcreativity.Thisstudyalsodevelopsstudents’abilitytocreateandanalysetexts,movingfrominterpretationtoreflectionandcriticalanalysis.Throughengagementwithtexts fromthecontemporaryworldandfromthepast,andusingtexts fromAustraliaandfromother cultures, students studying English become confident, articulate and critically aware communicators and furtherdevelop a sense of themselves, their world and their place within it. English helps equip students for participation in ademocraticsocietyandtheglobalcommunity.ThisstudywillbuildonthelearningestablishedthroughUnit1and2Englishin the keydiscipline concepts: analysingand creating texts, analysingandpresentingargument (including throughanoralpresentation)andcomparingtexts.AssessmentSatisfactoryCompletionisbydemonstratedachievementofoutcomesspecifiedfortheunit.LevelsofAchievementUnit1and2Demonstratedachievementofsetofoutcomesspecifiedfortheunit.Units3and4School-assessedcourseworkandexaminations.Unit3school-assessedcoursework:25percentUnit4school-assessedcoursework:25percentEnd-of-yearexamination:50percent.EnglishasanAdditionalLanguage(EAL)Studentswhohave arrived inAustralia in thepast seven years, or are hearing-impaired,maybe eligible to apply for EALstatus.StudentsgrantedEALstatusundertakethesamecourseworkoutlinedintheEnglishUnitswithamodifiedprogram.

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ENGLISHLITERATUREEnglishLiteraturemaybestudiedeitherinsteadofEnglish,oralongsideit.Itistargetedatthosewhoparticularlyenjoytheclosereadingandcriticalanalysisofliterarytexts:classical,popular,traditionalandmodern.Itsdistinctivefocusisontheuseoflanguagetoilluminateandgiveinsightintothenatureofhumanexperience.Literatureisaninteractivestudybetweenthetext,thesocial/political/economiccontextinwhichthetextwasproduced,andtheexperienceoflifeandofliteraturethatthewriter and the reader bring to the text. The study of literature encourages students to develop their ability to thinkindependentlyandcritically.Theseskillsarerefinedthroughoutthecourseinstudents’analyticalandcreativeresponsestotexts,whichwillassistthemintheworkforceandinfutureacademicstudy.Unit1Thisunitenablesstudentstodevelopeffectivereadingstrategies,toexaminetheideasandviewsoflifewhicharepresentedintheliteraturestudiedandrelatewhattheyreadtotheirownlives.Theunitcoversvariouskindsofliteraturewithaspecialfocusonpost1950texts.SACsinUnit1involveareaderresponseoralpresentationandananalyticalessay.Unit2This unit focuses on developing reading strategies and personal responses to literature, and to an understanding of howthemes and ideas in texts relate to personal and social experiences. It covers a variety of literaturewith an emphasis onworksfromperiodspriorto1950.SACsinUnit2involveanexpositoryessayandacomparativeessay.Unit3and4Thestudyof literature isameansofexploringhumanexperience. It involvesaskingquestionssuchas:whoseexperiencesandwhat experiences are given voice in the text? How are they created through the texts use of language and literarydevices?Whatdoesthetext'srepresentationofcharactersandeventssuggestaboutthevaluesandviewsofthetext?Theseunitsexaminesuchquestionsandinvolvestudentsinanalysingarangeoftexts,developingskillsinreadingcloselyandcritically, and discussing and debating various ways of interpreting and evaluating texts. SACs in Unit 3 and 4 include acomparativeessay,literaryperspectiveessay,closeanalysis,creativeresponseandaccompanyingcommentary.AssessmentSatisfactorycompletionDemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnits1and2Demonstratedachievementofsetofoutcomesspecifiedfortheunit.Units3and4Schoolassessedcourseworkandanend-of-yearexaminationUnit3school-assessedcoursework:25percentUnit4school-assessedcoursework:25percentUnit3and4examination:50percent.

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FOODSTUDIESVCEFoodStudiesexploresfoodfromarangeofperspectives.StudentswillexamineAustralianandglobalfoodproductionsystemsandthemanyphysicalandsocialfunctionsandrolesoffood.Studentswilldeveloptheirabilitiestomakeinformedfoodchoices,whichwillenable themtotakegreaterownershipof their fooddecisionsandeatingpatterns. Studentswillresearch theeconomic,environmentalandethicaldimensionsof foodandevaluate information,marketingmessagesandnewtrends.PracticalworkisanintegralpartofFoodstudiesandincludescooking,demonstrations,creatingandrespondingto design briefs, dietary analysis, food sampling, taste testing and sensory analysis, produce analysis and scientificexperiments. This study compliments and supports further training and employment opportunities in the fields ofHomeEconomics,FoodTechnology,foodmanufacturingandhospitality.Unit1:FoodOriginsThis unit focuses on food fromhistorical and cultural perspectives. Studentswill investigateAustralian indigenous foodsprior to European settlement and how food patterns have changed since the arrival of the First Fleet. Students willinvestigatecuisinesthathave influencedAustralia’sculinaryhabits todayandconsiderthe influencethat foodtechnology,productionandglobalisationhashadonourfoodpatterns.Unit2:FoodMakersThisunit focusesoncommercialproduction industriesand foodproduction insmall scaledomesticsettings. StudentswillgaininsightintothesignificanceoffoodindustriestotheAustralianeconomyandhowtheyareabletoprovidefoodthatissafeandahighquality, tomeet theneedsof theconsumer.Studentswill compare the foodsmade inpractical classes tocommercialproductsanddesignfoodproductstosuitparticularneedsandcircumstances.Unit3:FoodinDailyLifeThis unit explores the science of food, our physical need for it and how it nourishes and sometimes harms our bodies.Studentswillinvestigatethefunctionalpropertiesoffoodandthechangesthatoccurduringfoodpreparationandcooking.Attention will be given to the influences of food choices and the ways in which food information can be filtered andmanipulated.Practicalworkwillassiststudentstounderstandfoodsciencetechnologyandtoapplyspecifictechniquestotheproductionofeverydayfood.Unit4:FoodIssues,ChallengesandFuturesThisunitfocusesonissuesabouttheenvironment,ethicsandfarmingpracticesandtheuseoftechnologies.Itexaminesthechallengesoffoodsecurity,safety,wastage,andtheuseandmanagementofwaterandland.Itwillempowerstudentswiththeknowledgeandskillstomakediscerningfoodchoices.ThepracticalcomponentofthisunitwillreflecttherequirementsoftheAustralianDietaryGuidelinesandtheAustralianGuidetoHealthyEatingfoodmodels.EntryTherearenoprerequisitesforentrytoUnits1,2and3.Units3and4mustbetakenasasequence.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedforeachunit.LevelsofAchievementUnits1&2Demonstratedachievementofsetoutcomesspecifiedfortheunit.Units3&4School-assessedcourseworkandendofyearexaminationUnit3Schoolassessedcoursework:30percentUnit4Schoolassessedcoursework:30percentEndofyearexamination:40percent

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HEALTH&HUMANDEVELOPMENT

VCEHealthandHumanDevelopmentprovidesstudentswithbroadunderstandingsofhealthandwellbeingthatreachfarbeyondtheindividual.Studentslearnhowimportanthealthandwellbeingistothemselvesandtofamilies,communities,nationsandglobalsociety.

VCEHealthandHumanDevelopmentisdesignedtofosterhealthliteracy.Asindividualsandascitizens,studentsdeveloptheirabilitytonavigateinformation,torecogniseandenactsupportivebehaviours,andtoevaluatehealthcareinitiativesandinterventions.Studentstakethiscapacitywiththemastheyleaveschoolandapplytheirlearninginpositiveandresilientwaysthroughfuturechangesandchallenges.

VCEHealthandHumanDevelopmentoffersstudentsarangeofpathwaysincludingfurtherformalstudyinareassuchashealthpromotion,communityhealthresearchandpolicydevelopment,humanitarianaidwork,alliedhealthpractices,education,andthehealthprofession.

Unit1:UnderstandingHealthandWellbeingThisunitfocusesontheconceptofhealthandwellbeing,thecomplex interplayof influencesonhealthandwellbeing,therolethatnutritionplaysinpromotinghealthandwellbeingwithalargefocusonthehealthofAustralia’syouth.Unit2:ManagingHealthandDevelopmentThis unit examines the developmental transitions from youth to adulthood and investigate factors that contribute todevelopment, health and wellbeing. Students investigate Australia’s health care system and explore a range of issuesassociatedwiththeuseofemergingtechnologies.Unit3:Australia’sHealthinaGlobalisedWorldThisunitexaminesthehealthstatusofAustraliansincludingthewaysitcanbemeasured,thevariationsinhealthstatusofdifferentgroupswithinAustraliaandhowhealthandwellbeingisandcanbepromotedinAustralia.Unit4:HealthandHumanDevelopmentinaGlobalContextThisunittakesaglobalperspectiveonachievingsustainableimprovementsinhealthandhumandevelopment.Studentslookat the difference in health status between developed and developing countries and investigate the United Nations’SustainableDevelopmentalGoalsandtheroleof theWorldHealthOrganisation inachievingsustainable improvements tohealthandhumandevelopment.EntryThere are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.However,studentswhoenterthestudyatUnit3mayneedtoundertakepreparatoryworkbasedonUnit1andUnit2asspecifiedbyteacher.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnit1and2Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.Units3and4School-assessedcourseworkandanend-of-yearexamination.Unit3School-AssessedCoursework:25percentUnit4School-AssessedCoursework:25percentEndofYearExamination:50percent

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HISTORY

Historyinvolvesinquiryintohumanactioninthepast,tomakemeaningofthepastusingprimarysourcesasevidence.Ashistoriansasknewquestions,reviseinterpretationsordiscovernewsources,freshunderstandingscometolight.Althoughhistorydealswiththeparticular–specificindividualsandkeyevents–thepotentialscopeofhistoricalinquiryisvastandformedbythequestionsthathistorianspursue,theavailabilityofsourcesandthecapacityofhistorianstointerpretthosesources.VCEHistoryreflectsthisrangeofinquirybyenablingstudentstoengagewitharangeoftimes,people,placesandideas.Unit1:TwentiethCenturyHistory1918–1939InUnit1studentsexplorethenatureofpolitical,socialandculturalchangeintheperiodbetweentheWorldWars.Unit2:TwentiethCenturyHistory1945–2000InUnit2studentsexplorethenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,economicandsocialarrangementsinthesecondhalfofthetwentiethcentury.Units3and4:RevolutionsInUnits3and4Revolutionsstudentsinvestigatethesignificanthistoricalcausesandconsequencesofpoliticalrevolution.• TheFrenchRevolutionof1789.• TheRussianRevolutionofOctober1917.EntryTherearenoprerequisitesforentrytoUnits1,2and3.StudentsmustundertakeUnit3priortoundertakingUnit4.SatisfactorycompletionTheawardofsatisfactorycompletionforaunitisbasedontheteacher’sdecisionthatthestudenthasdemonstratedachievementofthesetofoutcomesspecifiedfortheunit.Demonstrationofachievementofoutcomesandsatisfactorycompletionofaunitaredeterminedbyevidencegainedthroughtheassessmentofarangeoflearningactivitiesandtasks.LevelsofachievementUnits1and2ProceduresfortheassessmentoflevelsofachievementinUnits1and2areamatterforschooldecision.Units3and4School-assessedcourseworkandanend-of-yearexaminationUnit3School-assessedCoursework:25percentUnit4School-assessedCoursework:25percentEnd-of-yearexamination:50percent

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ITALIANStudyingalanguageotherthanEnglishisinvaluable.Itdoesnotonlyofferstudentstheabilitytoadvancetheirlinguisticskillsandcognitiveability,butitisalsobeneficialforemploymentandtravel.Itisasubjectthatenablesstudentstoentervariouscareerpaths ineducationandteaching,hospitality, interpretingservicesandvariousaspectsoftravel, justtonameafew.Theability foranemployeetospeakasecond language isvalued inmanyprofessionsandthereforecanalso improve jobprospectsforstudents.ThestudyofalanguageotherthanEnglishattheVCElevelisalsoadvantageousforentryintotertiaryinstitutions.The areas of study in Italian comprise a vast range of themes and topics, text types, kinds of writing, vocabulary andgrammar. They are common to all four units of study, and are designed to be drawn upon in an integrated way, asappropriatetothelinguisticneedsofthestudent,andtheoutcomesfortheunit.Unit1Thisunitgivesstudentstheopportunitytodeveloptheirskillsandknowledgetoestablishandmaintainaspokeninteractionin Italian. On completion of the unit students should be able to: exchangemeaning in a spoken interaction in Italian; tointerpret informationfromItaliantextsandrespond inwriting in ItalianandEnglish; topresent information,conceptsandideasinwritinginItalianforaspecificaudienceandpurpose.Unit2Thisunitgivesstudentstheopportunitytoparticipate inawrittenexchange in Italian.Oncompletionoftheunitstudentsshouldbeable: torespond inwriting in Italiantospoken,writtenorvisual texts in Italian; toanalyseanduse informationfromwritten, spokenorvisual texts toproduceanextendedwritten response in Italian; toexplain information, ideasandconceptsorallyinItaliantoaspecificaudienceaboutanaspectoftheItalianculture.Unit3Thisunitgivesstudentstheopportunitytoexpressideas,interpret,negotiateandpersuadeinItalian.Oncompletionoftheunit students should be able: to participate in a spoken exchange in Italian to resolve a personal issue; to interpretinformation from texts andwrite responses in Italian; to express ideas in a personal, informative or imaginative piece ofwritinginItalian.Unit4ThisunitgivesstudentstheopportunitytoresearchandpresentinformationonaculturalproductorpracticefromItaly.Oncompletionoftheunitstudentsshouldbeable:toshareinformation,ideasandopinionsinaspokenexchangeinItalian;toanalyse information fromwritten, spoken and viewed texts and respond in Italian; to present information, concepts andideasinevaluativeorpersuasivewritingonanItalianissue.EntryNoprerequisitesforentryintounits1,2or3.StudentsmustundertakeUnit3priortoundertakingUnit4.AssessmentDemonstration of the set outcomes for the unit will be based on the teacher assessment of the student’s overallperformanceassessmenttasksLevelsofAchievementUnit1and2Theschoolwilldeterminethelevelofachievement.Unit3SchoolAssessedCoursework:25percentUnit4SchoolAssessedCoursework:25percentExaminations: Oralcomponent12.5percentWrittencomponent37.5percent

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LEGALSTUDIESVCE Legal Studies investigates the ways in which the law and the legal system relate to and serve individuals and thecommunity. This knowledge is central to understanding the workings of contemporary Australian society. Legal Studiesexaminestheprocessesoflaw-making,disputeresolutionandtheadministrationofjusticeinAustralia.Studentsdevelopanunderstandingoftheimpactofthelegalsystemontheeverydaylivesofcitizens,andtheimplicationsoflegaldecisionsandoutcomes on Australian society. The study provides students with an appreciation of how individuals can be involved indecision-makingwithin the legal system, encouraging civic engagement and helping them to becomemore informed andactive citizens. Legal Studies caters and appeals to students who have a keen interest in the law and social justice. Thesubjectsupportsfurthertertiaryeducationoremploymentinthelegalfield(e.g. lawyer,forensicscientist,policeofficerorlegalofficer).Unit1:GuiltandliabilityThis unit introduces the legal foundations, such as the different types and sources of law and the existence of a courthierarchyinVictoria.Studentsinvestigatekeyconceptsofcriminalandcivillawandapplythesetoactualandhypotheticalcasestodetermineguilt(criminallaw)orliability(civillaw).Unit2:Sanctions,remediesandrightsThisunitfocusesontheenforcementofcriminalandcivillaw,themethodsandinstitutionsthatmaybeusedtodetermineacriminalcaseorresolveacivildispute,andthepurposeandtypesofsanctionsandremediesandtheireffectiveness.Unit3:RightsandjusticeThis unit examines themethods and institutions in the justice system and consider their appropriateness in determiningcriminalcasesandresolvingcivildisputes.StudentsconsiderthecourtswithintheVictoriancourthierarchyandotherlegalinstitutionsandbodiesavailabletoassistwithcases,whilstsimultaneouslyprotectingtherightsofindividualsandupholdingtheprinciplesofjustice.Unit4:ThepeopleandthelawThis unit explores how the Australian Constitution establishes the law-making powers of the Commonwealth and stateparliaments, 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 AustralianConstitution,byapplyinglegalreasoningandinformationtoactualcasescenarios.EntryTherearenoprerequisitesforentrytoUnit1,2and3.StudentsmustundertakeUnit3priortoundertakingUnit4.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnits1and2EachunitwillspecifyparticularworktasksandtestsforassessmentofachievementUnits3and4School-assessedcourseworkandanend-of-yearexamUnit3school-assessedcoursework:25percentUnit4school-assessedcoursework:25percentUnits3and4examination:50percent

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MATHEMATICS

PathwayforVCEMathematicsatGreensboroughCollege

Year10 Units1&2 Units3&4

Mathematicsisthestudyoffunctionandpatterninnumber,logic,spaceandstructure.Itprovidesbothaframeworkforthinkingandameansofsymboliccommunicationthatispowerful,logical,conciseandunambiguousandameansbywhichpeoplecanunderstandandmanagetheirenvironment.Essentialmathematicalactivitiesincludeabstracting,proving,applying,investigating,modellingandproblemsolving.Thisstudyisdesignedtoprovideaccesstoworthwhileandchallengingmathematicallearninginawaywhichtakesintoaccounttheneedsandaspirationsofawiderangeofstudents.Itisalsodesignedtopromotestudents'awarenessoftheimportanceofmathematicsineverydaylifeinanincreasinglytechnologicalsociety,andconfidenceinmakingeffectiveuseofmathematicalideas,techniquesandprocesses.Allstudentsinallthemathematicalunitsofferedwillapplyknowledgeandskills,model,investigateandsolveproblems,andusetechnologytosupportlearningmathematicsanditsapplicationindifferentcontexts.MultipleVCEmathematicssubjectsareavailabletocatertothevaryingabilitiesandaspirationsofawiderangeofstudents.Astrongunderstandingofmathematicsunderpinsmostindustriesandoccupationsinmodernsocietyandallowsstudentstofunctioneffectivelyintheirfuturecareersandbeincontroloftheirownpersonalfinances.Acrossallsubjectsarethreekeycomponents:(1)applyingknowledgeandskills,(2)problemsolving,and(3)useoftechnology.Thestudyismadeupofthefollowingunits:

Unit1+2 Unit3+4GeneralMaths FurtherMathsMathsMethods MathsMethodsSpecialistMaths SpecialistMaths

Skills NoMaths

NoMaths

Core GeneralMaths FurtherMaths

FurtherMaths&MathsMethods

Advanced MathsMethods MathsMethods

SpecialistMathsandMathsMethods

MathsMethods&SpecialistMathsMathematics

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Units1and2:GeneralMathematicsGeneralMathematics is designed for Year 11 studentswhowish to continuewith the study ofMathematics in their VCEprograminpreparationforawidevarietyofoccupationsandcareers.TheareasofstudyforGeneralMathematicsare:

• Statistics • Matrices• FinancialArithmetic • SequenceandSeries

The study is particularly useful for those students who also intend to study Science, Business, Physical Education, orTechnology.Units1and2:MathematicalMethodsMathsMethodsisdesignedforstudentswithstrongalgebraicskillswhowishtocompleteahigher-levelmathssubject.Theareasofstudyare:

• FunctionsandGraphs • Algebra,• Calculus • ProbabilityandStatistics

Maths Methods is particularly useful for those students who also intend to study Chemistry, Economics, Physics and/orSpecialist Mathematics. A strong understanding of Maths Methods is required in many university courses includingComputing,Dentistry,Engineering,MedicineandthemajorityofSciencedegrees.ThissubjectisrecommendedforstudentswhohavecompletedAdvancedMathsinyear10.Units1and2:SpecialistMathematicsSpecialistMaths is thehighest levelmaths subject inUnit 1 and2 and shouldbe completed alongsideMathsMethods. Itpreparesstudents tocompleteadouble-mathscourseofMathsMethods/SpecialistMaths inUnits3and4.Theareasofstudyare:

• AlgebraandStructure • ArithmeticandNumber• Discretemathematics • Geometry,MeasurementandTrigonometry• Graphsoflinearandnon-linearrelations • Statistics

Even though the areas of study match General Maths the course strongly emphasises modelling, problem solving andmathematical reasoning and covers different topics (e.g. Vectors.) Students with a high level of mathematic ability areencouragedtoconsiderthissubject.Units3and4:FurtherMathematicsFurtherMathematicsisthecontinuationofGeneralMathematics.Theareasofstudycompriseofacompulsorycoreandtwoapplicationmodules.Thecompulsorycoreareasofstudyare:

• DataAnalysis • RecursionandFinancialModellingTwoapplicationmodulesaretobestudied.Theseareselectedbytheteacher.Theapplicationmodulesare:

• Matrices • GraphsandrelationsUnit3and4:MathematicalMethodsMathematicalMethodsUnits3and4isthecontinuationofMathsMethods1and2.ItextendstheconceptsandapplicationstaughtinUnit1and2.Theareasofstudyare:

• FunctionsandGraphs • Calculus• Algebra • ProbabilityandStatistics

Unit3and4:SpecialistMathematicsSpecialist Mathematics Units 3 and 4 is a continuation of Specialist Maths 1 and 2. Specialist Maths Unit 3 & 4 isrecommended for studentswith a high level ofmathematical ability and should be completed in conjunctionwithMathsMethodsUnit3&4.Theareasofstudyare:

• FunctionsandGraphs • Algebra• Calculus • Vectors• Mechanics • ProbabilityandStatistics

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UseoftechnologyThe appropriate use of technology to support and develop the teaching and learning of mathematics is incorporatedthroughouteachunitandcourse.Inparticular,studentsareencouragedtouseComputerAlgebraSystems(CAS)calculatorstomeet the requiredoutcomes, aswell as enhance the learningof newmaterial and the applicationof thismaterial in avarietyofdifferentcontexts.EntryTherearenoprerequisitesforentrytoGeneralMathematicsorMathematicalMethodsUnits1and2.StudentsattemptingMathematicalMethods,inparticular,areexpectedtohaveasoundbackgroundinalgebra,function,andprobability.Units3and4ofastudyaredesignedtobetakenasasequence.StudentsmustundertakeUnit3ofastudybeforeenteringUnit4ofthatstudy.EnrolmentinSpecialistMathematicsUnits3and4assumesacurrentenrolmentin,orpreviouscompletionof,MathematicalMethodsUnit3and4.AssessmentTheawardofsatisfactorycompletionforaunitisbasedonadecisionthatthestudenthasdemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnits1and2The assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels ofachievementfortheseunitswillnotbereportedtotheBoardofStudies.Schoolsmaychoosetoreportlevelsofachievementusinggrades,descriptivestatementsorotherindicators.Units3and4The Board of Studies will supervise the assessment of all students undertaking Units 3 and 4. The student’s level ofachievementwillbeassessedthroughschool-assessedcourseworkandexaminationasfollows:FurtherMathematicsUnit3school-assessedcoursework:20percentUnit4school-assessedcoursework:14percentUnit3and4examination(Facts,skillsandapplications):33percentUnit3and4examination(Analysistask):33percentMathematicsMethodsUnit3school-assessedcoursework:20percentUnit4school-assessedcoursework:14percentUnit3and4examination(Facts,skillsandapplications):22percentUnit3and4examination(Analysistask):44percentSpecialistMathematicsUnit3school-assessedcoursework:14percentUnit4school-assessedcoursework:20percentUnit3and4examination(Facts,skillsandapplications):22percentUnit3and4examination(Analysistask):44percent

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MEDIA

This study is intendedtoassist students in theapplicationand interpretationofa rangeofmedia textsand theories; frommagazinesandinternetsourcestofilmandtelevision. Studentsgenerate,exploreandcommunicate ideasthroughspecificmedia forms and develop skills and techniques including scriptwriting, filming, editing and advertising. The theoreticalcomponent of the study involves investigating the historical and cultural importance ofmedia as it relates to society andspecificindustryorganisations.Unit1:MediaForms,RepresentationsandAustralianStoriesThepurposeofthisunitistoenablestudentstodevelopandunderstandingofthemediaandrepresentationswithinvariousmedia forms. Theunit involvesthestudyof the implicationsofmediatechnology for the individualandsociety. Studentsdevelop practical and analytical skills, including howmeaning is communicated through codes and conventions and howaudiencesareengagedbymediatexts. StudentsanalysearangeofAustraliantextsandexplorethecontext inwhichtheywerecreatedandconsumedbyaudiences.Unit2:NarrativeacrossMediaFormsThis unit will enable students to develop their understanding of roles within the collaborative organisation of mediaproduction.Studentsdeveloppracticalskillsduringtheirparticipationinspecificstagesofmediaproduction.Studentsalsodevelopanunderstandingofmediaindustryissuesandtheevolvingrelationshipbetweentechnologyandbroadersociety.Unit3:MediaNarrativeandPre-ProductionThepurposeof this unit is to enable students to develop anunderstandingof technical and symbolic codeswithinmediaformsandtorecognisetheroleandsignificanceofnarrative,formandgenreconventionsinmediatexts.Studentsdeveloppractical skills throughundertakingexercises related to aspectsof themediaproductionprocess and completea researchportfoliowhichexplorerelevantareasofinspirationfortheirproductions.Theydesignamediaproductionplanbasedonthisresearchforaspecificmediaformwiththerelevantspecifications,presentedasawrittenplanningdocument.Unit4:MediaProductionandIssuesintheMediaThepurposeofthisunit istoenablestudentstofurtherdeveloppracticalskills intheproductionofmediaproductsandtorealiseaproductiondesign.Organisationalandcreativeskillsarerefinedandappliedthroughoutthisprocess.Studentsalsoanalysethewaysinwhichmediatextscaninfluenceaudiencesaswellasissuessurroundingregulationofthemedia.LevelsofAchievementUnits1and2Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.Units3and4School-assessedcoursework,school-assessedtaskandanend-of-yearexamination.Unit3school-assessedcoursework:10percentUnit4school-assessedcoursework:10percentUnits3and4school-assessedtask:40percentUnits3and4end-of-yearexamination:40percent

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MUSICPERFORMANCE

VCE Music enables students to perform, compose, arrange and/or improvise music from diverse styles and traditions;demonstratemusicianship;accesspathwaysforfurthereducation,trainingandemploymentinmusic.EachunitofVCEMusicincludes:

• Musicmaking:thestudyofmakingmusicthroughdevelopingskillsinplayingoneoranumberofinstruments• Listeningandauralperception:developingskillsinlistening,auralcomprehensionandmakingacriticalresponsetomusicbyanalysing

thecharacteristicsofmusicofawiderangeofstylesandgeographicallocations;• Musiclanguage:theelementsofmusic,compositionaldevices,andwaysofpreservingarecordofworks;• Thestudyofmusicworksandapproachestomusicmakingindiversehistoricalandculturalcontexts.

Structure-Thestudyincludessixunits.Theunitsinthestudyare:

• MusicPerformanceUnits1,2,3and4• MusicInvestigationUnits3and4

EquipmentandResourcesStudents must have an instrument to practise at home. Ear plugs must be worn when using a drum kit and amplifiedequipment.Fortheperformanceprogramtheoriginalsheetmusicofprescribedsoloandensembleworkswillbepurchasedbythestudents.Exercisebookwithmanuscriptpaper,greyleadanderaserareneededformusicianshiptraining.Students who are enrolled in this subject are expected to attend specific excursions to pass this subject, as this is arequirementsetoutfromtheVictorianCurriculumandAssessmentAuthority.Entry-TherearenoprerequisitesforentrytoUnits1,2and3.StudentsmustcompleteUnit3priortoundertakingUnit4.Studentsarestronglyadvisedthataspartoftheauralcomprehensioncomponenttheyneedtobefamiliarwithrhythmicandpitchnotationconventionsusingthetrebleclef,bassclefandotherrecognizednotationsystemsapplicabletothestudent’sinstrument (e.g. tablature). To undertake Units 3 and 4 in Music Performance, students should have about three years’experience prior to Year 11 on a musical instrument or in voice. Grade 4 AMEB or equivalent is required for MusicPerformance,orbyaudition.MusicInvestigationUnits3and4aredesignedforstudentswithconsiderablemusicexperience.LevelsofAchievementUnits1and2ProceduresfortheassessmentoflevelsofachievementinUnits1and2areamatterforschooldecision.VCEMusicPerformanceUnits3and4Unit3school-assessedcoursework:20percentUnit4school-assessedcoursework:10percentExternalend-of-yearperformanceexamination:50percentExternalend-of-yearauralandwrittenexamination:20percentVCEMusicInvestigationUnits3and4Unit3school-assessedcoursework:25percentUnit4school-assessedcoursework:25percentExternalend-of-yearperformanceexamination:50percent

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PHYSICALEDUCATIONVCE Physical Education explores the complex relationships between anatomical, biomechanical, physiological and skillacquisitionprinciplestounderstandtheirroleinproducingandrefiningmovement,andexaminesbehavioral,psychological,environmentalandsocioculturalinfluencesonperformanceandparticipationinphysicalactivity.This study equips studentswith the appropriate knowledge and skills to plan, develop andmaintain their involvement inphysical activity, sport and exercise across their lifespan and to understand the physical, social, emotional and cognitivehealthbenefitsassociatedwithbeingactive. Thestudyalsopreparesstudentsforemploymentand/orfurtherstudyatthetertiary level or in vocational education and training settings in fields such as exercise and sport science, health science,education,recreation,sportdevelopmentandcoaching,healthpromotionandrelatedcareers.Unit1:TheHumanBodyinMotionAreaofStudy1:Howdoesthemusculoskeletalsystemworktoproducemovement?AreaofStudy2:Howdoesthecardiorespiratorysystemfunctionatrestandduringphysicalactivity?Unit2:PhysicalActivity,SportandSocietyAreaofStudy1:Whataretherelationshipsbetweenphysicalactivity,sport,healthandsociety?AreaofStudy2:Whatarethecontemporaryissuesassociatedwithphysicalactivityandsport?Unit3:MovementSkillsandEnergyforPhysicalActivityAreaofStudy1:Howaremovementskillsimproved?AreaofStudy2:Howdoesthebodyproduceenergy?Unit4:TrainingtoImprovePerformanceAreaofStudy1:Whatarethefoundationsofaneffectivetrainingprogram?AreaofStudy2:Howistrainingimplementedeffectivelytoimprovefitness?EntryTherearenoprerequisitesforentrytoUnits1,2and3.StudentsmustundertakeUnit3priortoundertakingUnit4.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnits1and2Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.

Units3and4School-assessedCourseworkandanend-of-yearexamination.Unit3School-AssessedCoursework:25percentUnit4School-AssessedCoursework:25percentEndofYearExamination:50percent.

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PHYSICALEDUCATION(forADPStudents)–ADP11ThissubjectmustbeselectedbyYear11studentsenrolledintheAthleticDevelopmentProgram(ADP)for2020.

This subject must be selected by students enrolled in the Athletic Development Program (ADP) for 2020. Students willcompleteeitherVCEPhysical EducationUnit 1&Unit 2 throughout theentiretyof 2020, allowing forADP fitness trainingsessionstobecompletedwithintimetabledclasstime.

TheunitsofstudyforVCEPhysicalEducationUnit1&Unit2canbeseenintheabovedescriptionforPhysicalEducation.

In 2021, students who completed VCE Physical Education Unit 1 through this ADP pathway, are still eligible to completePhysicalEducationUnits3&4andreceiveastudyscorethatcontributestowardstheirATAR.However,whilestudyingUnits3&4PhysicalEducation,participation intheADPtrainingsessionswillbeoutsideoftimetabledclasses(i.e.beforeschool,lunchandafterschool).

VisionThe ADP will provide student athletes the opportunity to upgrade their athletic performance whilst at school. Theirinvolvementwill notonlyhelp them toachieve theirpersonalbest in their sportingpursuits,butalso inall facetsof theirschoolingandinlifebeyondtheirtimeatGreensboroughCollege.

FeaturesAccessanduseofourHIGHPERFORMANCECENTREandsurroundingsportingfacilities.Asportsspecificbatteryofperformanceteststocaptureasnapshotofindividual’sstrengthsandweaknesses.Afullcomprehensivemusculoskeletalscreeningthathighlightsanybiomechanicalshortcomingsincludingadetailedinjuryhistory.Ongoingfitnessassessmentsandgoalsettingplans.Individualised,safeandsportsspecificstrengthandconditioningprogramthatincorporatestrainingprotocolstopreventinjuries,providerehabilitationandenhancetheirathleticpotentialandsportsperformance.Qualifiedandexpertsupervision/coachingwhenundertakingtheirbi-weeklyindividualisedprograms.Both100minand50mingroupstrengthandconditioningandrecoverysessionsavailableatschoolandwillincludingroutinesthatmimicthespecificwork:restratiosoftheirsport.Sportsscience/medicinesupport,includingworkshops/seminars,physiotherapyassessment,playerwelfareandnutritionsupport.Traininguniforms.

SportingSquadExtras

Qualifyingstudentscanalsochoosetoundergoelitetechnicalsportscoachinge.g.AFLSquad,BasketballSquadandTennisSquadetc.Sportssquadmemberswillincuranadditionalcostbutwillreceivemanyadditionalbenefitsincluding:Individualisedskillssessions(duringallocatedclasstimes).Contactwithelitesportspeopleincludingexperiencedqualitycoaches,rolemodelsandmentors,elitepathwayGenerators,etc.Opportunitiesforinterstate,internationaltravel&competitions.CloseaffiliationwithrepresentativeSportingClubsanduseoftheirfacilities.Playerwelfareandsportspsychologyworkshops,includingindividualgoalsetting&pathwaycounselling.Competitivepractisematchesinadditiontotheschooldivisionrounds.Squadtrainingsessionsfocusingonskills,gameplaypractise,videoreflectionandtactics.(Note:Squadsessionsaresuitableforarangeofabilitiesfromthehighlyskilledathletewhohavesightsonstate/nationallevel,aswellasthemorenewlyaspiringtalentedplayer.)

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PHYSICSPhysicsisthebasisofallscientificknowledge.Physicsisseekstounderstandhowobjectsinteractfromtheverysmalltotheverylarge.Ithasledtotheunderstandingofhowgalaxiesandatomsareformedandtheassociatedforcesthatkeepthingstogetherormovesthingsapart.ChoosingPhysicswillhelpyouunderstandallsciencesandisoftenausefulpre-requisiteformanycoursesincludingEngineering,MedicineandArchitecture.Unit1:WhatIdeasExplainthePhysicalWorld?Studentsexploresomeofthefundamentalideasandmodelsusedbyphysicistsinanattempttounderstandandexplaintheworld. They consider thermal concepts by investigating heat and assessing the impact of human use of energy on theenvironment. Students evaluate common analogies used to explain electricity and investigate how electricity can bemanipulatedandutilised. Theyexamine current scientifically accepted theories thatexplainhowmatter andenergyhavechangedsincetheoriginsoftheUniverse.Unit2:WhatdoExperimentsRevealaboutthePhysicalWorld?Thisunitrequiresthatstudentsundertakeacorestudyrelatedtomotion,oneoptionfromachoiceoftwelveoptions,andastudent-designedinvestigationrelatedtomotionand/oroneofthetwelveoptions.Inthisunit,studentsexplorethepowerofexperimentsindevelopingmodelsandtheories.Theymakedirectobservationsofphysics phenomena and examine the ways in which phenomena that may not be directly observable can be exploredincluding through indirectobservations.Students investigate theways inwhich forcesare involvedboth inmovingobjectsand in keeping objects stationary. They choose one of twelve options related to astrobiology, astrophysics, bioelectricity,biomechanics,electronics,flight,medicalphysics,nuclearenergy,nuclearphysics,optics,soundandsportsscience.Unit3:HowdoFieldsExplainMotionandElectricityStudentsexploretheimportanceofenergyinexplaininganddescribingthephysicalworld.Theyexaminetheproductionofelectricityanditsdeliverytohomes.Studentsconsiderthefieldmodelasaconstructthathasenabledanunderstandingofwhy objectsmovewhen they are not apparently in contactwith other objects. They explore the interactions, effects andapplicationsofgravitational,electricandmagneticfieldsincludingthedesignandoperationofparticleaccelerators.StudentsuseNewton’slawsandEinstein’stheoriestoinvestigateanddescribemotion.Unit4:HowCanTwoContradictoryModelsExplainBothLightandMatter?Lightandmatter–whichinitiallyseemtobequitedifferent–havebeenobservedashavingsimilarproperties.Inthisunit,studentsexploretheuseofwaveandparticletheoriestomodelthepropertiesof lightandmatter.Theyexaminehowtheconceptofthewaveisusedtoexplainthenatureoflightandanalysesitslimitationsindescribinglightbehaviour.Studentsfurtherinvestigatelightbyusingaparticlemodeltoexplainitsbehaviour.Awavemodelisalsousedtoexplainthebehaviourofmatterwhichenables students to consider the relationshipbetween light andmatter. Students are challenged to thinkbeyondtheconceptsexperiencedineverydaylifetostudythephysicalworldfromanewperspective.EntryTherearenoprerequisitesforentryintoUnits1,2and3,althoughstudentsareadvisedtotakeUnit2beforeUnit3.StudentswhoenterthestudyatUnit3shouldbewillingtoundertakesomepreparationasspecifiedbytheteacher.StudentsmustundertakeUnit3priortoUnit4.AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.LevelsofAchievementUnit1and2Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.Units3and4School-assessedcourseworkandexaminationUnit3School-assessedCoursework:21percentUnit4School-assessedCoursework:19percentEnd-of-yearexamination:60percent

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PRODUCTDESIGN&TECHNOLOGY–WOODUnit1:SustainableProductDevelopmentThisunitfocusesontheanalysis,modificationandimprovementofaproductdesignwithconsiderationtoitssustainability.InAreaofStudy1studentsconsiderthesustainabilityofanexistingproductandacknowledgetheintellectualproperty(IP)rightsof theoriginaldesigner. Workingdrawings (alsoknownasarts, tradesketches,assemblyor technicaldrawings)areused to present the preferred design option. In Area of Study 2, students produce a redeveloped product using tools,equipment,machinesandmaterials,takingintoaccountsafetyconsiderations.Theycomparetheirproductwiththeoriginaldesignandevaluateitagainsttheneedsandrequirementsoutlinedintheirdesignbrief. Unit2:CollaborativeDesignInthisunitstudentsworkinteamstodesignanddevelopaniteminaproductrangeofcontributetothedesign,planningandproductionofagroupproduct.Theyfocusonfactorsincludingend-user/s’needsandwants;function,purposeandcontextforproductdesign;aesthetics;materialsandsustainabilityandtheimpactofthesefactorsonadesignsolution.InAreaofStudy1,studentsworkboth individuallyandasmembersofasmalldesignteamtoaddressaproblem,needoropportunity and consider user-centred design factors. They design a product within a range, based on a theme; or acomponentofagroupproduct.Theyresearchandrefertoachosendesignstyleormovement.InAreaofStudy2thefinishedproductisevaluated.Unit3:ApplyingtheProductDesignProcessIn this unit students are engaged in the design and development of a product that addresses a personal, local, or globalproblem(suchashumanitarianissues),orthatmeetstheneedsandwantsofapotentialend-user/s.In Area of Study 1, students examine how a design brief addresses particular product design factors and how evaluationcriteriaaredevelopedfromtheconstraintsandconsiderationsinthebrief.Theydevelopanunderstandingoftechniquesinusingthedesignbriefasaspringboardtodirectresearchanddesignactivities. InAreaofStudy2,studentsexaminehowarangeoffactors,includingnewandemergingdigitaltechnologies,influencethedesignanddevelopmentofproductswithinindustrialmanufacturing settings. They consider issues associatedwith obsolescence and sustainabilitymodels. In Area ofStudy3,studentscommencetheapplicationoftheproductdesignprocessforaproductdesignforanend-user/s,includingwritinganindividualdesignbriefandcriteriathatwillbeusedtoevaluatetheproductinUnit4.Unit4:ProductDevelopmentandEvaluationInthisunitstudentsengagewithanend-user/stogainfeedbackthroughouttheprocessofproduction.In Area of Study 1, students use comparative analysis and evaluation methods to make judgements about commercialproduct design and development. In Area of Study 2, students continue to develop and safely manufacture the productdesigned in Unit 3, Outcome 3, usingmaterials, tools, equipment andmachines, and record andmonitor the productionprocessesandmodifications to theproductionplanandproduct. InAreaofStudy3, studentsevaluate thequalityof theirproductwithreferencetocriteriaandend-user/s’feedback.Studentsmakejudgementsaboutpossibleimprovements.Theyproducerelevantuserinstructionsorcarlabelsthathighlighttheproduct’sfeatureforanend-user/s.ExternalAssessmentThelevelofachievementforUnit3and4isalsoassessedbyanend-of-yearexamination.LevelsofAchievementUnits1and2Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.Units3and4Schoolassessedtask,Schoolassessedcourseworkandanend-of-yearexamination.Unit3school-assessedcoursework:12percentUnit4school-assessedcoursework:8percentSchoolassessedtask:50percentUnit3and4examination:30percent

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PSYCHOLOGYHumansarecomplex! InPsychologywedevelopanempatheticunderstandingof thecomplexityofhumanbehavioursandthoughts.Studentsaregiventheopportunitytoapplypsychologicalprinciplestoeverydaysituationsi.e.socialrelationships.StudyingPsychologyhelpsstudentstounderstandandexplaintheinteractionsbetweenbiological,behavioural,cognitiveandsocio-cultural factors that influence people’s thoughts, emotions and behaviours. The study of Psychology leads toopportunities in a range of careers that involve working with children, adults, families and communities in a variety ofsettings.Itcanalsohelpstudentsgainabetterunderstandingofthemselvesandimprovetheirabilitytorelatetoothersandhaveapositiveinfluenceinotherpeople’slives.

Unit1:HowareBehaviourandMentalProcessesShaped?Studentsinvestigatethestructureandfunctioningofthehumanbrainandtheroleitplaysintheoverallfunctioningofthehuman nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’spsychological functioning. They consider the complex nature of psychological development, including situations wherepsychologicaldevelopmentmaynotoccurasexpected.Studentsexaminethecontributionthatclassicalandcontemporarystudies have made to an understanding of the human brain and its functions, and to the development of differentpsychologicalmodelsandtheoriesusedtopredictandexplainthedevelopmentofthoughts,feelingsandbehaviours.

Unit2:HowdoExternalFactorsInfluenceBehaviourandMentalProcessesStudents investigate how perception of stimuli enables a person to interact with the world around them and how theirperception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception ofthemselvesandrelationshipswithothers.Studentsexploreavarietyoffactorsandcontextsthatcaninfluencethebehaviourof an individual and groups. They examine the contribution that classical and contemporary research has made to theunderstandingofhumanperceptionandwhyindividualsandgroupsbehaveinspecificways.

Unit3:TheConsciousSelfThe nervous system influences behaviour and the way people experience the world. In this unit students examine bothmacro-levelandmicro-levelfunctioningofthenervoussystemtoexplainhowthehumannervoussystemenablesapersontointeractwiththeworldaroundthem.Theyexplorehowstressmayaffectaperson’spsychologicalfunctioningandconsiderthecausesandmanagementofstress.Studentsinvestigatehowmechanismsofmemoryandlearningleadtotheacquisitionof knowledge, the development of new capacities and changed behaviours. They consider the limitations and fallibility ofmemoryandhowmemorycanbeimproved.Studentsexaminethecontributionthatclassicalandcontemporaryresearchhasmade to the understanding of the structure and function of the nervous system, and to the understanding of biological,psychologicalandsocialfactorsthatinfluencelearningandmemory.

Unit4:PsychologyConsciousnessandmentalhealtharetwoofmanypsychologicalconstructsthatcanbeexploredbystudyingtherelationshipbetweenthemind,brainandbehaviour.Inthisunitstudentsexaminethenatureofconsciousnessandhowchangesinlevelsof consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleepdisturbancesmayhaveonaperson’s functioning.Studentsexplore theconceptofamentalhealthcontinuumandapplyabiopsychosocialapproach,asascientificmodel,toanalysementalhealthanddisorder.Theyusespecificphobiatoillustratehow the development and management of a mental disorder can be considered as an interaction between biological,psychologicalandsocialfactors.Studentsexaminethecontributionthatclassicalandcontemporaryresearchhasmadetotheunderstandingofconsciousness,includingsleep,andthedevelopmentofanindividual’smentalfunctioningandwellbeing.

EntryTherearenoprerequisitesforentryinUnits1,2and3.StudentsmustundertakeUnit3priortoundertakingUnit4.However,studentswhoenterthestudyatunit3mayneedtoundertakepreparatorywork.

AssessmentSatisfactorycompletionisdeterminedbydemonstratedachievementofthesetofoutcomesspecifiedfortheunit.

LevelsofAchievementUnits1and2Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.

Units3and4Unit3School-assessedCoursework:16percentUnit4School-assessedCoursework:24percentEnd-of-yearexamination:60percent

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STUDIOARTSVCEStudioArtsintroducesstudentstotheroleandpracticesofartistsinsociety.Studentsdevelopanunderstandingofthewayartistsworkinarangeofculturesandperiodsoftime,theartists’perceptions,beliefsandactionsandtheirrelationshipwith the viewer. Through the subject,StudioArts enables students to specialise in a particular formof studio production.Studentsgenerate,exploreandcommunicateideasthroughspecificstudioformsanddevelopandusespecialisedskillsinarangeofmediaandtechniques.Unit1:StudioInspirationandTechniquesIn this unit students focus on developing an individual understanding of the stages of studio practice and learn how toexplore,develop, refine, resolveandpresentartworks.Studentsexploresourcesof inspiration, researchartistic influences,developindividualideasandexplorearangeofmaterialsandtechniquesrelatedtospecificartforms.Unit2:StudioExplorationandConceptsInthisunitstudentsfocusonestablishingandusingastudiopracticetoproduceartworks.Thestudiopracticeincludestheformulation and use of an individual approach to documenting sources of inspiration, and experimentationwith selectedmaterials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, createaestheticqualitiesandrecordthedevelopmentoftheworkinavisualdiaryaspartofthestudioprocess.Unit3:StudioPracticesandProcessesIn this unit students focus on the implementation of an individual studio process leading to the production of a range ofpotentialdirections.Studentsdevelopanduseanexplorationproposaltodefineanareaofcreativeexploration.Theyplanandapplyastudioprocesstoexploreanddeveloptheirindividualideas.Unit4:StudioPracticesandArtIndustryContextsInthisunitstudentsfocusontheplanning,productionandevaluationrequiredtodevelop,refineandpresentartworksthatlink cohesively according to the ideas resolved inUnit 3. To support the creationof artworks, studentspresent visual andwrittenevaluationthatexplainswhytheyselectedarangeofpotentialdirectionsfromUnit3toproduceatleasttwofinishedartworksinUnit4.EntryTherearenoprerequisitesforentrytoUnits1,2and3.StudentsmustundertakeUnit3priortoundertakingUnit4.AssessmentSatisfactoryCompletion.Demonstratedachievementofoutcomesspecifiedfortheunit.LevelsofAchievementUnit1and2EachunitwillspecifyparticularworktasksandtestsforassessmentofachievementUnits3and4School-assessedtasksandanend-of-yearexaminationUnit3school-assessedcoursework:5percentUnit4school-assessedcoursework:5percentUnit3and4school-assessedtask:60percentUnits3and4examination:30percent

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VISUALDESIGNCOMMUNICATIONVisual CommunicationDesign is a subject that covers all aspectsof design in a rangeof fields suchas Industrial (product)design,Environmental(architectural)designandCommunication(graphic)design.VisualCommunicationissomethingthatisallaroundusandwemakedecisionsabout iteveryday; fromchoosingadrinkoraboxofchocolates, tounderstandingarangeofsymbolsusedonsignsaroundtheworld,tonoticingamovieposteronabusshelter.Through this subject, students explore a range of digital andmanual methods to generate and develop their own visualcommunications.Througharangeofoutcomes,studentswillbetaughtavarietyofdrawingtechniquessuchasobservation,visualisationandtechnicaldrawing,aswellasdigitalmeanstocreatetheirowntypographyandcomputerrenderedimages.Throughoutthedesignstages,studentswilllearntoincorporatedesignthinkingintothecreationoftheirdesignsthroughtheapplicationofcreative,criticalandreflectivethinkingtechniques.Unit1:IntroductiontoVisualCommunicationsThisunitfocusesonusingvisuallanguagetocommunicatemessages,ideasandconcepts.Thisinvolvesthestudentsacquiringand applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible.Studentspractisetheirabilitytodrawwhattheyobserveandtheyusevisualisationdrawingmethodstoexploretheirownideasandconcepts.Studentsdevelopanunderstandingoftheimportanceofpresentationdrawingstoclearlycommunicatetheirfinalvisualcommunications.Throughoutthisareaofstudystudentswillcompletebothdigitalandmanualdesigns.Unit2:ApplicationsofVisualCommunicationswithDesignFieldsThisunitfocusesontheapplicationofvisualcommunicationdesignknowledge,designthinkingskillsanddrawingmethodstocreate visual communications to meet specific purposes in designated design fields of Industrial, Environmental andCommunication design. Students use presentation drawing methods that incorporate the use of technical drawingconventions tocommunicate information.They investigatehowtypographyand imageryareused invisualcommunicationdesignandapplydesignthinkingskillswhenexploringways inwhichimagesandtypecanbemanipulatedtocommunicateideasandconceptsinanewways.Throughoutthisunitstudentsdevelopanunderstandingofthedesignprocess.Unit3:VisualCommunicationDesignPracticesIn this unit students gain an understanding of the process designers employ to structure their thinking and communicateideaswithclients, targetaudiences,otherdesignersandspecialists.Throughpractical investigationandanalysisofexistingvisual communications, students gain insight into how the selection ofmethods, media, materials and the application ofdesignelementsanddesignprinciplescreateeffectivevisualcommunicationsforspecificaudiencesandpurposes.Theythencreate their own design brief and follow the design process through the stages of research and idea generation. Theyexperimentwiththeuseofmanualanddigitalmethods,mediaandmaterialstomakeinformeddecisionswhendevelopingtheirowndesignideasandconceptsinaccordancetotheirbrief.Unit4:VisualCommunicationDesignDevelopment,EvaluationandPresentationHavingcompletedtheirbrief,researchandgenerationofideasinUnit3,thestudentscontinuethedesignprocessinthisunitbydevelopingandrefiningtheirconceptsforeachneedasstatedintheirbrief.Theyutilisearangeofdigitalandmanualtwoand three-dimensionalmethods,mediaandmaterialsand incorporatea rangeofdesignelementsanddesignprinciples intheir conceptsand includea rangeofdesign thinking techniquesand strategies tomake informeddecisions. The studentsthenproducetwofinalpresentationsofvisualcommunicationstomeettherequirementsofthebriefandpresenttheirworkinapitchtotheirteacherandpeers.LevelsofAchievementUnits1and2Eachunitwillspecifyparticularworktasksandtestsforassessmentofachievement.Units3and4School-assessedcoursework,school-assessedtaskandanend-of-yearexamination.Unit3school-assessedcoursework:25percentUnit3and4school-assessedtask:40percentUnits3and4examination:35percent

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VET–AUTOMOTIVE-CertificateIIWanttogetyourhandsdirtybuildingandrepairingalltypesofautomotivemachines?InVETAutomotivestudentsgetthechanceto learnallabouttheAutomotive industryandapplythatknowledgetoawiderange of modern and old automobiles, using an extensive range of sophisticated tools and equipment. VET Auto givesstudentstheopportunitytoeitherfurthertheirstudiesfromYear9and10orstartafreshatYear10,11or12.Thecourseisdesigned tomirror theworkplaceenvironmentand indoing soprovidesnotonlypathways to furtherTAFEanduniversitystudies but also excellent job opportunitieswith School Based Apprenticeships and full-time apprenticeships available viarecommendationstowillingemployersoverallareasoftheAutomotiveindustry.VETAutomotiveisaninvaluablesubjectforthosewantingtolearnaboutcarsandhowtheyoperatewithknowledgeabouthowtorepairandservicethemoncetheyownavehicle,topursueworkingonautomobilesasahobbyandtothosethinkingofacareerwithinanypartoftheautoindustry.Unit1and2This subject ispartofaVocationalandEducationalTrainingProgram (VET)and includesmodules fromtheCertificate II inAutomotiveVocationalPreparationAUR020716takeninconjunctionwithBoxHillInstituteandtheVACC.AURAEA002 FollowenvironmentalandsustainabilitybestpracticeinanautomotiveworkplaceAURAFA004 ResolveroutineproblemsinanautomotiveworkplaceAURASA002 FollowsafeworkingpracticeinanautomotiveworkplaceAURETROO3 IdentifyautomotiveelectricalsystemsandcomponentsAURETR015 Inspect,testandservicebatteriesAURLTA001 IdentifyautomotivemechanicalsystemsandcomponentsAURTTA027 CarryoutbasicvehicleserviceoperationsAURTTK002 UseandmaintaintoolsandequipmentinanautomotiveworkplaceUnits3and4ThissubjectispartofaVocationalandEducationalTrainingProgramandincludesmodulesfromCertificateIIinAutomotiveStudies(PreVocational)22015VICtakeninconjunctionwithBoxHillInstitute.AURAFA003 CommunicateeffectivelyinanautomotiveworkplaceAURETK003 OperateelectricaltestequipmentAURETR006 SolderelectricalwiringandcircuitsAURETR048 ConstructandtestbasicelectroniccircuitsAURTTE007 Dismantleandassemblesinglecylinderfour-strokepetrolenginesAURTTE008 Dismantleandassemblemulticylinderfour-strokepetrolenginesAURTTJ003 RemoveandreplacewheelandtyreassembliesEntryCompletionoftheCertificateinAutomotivetakes2years.

LevelsorAchievementandAssessmentTrainingpackagesusedbyGreensboroughCollegetofacilitateCertificateIIinAutomotiveStudieshavebeendevisedbyBoxHill TAFE and have specific requirements regarding demonstration of competence and appropriate assessment ofcompetence. As a competency-based program, thismeans that studentsmust demonstrate required competencies at anappropriate industry standard. Assessment is ongoing and students are graded as "competent (S)" or "not yet competent(NYC)".

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VET-EDUCATIONSUPPORT-CertificateIIIThiscourseisnewtoGreensboroughCollegefor2020.IfasufficientnumberofstudentsfromGreensboroughCollegeandtheNMVC schools enrol, this coursewill run in conjunctionwithMelbourne Polytechnic andwill be based at GreensboroughCollege.PATHWAYSFOREDUCATIONSUPPORTCertificateIIIinEducationSupportCertificateIVinEducationSupportWithadditionaltrainingandexperiencepossiblefuturecareeropportunitiesmayincludeworkinthefollowingsectors:•EducationAssistant•IndigenousLanguageandCultureAssistant•EducationAssistantinawidevarietyofEducationalsettings•EducationOfficer•Withextrastudy(TertiaryDegree)–Pre–school,Primary,SecondaryorSpecialEd.TeacherTHISCOURSEMAYINCLUDE•Supportbehaviourofchildrenandyoungpeople•Assistintheimplementationofeducationalprograms•Contributetostudenteducationatalldevelopmentlevels•SupportthedevelopmentofLiteracyandorallanguageskills•SupportthedevelopmentofNumeracyskills•Contributetothehealthandsafetyofstudents•Supportstudentswithadditionalneeds

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VET-HOSPITALITY-CertificateIITheHospitalitycourseisrunovertwoyearsandconcentratesontheskillsandknowledgerequiredtoworkinacommercialkitchen.Thecourseiscompetencybasedandrequiresallunitscompletedtoacompetentstandardtoattainapass.Thereare12coreunitsand2electiveunitsthatarecoveredoverthetwoyears.Atthecompletion,andsatisfactorypassforall14unitsofwork, studentswill receiveaCertificate II inHospitality (KitchenOperations).StudentscanalsositanendofyearexamwhichwillcontributetotheirATARscore.Thesubjectislargelyhandsonrequiringskillsthattranslatetoaworkenvironment.Itwouldappealtostudentswhoeitheralreadyhaveastrongknowledgebaseincookingorwhoenjoycookingandwanttoimprove their skills. Whilst this course is hospitality based, the skills and work ethic required can transfer to any workenvironment.TheVCEVETSIT20416CertificateIIKitchenOperationsProgramisdrawnfromanationaltrainingpackageandoffersportablequalificationswhicharerecognisedthroughoutAustralia.Thesequalificationsprovidestudentswiththeknowledgeandskillstopreparethemforadiverserangeofoccupationsinthehospitalityindustryincludingcommercialcookeryandcatering.Itprepares students with a range of food preparation and cookery skills to prepare food andmenu items. It includes thefollowingUnits:Unit1&2SITXFSA001 UsehygienicpracticesforfoodsafetySITXWHS001 ParticipateinsafeworkpracticesSITHCCC001 UsefoodpreparationequipmentSITHKOP001 CleankitchenpremisesandequipmentSITHCCC002 PrepareandpresentsimpledishesBSBSMM201 CommunicateintheworkplaceSITHCCC005 PreparedishesusingbasicmethodsofcookerySITXINV002 MaintainthequalityofperishableitemsBSBWOR203 WorkeffectivelywithothersUnit3&4SITHCCC006 PrepareappetisersandsaladsSITHCCC007 Preparestocks,saucesandsoupsSITHCCC012 PreparepoultrydishesSITHCCC008 Preparevegetables,fruit,eggsandfarinaceousSITHCCC0011 UsecookeryskillseffectivelyLevelsofAchievementandAssessmentThisisacompetency-basedprogram,whichmeansthatstudentsmustdemonstraterequiredcompetenciesatanappropriateindustry standard.Studentsaregradedas "competent"or "notyet competent".Assessment isongoingandmaybe in theform of observation, written tasks, practical demonstrations or satisfactory completion of a project. Students may beexpectedtoattendstructuredworkplacement tohaveskillsandcompetenciesassessedonthe job.Pleasecheckwith theprogramcoordinatorforexpectedworkplacementdates.Notethesemaybeoutsideofnormalschoolhours.

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VCE/VETSPORTANDRECREATION-CertificateIII

The Certificate III in Sport and Recreation (SIS30510) is a nationally accredited Certificate designed for students who areinterestedinpursuingacareerinthesportandrecreationindustry.Theprogramhasastrongfocusonthefitnessindustryutilising the school’s ‘High PerformanceCentre’ and Sports Stadium for practical applicationof the content. It has a very‘handson’approachusingpracticalactivitiesandafitnesscamptomeetthecompetenciesofthecertificate.Thistwo-yearprogramgivesasatisfactorycompletionofVCEUnits1&2(endofyear1)andUnits3&4(endofyear2).Thescoredassessmentsinyear2,allowstudentstogainaStudyScoreforUnits3&4whichwillcontributetowardstheirATAR.STRUCTUREVCEVETUnits1&2(Sample)VCAACoreUnitsBSBWOR301B OrganisepersonalworkprioritiesanddevelopmentHLTAID003 ProvidefirstaidHLTWHS001 ParticipateinworkplacehealthandsafetyICTWEB201 UsesocialmediatoolsforcollaborationandmanagementSISXCAI003 ProvidequalityserviceSISXEMR201A RespondtoemergencysituationsChosenElectives30hoursofelectivesarerequiredtobechosenfromtheVCAASportandRecreationBooklet.Theelectiveschosenfor2020are:SISSSOF101 DevelopandupdateofficiatingknowledgeSISXIND006 Conductsport,fitnessorrecreationeventsVCEVETUnits3&4(Sample)VCAACoreUnitsBSBWHS303 ParticipateinWHShazardidentification,riskassessmentandcontrolSISXCAI004 PlanandconductprogramsSISSSPT303A Conductbasicwarm-upandcool-downprogramsSISXCAI006 FacilitategroupsSISXRES002 EducateusergroupsElectiveSubjects40hoursofelectivesarerequiredtobechosenfromtheVCAASportandRecreationBooklet.Theelectiveschosenfor2020are:SISSSCO101DevelopandupdateknowledgeofcoachingpracticesLevelsofAchievementandAssessmentThisisacompetency-basedprogram,whichmeansthatstudentsmustdemonstraterequiredcompetenciesatanappropriateindustry standard.Studentsaregradedas "competent"or "notyet competent".Assessment isongoingandmaybe in theform of observation, written tasks, practical demonstrations or satisfactory completion of a project. Students may beexpectedtoattendstructuredworkplacement tohaveskillsandcompetenciesassessedonthe job.Pleasecheckwith theprogramcoordinatorforexpectedworkplacementdates.Notethesemaybeoutsideofnormalschoolhours.

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VET–PARKSANDGARDENS-CertificateIIAnewcoursefor2020,ParksandGardensCertificateIIwillberunatGreensboroughCollegeinassociationwithChisholmTAFEandatep.ThiswillbestructuredtoprovideaninsightintomanyareasofHorticulture.ThecoursewillbeofferedasanSBATandstudentswilltheirTAFEcomponentatGreensboroughCollege.Someoftheareastobecoveredare:

• GroundsKeeping• NurseryProduction• Landscaping• Planting• GardenMaintenance• WorkplaceCommunication• WorkHealth&SafetyProcesses

LevelsofAchievementandAssessmentThisisacompetingbasedprogram,whichmeansstudentsmustdemonstrateappropriateindustrystandards.Assessmentisongoingandmaybeintheformofobservation,writtentasks,practicaldemonstrationsandcompletionofpracticalprojects.StructuredWorkPlacementisbuiltintothecourseandcompetencieswillalsobeassessedonthejob.

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