2024 Senior Subject Information Booklet

VCE

The

Overview of Subject Selections

Years 11 & 12 English Literacy (VCE VM)

Systems

Visual

Welcome | Senior Academic Program

How exciting! You are reading this booklet because you are contemplating what your pathway will look like in 2024. As you will see as you flick through the pages, we offer a huge selection of subjects to help you explore your pathway options, even if you’re still not sure what that looks like yet.

Remember, alongside this booklet, there are lots of people who are there to help you if needed: your House Mentor, Head of House, our Careers Counsellors, Chaplains, the Learning Support Team, a VCE Coordinator, a Vocational Pathways Coordinator and, of course, your subject teachers.

From 2024, enrolment options for Year 11 and 12 students will include:

• the Victorian Certificate of Education (VCE ATAR)

• the Victorian Certificate of Education Vocational Major (VCE VM)

• the Victorian Pathways Certificate (VPC).

The Victorian Certificate of Education (VCE) is a senior secondary certificate designed to be completed by students over a minimum of two years. It is the certificate that the majority of students in Victoria receive on satisfactory completion of their secondary education. The VCE provides diverse pathways to further study or training at university or TAFE and to employment. An overview of the VCE requirements can be found on page 13. All VCE subjects offered at Christian College are then described from pages 14 to 70.

The VCE Vocational Major (VM), has expanded to include the Vocational Major, meaning students can study a new 2-year vocational and applied learning program within the VCE. The VCE Vocational Major will prepare students to transition successfully into apprenticeships, traineeships, further education and training, university (through alternate entry programs) or directly into employment. Information on the VCE Vocational Major can be found on pages 8-11.

The Victorian Pathways Certificate (VPC) is an inclusive year 11 and 12 certificate that will meet the needs of those students not able or ready to complete a Senior Secondary certificate at the VCE level. The VPC provides students with a standardsbased certificate and has been developed to be flexible, without a mandated period in which a student must complete the certificate. This allows students to complete it in a timeframe that suits their capability. It will provide an enriched curriculum and excellent support for students to develop the skills, capabilities and qualities for success in personal and civic life. The VPC will support students to transition to the VCE, entry level VET or employment. Page 7 explains the VPC.

The Victorian Government states that senior secondary education is about developing and realising every student's potential. At Christian College Senior School, we do that by helping you grow your passions, know your purpose and explore your pathways.

Happy reading!

Rick Geall

Mr Rick Geall

Learning Pathways

Learning Pathways

Year 11 & 12 Pathways

Victorian Pathways Certificate (VPC)

• Is based on applied learning principles

• Standalone Foundation Course for Year 11 & 12 students at an Australian Qualifications

Framework Level 1

• Pathway to Entry Level VET or Employment

• Minimum of 12 Units

• Can include VCE units, VET and structured workplace learning

• Standards based assessment, no external assessment. No ATAR

TRAINING TAFE or School, Industry, RTO

STRUCTURED WORKPLACE LEARNING

Victorian Certificate of Education (VCE)

• The VCE is a senior secondary certificate designed to be completed by students over a minimum of two years.

• Units 1 & 2 can be completed as single units Units 3 & 4 are designed to be taken as a sequence

• Transition into apprenticeships, traineeships, further education and training, employment, or university via alternative pathways VCE VM or directly into university VCE (ATAR).

VCE Vocational Major (VCE VM)

• Students’ study 12 semester length units in Year 11 and 10 units in Year 12 with an applied learning and vocational focus. VET or a School Based Apprenticeship or Traineeship (SBAT) must be included. Structured workplace learning (SWL) is recommended.

• Standards based assessment with no external assessment. Students can choose to be scored or unscored if studying VCE or VCE VET Unit 3&4 sequences. No ATAR.

Vocational Education and Training (VET)

Other VET Certificates

SCHOOL BASED APPRENTICESHIP AND TRAINEESHIP

Employment / Apprenticeship / Traineeship

Victorian Certificate of Education (VCE ATAR)

• Students’ study 12 semester length units in Year 11 and 10 semester length units in Year 12. VET is an option. A School Based Apprenticeship or Traineeship (SBAT) and Structured workplace learning (SWL) are not options at Christian College.

• Standards based assessment with an external examination leading to an ATAR for direct university entry.

TAFE certificate II, III, IV, Diploma, Advanced Diploma

Higher Education University

VOCATIONAL PATHWAYS CERTIFICATE (VPC)

VPC | VICTORIAN PATHWAYS CERTIFICATE

Overview

The Victorian Pathways Certificate (VPC) is a new Year 11 and 12 certificate for students who are not able or ready to complete the VCE or VCE VM. It provides an enriched curriculum and excellent support for students to develop the skills, capabilities, and qualities for success in personal and professional life.

The VPC is suitable for students whose previous schooling experience may have been disrupted for a variety of reasons, including students with additional needs, students who have missed significant periods of learning and vulnerable students at risk of disengaging from their education.

Students will gain the skills, knowledge, values, and capabilities to make informed choices about pathways to transition either to the VCE VM or to entry level VET or employment. The curriculum accommodates student aspirations and future employment goals.

VPC learning programs connect students to industry experiences and active participation in the community. Through participation in the VPC students will gain necessary foundation skills to allow them to make a post-schooling transition.

Please note: that the Victorian Pathways Certificate will be subject to student enrolment.

Satisfactory completion of the VPC

The minimum requirements are satisfactory completion of 12 units which must include:

• at least two units of VPC Literacy (or units from the VCE English group including VCE VM Literacy)

• at least two units of VPC Numeracy (or units from the VCE Mathematics group including VCE VM Numeracy)

• at least two VPC Personal Development Skills units

• at least two VPC Work Related Skills units.

Students can also include units from VCE studies, VCE VM studies, and VET units of competency and receive structured workplace learning recognition (SWLR). Many students will undertake more than 12 units over the VPC.

The VPC is designed to be delivered in Year 11 and 12 and has a flexible duration that may be completed in a minimum of 12 months depending on a student’s individual learning plan.

The VPC has four studies. These are:

• Literacy enables the development of knowledge, skills, and capabilities relevant to reading, writing and oral communication and their practical application in the contexts of everyday life, family, employment, further learning, and community.

• Numeracy enables students to develop their everyday numeracy practices to make sense of their personal, public, and future vocational lives. Students develop foundational mathematical skills with consideration of their personal, home, vocational and community environments and contexts, and an awareness and use of accessible and appropriate technologies.

• Work Related Skills (WRS) enables the development of knowledge, skills, and personal attributes relevant to further education and employment. The study also provides practical, authentic opportunities for students to develop employability skills.

• Personal Development Skills (PDS) focuses on understanding and caring for self, and then engagement with community.

Each VPC study has two or four units. Each VPC unit of study has modules with specified learning goals. A VPC unit can only be satisfactorily completed once all modules within that unit have been completed.

Students are assessed through a range of activities and reported as S (Satisfactory) or N (Not Yet Complete). There are no external assessments of VPC studies. VPC studies do not contribute to the ATAR.

VCE VOCATIONAL MAJOR (VCE VM)

VCE VM | VOCATIONAL MAJOR

Overview

The VCE Vocational Major (VM) is a new two year vocational and applied learning program within the VCE that prepares students to transition into apprenticeships, traineeships, further education and training, and university (via non-ATAR pathways).

The purpose of the VCE VM is to provide students with the best opportunity to achieve their personal goals and aspirations in a rapidly changing world by equipping them with the skills, knowledge, values, and capabilities to be active and informed citizens, lifelong learners, and confident and creative individuals. They are empowered to make informed decisions about the next stages of their lives through real life workplace experiences. The VCE VM gives students in-demand and transferable skills needed for the future world of work.

There is no external assessment for Unit 3& 4 VCE VM subjects Literacy, PDS and WRS. Students studying other VCE subjects can choose to do these either scored or unscored. Students enrolled in the VCE VM do not receive an ATAR.

Completing the VCE VM requirements means that students have also completed the requirements of the VCE.

Most students will undertake 20 units of study over the two years for the VCE VM.

Satisfactory Completion of VCE VM

To be eligible to receive the VCE VM, students must satisfactorily complete a minimum of 16 units, including:

• 3 VCE VM Literacy or VCE English units (including a VCE unit 3–4 sequence)

• 2 VCE Mathematics units

• 2 VCE VM Work Related Skills units

• 2 VCE VM Personal Development Skills units, and

• 2 VET credits at Certificate II level or above (180 nominal hours)

Students must complete a minimum of four VCE unit 3–4 sequences as part of their program.

Fees

VCE VM students also qualify for a College tuition fee subsidy in respect of time based off campus for work placement and vocational training.

The VCE VM has four unique study areas:

• VCE VM Literacy enables the development of knowledge, skills, and capabilities relevant to reading, writing and oral communication and their practical application in the contexts of everyday life, family, employment, further learning, and community. Please see page 15 for more information.

• VCE VM Numeracy enables students to develop their everyday numeracy practices to make sense of their personal, public, and future vocational lives. Students develop foundational mathematical skills with consideration of their personal, home, vocational and community environments and contexts, and an awareness and use of accessible and appropriate technologies. Please see page 20 for more information.

• VCE VM Work Related Skills (WRS) enables the development of knowledge, skills, and personal attributes relevant to further education and employment. The study also provides practical, authentic opportunities for students to develop employability skills. Please see page 11 for more information.

• VCE VM Personal Development Skills (PDS) focuses on understanding and caring for self, and then engagement with community. Please see page 10 for more information.

Each VCE VM study has two or four units. Each VCE VM unit of study has modules with specified learning goals. A VCE VM unit can only be satisfactorily completed once all modules within that unit have been completed.

Students are assessed through a range of activities and reported as S (Satisfactory) or N (Not Yet Complete).

The VCE VM can be tailored to the needs and interests of the student, to keep them engaged while developing their skills and knowledge. Over the two VCE years students can substitute VCE VM subjects with other VCE subjects, VET and/or School Based Apprenticeships and Traineeships (SBAT) providing the minimum requirements for the pathway are met. Students can receive structured workplace learning recognition through structured work placement (SWL) supported by their VET course.

Please note: Estimated cost of $300 with a time impact of three days, for overnight camp experiences within this program. Charged to fee account.

VCE VM | VOCATIONAL MAJOR PERSONAL DEVELOPMENT

VCE Vocational Major Personal Development Skills (PDS) takes an active approach to personal development, self-realisation, and citizenship by exploring interrelationships between individuals and communities. PDS focuses on health, wellbeing, community

YEAR 11

UNIT 1 - Healthy individuals

This unit focuses on the development of personal identity and individual pathways to optimal health and wellbeing. Students use findings to enhance an understanding of community cohesion, community engagement and how sense of identity may affect outcomes in different contexts.

Students investigate the elements of emotional intelligence and begin to develop an awareness of interrelationships between communities and the health and wellbeing of individuals.

They investigate local health-promoting organisations and resources and play an active, participatory role in designing and implementing activities or mechanisms to improve health and wellbeing.

UNIT 2 - Connecting with community

This unit focuses on the benefits of community participation and how people can work together effectively to achieve a shared goal. Students will look at the relationships between active citizenship, empathy and connection to culture, and individual health and wellbeing.

Students reflect on relationships between community issues, social cohesion, and health and wellbeing, and the importance of clear information and communication. Students investigate how communities may be called upon to support individual members and identify effective strategies for creating positive community change.

There will be opportunities for students to have input into community projects.

engagement and social sciences, and provides a framework through which students seek to understand and optimise their potential as individuals and as members of their community.

YEAR 12

UNIT 3 - Leadership and teamwork

This unit considers the role of interpersonal skills and social awareness in different settings and contexts. Students examine leadership qualities and how they can be applied to the achievement of goals within personal and community contexts.

They explore key components of effective teamwork and reflect on how to lead and contribute within a team context through a collaborative problem-solving activity.

UNIT 4 - Community project

This unit focuses on student participation in an extended project relating to a community issue. Students will identify environmental, cultural, economic, and social issues affecting the community and select one for an extended community project.

Students engage in planning, implementing, and evaluating a response to a selected community issue. They conduct research, analyse findings, and make decisions on how to present work. Students will present the project to an appropriate audience of peers or community members.

There will be opportunities for students to have input into community projects.

VCE VM | VOCATIONAL MAJOR WORK RELATED SKILLS

VCE Vocational Major Work-Related Skills (WRS) examines a range of skills, knowledge, and capabilities relevant to achieving individual career and educational goals. Students will develop a broad understanding of workplace environments and the future of work and education, to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway.

UNIT 1 - Careers and learning for the future

(Year 10 VET students who have successfully completed this unit should select an alternative VCE subject)

This unit recognises the importance of sourcing reliable information relating to future education and employment prospects to engage in effective pathway planning and decision-making.

Students will investigate information relating to future employment, including entry-level pathways, emerging industries, and growth industries and trends, and evaluate the impact of pursuing employment in different industries. Students will reflect on this research in the context of their individual skills, capabilities, and education and/or employment goals.

UNIT 2 - Workplace skills and capabilities

As the nature of work changes over time, so do the skills and capabilities needed for success. Fundamental to achieving personal goals relating to future education and employment is the ability to recognise and develop individual skills and capabilities that are valued in a chosen pathway.

Students will consider the distinction between essential employability skills, specialist and technical work skills and personal capabilities, and understand the importance of training and development to support the attainment and transferability of skills. They collect evidence and artifacts relating to their personal skills and capabilities and promote them through resumes, cover letters and interview prepar-ation.

The study considers four key areas:

• The future of work.

• Workplace skills and capabilities.

• Industrial relations and the workplace environment and practice.

• The development of a personal portfolio.

Students will have the opportunity to apply the knowledge and skills gained from this study in the classroom environment and through Structured Workplace Learning (SWL)

YEAR 12

UNIT 3 - Industrial relations, workplace environment and practice

This unit focuses on the core elements of a healthy, collaborative, inclusive and harmonious workplace and is separated into three main areas:

• Wellbeing, culture, and the employee-employer relationship

• Workplace relations, and

• Communication and collaboration.

Students learn how to maintain positive working relationships with colleagues and employers, understanding the characteristics of a positive workplace culture and its relationship to business success. They investigate key areas relating to workplace relations including methods for determining pay and conditions, workplace bullying, workplace discrimination, workplace harassment and dispute resolution.

UNIT 4 - Portfolio preparation and presentation

Portfolios are a practical and tangible way for a person to communicate relevant skills, experiences and capabilities to education providers and future employers. Students will develop and apply their knowledge and skills relating to portfolios, including the features and characteristics of a high-quality physical and/or digital portfolio. The unit culminates in the formal presentation of a completed portfolio in a panel style interview and an evaluation of the end product.

VICTORIAN CERTIFICATE OF EDUCATION (VCE)

VCE | VICTORIAN CERTIFICATE OF EDUCATION (ATAR)

Overview

• The Victorian Certificate of Education (VCE) is a senior secondary certificate designed to be completed by students over a minimum of two years.

• Students have the opportunity to design individual course programs to establish a range of career pathways.

• Units 1 & 2 can be completed as single units but Units 3 & 4 are designed to be taken as a sequence.

• Christian College students will undertake 22 semester length units of study. Twelve units of study in Year 11 and ten units of study in Year 12.

• When choosing subjects, we recommend that students undertake a variety of subjects that will cater for a range of course options and career pathways.

Satisfactory Completion of VCE

The minimum requirement is satisfactory completion of 16 units which must include:

• three units from the English group (English/Literature) including a Unit3-4 sequence.

• at least three other sequences of Unit 3 & 4 studies other than English

• VCE subjects belong to “groups”. Please note the following in relation to groups and ATAR calculation. No more than two LOTE (Language other than English) or two Mathematics or two Music or two Information Technology or two History or two English studies can be counted towards a student’s ATAR. Student may choose to study three or more subjects in these groups, and they will count as VCE units, but only two of these from any one group can contribute to a student’s final four subjects that make up the ATAR.

Selection into Tertiary Courses

Any student who is contemplating applying for a tertiary course must refer to the relevant publication ‘Victorian Tertiary Entrance Requirements’ before making their course selections.

There are copies of this publication available on overnight loan from the Senior School library.

Selecting a Course at Year 11

Students will be required to undertake:

• Twelve units of study: six units in Semester One and six units in Semester Two

• A minimum of two units of English and/or Literature and/ or language

Selecting a Course at Year 12

When considering your choice of subjects for Year 12 you will need to ensure that your choices satisfy:

• The requirements for the satisfactory completion of VCE.

• Any pre-requisites set by Tertiary Institutions.

In Year 12, Christian College students are expected to undertake five Unit 3 & 4 studies. Students wishing to reduce their study load must produce evidence in writing of exceptional circumstances to the VCE Panel.

Unit 3-4 Acceleration

A Year 11 student “accelerates” when they take a Unit 3-4 VCE subject in Year 11. There are a number of advantages to undertaking a Unit 3-4 subject in Year 11:

• It helps students gain exposure to the academic expectations of the Unit 3-4 VCE.

• Completion of a Unit 3-4 subject in Year 11 can assist with tertiary entrance requirements (ATAR).

Typically, a student will be required to successfully complete the equivalent Unit 1-2 subject in Year 10 in order to undertake Units 3 & 4 in Year 11.

• Attendance rate at 80% or higher.

• High levels of self-management, organisation, timemanagement and self-discipline.

• Consistently high achievement across core studies in the previous year and semester one, this includes an average of B+, 75% or higher across all subjects.

• A mature approach to learning and College life in general.

• Meet the subject specific criteria for the accelerated subject as indicated in the subject information booklet.

It should be noted that there can be increased demands upon the student in accelerated subjects in general. Acceleration applications require careful consideration from students and families and should be discussed with Careers Development Practitioners and subject teachers.

Further information regarding subject-specific criteria and acceleration options, will be made available at the Subject Information Evening.

The online Subject Acceleration requests form can be located via the Senior School Hub.

ENGLISH

VCE VOCATIONAL MAJOR | LITERACY

VCE Vocational Major Literacy focuses on the development of the knowledge and skills required to be literate in Australia today. It aims to develop their everyday literacy skills through thinking, listening, speaking, reading, viewing, and writing to meet the demands of the workplace, the community, further study, and their own life skills, needs and aspirations.

YEAR 11

UNIT 1

Literacy for personal use focuses on the structures and features of a range of texts – print, visual and film – and the personal reasons readers may have for engaging with these texts. Understanding and creating digital texts - Students build on their digital literacy skills to critically assess digital texts, including webpages for vocational and workplace settings, podcasts, and social media. Students create a range of digital content, suitable for a community, workplace, or vocational context.

UNIT 2

Understanding issues and voices - Students engage in issues that are characterised by disagreement or discussion. They consider the values and beliefs that underpin different perspectives and how these values create different biases and opinions, including thinking about how these issues might arise in vocational or workplace settings.

Responding to opinions - Students practise their use of persuasive language and participate in discussion of issues, either in print, orally or via a digital platform. They consider their own perspectives on issues and develop reasoned and logical responses to these discussions in a respectful and thoughtful manner.

Students participate in discussion, exploration and analysis of the purpose, audience and language of text types and content drawn from a range of local and global cultures, forms, and genres, including First Nations peoples’ knowledge and voices, and different contexts and purposes. Students discuss and debate the ways in which values of workplace, community and person are represented in different texts.

YEAR 12

UNIT 3

Accessing and understanding informational, organisational, and procedural texts - Students will become familiar with and develop confidence in understanding and accessing texts of an informational, organisational, or procedural nature. These texts reflect real-life situations encountered by students and are representative of the sorts of texts students will encounter in a vocational setting or workplace, or for their health and participation in the community.

Creating and responding to organisational, informational, or procedural texts. This area of study focuses on texts about an individual’s rights and responsibilities within organisations, workplaces, and vocational groups. Students read and respond to a variety of technical content from a vocational, workplace or organisational setting of their choice, demonstrating understanding of how these texts inform and shape the organisations they interact with.

UNIT 4

Understanding and engaging with literacy for advocacy. In this area of study students investigate, analyse, and create content for the advocacy of self, a product, or a community group of the student’s choice, in a vocational or recreational setting.

Speaking to advise or to advocate In this area of study students use their knowledge and understanding of language, context, and audience to complete an oral presentation that showcases their learning.

VCE | ENGLISH

This subject is one of three choices that satisfy the VCE English study requirements.

It most closely aligns with students’ previous English studies and is a general study of English suitable for the majority of students.

VCE English aims to develop competence in the understanding and use of English for a variety of purposes. It emphasises the integration of reading, writing, speaking, listening and thinking.

YEAR 11

UNIT 1

Students read and explore a range of texts across the study. They engage in reading and viewing texts with a focus on making connections and sharing their understanding of meaning. Students also explore how to craft a written text, engaging with a range of writing styles and pieces.

On completion of Unit 1 a student should be able to:

• make personal connections with, and explore the vocabulary, text structures, language features and ideas in, a text.

• demonstrate an understanding of effective and cohesive writing through the crafting of their own texts designed for a specific context and audience to achieve a stated purpose; and to describe individual decisions made about the vocabulary, text structures, language features and conventions used during writing processes.

UNIT 2

Students build upon their inferential reading and viewing skills. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences.

On completion of Unit 2 a student should be able to:

• explore and analyse how the vocabulary, text structures, language features and ideas in a text construct meaning.

• explore and analyse persuasive texts within the context of a contemporary issue, including the ways argument and language can be used to position an audience; and to construct a point of view text for oral presentation.

The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to reflection and critical analysis.

YEAR 12

UNIT 3

Students read and respond to texts, applying reading and viewing strategies to critically engage with texts. They analyse the ways authors construct meaning through vocabulary, text structures, language features and conventions, and the presentation of ideas. Within a framework of ideas, students explore mentor texts with a focus on the craft of writing and to inspire their own creative processes, to generate ideas for their writing, and as models for effective writing.

On completion of Unit 3 a student should be able to:

• analyse ideas, concerns and values presented in a text, informed by the vocabulary, text structures and language features and how they make meaning.

• to demonstrate effective writing skills by producing their own texts, designed to respond to a specific context and audience to achieve a stated purpose; and to explain their decisions made through writing processes.

UNIT 4

Students further sharpen their skills of reading and viewing texts, developed in the corresponding area of study in Unit 3. Students consolidate their capacity to critically analyse texts and deepen their understanding of the ideas and values a text can convey. They continue to develop their analysis skills through analysing the use of argument and language, and visuals in texts that debate a contemporary and significant national or international issue.

On completion of Unit 4 a student should be able to:

• to analyse explicit and implicit ideas, concerns and values presented in a text, informed by vocabulary, text structures and language features and how they make meaning.

• to analyse the use of argument and language in persuasive texts, including one written text (print or digital) and one text in another mode (audio and/or audio visual); and develop and present a point of view text.

VCE | ENGLISH LANGUAGE

This subject is one of three choices that satisfy the VCE English study requirements.

Generally, English Language is best suited to students who have an interest in analysing English in an objective and systematic way as well as to students who have achieved strong results in their previous English studies.

Informed by the discipline of linguistics, English Language provides students with metalinguistic tools to understand and analyse language use, variation and change. Students examine how

YEAR 11

UNIT 1

Students consider the way language is organised so that its users have the means to make sense of their experiences and to interact with others. They explore the various functions of language and the nature of language as an elaborate system of signs. The relationship between speech and writing as the dominant modes of language and the impact of situational and cultural contexts on language choices are also considered.

On completion of Unit 1 a student should be able to:

• to identify and describe primary aspects of the nature and functions of human language.

• to identify and describe types of language acquisition, and to discuss and investigate language acquisition in the context of linguistic theories.

UNIT 2

Students focus on language change. They consider factors contributing to change over time in the English language and factors contributing to the spread of English. In addition to developing an understanding of how English has been transformed over the centuries, students explore the various possibilities for the future of English.

On completion of Unit 2 a student should be able to:

• to identify and describe language change and its effects on the English language and analyse attitudes to language change.

• to identify and explain the effects of the global spread of English through spoken and written texts.

uses and interpretations of language are nuanced and complex rather than a series of fixed conventions. They explore how people use spoken and written English to communicate, to think and innovate, to construct identities, to build and interrogate attitudes and assumptions and to create and disrupt social cohesion. As with other English subjects, English Language requires students to engage with texts, analyse their meaning and construction in detail, and write essays addressing issues associated with linguistics.

YEAR 12

UNIT 3

Students investigate English language in contemporary Australian social settings, along a continuum of informal and formal registers. They consider language as a means of social interaction, exploring how through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances.

On completion of Unit 3 a student should be able to:

• to identify, describe and analyse distinctive features of informal language in written and spoken texts.

• to identify, describe and analyse distinctive features of formal language in written and spoken texts.

UNIT 4

Students focus on the role of language in establishing and challenging different identities. Students examine a range of texts to explore the ways different identities are constructed. Through our language we express ourselves as individuals and signal our membership of particular groups. Students explore how language can distinguish between ‘us’ and ‘them’, creating solidarity and reinforcing social distance.

On completion of Unit 4 a student should be able to:

• to identify, describe and analyse varieties of English in Australian society, the attitudes towards them and the identities they reflect.

• to identify, describe and analyse how variation in language, linguistic repertoires and language choices reflects and conveys people’s identities.

VCE | LITERATURE

This subject is one of three choices that satisfy the VCE English study requirements.

Literature involves the study and enjoyment of a wide range of literary texts: classical, popular, traditional and modern. In VCE Literature students undertake close reading of texts and analyse how language and literary elements and techniques function within a text. Emphasis is placed on recognition of a text’s

YEAR 11

UNIT 1

Students consider how language, structure and stylistic choices are used in different literary forms and types of texts. Students will reflect on the degree to which points of view, experiences and contexts shape reader responses to text. The unit may include readings of film script, novel, short stories and poetry. Students will also complete an oral presentation as part of Unit 1 course work.

On completion of Unit 1 a student should be able to:

• Respond to a range of texts and reflect on influences shaping these responses.

• Analyse the ways in which a selected text reflects or comments on the ideas and concerns of individuals and particular groups in society.

UNIT 2

Students investigate the ideas and concerns raised in texts and the ways social and cultural contexts are represented. They will examine the ways texts explore different aspects of what it is to be human.

On completion of Unit 2 a student should be able to:

• To explore and reflect on the voices, perspectives and knowledge in the texts of Aboriginal and Torres Strait Islander authors and creators.

• Analyse and respond critically and creatively to the ways a text from a past era and/or a different culture reflect or comment on the ideas and concerns of individuals and groups in that context.

• Compare texts considering the dialogic nature of texts and how they influence each other.

complexity and meaning, and on consideration of how that meaning is embodied in its literary form. The study provides opportunities for reading deeply, widely and critically, responding analytically and creatively, and appreciating the aesthetic merit of texts.

Generally, Literature is best suited to students who have achieved strong results in their previous English studies.

YEAR 12

UNIT 3

Students examine the typical features of different forms of literature, and focus on how the form of a text can contribute to its meanings. They use their knowledge of how the meaning of texts can change as form changes, for example from play script to performance, to construct their own creative transfomations of texts. Students will also complete an oral presentation as part of Unit 3 course work.

On completion of Unit 3 a student should be able to:

• Analyse the extent to which meaning changes when a text is adapted to a different form.

• To develop interpretations of a set text informed by the ideas, views and values of the set text and a supplementary reading.

UNIT 4

Students focus on how different readings of texts can generate different interpretations of their meanings. They will compare and analyse literary criticisms which reflect different perspectives and cultural influences to ultimately develop their own interpretation of the meaning of a text.

On completion of Unit 4 a student should be able to:

• To respond creatively to a text and comment critically on both the original text and the creative response.

• To analyse literary forms, features and language to present a coherent view of a whole text.

MATHEMATICS

VCE VOCATIONAL MAJOR | NUMERACY

This study enables students to develop and enhance their numeracy practices to help them make sense of their personal, public, and vocational lives. They develop mathematical skills with consideration of their local, national, and global environments and contexts, and an awareness and use of appropriate technologies. A range of different mathematical knowledge and skills are expected to be used and applied across three outcomes.

Outcome 1 is framed around working mathematically across six different numeracy contexts:

• Personal numeracy

• Financial numeracy

• Vocational numeracy

YEAR 11

• Civic numeracy

• Health numeracy

• Recreational numeracy

Outcome 2 elaborates and describes a four-stage problemsolving cycle that underpins the capabilities required to solve a mathematical problem embedded in the real world.

Outcome 3 requires students to develop and confidently use a technical mathematical toolkit as they undertake their numeracy activities and tasks.

Unit 1 & 2 provide students with the fundamental mathematical knowledge, skills, understandings, and dispositions to solve problems in real contexts for a range of workplace, personal, further learning, and community settings relevant to contemporary society.

UNIT 1

Areas of study:

• Number

• Shape

• Quantity and measures

• Relationships.

The areas of study cover a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes.

UNIT 2

Areas of study:

• Dimension and direction

• Data

• Uncertainty

• Systematics

The areas of study cover a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes.

YEAR 12

In Units 3 and 4 the students progressively development more complex numeracy and mathematical skills and knowledge, drawing on the knowledge gained from Units 1 and 2.

UNIT 3

Areas of study:

• Number

• Shape

• Quantity and measures

• Relationships.

The areas of study cover a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes.

UNIT 4

Areas of study:

• Dimension and direction

• Data

• Uncertainty

• Systematics

The areas of study cover a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes.

VCE | FOUNDATION MATHEMATICS

Foundation Mathematics Units 1–4 provide for the continuing mathematical development of students with respect to problems encountered in practical contexts in everyday life at home, in the community, at work and in study. It enables students to develop mathematical concepts, knowledge and skills. They apply mathematics to analyse, investigate and model a variety of contexts and solve practical and theoretical problems in

YEAR 11

FOUNDATION MATHEMATICS (Units 1 & 2)

This subject has a focus on providing students with the mathematical knowledge, skills, and understanding to solve problems in real contexts for a range of workplace, personal, further learning, and community settings relevant to contemporary society. It is also designed as preparation for Foundation Mathematics Units 3 and 4 and contains assumed knowledge and skills for these units.

Areas of Study

• Number (working with basic calculations involving integers, fractions, decimals, percentages and ratios)

• Statistics (collecting data and representing it in tables and graphs, then interpreting data to summarise and draw conclusions)

• Financial Maths (borrowing, banking, bills, tax, managing money, making informed financial choices)

• Measurement (metric measurements, reading digital and analogue scales, timetables and schedules, maps and plans, including travel itineraries)

• Algebra (formulas and expressions to represent general patterns)

Students are given the opportunity to explore these concepts within contexts that match their interests and possible career pathways. Techniques and processes are carried out both with and without the use of technology, and students develop skills in mental estimation and computation that may be of use in their everyday lives, workplaces and further studies.

situtions that range from well-defined and familiar to openended and unfamiliar.

The Maths pathways in VCE are designed to provide access to worthwhile and challenging mathematical learning in a way which takes into account the interests, needs, dispositions and aspirations of a wide range of students.

YEAR 12

FOUNDATION MATHEMATICS (Units 3 & 4)

This subject continues the focus on the mathematical knowledge, skills and understanding to solve problems in contexts that may be present in students’ other studies, work and personal or other familiar situations, and in national and international contexts, events and developments.

Assumed knowledge and skills for Foundation Mathematics Units 3 and 4 are contained in Foundation Mathematics Units 1 and 2 or General Mathematics Units 1 and 2, and will be drawn on in the following areas of study.

Areas of Study

• Number and algebra (ratio and proportion, variation, equations and formulas, rounding, percentage errors and estimation)

• Statistics (collecting data, spreadsheets, graphs, change over time and making predictions)

• Financial Maths (managing money in personal banking, taxation, GST and BAS, insurance, analysing financial risks)

• Measurement (metric and non-metric measurements, geometric shapes, symmetry and similarity in design, accuracy and precision in measurements)

Mathematical techniques, routines and processes are undertaken within the context of a range of workplace, personal, community and global settings relevant to the individual student’s interests and contemporary society. Investigations form the basis of School Assessed Coursework, and calculations involve the use of technology, alongside mental and by-hand approaches to estimation and computation.

VCE | GENERAL MATHEMATICS

VCE General Mathematics Units 1-4 provide for the study of non-calculus and discrete mathematics topics. The course is designed to be widely accessible and to provide preparation for general employment, business or further study, alongside personal financial decision making. Skills are developed in the

efficient use of the available technology, which is widely employed in the exploration of these topics. VCE General Mathematics will also help students develop a range of analytical and communication skills as they model real life situations through mathematical constructs.

YEAR 11

GENERAL MATHEMATICS (Units 1 & 2)

This subject has a focus on providing students with the mathematical knowledge, skills, and understanding to solve problems in applied and practical contexts. It is also designed as preparation for General Mathematics Units 3 and 4 and contains assumed knowledge and skills for these units.

Areas of Study

• Statistics (identifying types of data and representing it in tables and graphs, calculating statistical measures and interpreting data to summarise and draw conclusions)

• Financial Maths (using sequences to identify patterns of change in financial contexts, exploring percentage increase and decrease, making informed choices in personal banking)

• Linear graphs (modelling rates of change, identifying patterns and solving practical problems)

• Matrices (storing and displaying information, identifying patterns of change through transition matrices)

• Data Analysis (investigating relationships between two variables, modelling and making predictions)

• Networks (solve practical problems involving connectedness, shortest path and spanning trees)

• Variation (exploring relationships between variables through direct and indirect variation)

• Measurement (units of measurement, using formulas to calculate size, trigonometry and Pythagoras’ theorem in triangle measurements)

Techniques and processes are carried out with the assistance of technology, and students will develop summary notes in a resource book which can be accessed in all assessment tasks. Modelling and problem solving tasks undertaken in this subject have practical applications for a range of workplace, personal, further learning, and community settings relevant to contemporary society.

YEAR 12

GENERAL MATHEMATICS (Units 3 & 4)

This subject has a focus on real-life applications of mathematics in the areas of statistics, financial modelling, networks and matrices.

Assumed knowledge and skills for General Mathematics Units 3 and 4 are contained in General Mathematics Units 1 and 2, however students who have only completed VCE Mathematical Methods Units 1 and 2 will have had access to assumed key knowledge and key skills for General Mathematics Units 3 and 4, but may also need to undertake some supplementary study. Assumed knowledge will be drawn on in the following areas of study.

Areas of Study

• Data Analysis (representation and distribution of data, associations between variables, correlation and regression, data transformations, time series and seasonality, identifying trends and making predictions)

• Financial Maths (using recursion to model financial situations involving investments and loans, including superannuation and perpetuities)

• Networks (directed and undirected graphs, modelling and solving problems involving travel, connection, flow, allocation of tasks and scheduling)

• Matrices (use of matrices to display information, solving problems involving communication, dominance, and changes across time)

Students build skills in using technology to assist in the solving of problems within the four areas of study, as well as strengthening their ability to estimate and calculate unassisted by technology when it is more efficient to do so. Assessment tasks are based on modelling and application of skills within a given context. Summary notes in a bound reference book are developed by students across the year, for use in all assessments.

VCE | MATHEMATICAL METHODS

Mathematical Methods Units 1–4 provide for the study of simple elementary functions, transformations and combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts.

YEAR 11

MATHEMATICAL METHODS (Units 1 & 2)

This subject provides an introductory study of simple functions of a real variable, alongside algebra, calculus and probability and their applications in a variety of practical and theoretical contexts. It is also designed as preparation for Mathematical Methods Units 3 and 4, as well as Specialist Mathematics Units 3 and 4 and contains assumed knowledge and skills for these units.

Areas of Study

• Functions, relations and graphs (mathematical notation, interpretation of the features of graphs of functions, polynomial and power functions)

• Algebra (use of the laws of algebra to simplify expressions, transforming graphs of functions, solutions of linear, simultaneous, quadratic and polynomial functions in real life situations)

• Calculus (rates of change, gradients, tangents and normal, maximal and minimal problems, antidifferentiation)

• Probability (simulating probability situations and determining likelihood of outcomes, permutations and combinations)

• Circular functions (graphs, solutions, applications of trigonometric functions, graphing and solving exponential and logarithmic functions)

Students develop the ability to carry out relevant mental and by-hand approaches to complete a range of mathematical process and routines. Efficient use of available technology is a focus when dealing with larger scale application problems. Modelling and problem solving tasks undertaken in this subject have both theoretical and practical applications, with open -ended investigations requiring exploration and communication of results.

They also provide background for further study in, for example, science, technology, engineering and mathematics (STEM), humanities, economics and medicine.

YEAR 12

MATHEMATICAL METHODS (Units 3 & 4)

This subject extends the study of simple functions to include combinations of functions, inverse functions, calculus, probability and statistics, and the applications of these topics to a variety of theoretical and practical contexts.

Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2, and these will be drawn on, as applicable, in the development of related content from the areas of study. There will be a clear progression of skills from Unit 3 to Unit 4 across the year’s studies.

Areas of Study

• Functions, relations and graphs (graph a wide variety of functions and apply transformations, find inverse and composite functions)

• Algebra (solve equations – linear, polynomial and systems of simultaneous equations)

• Calculus (derivative functions and their graphs, including circular functions, limitations, continuity and differentiability, maximum and minimum values, integration and its use to find the area under a graph)

• Probability (random variables, using probability functions to describe the distribution of probabilities, sample proportions and confidence intervals)

• Computational thinking (pseudocode and algorithms to describe the process of solving mathematical problems)

On completion of these units, students should be able to apply mathematical processes in non-routine contexts, including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics.

VCE | SPECIALIST MATHEMATICS

Specialist Mathematics Units 1–4 provide for the study of various mathematical structures, reasoning and proof. The areas of study in Units 3 and 4 extend content from Mathematical Methods Units 3 and 4 to include rational and other quotient functions as well as other advanced mathematics topics such as logic and proof,

complex numbers, vectors, differential equations, kinematics, and statistical inference. They also provide background for advanced studies in mathematics and other STEM fields. Study of Specialist Mathematics Units 3 and 4 assumes concurrent study or previous completion of Mathematical Methods Units 3 and 4.

YEAR 11

SPECIALIST MATHEMATICS (Units 1 & 2)

This subject provides a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem-solving, reasoning and proof. This study has a focus on interest in the discipline of mathematics and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics (STEM) related fields. It is also designed as preparation for Specialist Mathematics Units 3 and 4 and contains assumed knowledge and skills for these units.

Areas of Study

• Algebra and number (notation, definitions, reasoning and proofs applied to number systems, networks, sets, logic and Boolean algebra, pseudocode and algorithms to describe a sequence of events leading to proofs in natural situations)

• Discrete mathematics (sequences and series, difference equations, combinatorics, permutations and combinations, matrices)

• Probability (sampling distributions, simulation of probability situations, description of data distributions)

• Measurement and space (circular functions, proofs and application of trigonometrical identities, transformations, vectors and their applications to displacement, velocity, statics and motion)

• Complex numbers (general solutions and calculations involving complex numbers)

• Functions and graphs (partial fractions, reciprocal and inverse circular functions, transformations of graphs)

In undertaking this unit, students are expected to be able to apply techniques, routines and processes with and without the use of technology. They are expected to be able to construct proofs and develop and interpret algorithms to solve problems. They should have the ability to work with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology is also developed throughout this subject.

YEAR 12

SPECIALIST MATHEMATICS (Units 3 & 4)

This subject focuses on mathematical structures, reasoning, proofs and algorithms across a range of modelling contexts.

Assumed knowledge and skills for Specialist Mathematics Units 3 and 4 are contained in Mathematical Methods Units 1 & 2, as well as Specialist Mathematics Units 1 and 2, and the concurrent study of Mathematical Methods Units 3 and 4. There will be a clear progression of skills from Unit 3 to Unit 4 across the year’s studies.

Areas of Study

• Discrete mathematics (logic, proof by deduction, implication, cases, contradiction, induction)

• Functions, graphs and relations (rational fractions, curve sketching, intercepts, asymptotes, stationary points, symmetry)

• Complex numbers (polar form, factorisation of polynomials, fundamental theorem of algebra)

• Calculus (differentiation, integration, combination of functions, curve sketching, differential equations, kinematics and modelling)

• Space and measurement (vectors, geometric proofs, vector kinematics in one, two and three dimensions, vector calculus)

• Probability (random variable distribution, statistical inference, confidence intervals, hypothesis testing for population statistics)

Students learn to apply computational thinking and use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results and carry out analysis in situations requiring investigative, modelling or problemsolving techniques or approaches. Students should also develop the ability to use relevant mental and by-hand approaches to estimation and computation. On completion of these units, students should be able to apply mathematical processes in non-routine contexts, including situations with some open-ended aspects requiring investigative, modelling or problem-solving techniques or approaches, and analyse and discuss these applications of mathematics.

SCIENCE

VCE | BIOLOGY

VCE Biology provides students with a knowledge and understanding of the dynamic relationships between organisms and their interactions with the non-living environment. It also explores the process of life, from the molecular world of the cell to that of the whole organism.

YEAR 10* OR 11

UNIT 1 - How do organisms regulate their functions?

Students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes.

Topics of study

• Cellular structure and function

• The cell cycle and cell growth, death and differentiation

• Functioning systems

• Regulation of systems

• Investigation design

• Scientific evidence

• Scientific communication

UNIT 2 - How does inheritance impact on diversity?

Students explore the reproduction and transmission of biological information from generation to generation and the impacts of diversity within the species.

Topics of study

• From chromosomes to genomes

• Genotypes and phenotypes

• Patterns of inheritance

• Reproductive strategies

• Adaptations and diversity

• Scientific evidence

• Scientific communication

• Analysis and evaluation of bioethical issues

An understanding of the complexities and diversity of Biology leads students to appreciate the interconnectedness of the content areas both within Biology, and across Biology and other sciences. VCE Biology will also help students develop a range of inquiry, analytical and communication skills through practical experimentation, investigation and research.

YEAR 11* OR 12

UNIT 3 - How do cells maintain life?

Students investigate the workings of the cell including the relationship between genes, nucleic acids and proteins in both eukaryotic and prokaryotic cells.

Topics of study

• The relationship between nucleic acids and proteins

• DNA manipulation techniques and applications

• Regulation of biochemical pathways in photosynthesis and cellular respiration

• Photosynthesis as an example of biochemical pathways

• Cellular respiration as an example of biochemicals pathways

• Biotechnological applications of biochemicals pathways

UNIT 4 - How does life change and respond to challenges?

Students explore the continual change and challenges to which life on Earth has been, and continues to be, subject to. They study the immune system, specific immunity and respond to bioethical issues and challenges associated with disease.

Topics of study

• Responding to antigens

• Acquiring immunity

• Disease challenges and strategies

• Genetic changes in a population over time

• Changes in species over time

• Determining the relatedness of species

• Human change over time

• Investigation design

• Scientific evidence

• Science communication

* Acceleration is possible in this subject. See page 13 for information on acceleration.

VCE | CHEMISTRY

VCE Chemistry provides students with knowledge and understanding of the composition and behaviour of matter and chemical processes. There is a particular focus on materials that are useful for society and minimisation of harmful impacts on human health and the environment. Students also explore the generation of

energy for society, the monitoring of air and water quality, the production of food and medicines and the treatment of wastes. VCE Chemistry will also provide the opportunity for students to develop a range of inquiry, analytical and communication skills through practical experimentation and research.

YEAR 11

UNIT 1 - How can the diversity of materials be explained?

Students investigate the chemical structures and properties of a range of materials from metals and salts to covalent compounds and polymers.

Topics of study

• Elements and the periodic table

• Covalent substances

• Reactions of metals

• Reactions of ionic compounds

• Separation and identification of the components of mixtures

• Quantifying atoms and compounds

• Families of organic compounds

• Polymers and society

• How can chemical principles be applied to create a more sustainable future?

• Scientific evidence

• Sustainability

• Scientific communication

UNIT 2 - How do chemical reactions shape the natural world?

Students analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions.

Topics of study

• Water as a unique chemical

• Acid-base (proton transfer) reactions

• Redox (electron transfer) reactions

• Measuring solubility and concentration

• Analysis for acids and bases

• Measuring gases

• Analysis for salts

• Investigation design

• Scientific evidence

• Science communication

YEAR 12

UNIT 3 - How can design and innovation help to optimise chemical processes?

Students investigate the link between energy and materials. They compare different fuels as energy sources for society and apply sustainability principles to the production of energy and materials to minimising possible harmful effects of production on human health and the environment.

Topics of study

• Carbon-based fuels

• Measuring changes in chemical reactions

• Primary galvanic cells and fuel cells as sources of energy

• Rates of chemical reactions

• Extent of chemical reactions

• Production of chemicals using electrolysis

UNIT 4 - How are carbon-based compounds designed for purpose? Students investigate carbon-based organic compounds, which are found in fuels, foods, medicines, polymers and many other materials. They investigate the production of synthetic organic compounds and consider the application of green chemistry principles to minimise harm.

Topics of study

• Structure, nomenclature and properties of organic compounds

• Reactions of organic compounds

• Laboratory analysis of organic compounds

• Instrumental analysis of organic compounds

• Medicinal chemistry

• Investigation design

• Scientific evidence

• Science communication

VCE | ENVIRONMENTAL SCIENCE

VCE Environmental Science enables students to examine how past and current human activities affect the environment and how future challenges can be managed sustainably. They explore the interrelationships between Earth’s four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. They gain

an understanding of the complexity of environmental decisionmaking and different ways to respond to environmental challenges. VCE Environmental Science also allows students to develop a range of scientific inquiry, research and analytical skills, problem-solving skills and communication skills.

YEAR 10* OR 11

UNIT 1 - How are Earth’s dynamic systems interconnected to support life?

Students examine the processes and interactions occurring within and between Earth’s four systems with a focus on the functioning of ecosystems and their impact on local, regional, and global environmental conditions.

Topics of study

• Investigation of local ecosystems

• Earth systems thinking

• Earth’s dynamic systems

• Data and modelling

• Managing environmental challenges

• Investigation design

• Scientific evidence

• Scientific communication

UNIT 2 - What affects Earth’s capacity to sustain life?

Students consider environmental challenges such as pollution, food and water security through examination of their characteristics, impacts, assessment and management. Students undertake a student-designed investigation exploring how science can be applied to address Earth’s capacity to sustain life.

Topics of study

• Pollution effects on Earth’s systems

• Managing pollution

• Sustainable food systems

• Maintaining food and water security

• Scientific evidence

• Scientific communication

YEAR 11* OR 12

UNIT 3 - How can biodiversity and development be sustained?

Students examine the concept of biodiversity and explore the value of the biosphere to all living things. They analyse processes that threaten biodiversity and evaluate biodiversity management strategies for a threatened animal or plant species.

Topics of study

• Importance of biodiversity

• Biodiversity changes over time

• Assessing changes in species diversity

• Threats to biodiversity

• Protection and restoration of biodiversity

• Case study overview

• Sustainability principles

• Environmental decision-making and management

• Case study evaluation

UNIT 4 - How can climate change and the impacts of human energy use be managed?

Students explore different factors that contribute to the variability of Earth’s climate and that can affect living things, human society and the environment. They compare renewable and non-renewable energy sources, evaluating their availability, reliability and consequences of their use. Students design and conduct a scientific investigation related a topic of study from during the year.

Topics of study

• Major factors that affect Earth’s climate

• Understanding climate change

• Managing climate change

• Comparison of different energy sources

• Managing the impacts of human energy use

• Investigation design

• Scientific evidence

• Science communication

* Acceleration is possible in this subject. See page 13 for information on acceleration.

VCE | PHYSICS

VCE Physics will provide students with the opportunities to explore questions related to the natural and constructed world. Students use a contextual approach to explore selected areas within the discipline including atomic physics, electricity, fields, mechanics,

YEAR 11

UNIT 1 - How is energy useful to society?

Students investigate ideas used by physicists to understand and explain energy. They explore models used to understand light, thermal energy, radioactivity, nuclear processes and electricity.

Topics of study

• Electromagnetic radiation

• Thermal energy

• Interaction of thermal energy and electromagnetic radiation

• Radiation from the nucleus

• Nuclear energy

• Concepts used to model electricity

• Circuit electricity

• Using electricity

• Electrical safety in the home

UNIT 2 - How does physics help us to understand the world?

Students investigate language, symbols and mathematical relationships that explain the energy and motion of an object. They explore the effects of different types of forces.

Topics of study

• Concepts used to model motion

• Forces and motion

• Energy and motion

• Equilibrium

• Application of motion

• Options allowing deeper investigation and application of physics knowledge to develop and communicate an informed response to a contemporary societal issue

• Investigation design

• Scientific evidence

• Science communication

thermodynamics, quantum physics and waves. They will apply physics ideas to contemporary societal issues including climate change, medical treatment and Australian energy needs.

YEAR 12

UNIT 3 - How do fields explain motion and electricity? Students analyse different types of motion through application of Newton’s laws, including on Earth and in orbit including the effect of gravitational fields.

Topics of study

• Newton’s laws of motion

• Relationships between force, energy and mass

• Fields and interactions

• Effects of fields

• Application of field concepts

• Generation of electricity

• Transmission of electricity

UNIT 4 - How have creative ideas and investigation revolutionised thinking in physics?

Students explore how some of the ways in which physicists understand and investigate the Universe have changed enormously over time. They examine the advantages and limitations of the wave and particle models in describing observations of both light and matter.

Topics of study

• Light as a wave

• Light as a particle

• Matter as particles or waves

• Similarities between light and matter

• Einstein’s special theory of relativity

• Relationship between energy and mass

• Investigation design

• Scientific evidence

• Science communication

VCE | PSYCHOLOGY

Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge

to personal and social circumstances in everyday life. VCE Psychology enables students to explore how people think, feel and behave using a biopsychosocial approach.

YEAR 10* OR 11

UNIT 1 - How are behaviour and mental processes shaped? Students explore how psychological and social factors influence different aspects of a person’s psychological development and consider interactive influences of hereditary and environmental factors.

Topics of study

• The complexity of psychological development

• Defining and supporting psychological development

• Role of the brain in mental processes and behaviour

• Brain plasticity and brain injury

• Scientific evidence

• Scientific communication

• Analysis and evaluation of psychological research

UNIT 2 - How do internal and external factors influence behaviour and mental processes?

Students explore the behaviour of individuals and groups and the factors and contexts that have an influence. They investigate the role of social cognition in a person’s attitudes, perception of themselves and relationship with others.

Topics of study

• Social cognition

• Factors that influence individual and group behaviour

• Perception

• Distortions of perception

• Investigation design

• Scientific evidence

• Scientific communication

YEAR 11* OR 12

UNIT 3 - How does experience affect behaviour and mental processes?

Students investigate the brain and different branches of the human nervous system as well as how the nervous system allows a person to interact with the world around them. They investigate memory and learning and how they lead to the acquisition of knowledge and development of changed behaviours.

Topics of study

• Nervous system functioning

• Stress as an example of a psychological process

• Approaches to understand learning

• The psychobiological process of memory

UNIT 4 - How is mental wellbeing supported and maintained? Students explore biological mechanisms for sleep, as well as how sleep influences mental wellbeing. They investigate the concept of mental wellbeing and how it can be supported.

Topics of study

• The demand for sleep

• Importance of sleep to mental wellbeing

• Defining mental wellbeing

• Application of a biopsychosocial approach to explain specific phobia

• Maintenance of wellbeing

• Investigation design

• Scientific evidence

• Science communication

* Acceleration is possible in this subject. See page 13 for information on acceleration.

HUMANITIES

VCE | ACCOUNTING

VCE Accounting focuses on the financial recording, reporting and decision-making processes of a small business. Students study both theoretical and practical aspects of accounting. Financial

YEAR 11

UNIT 1 - Establishing and operating a service business

This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders.

Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial data and prepare reports for service businesses owned by sole proprietors.

UNIT 2 - Accounting for a trading business

Students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports.

Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance.

data is collected and recorded and accounting information reported, using both manual and technology-based methods.

YEAR 12

UNIT 3 - Financial accounting for a trading business

This unit focuses on financial accounting for a trading business owned by a sole proprietor and highlights the role of accounting as an information system.

Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording.

Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.

UNIT 4 - Recording, reporting, budgeting & decision making

Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business.

They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. From this evaluation, students suggest strategies to business owners to improve business performance.

VCE | BUSINESS MANAGEMENT

VCE Business Management examines the ways businesses manage resources to achieve their objectives. Contemporary businesses are studied from the initial business idea, to planning and establishment, through to the day-to-day operations. Students develop an understanding of the complexity of the challenges facing decisionmakers and consider changes that need to be made to ensure the continued success of a business.

YEAR 10* or 11

UNIT 1 - Planning a business

This unit examines how and why businesses are created. Students develop an understanding of the personal motivations behind starting a business, and the characteristics of successful managers and entrepreneurs. They gain an appreciation for the process of starting a business, including formulating a business idea, developing a business concept, conducting market research and an initial feasibility study. Students also consider how factors from the internal and external environment can impact a business. They learn about the decisions required for factors within their control, such as location, ownership structure and finance, and they also consider the need to react to factors outside of their control, such as the economy, technological developments and legal requirements.

UNIT 2 - Establishing a business

This unit focuses on the key aspects of setting up a business, development of a strong market presence and finding and keeping the best staff for your business. Students will study the key legal requirements and financial record-keeping considerations when establishing a business, and explain the importance of establishing effective policies and procedures. They will learn how to identify the needs of the target market and create a brand presence through consideration of the 7Ps of marketing. Students will also consider staffing requirements to meet the needs of a business and the processes of recruitment, selection and induction of staff.

Students progress from studying small businesses through to studying some of Australia’s largest corporations. At various times they will analyse the role of the small business owner, project manager, human resource manager, operations manager or executive manager.

YEAR 11* or 12

UNIT 3 - Managing a business

In this unit, students explore the key considerations for managing a business in order to achieve business objectives. They will learn about the key characteristics of stakeholders and how to manage their conflicting requirements. Students will also examine corporate culture and the appropriate use of a range of management styles and management skills.

Effective management of employees is analysed as students develop a range of motivation strategies through the application of key motivational theories. Students also study workplace relations, including the main participants and their roles. Operations management is studied with the aim of maximising the efficiency and effectiveness of the production process while also considering the responsible use of resources.

UNIT 4 - Transforming a business

Businesses are under constant pressure to adapt and change to remain successful. In this unit, students consider the importance of reviewing key performance indicators to evaluate the need for change and to assist in decision making. They apply Lewin’s Force Field Analysis to the change process and use Porter’s Generic Strategies to help set the strategic direction of the business.

Students also learn how to implement change. They consider the importance of leadership in the change process and apply the principles of Senge’s Learning Organisation to contemporary case studies. Students learn to apply the Three-step Change Model (Lewin) in implementing change and consider how corporate social responsibility can be incorporated into the change process.

* Acceleration is possible in this subject.

See page 13 for information on acceleration.

VCE | ECONOMICS

Economics is the study of how resources are allocated to meet the needs and wants of society. It attempts to explain how and why individuals behave the way they do and the consequences of their decision making. Studying Economics as a social science enables students to gain valuable insight into the economic

YEAR 11

UNIT 1 - Behaviour of consumers and businesses

Economics is interested in the way humans behave and the decisions made to meet the needs and wants of society. Students explore their role in the economy, how they interact with businesses and the way economic models and theories have been developed to explain the causes and effects of human action.

They examine basic economic models where consumers and businesses engage in mutually beneficial transactions and investigate the motivations and consequences of both consumer and business behaviour.

Through case studies, they gain insight into the factors that may affect the way resources are allocated in an economy and how market power can affect efficiency and living standards.

UNIT 2 - Contemporary economic issues

Economics often looks at contemporary issues where there are wide differences of opinion and constant debate. In most instances the decisions made by consumers, businesses and governments may benefit some stakeholders but not others.

Students explore possible trade-off between the pursuit of growth in incomes and production and the goal of environmental sustainability and long-term economic prosperity.

They also begin to appreciate that efforts to increase economic efficiency might lead to a more inequitable distribution of income.

problems that they may face on an individual basis and collectively as a society to meet the needs and wants of citizens, and may therefore assist them in making more informed and responsible decisions.

YEAR 12

UNIT 3 - Australia’s economic prosperity

Students investigate the role of the market in allocating resources and examine the factors that are likely to affect the price and quantity traded for a range of goods and services.

They develop an understanding of the macroeconomy and investigate the factors that influence the level of aggregate demand and supply in the economy.

Students also investigate the importance of international economic relationships in terms of their influence on Australia’s living standards.

UNIT 4 - Managing the economy

The ability of the Australian Government to achieve its domestic macroeconomic goals has a significant effect on living standards in Australia. The Australian Government can utilise a wide range of policy instruments to influence these goals and to positively affect living standards.

Students develop an understanding of how the Australian Government can alter the composition and level of government outlays and receipts to directly and indirectly influence the level of aggregate demand and the achievement of domestic macroeconomic goals.

VCE | EXTENDED INVESTIGATIONS

The VCE Extended Investigations is intended as a Year 11 acceleration subject and consists of a Unit 3 & 4 sequence only. It enables students to develop, refine and extend knowledge and skills in independent research and carry out an investigation that focuses on a rigorous research question. The investigation may be an extension of an area of curriculum already undertaken by the student or it may be completely independent of any other

YEAR 11* Characteristics of the study

Students are required to present the findings of their investigation to an educated non-specialist audience. The language of both the written report and the oral presentation used to explain the nature and significance of the investigation must be accessible to this audience.

Critical thinking as a foundation of the study

The skill of critical thinking is central to VCE Extended Investigation. Analysing, evaluating and synthesising information and reasoning logically are integral to the process of formulating and developing an investigation. As well as critiquing the strengths and the weaknesses of the arguments and conclusions of other researchers, students also need to apply critical thinking to their research question, choice of methods and research findings in order to arrive at a viable project and an individual and defendable outcome.

Investigation: scope and definition

The conduct and design of an investigation is central to the student’s work in VCE Extended Investigation. The investigation conducted by each student must be centered on responding to a primary research question. The investigation must enable the student to design a systematic and in-depth exploration process using sound research methodology. Students need to analyse and synthesise their data to draw conclusions in response to their research question. The outcome of each investigation will be a response to the research question, presented in detail in a written report and an oral presentation.

study in the student’s VCE program. Through this study, students develop their capacity to explore, justify and defend their research findings in both oral and written forms to an educated nonspecialist audience.

Year 10 Thinking and investigations is a recommended prerequisite study for this course.

UNIT 3- Designing an extended investigation

In this unit students develop skills in question construction and design, explore the nature and purpose of research and various research methodologies, critically review research literature and identify a specific research question. Students undertake initial research and document their progress in their Extended Investigation Journal. They use their Journal to record the progressive refinement of a selected area of interest and the distillation of an individual research question.

The research question is formally lodged with the VCAA during Term 1 on a date published annually

UNIT 4 - Presenting an extended investigation

This unit is comprised of two parts that together constitute the student’s completion of their investigation. The results of the investigation are presented in a final written report and in an oral presentation incorporating a defence to an educated nonspecialist audience.

Students are supported and monitored to maintain the dimensions and scope of their investigation as well as to meet the milestones established in Unit 3. The Extended Investigation Journal is used to record the progress of their investigation and the feedback they receive from supervising teachers, mentors and others.

* Acceleration is possible in this subject.

See page 13 for information on acceleration.

VCE | GEOGRAPHY

The study of Geography is a structured way of exploring, analysing and understanding the characteristics of places that make up our world. It enables students to examine the changes, patterns and interconnections between natural and human phenomena.

Field investigations are a significant component of the VCE Geography Study Design. Students will therefore undertake a range of learning experiences in human and natural environments including urban and rural settings.

YEAR 11

UNIT

1 - Hazards and Disasters

This unit investigates how people have responded to specific types of hazards and disasters. Areas of focus can include disease outbreaks, volcanic eruptions, flooding, invasive species, bushfires and man-made disasters.

Students examine the processes involved with hazards and hazard events, considering their causes and impacts, human responses to hazard events and the interconnections between human activities and natural phenomena, including the impact of climate change.

Students undertake fieldwork to analyse the way communities reduce vulnerability and mitigate the impacts of potential hazards and disasters.

UNIT 2 - Tourism

In this unit, students investigate the characteristics of tourism: where it has developed, its various forms, how it has changed and continues to change and its impact on people, places and environments, issues and challenges of ethical tourism. Students select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations.

The study of tourism at local, regional and global scales emphasises the interconnection within and between places as well as the impacts, issues and challenges that arise from various forms of tourism. The growth of tourism at all scales requires appropriate management to ensure it is environmentally, socially, culturally and economically sustainable.

Fieldwork in this unit allows students to experience local tourism and investigate the social, economic and environmental impacts in a selected location.

Unit 2 Field Trip

Time impact: 2 days

Subject levy: $175 charged to fee accounts

YEAR 12

UNIT 3 - Changing the land

This unit focuses on two investigations of geographical change: change to land cover and change to land use.

Students investigate two major processes that are changing land cover in many regions of the world: melting glaciers and ice sheets, and deforestation. They select one location for each of the processes to develop a greater understanding of the changes to land cover produced by these processes, the impacts of these changes and responses to these changes at different scales.

Land use change is a characteristic of both urban and rural environments and occurs at both spatial and temporal scales. At a local scale, students investigate land use change through fieldwork. They investigate the processes of change, the reasons for change and the impacts of change.

UNIT 4 - Human Population

Students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes.

Students examine the dynamics of populations and their impacts on people and places. They evaluate strategies developed in response to population issues and challenges, in both a growing population trend of one country and an ageing population trend of another country, in different parts of the world.

Unit 3 Field Trip

Time impact: 2 days

Subject levy: $175 charged to fee accounts

VCE | GLOBAL POLITICS

Global Politics is the study of contemporary power, conflict and cooperation that draws upon real-time, real-world case studies that continually adapt to a changing world. Students investigate contemporary issues of conflict, political stability, and change within Australia, the Indo-Pacific region and globally.

YEAR 11 (VCE Politics)

UNIT 1 - Politics, power and political actors

Students are introduced to the ideas, institutions and processes that underpin the legitimacy of the Australian system of government. They will undertake a major investigation into a contemporary, contested political issue in Australia with a view to assessing the significance of the use of power by different actors to pursue their interests.

Students then focus on the most influential global political actors and discuss the challenge presented to state sovereignty by institutes of global governance, regional groupings and non-state actors. Finally, students evaluate actors' use of power in pursuing their interests with regards to a specific global contemporary issue.

UNIT 2 - Democracy: stability and change

Students explore how political culture, institutions and processes promote, enhance and also undermine democratic principles in Australia. This is conducted through the investigation of issues such as integrity, trust and accountability in government and politics; media ownership, media bias and disinformation; and, Australia’s First Nations peoples: voice, treaty, truth.

Students then investigate the legitimacy, spread, and effectiveness of democracy globally. Students explore the interests and perspectives of global actors who seek to promote, or undermine democratic principles. Students analyse the significance of global challenges to democracy including populism, and sovereignty and the national interest.

Students consider how national and global political actors respond to current issues and crises such as national political reform, climate change, violent conflicts, human rights, sustainability and development, inequality and global economic instability.

YEAR 12 (VCE Global Politics)

UNIT 3 - Global Actors

Students investigate the key global players in twenty-first century global politics. Along with national governments, they evaluate the effectiveness of global institutions such as the United Nations, International Monetary Fund and the International Criminal Court. The influence of non-state actors, including Human Rights Watch and Islamic State, is also explored.

Students undertake an in-depth examination of the concepts of national interest and power through a study of the extraordinary rise of China, and the way that it uses power to achieve its objectives.

UNIT 4 - Global Challenges

Students investigate key global challenges facing the international community in the twenty-first century. They examine and analyse the debates surrounding two ethical issues: migration, with a focus on refugees and asylum seekers, and arms control, with a focus on nuclear weapons non-proliferation.

Students also explore the causes of two global crises – climate change and the armed conflict in Ukraine – and consider the key aspects of these crises, as well as the varying effectiveness of responses by global actors, and the challenges to solving them.

VCE | LEGAL STUDIES

VCE Legal Studies examines the institutions and principles that are essential to the Australian legal system. Students develop an understanding of the rule of law, law-makers, legal institutions, the relationship between the people and the Australian Constitution, the protection of rights in Australia, and the Victorian justice system.

Through applying knowledge of legal concepts and principles to a range of actual and / or hypothetical scenarios, students develop an ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter. They develop an appreciation of the ability of people to actively seek to influence changes in the law and analyse both the extent to which our legal institutions are effective, and whether the Victorian justice system achieves the principles of justice.

YEAR 10* or 11

UNIT 1

- The presumption of innocence

Students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime.

In doing this, students develop an appreciation of the way legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused. Students also develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions. Students apply their understanding of how criminal cases are resolved and the effectiveness of sanctions through consideration of recent criminal cases from the past four years.

UNIT 2 - Wrongs and rights

Students investigate key concepts of civil law and apply these to actual and/or hypothetical scenarios to determine whether a party is liable in a civil dispute. Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies. They apply knowledge through an investigation of civil cases from the past four years.

Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study.

YEAR 11* or 12

UNIT 3 - Rights and justice

Students examine the methods and institutions in the criminal and civil justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students consider the Magistrates’ Court, County Court, and Supreme Court within the Victorian court hierarchy, as well as other means and institutions used to determine and resolve cases.

Students explore topics such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

UNIT 4 - The people, the law and reform

Students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform. Throughout this unit, students apply legal reasoning and information to actual and/or hypothetical scenarios.

Please note: Optional trip to Canberra for students who have not previously attended the Canberra trip. Estimated cost $1000. Time impact three days – Wednesday to Friday.

Subject levy Unit 3/4: $35 (est.)

Edrolo 12-month digital subscription. Charged to fee account.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

VCE | HISTORY

History involves inquiry into human action in the past, to make meaning of the past using primary sources as evidence. As historians ask new questions, revise interpretations or discover new sources, fresh understandings come to light. Although history deals with specific individuals and key events, the potential scope of historical inquiry is vast and formed by

YEAR 10* or 11

UNIT 1 - Modern History

Students explore the events, ideologies and movements of the period after World War I; the emergence of conflict; and the causes of World War II. They investigate the impact of the treaties which ended the Great War and which redrew the map of Europe and broke up the former empires of the defeated nations. They consider the aims, achievements and limitations of the League of Nations.

They then focus on the social life and cultural expression in the 1920s and 1930s and their relation to the technological, political and economic changes of the period. Students explore particular forms of cultural expression from the period in one or more of the following contexts: Italy, Germany, Japan, USSR and/or USA.

UNIT 2 - Empires

Students investigate the foundations of empires and the significant global changes they brought to the wider world in the early modern period. Empires at their core were expansionist, dominating trade and political influence in their regional or global contexts. Through a range of key factors, empires played a role in the ambition and quest for power, prestige and influence over rival and competing states.

Students focus on the features of empires and what contributed to their rise. They analyse how different rulers and conditions shaped an empire’s quest for expansion. Students will explore the impact of how power and influence led to advancement into newly explored parts of the world.

the questions that historians pursue and the availability of sources. VCE History reflects this range of inquiry by enabling students to engage with a range of times, people, places and ideas. By doing so, students gain a greater understanding of the foundations of the modern world.

YEAR 11* or 12

UNIT 3-4 AUSTRALIAN HISTORY

Students develop their understanding of the foundational and transformative ideas, perspectives and events in Australia’s history and the complexity of continuity and change in the nation’s story. Students come to understand that the history of Australia is contested and that the past continues to contribute to ongoing interpretations, debates and tensions in Australian society.

UNIT 3 - Power & Resistance

Students investigate the debates and perspectives about Australia’s participation in World War I and World War II. Students analyse the ways in which social, political and economic cohesion of the nation was influenced by the impacts of these conflicts, including different perspectives on participation in war and conflict, enlistment and conscription and the ways that different groups experienced the war.

UNIT 4 - War and Upheaval

Students investigate the ways in which the colonisation of Australia began as a complex story of the exercise of power and resistance to authority. Aboriginal and Torres Strait Islander peoples confronted the challenge of colonisation in a variety of ways, from frontier battles and conflicts that resisted the dispossession of their land, to adaptation and attempts to coexist, survive and preserve their culture.

Please note: Optional trip to Canberra for students who have not previously attended the Canberra trip. Estimated cost $1000. Time impact three days – Wednesday to Friday.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

YEAR 12

UNIT 3-4 REVOLUTIONS

Unit 3 and 4 Revolutions students examine the following questions: What causes a revolution? What are the consequences of a revolution? Revolutions represent great ruptures in time and are a major turning point in the collapse and destruction of an existing political order which results in extensive change to society. Students construct arguments about the past using historical sources (primary sources and historical interpretations) as evidence to analyse the complexity and multiplicity of the causes and consequences of revolution, and to evaluate the extent to which the revolution brought change to the lives of people. Students analyse the different perspectives and experiences of people who lived through dramatic revolutionary moments, and how society changed and/or remained the same.

UNIT 3 - The Russian Revolution

For centuries, Russia was governed by a monarchy, with a Tsar at the helm. However, the 20th Century brought about a seismic shift, with the forced abdication of Tsar Nicholas II in 1917 and the subsequent rise of the Soviet Union. Students will analyse the contributions of events, ideas, individuals, and popular movements that precipitated this revolutionary situation, and the bloody compromises made to consolidate power afterwards. Students will explore the impacts of the Russian Revolution and the ensuing Civil War, focusing on key figures like Vladimir Lenin and Leon Trotsky. Furthermore, they will analyse the consequences of the revolution and evaluate the extent of continuity and change between pre- and post-revolutionary Russian society.

UNIT 4 - The Chinese Revolution

Experience a transformative era in the 20th Century when the fall of the last emperor ushered in the dawn of the People's Republic of China in 1949. Explore the crucial events, radical ideas, and key individuals like Sun Yat-sen and Mao Zedong that ignited this societal shift. Probe into the enduring consequences that not only recharted China's course but also recalibrated the global political compass. Evaluate the profound changes and continuities that marked the post-revolutionary Chinese society. The Chinese Revolution is not merely a historical event, but a pulsating narrative of endurance, upheaval, and rebirth. Students will analyse the consequences of the revolution and evaluate the extent of continuity and change between pre- and post-revolutionary Chinese society.

VCE | SOCIOLOGY

Sociology involves the academic study of modern society and human behaviour. Students gain knowledge and understanding of how different aspects of a society are nuanced and interrelated, as well as the reasons for social difference, the relevance of social hierarchies, the role of social power and the causes and impacts of social change. By developing the capacity for detailed observation and critical thinking, students learn about social patterns, human behaviour, group dynamics and social institutions within both

UNIT 1 - Youth and Family

This unit uses sociological methodology to explore the social category of youth and the social institution of family. In Area of Study 1, the focus is on the diverse experiences of young people. Students delve into the factors that contribute to varying experiences of youth and explore the potential harm of stereotyping young people, especially in societies characterised by diverse ways of life. Area of Study 2 centres around the social institution of the family. In a multicultural society like Australia, different communities have distinct types of families and experiences of family life. Students explore the historical and social context of our traditional understanding of family, and explore how the family institution is becoming increasingly diverse. Students will utilise theoretical approaches such as functionalist and feminist perspectives to explain the purpose and experiences of family life.

UNIT 2 - Social Norms: Breaking the Code

In this unit students explore the concepts of deviance and crime. In Area of Study 1, the focus is on the concept of deviance, including how what is considered deviant may differ according to age and social status, and across time and space. Students learn about the meaning of deviance, how sociologists explain deviant behaviour, and the impact of moral panic on those considered deviant. Area of study 2 centres on developing an understanding of the concept of crime. Students learn that crime and its definition are shaped by a community’s sense of what is considered right and wrong. They consider and examine the various factors that may contribute to people committing crimes and investigate the international nature of some types of crime and the various ways that nations deal with crime. Students also examine the aims and rationales of methods of punishment practised within Australian society and explore how effectively these methods achieve the aims of punishment and, through this, shape human behaviour.

Australian and international contexts. This subject offers opportunity for students to analyse daily life, human activity and social issues on a local, national and international scale, and to broaden their grasp of sociological concepts, theory and current research. As a result, sociology promotes appreciation for cultural diversity, together with different worldviews, lifestyles, structures and social phenomena.

UNIT 3 - Culture and Ethnicity

This unit explores expressions of culture and ethnicity within Australian society in two different contexts – Australian Indigenous culture, and ethnicity in relation to migrant groups. Students explore the historical suppression and increasing public awareness of Australian Indigenous culture. Ethnicity is a key sociological category that plays an important role in social life. Individuals often define themselves, or others, as members of at least one ethnic group based on a common heritage that gives them a unique social identity. Students develop an understanding of a variety of barriers and enablers that need to be considered when investigating experiences of ethnicity.

UNIT 4 - Community, social movements and social change

Students explore the ways sociologists have thought about the idea of community and how the various types of community are experienced. They examine the relationship between social movements and social change and the changing definitions and experiences of community. This includes examination of the challenges and opportunities posed by political, social, economic and technological change. Students investigate the role of social movements. They develop an understanding of the purpose, evolution, power and outcomes of social movements.

HUMANITIES

CHRISTIAN EDUCATION

VCE | RELIGION AND SOCIETY

Religious beliefs provide a frame of reference for understanding the world. This study is designed for all students interested in the great questions of life. It also seeks to develop understanding and respect for the perceptions of the participants in religious traditions,

and thus values and promotes open enquiry without bias towards any one tradition in particular. VCE Religion and Society enables students to understand the complex interactions between religion and society over time.

YEAR 10* OR 11

UNIT 1 - Religion in society

In this unit, students explore the origins of religion and its role in the development of society, identifying the nature and purpose of religion over time. They investigate the contribution of religion generally to the development of human society. They also focus on the role of religious traditions over time in shaping personal and group identity.

Students examine how individuals, groups and new ideas have affected and continue to affect religious traditions.

The unit provides an opportunity for students to understand the often complex relationships that exist between individuals, groups, new ideas and religious traditions broadly, and in the Australian society in which they live.

UNIT 2 - Religion and ethics

Ethics is concerned with discovering the perspectives that guide practical moral judgment. Studying ethics involves identifying the arguments and analysing the reasoning, and any other influences, behind these perspectives and moral judgments.

In this unit, students study in detail various methods of ethical decision-making in at least two religious traditions and their related philosophical traditions. They explore ethical issues in societies where multiple worldviews coexist, in the light of these investigations.

YEAR 11* OR 12

UNIT 3 - The search for meaning

In this unit, students study the purposes of religion generally and then consider the religious beliefs developed by one or more than one religious tradition or denomination in response to the big questions of life.

Students study how particular beliefs within one or more religious traditions or denominations may be expressed through the other aspects of religion, and explore how this is intended to foster meaning for adherents.

They then consider the interaction between significant life experience and religion.

UNIT 4 - Religion, challenge and change

This unit focuses on the interaction over time of religious traditions and the societies of which they are a part.

They explore the challenges for religious traditions generally over time and then undertake a study of challenge and change for one or more religious traditions or denominations.

Religious tradition/s or denomination/s are to be selected from one or more than one of the following: Buddhism, Christianity, Hinduism, Islam, Judaism.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

DIGITAL TECHNOLOGIES

VCE | DIGITAL TECHNOLOGIES

VCE Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. The study examines the attributes of each component of an information

YEAR 10* OR 11

APPLIED COMPUTING

UNIT 1 - Data analysis & programming

Students are introduced to the stages of the problem-solving methodology. They focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions.

UNIT 2 - Innovative solutions & network security

Students focus on developing innovative solutions to needs or opportunities that they have identified, and propose strategies for reducing security risks to data and information in a networked environment.

YEAR 11* or 12

SOFTWARE DEVELOPMENT

UNIT 3 - Programming, analysis, design

Students apply the problem-solving methodology to develop working software modules using a programming language. They develop an understanding of the analysis, design and development stages of the problem-solving methodology.

UNIT 4 - Development, evaluation & cybersecurity

Students focus on how the information needs of individuals and organisations are met through the creation of software solutions. They consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation.

system including people, processes, data and digital systems (hardware, software, networks), and how their interrelationships affect the types and quality of digital solutions.

YEAR 11* OR 12

DATA ANALYTICS

UNIT 3 - Data analysis & design

Students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. They develop an understanding of the analysis, design and development stages of the problemsolving methodology.

UNIT 4 - Development, evaluation & cybersecurity

Students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

HEALTH AND PHYSICAL EDUCATION

VCE | HEALTH AND HUMAN DEVELOPMENT

VCE Health and Human Development takes a broad and multidimensional approach to defining and understanding health and wellbeing. Students examine health and wellbeing, and human development as dynamic concepts, subject to a complex interplay of biological, sociocultural and environmental factors, many of which can be modified by health care and other interventions.

Students consider Australian and global contexts as they investigate variations in health status between populations and nations. They look at the Australian healthcare system and examine and evaluate the work of global organisations such as the United Nations and the World Health Organization. Students develop health literacy as they connect their learning to their lives, communities and world. They develop a capacity to respond to health information, advertising and other media messages, enabling them to put strategies into action to promote health and wellbeing in both personal and community contexts.

YEAR 10* OR 11

UNIT 1 - Understanding health and wellbeing

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people.

As a foundation to the understanding of health, students should investigate the World Health Organisation’s (WHO) definition and also explore other interpretations.

UNIT 2 - Managing health and development

This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood.

This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

YEAR 11* OR 12

UNIT 3 - Australia’s health in a globalised world

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts.

Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right.

Students look at the fundamental conditions required for health improvement, as stated by the World Health Organisation (WHO).

UNIT 4 - Health and human development in a global context

Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live.

They build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development.

Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their capacity to take action.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

VCE | PHYSICAL EDUCATION

Physical Education explores the interrelationships between biological, physiological, psychological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity.

YEAR 10* OR 11

UNIT 1 - The human body in motion

In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement.

Through practical activities, students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity.

UNIT 2 - Physical activity, sport and society

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective.

Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups.

The assimilation of theoretical understanding and practice is central to the study of VCE Physical Education. Students participate in practical activities to examine the core concepts that underpin movement and that influence performance and participation in physical activity, sport and exercise.

YEAR 11* OR 12

UNIT 3 - Movement skills and energy for

physical activity

This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective.

Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise.

UNIT 4 - Training to improve performance

In this unit, students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level.

Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity.

They consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

HEALTH AND PHYSICAL EDUCATION

OUTDOOR AND ENVIRONMENTAL STUDIES

VCE | OUTDOOR AND ENVIRONMENTAL STUDIES

This study develops students’ understandings of outdoor environments, and the ways in which humans interact with, relate to and have impacted outdoor environments over time. The study enables students to make critically informed comments on outdoor environmental issues, including asking questions about environmental sustainability and human connections to Country, both past and

YEAR 10* OR 11

UNIT 1 - Connections with outdoor environments

This unit examines some of the ways in which Indigenous peoples and non-Indigenous peoples understand and relate to nature through experiencing outdoor environments.

Through a variety of different outdoor experiences in the Otways, Gariwerd and along the Surfcoast students explore the many ways in which nature is understood and perceived. Students develop a clear understanding of the range of motivations for interacting with outdoor environments, the factors that affect an individual’s access to experiencing outdoor environments and how they connect with and sustain outdoor environments. Camping, walking, mountain bike riding, surfing, sea Kayaking, nature interpretation and hiking will form the practical links to the theoretical investigations.

Subject Levy: $400 per semester. Charged to Fee Accounts.

UNIT

2

- Discovering outdoor environments

This unit focuses on the different ways to understand outdoor environments and the impact of humans on outdoor environments. Students study the effects of natural changes and impacts of land management practices on the sustainability of the Anglesea Heath and the Australian Alps. Students comprehend a range of vocational perspectives that inform human use of outdoor environments. Through reflecting upon their experiences, students make comparisons between different outdoor environments, as well as develop theoretical knowledge about natural environments. Students participate in downhill and cross-country skiing at Mount Baw Baw, nature interpretation walks, fire management investigations, surfing and mountain bike riding.

Subject Levy: $550 per semester. Charged to Fee Accounts.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

present. In this study, both passive and active outdoor experiences provide essential means for students to develop experiential knowledge of outdoor environments. Experiential learning is key to understanding concepts discussed in this course; therefore, practical components form a compulsory aspect of the program.

YEAR 11* OR 12

UNIT 3 - Relationships with natural environments

The focus of this unit is the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Students consider several factors that influence relationships with outdoor environments and examine the dynamic nature of relationships between humans and their environment.

Students are involved in a 4 day hike around Mount Hotham and will visit environments around our local area. Through these practical experiences, students make comparisons between, and reflect upon, outdoor environments, as well as develop theoretical knowledge and skills about specific outdoor environments.

UNIT 4 - Sustainable outdoor relationships

In this unit students explore the sustainable use and management of outdoor environments and the urgent need to balance human needs and the needs of outdoor environments. They observe and assess the health of outdoor environments and consider the importance of this health for the future of Australian outdoor environments and the Australian population.

Students engage in multiple local investigations of remnant vegetation communities and participate in a snow camping experience, conducting an ongoing investigation into the health of, and care for, these places. As global citizens, students investigate how individuals and community members take action towards promoting sustainable and healthy outdoor environments and describe possible solutions to threats facing outdoor environments and their sustainability.

Students participation in the practical experiences are a key part of primary source collection that will be used across both Units 3 and 4, and which is compiled as a final report and assessed in Unit 4.

Subject Levy: $850.

4 days Semester 1, 3 days Semester 2

Charged to Fee Accounts.

LANGUAGES

VCE | INDONESIAN

Learning a language contributes to a student’s personal development in a range of areas including communication skills, intercultural understanding, analytical and reflective capabilities and critical and creative thinking. The study of Indonesian enhances students’ knowledge of Australia’s largest South East Asian neighbour. It equips learners with written and spoken language

YEAR 10* OR 11

UNIT 1

In this unit, students will develop an understanding of the language and cultures of Indonesian speaking communities, exploring themes and topics on the health system in Indonesia and compares it with that of Australia. They learn about traditional Indonesian medicine; jamu and compare and contrast that with Aboriginal bush medicine. Students also learn about education and schooling in Indonesia and compare that with schooling in Australia.

They will develop the confidence and skills to establish and maintain a spoken exchange on personal topics and listen to, read and obtain information from written, spoken or viewed texts.

Students present information, concepts and ideas in writing in Indonesian, using increasingly complex vocabulary and grammatical structures.

skills, cultural understanding and capacity to engage and communicate with the Indonesian speaking community in a variety of contexts for a range for purposes; contributing to and enhancing Australia’s capacity to engage and benefit from our increasingly globalised world and regionalised economy.

UNIT 2

This unit explores themes and topics on the history of Indonesia from Dutch colonisation to the struggle for independence through influential figures both past and present. Students investigate contemporary Indonesian society as well as Indonesian diaspora communities in Australia. Students extend their knowledge on environmental issues in Indonesia and reflect on the ways a developing economy like Indonesia impacts on attitudes and behaviours of not only the Indonesian-speaking communities but also of the students own, living in a developed economy like Australia.

Students will consolidate and extend their vocabulary and grammar knowledge and analyse and use information from written, spoken or visual texts, producing an extended written response.

They present information, ideas and concepts orally in Indonesian about an aspect of culture within communities where Indonesian is spoken.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

VCE | INDONESIAN

YEAR 11* OR 12

UNIT 3

In this Unit, students develop their understanding of the complex relationship between Indonesia and Australia. They explore significant periods in the history of Indonesia-Australia relations from early contact between the Makassan seafarers and Aboriginal communities in Arnhem Land before European settlement in Australia through current period of bilateral relationships between these near neighbours.

They will consider the influence of language and culture in shaping meaning and reflect on the practices, cultural products and perspectives of the cultures of Indonesian-speaking communities.

They investigate joint co-operation ventures and efforts in building strong relationship between these two nations. In particular, students will examine educational and cultural exchange programs long established between Indonesia and Australia.

They create a personal or imaginative text focusing on an event or experience in the past or present and analyse and use information from spoken texts. Students demonstrate increasingly complex language skills in the negotiation and resolution of an issue in a role play task and commence research for a detailed study on an aspect of Indonesian society and culture.

UNIT 4

In this Unit, students consolidate and deepen their understanding of values and traditions that underpin the diverse Indonesian society. Students explore and analyse core values and traditional cultural practices through concepts of Pancasila (foundational philosophical theory of Indonesia) and gotong-royong (communal work to achieve the common good) to gain a better understanding on the ways Indonesian society view the world around them. Through the study of customary ceremonies like Selamatan in Javanese culture and Rambu Solo in Tanah Toraja, students examine how the influence of traditional values and belief system guide Indonesians in navigating their changing society in an increasingly globalised world.

Through exploring values and traditions in Indonesian society, students consolidate and extend their vocabulary and grammar knowledge as well as their language skills in listening, speaking, reading, writing and viewing. Through contextual tasks, students reflect on the ways culture, place and time influence values, attitudes and behaviours of not only the Indonesian-speaking communities but also of their own.

They fi nalise an individual detailed study, interpreting and selecting information from oral and written sources. Research findings are presented in an informative, evaluative written report and a spoken exchange, with students elaborating upon, and justifying, a point of view. Throughout Unit 4, students prepare and practise for the final oral and written examinations.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

VCE | JAPANESE

The study of Japanese contributes to students’ personal development in a range of areas including communication skills, intercultural understanding, cognitive development, literacy and general knowledge. Learning and using an additional language encourages students to examine the influences on their perspectives and society, and to consider issues important for effective personal, social and

YEAR 10* OR 11

UNIT 1

Students develop an understanding of the Japanese language and culture through the study of three subtopics from the prescribed themes: Hobbies and Leisure Activities, The Changes in Family Life and Family and Pets. On completion of this unit students should develop the ability to exchange meaning in a spoken interaction in Japanese, interpret information from two texts on the same subtopic presented in Japanese, and respond in writing in Japanese and in English. They also should be able to present information, concepts and ideas in writing in Japanese on the selected subtopic and for a specific audience and purpose.

UNIT 2

Students build on their linguistic and cultural understanding through the study of three subtopics from the prescribed themes: experiences of Schooling, Innovations in Technology and Impact of Technological Change, and the Internet and Social Media.

On completion of this unit students should be able to respond in writing in Japanese to spoken, written or visual texts, to analyse and use information from three different kinds of text types to produce an extended written response in Japanese. They also should be able to explain information, ideas and concepts orally in Japanese to a specific audience about an aspect of culture within communities where Japanese is spoken.

international communication. It enables students to examine the nature of language, including their own, and the role of culture in language, communication and identity. Learning a language engages analytical and reflective capabilities and enhances critical and creative thinking.

YEAR 11* OR 12

UNIT 3

Students investigate the way Japanese speakers interpret and express ideas and negotiate and persuade in Japanese through the study of three subtopics from the prescribed themes and topics: Future Plan and Employment, Living in Rural and Urban areas of Japan and Travelling in Japan. On completion of this unit students should be able to participate in a spoken exchange in Japanese to resolve a personal issue, interpret information from texts and write responses in Japanese as well as express ideas in a personal, informative or imaginative piece of writing in Japanese.

UNIT 4

Students investigate aspects of culture through the study of two subtopics from the prescribed themes and topics: Traditional and Contemporary Culture and Caring for the Environment. On completion of this unit the student should be able to share information, ideas and opinions in a spoken exchange in Japanese, analyse information from written, spoken and viewed texts for use in a written response in Japanese. They also should be able to present information, concepts and ideas in evaluative or persuasive writing on an issue in Japanese.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

DRAMA

VCE | DRAMA

VCE Drama focuses on the creation and performance of characters, narratives and stories that communicate ideas, meaning and messages. Students draw on a range of content and contexts and use role and expressive skills to create and present dramatic

YEAR 10* OR 11

UNIT 1 - Introducing performance styles

Students study performance styles from a range of social, historical and cultural contexts. They examine drama traditions of ritual and storytelling to devise performances that go beyond re- creation and/or representation of real life as it is lived.

Students create, present and analyse devised performances that include real or imagined characters, based on personal cultural experiences and stories.

They examine storytelling through the creation of solo and ensemble devised performances, and manipulate expressive skills in the creation and presentation of characters.

Students will also view and analyse a work by professional drama performers.

UNIT 2 - Australian identity

Students examine aspects of Australian identity evident in contemporary drama practice. This will also involve exploring the work of selected drama practitioners and associated performance styles.

Students create, present and analyse a performance using stimulus from a contemporary or historical Australian context. They use performance styles from a range of historical, cultural and social contexts including styles associated with non-naturalism.

This unit also involves the student in a performance of an Australian work and analysis of a performance by professional actors.

works. They develop an understanding of dramatic elements, stagecraft and theatrical conventions appropriate to performance styles from a range of cultural contexts.

YEAR 11* OR 12

UNIT 3 - Devised ensemble performance

Students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work.

Students explore performance styles and associated conventions from a diverse range of contemporary and or traditional contexts. They work collaboratively to devise, develop and present an ensemble performance.

Throughout development of the work they experiment with transformation of character, time and place and application of symbol.

Students analyse and evaluate a professional drama performance selected from the prescribed VCE Drama Unit 3 playlist published by VCAA.

UNIT 4

This unit focuses on the development and the presentation of devised solo performances. Students explore contemporary drama practice and works and draw on a range of performance styles and associated conventions.

They experiment with the application of symbol and transformation of character, time and place and apply dramatic elements, conventions, expressive and performance skills to the creation of solo works.

In this area of study, 2 solo performances must be selected from the VCE Drama Solo Performance list published annually by VCAA.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

MUSIC

VCE | MUSIC

VCE Music is based on active engagement in all aspects of music. Students develop and refine musicianship skills and knowledge and develop a critical awareness of their relationship with music as listeners, performers, creators and music makers. Students explore, reflect on and respond to the music they listen to, create and perform.

They analyse and evaluate live and recorded performances, and learn to incorporate, adapt and interpret musical practices from diverse cultures, times and locations into their own learning about music as both a social and cultural practice.

Students study and practise ways of effectively communicating and expressing musical ideas to an audience as performers and composers, and respond to musical works as an audience. They develop knowledge and skills, provide a practical foundation for students to compose, arrange, interpret, reimagine, improvise, recreate and critique music in an informed manner.

In this study students are offered a range of pathways that acknowledge and support a variety of student backgrounds and music learning contexts, including formal and informal.

It is highly recommended that students: Undertake Units 1 & 2 Music prior to commencing a Unit 3 & 4 Music Study.

Consult with music faculty teachers regarding which Unit(s) 3 & 4 music studies will best suit their skills/strengths/passions and prepare them for their pathway, (including which order they should be undertaken).

Have approximately three years’ experience with a musical instrument or voice prior to commencing Unit 3 Music Contemporary or Repertoire Performance.

Please also consider the following:

There are VCE ATAR scoring considerations to be discussed with the Director of Music for any student who wishes to study 3 or more of the Unit 3 & 4 Music studies in Years 11 & 12.

Students studying VCE Music (all units) are required to have a weekly instrumental music lesson to support their learning (see special note regarding music lessons and VCE VET Sound).

Students studying VCE Music (all Units) are required to participate in the College ensemble program, attending weekly rehearsals and performances.

YEAR 10* OR 11

MUSIC UNITS 1 & 2

VCE Music is based on active engagement in all aspects of music. Students rehearse, perform, and develop their skills as musicians across a broad range of contexts and activities. Students will rehearse and perform in small groups (rock groups, wind/brass/string ensembles/vocal groups) under the guidance of an ensemble teacher. They will also experience large group performance and as well develop their performance craft as soloists in performance classes and workshops. Opportunities to perform at community and college events will also be offered to students to develop their skills and confidence as performers.

Class activities include listening to a broad range of music, students will have the opportunity to explore, reflect on and respond to the music they listen to, create and perform. They analyse and evaluate live and recorded performances, and learn to incorporate, adapt and interpret musical practices into their own practice.

Students also develop knowledge and skills to compose and/or arrange, interpret, reimagine, improvise, recreate, and critique music. In this study students are offered a range of pathways according to their instrument and areas of musical interest from classical to contemporary performance genre.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

Subject Levy: $60 Auralia & Musition 12 month Digital Subscription Charged to Fee Account

VCE | MUSIC

YEAR 11* or 12

Music Contemporary performance

UNITS 3 & 4

Students prepare a program of a variety of contemporary styles for assessment in a live performance. As they build towards their end of year performance, they take part in various performance classes and events. They may be assessed as primarily a member of a group or as a solo performer. Students develop strategies for practice and performance, they analyse the strengths and weaknesses in their performance capabilities and develop a planned approach to address challenges. Students develop their understanding of the ways elements of music, concepts and compositional devices can be interpreted and/or manipulated in contemporary performance.

Students analyse interpretation in a wide range of recorded contemporary music, responding to and analysing music elements, concepts, compositional devices, and music language. Students also learn how to recognise and recreate music language concepts such as scales, melodies, chords, harmony, and rhythmic materials that relate to contemporary music.

Subject Levy: $60 Auralia & Musition 12 month Digital Subscription

Charged to Fee Account

YEAR 11* or 12

Music Inquiry

UNITS 3 & 4

In this study, students focus on performing, and composing/ arranging music connected with a selected music style and/or creator. Students choose and study their own Area of Investigation, and in Unit 4 present a folio. The Area of investigation may be a style, performer, musical genre or creator. Students perform on their chosen instrument, the works performed will come from their chosen area of investigation. Performance assessments will be live video/audio presentations. Students listen to, analyse and describe the treatment of music elements, concepts, and compositional devices of music from a selected style/styles. Unlike VCE Music Repertoire and Composition there is no externally assessed live performance examination.

YEAR 11* or 12

Music Repertoire performance

UNITS 3 & 4

Students prepare a program of a variety of styles of notated pieces for assessment in a live performance. As they build towards their end of year performance, they take part in various performance classes and events. They may be assessed as primarily a member of a group or as a solo performer. Students develop strategies for practice and performance, they analyse the strengths and weaknesses in their performance capabilities and develop a planned approach to address challenges. Students develop their understanding of the ways elements of music, concepts and compositional devices can be interpreted and/or manipulated in performance.

Students analyse interpretation in a wide range of recorded music, responding to and analysing music elements, concepts, compositional devices, and music language. Students also learn how to recognise and recreate music language concepts such as scales, melodies, chords, harmony, and rhythmic materials that relate to the works studied.

Subject Levy: $60 Auralia & Musition 12 month Digital Subscription

Charged to Fee Account

YEAR 12

Music Composition UNIT 3

Students make a detailed exploration of two major works, including an Australian work, and write short composition exercises incorporating techniques and styles they have learned. They also build their composition skills with regular listening analysis of works from a wide range of musical styles and genres. Students plan a larger composition

UNIT 4

Students continue to build their composition skills with regular listening analysis of works from a wide range of musical disciplines and genres. Students compose a work using their own chosen influences. Their composition is rehearsed and recorded.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

VET | MUSIC

VCE VET Music Industry Sound Production Units 1 & 2, 3 & 4

This study explores how the Australian Music Industry works, including running a business and skills in management. It aims to engage students in developing skills in live audio production, live recording and studio recording. Students will have opportunities

YEAR 11

Music Industry Sound UNITS 1 & 2

• Perform tasks in audio production including recording, mixing and operating a live sound reinforcement system.

• Use music technology in music making and learn about new technology in the industry.

• Research and find job opportunities in the events industry and write a cover letter and CV.

• Learn to network, engage and communicate effectively in meetings within the process of setting up events and tasks.

to set up and operate live audio for concerts and other events. Digital audio workstations are available for students to develop their skills in recording and mixing. Students will also rehearse as a band/ensemble in order to prepare for performance and practise their music industry skills.

YEAR 12

Music Industry Sound UNITS 3 & 4

• Conduct a multitrack studio recording of a band and mix/ master it for a chosen medium.

• Conduct a live recording of a band and mix/master it for a chosen medium.

• Organise, set-up, operate a sound reinforcement system for live events in various venues and performance situations.

• Learn to fix a range of issues with a studio recording and then finalise the mix ready for distribution.

COURSE STRUCTURE

Certificate III in Music Industry – Sound Production provides students with the opportunity to apply a broad range of knowledge and skills in varied work contexts in the music industry. To complete the certificate all 4 units must be completed over 2 years of study (Years 11 & 12).

VCE VET Music Industry Sound is taught at Christian College by College Music Faculty Staff and is timetabled as a regular class on the weekly timetable. Throughout each year, students are also expected to attend a range of events outside of usual class times to assist with the set-up, operation and pack up of audio and recording systems.

Students do achieve a study score to contribute to their ATAR for this subject if studied across Units 3 and 4.

Students do not necessarily require a weekly music lesson to complete this subject however learning a musical instrument and engaging in performance is highly desirable for students in the Music Industry Sound Production stream.

Subject Levy: $100 per semester. Charged to Fee Accounts.

ARTS, TECHNOLOGY AND DESIGN

VCE | ART MAKING AND EXHIBITING

VCE Art Making and Exhibiting introduces students to the methods used to make artworks and how artworks are presented and exhibited.

Students use inquiry learning to explore, develop and refine the use of materials, techniques and processes and to develop their knowledge and understanding of the ways artworks are made. Their knowledge and skills evolve through the experience of

YEAR 10* OR 11

UNIT 1 - Explore, expand and investigate

In this unit students explore materials, techniques and processes in a range of art forms. They expand their knowledge and understanding of the characteristics, properties and application of materials used in art making. Students also explore the historical development of specific art forms and investigate how the characteristics, properties and use of materials and techniques have changed over time. Students focus on artworks by Australian artists, including Aboriginal and Torres Strait Islander artists. They are encouraged to view the artworks in a range of presentations, including those in galleries, museums, other exhibition spaces and site-specific spaces. Their exploration and experimentation is documented in both visual and written form in a Visual Arts journal.

UNIT 2 - Understand, develop and resolve

In Unit 2 students continue to research how artworks are made by investigating how artists use aesthetic qualities to represent ideas in artworks. They broaden their investigation to understand how artworks are displayed to audiences, and how ideas are represented to communicate meaning. Students respond to a set theme and progressively develop their own ideas. They consolidate these ideas to plan and make finished artworks, reflecting on their knowledge and understanding of the aesthetic qualities of artworks. The planning and development of at least one finished artwork are documented in their Visual Arts journal. Students begin to understand how exhibitions are planned and designed and how spaces are organised for exhibitions. This offers students the opportunity to engage with exhibitions and site-specific spaces.

making and presenting their own artworks and through the viewing and analysis of artworks by other artists. Visiting and viewing exhibitions and displays of artwork is a necessary part of this study. It helps students understand how artworks are displayed and exhibitions are curated. It also has an influence on the students’ own practice and encourages them to broaden and develop their own ideas and thinking around their own art making.

YEAR 11* OR 12

UNIT 3 -Collect, extend and connect

In this unit students are actively engaged in art making using materials, techniques and processes. They record their research of artists, artworks and collected ideas and also document the iterative and interrelated aspects of art making to connect the inspirations and influences they have researched. From the ideas documented, students plan and develop artworks. In order to receive constructive feedback on the progress of their art making, and to develop and extend their ideas, students present a critique of their artworks to their peer group. Students will visit an exhibition in either a gallery, museum, other exhibition space or site-specific space. They must visit or view a minimum of two exhibitions during the current year of study.

UNIT 4 - Consolidate, present and conserve

In Unit 4 students make connections to the artworks they have made in Unit 3, consolidating and extending their ideas and art making to further refine and resolve artworks in -specific art forms. Students organise the presentation of their finished artworks. They make decisions on how their artworks will be displayed, the lighting they may use, and any other considerations they may need to present their artworks. Students continue to engage with galleries, museums, other exhibition spaces and site-specific spaces and examine a variety of exhibitions. Students analyse the ways specific artworks are presented and demonstrate their understanding of conservation and care methods used for these artworks. They apply this knowledge to the presentation, conservation and care of their own artworks.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

** This subject will incur a levy of $60 per semester.

VCE | FOOD STUDIES

Food Studies students will explore and develop food-related interests and skills with an emphasis on health and sustainability. Students study Australian and global food production systems past and present. They research economic, environmental and

ethical impacts of food, critically evaluate information, marketing messages and new trends. Whilst practical work is an integral part of the course, students need to be committed to completing the theoretical components to a high standard.

YEAR 10* OR 11

UNIT 1 - Food origins

This unit focuses on food from historical and cultural perspectives. Students consider the origins and significance of food through inquiry into food producing regions of the world.

They explore how humanity has historically sourced its food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food

Students look at indigenous food prior to European settlement and the attempts of the first non-indigenous settlers to establish a secure and sustainable food supply. They explore trends in food practices and food subcultures in Australia and their impact on health.

UNIT 2 - Food makers

In this unit, students investigate food systems in contemporary Australia. They compare commercial and small-scale domestic setting food production.

Students analyse the benefits and challenges of developing and using practical food skills in daily life. They design new food products and adapt recipes to suit circumstances.

Students consider the possible extension of their role as small scale food producers by exploring potential entrepreneurial opportunities. Students learn and apply food science terminology relating to physical and chemical changes that occur during food preparation and cooking, and undertake hands-on experimentation to demonstrate techniques and effects.

YEAR 11* OR 12

UNIT 3 - Food in daily life

This unit investigates the societal, lifestyle and economic issues that influence food choices and the nutritional rationale of the Australian Guide to Healthy Eating.

They develop their understanding of nutrient requirements across the lifespan and the impacts that food has on health by investigating a range of diet-related conditions.

They explore behavioural principles involved in the establishment of lifelong, healthy dietary patterns such as the role of food in influencing mental health. The practical aspect facilitates the establishment of nutritious and sustainable meal patterns.

UNIT 4 - Food issues and challenges

In this unit students examine global and Australian food systems. They focus on issues about the environment, ethics, farming practices, technologies, food security, food wastage and the management of water and land.

Students research a selected topic of interest to analyse different points of view, consider solutions and support sustainable futures.

They focus on food information and misinformation and learn the skills to empower consumers to make discerning food choices.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

** This subject will incur a levy of $60 per semester, charged to fee accounts.

VCE | MEDIA

Media is deeply embedded within life and culture at a local, national and global level. It entertains, teaches, informs and shapes audiences’ perception of their lives and the world in which they live. Stories in all their forms are at the heart of the media and its relationship with audiences. Through stories, narratives are constructed that engage and are read by audiences.

Representations of ideas, realities and imagination are constructed and deconstructed, remixed and reimagined with ever-increasing technological sophistication, ease and speed to engage audiences. Students examine how and why the media constructs and reflects reality, and how audiences engage with, consume, read, create and produce media products.

YEAR 10* OR 11

UNIT

1 - Media forms, representations & Australian stories

Students develop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They explore media codes and conventions and the construction of meaning in media products.

Students analyse how representations, narratives and media codes and conventions contribute to the construction of the media realities that audiences read and engage with. Students gain an understanding of audiences as producers and consumers of media products. Through analysing the structure of narratives, students consider the impact of media creators and institutions on production. Students work in a range of media forms and develop and produce representations to demonstrate an understanding of the characteristics of each media form, and how they contribute to the communication of meaning.

UNIT 2 - Narrative across media forms

Fictional and non-fictional narratives are fundamental to the media and are found in all media forms. Media industries such as journalism and filmmaking are built upon the creation and distribution of narratives constructed in the form of a series of interconnected images and/or sounds and/or words, using media codes and conventions. New media forms and technologies enable participants to design, create and distribute narratives in hybrid forms such as collaborative and user-generated content, which challenges the traditional understanding of narrative form and content.

Students analyse the influence of developments in media tech nologies on individuals and society; design, production and distribution of narratives in the media; and audience engagement, consumption and reception.

Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms.

YEAR 11* OR 12

UNIT 3 - Media narratives & pre-production

Students explore stories that circulate in society through a close analysis of a media narrative. Students consider the use of codes and narrative conventions to structure meaning and explore the role these play in media narratives. They study how social, historical, institutional, culture, economic and political contexts may influence the construction of media narratives and audience readings.

Through the study of a media narrative, students explore specific codes and narrative conventions and begin the process of research to support their understanding of how they can adopt and employ these techniques in their own works. Students use the pre-production stage to design a media product for a specified audience. They explore and experiment with media technologies to develop skills in their selected media form. They reflect on and document their progress to support the production and post-production of a media product in Unit 4.

UNIT 4 - Media production; agency & control in and of the media

Students focus on the production and post-production stages of the media production process, bringing the pre-production plans created in Unit 3 to their realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion.

The context in which media products are produced, distributed and consumed is an essential framework through which audiences view and read media products. Social, historical, institutional, cultural, economic and political contexts can be seen through explicit or implied views and values conveyed within media products.

Students view a range of media products that demonstrate a range of values and views, and they analyse the role that media products and their creators play within the contexts of their time and place of production.

* Acceleration is possible in this subject.

See page 13 for information on acceleration.

VCE | PRODUCT DESIGN, TEXTILES OR MATERIALS

Designers determine the creation of products that fulfill human needs and wants. Central to VCE Product Design and Technology is design thinking, which is applied through the product design process providing a structure for creative problem solving. This opportunity is investigated and informed by research to aid the

YEAR 10* OR 11

UNIT 1 - Design Practices

This unit focuses on the work of designers across relevant specialisations in product design. Students explore how designers collaborate and work in teams; they consider the processes that designers use to conduct research and the techniques they employ to generate ideas and design products. When creating their own designs, students use appropriate drawing systems, both manual and digital, to develop graphical product concepts. They also experiment with materials, tools and processes to prototype and propose product concepts.

UNIT 2 - Positive Impacts for end users

Students examine how designers should look outward, both locally and globally, to research the diverse needs of end users. They should explore how inclusive product design solutions can support belonging, access, usability and equity. In this unit, students specifically examine social and/or physical influences on design. They formulate a profile of an end user(s), research and explore the specific needs or opportunities of the end user(s) and make an inclusive product that has a positive impact on belonging, access, usability and/or equity.

Students also explore cultural influences on design. They develop an awareness of how Aboriginal and Torres Strait Islander peoples design and produce products, how sustainable design practices care for Country, and how traditions and culture are acknowledged in contemporary designs. Students also have opportunities to make connections to personal or other cultural heritages.

development of solutions that take the form of physical, threedimensional products. Students can choose either Materials (Wood, Metal or Plastic) or Textiles (Fabric, yarn or fibre) as their medium to work with.

YEAR 11* OR 12

UNIT 3 - Ethical product design and development

Students plan to develop an ethical product through a problembased design approach, starting with a need or opportunity and using a design process and testing to problem-solve. The design brief, product concepts and the final proof of concept are developed using design thinking. Students undertake the role of a designer to generate, analyse and critique product concepts. The chosen concept becomes the final proof. Throughout the design process, the product concepts are evaluated, using relevant factors that influence product design, and are shaped using design thinking.

UNIT 4 - Production and evaluation of ethical designs

In this unit, students continue to work as designers throughout the production process. They observe safe work practices in their chosen design specialisations by refining their production skills using a range of materials, tools and processes.

Students collect, analyse, interpret and present data, use ethical research methods and engage with end user(s) to gain feedback and apply their research and findings to the production of their designed solution. Students also focus on how speculative design thinking can encourage research, product development and entrepreneurial activity through the investigation and analysis of examples of current, emerging and future technologies and market trends.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

** This subject will incur a levy of $60 per semester.

VCE | SYSTEMS ENGINEERING

Systems Engineering involves the design, creation, operation and evaluation of integrated systems, which mediate and control many aspects of human experiences. It promotes innovative systems and design thinking and problem-solving skills through the Systems Engineering Process, which takes a project-management approach. Students focus on how mechanical, digital and electrotech

systems are combined to form a controlled integrated technological systems. Their design ideas utilise processes of increasing complexity and use a variety of materials, tools and equipment. Students develop their engineering knowledge and use appropriate technologies to skilfully and safely produce high quality designed solutions suitable for the intended purpose.

YEAR 10* OR 11

UNIT 1 - Mechanical engineering fundamentals

Students focus on electrotechnology engineering fundamentals. Through the application of their knowledge and the Systems Engineering Process, students produce operational systems that also include mechanical components.

While this unit contains the fundamental physics and theoretical understanding of electrotechnology systems and how they work, the main focus remains on the construction of a system.

The construction process draws heavily upon design and innovation within all the interrelated applied learning activities.

UNIT 2 - Electrotechnology engineering fundamentals

Students focus on building understanding of the fundamental principles of electrical and electronic circuits, commonly referred to as electrotechnology.

Students study fundamental electrotechnology engineering principles. Through the application of their knowledge, students produce basic operational systems.

YEAR 11* OR 12

UNIT 3

- Integrated systems engineering and energy

Students focus on how mechanical and electrotechnical systems are combined to form a controlled integrated technological system. This includes knowledge of sources and types of energy that enable engineered technological systems to function.

Students develop their engineering knowledge and undertake the construction of a substantial system. They also explore contemporary energy issues in relation to powering systems.

UNIT 4 - Systems control and new technologies

Students test and evaluate the integrated controlled system they designed in Unit 3.

They investigate new and emerging technologies, consider reasons for their development and analyse their impacts.

Students use their investigations, design and planning to continue the fabrication of their system. They use project and risk management methods through the construction of the system and a range of materials, tools, equipment and components.

Students test, diagnose and analyse the performance of the system.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

** This subject will incur a levy of $50 per semester.

VCE | VISUAL COMMUNICATION DESIGN

VCD examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. Drawing is used as the primary component of visual language to support the conception and visualisation of ideas. The design process provides a structure to organise design thinking and is shaped by considerations of

YEAR 10* OR 11

UNIT 1 - Finding, reframing and resolving design problems

Students focus on using human-centred research methods to reframe a design problem and identify a communication need. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time.

Students will create visual language for a business or brand (logo design) using the Develop and Deliver stages of the VCD design process.

They use technical drawing to develop a sustainable object, while considering design’s influence and factors that influence design.

UNIT 2 - Design contexts and connections

Students will apply design thinking strategies to brainstorm design ideas inspired by contextual factors and chosen design styles. They will engage in the VCD design process to produce solutions for an environmental design problem centred around architectural design and/or landscape design.

Students will explore culturally appropriate design practices and develop an understanding of the designer’s ethical and legal responsibilities when designing personal iconography.

Students focus on applying the VCD design process to design an interface for a digital product, environment or service.

aesthetics and functionality, as well as social, cultural, environmental and economic factors. Students develop the skills to communicate ideas through the use of design elements, design principles, selected media, materials and methods of production.

YEAR 11* OR 12

UNIT 3 - Visual communication in design practice

Students compare the ways in which visual communication practices are used by contemporary designers, using research methods and practical exploration.

They will compare and analyse design examples from selected field(s), describing how aesthetic considerations contribute to the effective communication of information or ideas.

Students prepare a brief and develop design ideas for the unit 3 design folio, while applying the VCD design process and design thinking strategies.

UNIT 4 - Delivering design solutions

Students refine and resolve design concepts for each communication need, and devise and deliver a pitch to communicate concepts to an audience, evaluating the extent to which these meet the requirements of the brief. They select materials, methods and media appropriate for the presentation of final design solutions distinct from one another in purpose and presentation format.

Students produce a design solution for each communication need defined in the brief, satisfying the specified design criteria.

* Acceleration is possible in this subject. See page 13 for information on acceleration.

** This subject will incur a levy of $50 per semester.

ARTS, TECHNOLOGY AND DESIGN

VOCATIONAL EDUCTION AND TRAINING (VET)

VET | VOCATIONAL EDUCATION AND TRAINING

VET is a nationally recognised qualification or credit towards a qualification that contributes to the VCE or VCE VM.

It develops skills that will equip students for the workforce and further study.

Delivery of the VET Certificate

Registered Training Organisations (RTOs) are responsible for the delivery, assessment and certification of VET qualifications.

Christian College works with external providers to deliver the programs off site, with the exception of VET Music, which is delivered on site under the auspices of an accredited RTO.

Students can select one VET course from a range of industries.

VET certificates are usually undertaken over two years, to receive the certificate. Students should therefore aim to complete the full two year program. Whilst there are a range of VET subjects available, the College offers courses that are provided locally and approved for credit by VCAA.

VCE VM students must achieve two VET credits at Certificate II level or above (180 nominal hours)

Some VET options can be scored/assessed for the VCE ATAR.

Examples of VET courses offered

Certificate II courses

• Agriculture

• Animal Studies

• Applied Fashion Design

• Automotive

• Building Construction

• Community Services Work

• Creative Industries

• Electrotechnology

• Engineering Studies

• Equine Studies

• Furniture Making

• Horticulture

• Hospitality

• Kitchen Operations

• Outdoor Recreation

• Plumbing

• Small Business

Certificate III courses

• Allied Health Assistance

• Beauty Services

• Early Childhood Education and Care

• Laboratory Skills

• Makeup

• *Music Industry - Sound Production

• Screen and Media

Certificate II and III courses

• Dance

• Information, Digital Media and Technology

• Sport and Recreation

Please note – VET courses offered locally can vary from year to year. Please contact VET coordinator for VET subjects on offer for 2024.

* Please note VET Music Industry - Sound Production Is offered onsite at Christian College Geelong as part of the regular school timetable.

VET | VOCATIONAL EDUCATION AND TRAINING

Selecting a course at Year 11

Students will be required to undertake:

• Ten units of VCE study: five units in Semester One and five units in Semester Two. They must include a minimum of two units of Literacy/English/Literature/English Language

• One VET study undertaken all year, to make up the sixth study

Selecting a course at Year 12

Students will be required to undertake:

• Four complete VCE or VCE VM studies at Unit 3 and 4. This selection must include a study in either Literacy/English/ Literature/English Language.

• One VET study undertaken all year, to make up the fifth study.

How does VET contribute to the VCE, VCE VM and VPC?

VCE and VCE VM

VCE VET courses are fully recognised within the Units 1 to 4 structure of the VCE and VCE VM and can contribute towards satisfactory completion of the VCE and VCE VM.

Satisfactory completion of VCE - VET

The minimum requirement is satisfactory completion of 16 units which must include:

A VCE-VET study contributes towards the successful completion of the VCE certificate and in some cases the ATAR (Australian Tertiary Admissions Rank). A VCE student will receive a statement of results and a study score for each study which is used to calculate an ATAR.

• Three units from the English group (English/Literature) with at least one unit at Unit 3 or 4 level.

• At least three sequences of Unit 3 and 4 studies other than English.

• Satisfactory completion of an accredited VET certificate (note that all VET assessment isconducted by the course provider, not Christian College, except for Music Industry - Sound Production Cert III).

Satisfactory completion of VCE VM – VET

The contribution to a student’s VCE – VM is determined by the number of hours successfully completed. Two VET credits at Certificate II level or above (180 nominal hours) is the minimum requirement to be eligible for VCE VM.

Satisfactory completion of VPC

The VPC can include units of competency from VET qualifications. Successful completion of 90 hours of a Certificate I level or above provides one unit of credit towards the completion requirements of the VPC.

Fees

• VET studies incur an additional fee for study payable to the provider via your College Fee account.

• VET fees include a course cost and additional ancillary fees where applicable. Please note, the Government does not subsidise the VET cost for independent schools so fees are payable by the family, added to their fee account.

• VET fees are updated annually and, in 2023, ranged from $1570 - $3460 depending on the course, inclusive of ancillary fees

• Christian College contributes a $500.00 subsidy toward the cost of a completed VET course. This will be credited to the student’s tuition fee account in two instalments of $250.00 – one in April and a second in August. Christian College will also provide the transport arrangements and cost for student travel to the Registered Training Organisation (RTO).

Please refer to course provider information via Senior School Hub or VET coordinator for full details and estimated costs.

Please note: Course costs are subject to change by the provider during the following year and your fee account will be adjusted accordingly.

SBAT | SCHOOL BASED APPRENTICESHIP & TRAINEESHIP

School Based Apprenticeship and Traineeship

An SBAT is a nationally recognised qualification or credit that is most suited to VCAL but can contribute to the VCE. It gives students the opportunity to begin their apprenticeship or traineeship whilst still at school. They combine either their VCE or VCAL program with part time, paid employment, and training through an RTO. Regular school attendance is combined with one timetabled day a week of employment and/ structured training. SBATs typically follow on from VET and a work placement experience. To undertake an SBAT the student must be aged 15 years and over and have a willing employer.

Advantages of undertaking an SBAT.

• Incorporates vocational training and work gaining credit towards VCE or VCAL certificates. A jumpstart on career.

• Earn money.

• Gain valuable skills and knowledge in their chosen field.

• Get hands on experience.

• Can lead directly into full time apprenticeship or traineeship on leaving school.

Credit towards VCE VM VCE students

The student will receive credit determined by the VCAA within the Unit 1-4 credit structure – typically 360 hours.

Qualifications at Certificate II or above provide credit based on one VCE Unit for each 90 hours of completed Units of Competency. (UOC)

FEES

Any fees associated with an SBAT are payable directly to the RTO and not through Christian College.

Christian College contributes a $500.00 subsidy towards the SBAT. This will be credited to the student’s tuition fee account in two instalments of $250.00 – one in April and a second in August.

Any students wishing to undertake an SBAT should contact the Christian College Careers Practitioners or VET Coordinator to determine their suitability and pathway.

• Certificate III In Carpentry

• Certificate III In Plumbing

• Certificate III In Electrotechnology Electrician

• Certificate III In Hairdressing

Examples of SBAT (Apprenticeships) – ongoing post school