2023 Senior Subject Selection Booklet by Christian College Geelong

Senior Subject Selection Booklet

Years 11 - 12 | 2023 Senior School Waurn Ponds

INDEX Years 11 & 12 Welcome, Senior Academic Program

Victorian Pathways Certificate (VPC)

VCE Vocational Major (VCE VM)

The Victorian Certificate of Education (VCE)

Overview of Subject Selections English

Mathematics

English English Language Literature

Foundation Mathematics General Mathematics Mathematical Methods Specialist Mathematics

Science

Biology Chemistry Physics Psychology

Humanities

Accounting Business Management Economics Extended Investigations Geography Global Politics History Legal Studies Sociology

Outdoor Education

Outdoor and Environmental Studies

Languages

Drama

Music

Arts, Technology and Design

Vocational Training

Drama

Digital Technologies

Applied Computing Data Analytics Software Development

Health and Human Development Physical Education

Indonesian Japanese

Christian Education Religion and Society

Health and Physical Education

Music Music Contemporary performance Music Repertoire performance Music Inquiry Music Style and Composition VCE VET Music Industry - Sound Production

Art Making and Exhibiting Food Studies Media Product Design - Materials Product Design - Textiles Systems Engineering Visual Communication Design

Vocational Education Training (VET) School Based Apprenticeships and Traineeships (SBAT)

WELCOME TO SENOR SCHOOL

Welcome | Senior Academic Program How exciting! You are reading this booklet because you are contemplating what your pathway will look like in 2023. 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 need: 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. Before you read on, it’s worth mentioning here that the Victorian Government has recently made some changes to the senior secondary education program. From 2023 the new VCE Vocational Major will replace VCAL, so whatever a student’s talent, they can now pursue it under one VCE. Moving to an integrated senior secondary certificate will give all students the learning opportunities to develop the skills and capabilities needed to succeed in further education, work and life. From 2023, enrolment options for Year 11 and 12 students will include: •

the Victorian Certificate of Education (VCE)

•

the Victorian Certificate of Education (VCE) Vocational Major

•

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 68.

The VCE Vocational Major (VM), replacing Intermediate and Senior VCAL, is a two-year vocational and applied learning program within the VCE which aims to provide a structured and defined course of study for students who wish to follow a pathway into vocational education and training or work. 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 7-11. The newly introduced Victorian Pathways Certificate (VPC) will replace Foundation VCAL from 2023. It is an inclusive year 11 and 12 certificate that will meet the needs of those students not able or ready to complete a certificate at the VCE level. The VPC provides students with a standards-based 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 Vocational Major, entry level VET or employment. Page 4 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

More information can be found at the Christian College Senior School Hub via this QR Code:

Mr Rick Geall Head of Senior Campus

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.

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.

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. 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.

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.

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.

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 are no external assessments of VCE VM Unit 3–4 sequences, and VCE VM studies do not receive a study score and the VCE VM studies do not contribute to the ATAR.

The VCE VM has four unique areas of study studies: •

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.

•

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.

•

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.

•

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

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 VM Numeracy or 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 three VCE unit 3–4 sequences as part of their program.

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). There are no external assessments of VCE VM studies. VCE VM studies do not contribute to the ATAR. The VCE VM can be tailored to the needs and interests of the student, to keep them engaged while developing their skills and knowledge. Students can substitute the above units and also include other VCE studies as well as a VET course. Students can receive structured workplace learning recognition through structured work placement (SWL) supported by their VET course.

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

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VCE VM | 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.

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 11

YEAR 12

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 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.

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.

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.

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.

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 VM | 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 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.

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

Personal numeracy Financial numeracy Vocational numeracy

• • •

Civic numeracy Health numeracy Recreational numeracy

YEAR 11

YEAR 12

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.

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 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.

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.

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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

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 11

YEAR 12

UNIT 1 Healthy individuals

UNIT 3 Leadership and teamwork

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.

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.

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.

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.

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.

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.

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 11

YEAR 12

UNIT 1 Careers and learning for the future

UNIT 3 Industrial relations, workplace environment & practice

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.

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 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 preparation.

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.

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VICTORIAN CERTIFICATE OF EDUCATION (VCE)

VCE | VICTORIAN CERTIFICATE OF EDUCATION 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

•

no more than two subjects from a particular learning area can be counted towards a student’s ATAR. Students may choose to study three different Mathematics, English or Music subjects as an example, but only two of these can contribute to their final four subjects.

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

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. 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 policy, will be made available prior to the Senior School Subject Information Evenings.

Online Subject Acceleration request form can be located via this QR Code:

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ENGLISH

Mrs Nicola Morrish Director of Teaching and Learning

English

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.

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.

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

YEAR 12

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.

UNIT 3 Students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts.

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 3 a student should be able to: •

Produce an analytical interpretation of a selected text, and a creative response to a different selected text.

•

Analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently debated in the media.

UNIT 4 Students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media. On completion of Unit 4 a student should be able to: •

Produce a detailed comparison which analyses how two selected texts present ideas, issues and themes.

•

Construct a sustained and reasoned point of view on an issue currently debated in the media.

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.

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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

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 11

YEAR 12

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.

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 1 a student should be able to: •

Identify and describe primary aspects of the nature and functions of human language.

•

Describe what children learn when they acquire language.

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

Identify and analyse distinctive features of informal language in written and spoken texts.

•

Identify and analyse distinctive features of formal language in written and spoken texts.

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.

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 2 a student should be able to:

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

•

Describe language change as represented in a range of texts and analyse a range of attitudes to language change.

•

Investigate and analyse varieties of Australian English and attitudes towards them.

•

Describe and explain the effects of the global spread of English in terms of both conformity and diversity, through a range of spoken and written texts.

•

Analyse how people’s choice of language reflects and constructs their 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

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 11

YEAR 12

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.

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 1 a student should be able to:

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

•

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

•

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

•

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

•

Respond creatively to a text and comment on the connections between the text and the response.

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.

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 2 a student should be able to:

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

•

Produce an interpretation of a text using different literary perspectives to inform their view.

•

Analyse features of texts and develop and justify interpretations of texts.

•

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.

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MATHEMATICS

Mr David Hatswell Director of Teaching and Learning

Mathematics

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 situ-

tions that range from well-defined and familiar to open-ended and unfamiliar.

YEAR 11

YEAR 12

FOUNDATION MATHEMATICS (Units 1 & 2) Foundation Mathematics Units 1 and 2 focus on providing students with the mathematical knowledge, skills, understanding and dispositions to solve problems in real contexts for a range of workplace, personal, further learning, and community settings relevant to contemporary society. They are also designed as preparation for Foundation Mathematics Units 3 and 4 and contain assumed knowledge and skills for these units.

FOUNDATION MATHEMATICS (Units 3 & 4) Foundation Mathematics Units 3 and 4 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, community and global settings relevant to contemporary society. The areas of study for Units 3 and 4 are ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’ and ‘Space and easurement’. All four areas of study are to be completed over the two units, and content equivalent to two areas of study covered in each unit. The selected content for each unit should be developed using contexts present in students’ other studies, work and personal or other familiar situations, and in national and international contexts, events and developments.

Areas of Study • Algebra, Number and Structure • Data Analysis , Probability & Statistics • Financial and Consumer Mathematics • Space & Measurement Students are expected to be able to apply techniques, routines and processes involving integer, rational and real arithmetic, sets, lists and tables, contemporary data displays, diagrams, plans, geometric objects and constructions, algorithms, measures, equations and graphs, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, statistical and financial functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

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.

Areas of Study • Algebra, Number and Structure • Data Analysis, Probability & Statistics • Financial and Consumer Mathematics • Space & Measurement Assumed knowledge and skills for Foundation Mathematics Units 3 and 4 are contained in Foundation Mathematics Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, contemporary data displays, diagrams, plans, geometric objects and constructions, algebra, algorithms, measures, equations and graphs, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable. Click to go back to index

VCE | GENERAL MATHEMATICS General Mathematics Units 1–4 provide for the study of noncalculus and discrete mathematics topics. They are designed to be widely accessible and provide preparation for general employment, business or further study, in particular where data analysis, recursion and financial modelling, networks and matrices

are important. Students who have done only 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.

YEAR 11

YEAR 12

GENERAL MATHEMATICS (Units 1 & 2) General Mathematics Units 1 and 2 cater for a range of student interests, provide preparation for the study of VCE General Mathematics at the Units 3 and 4 level and contain assumed knowledge and skills for these units. The areas of study for Unit 1 of General Mathematics are ‘Data analysis, probability and statistics’, ‘Algebra, number and structure’, ‘Functions, relations and graphs’ and ‘Discrete mathematics’.

GENERAL MATHEMATICS (Units 3 & 4) General Mathematics Units 3 and 4 focus on real-life application of mathematics and consist of the areas of study ‘Data analysis, probability and statistics’ and ‘Discrete mathematics’. Unit 3 comprises Data analysis and Recursion and financial modelling, and Unit 4 comprises Matrices and Networks and decision mathematics.

Areas of Study •

Data Analysis, Probability & Statistics

•

Algebra, Number and Structure

•

Functions, Relations and Graphs

•

Discrete mathematics, (Matrices & Financial Mathematics)

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists, tables and matrices, diagrams and geometric constructions, algorithms, algebraic manipulation, recurrence relations, equations and graphs, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic, financial and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

Areas of Study •

Data Analysis, Probability & Statistics

•

Discrete mathematics, (Financial Mathematics)

Assumed knowledge and skills for General Mathematics Units 3 and 4 are contained in General Mathematics Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes of General Mathematics Units 3 and 4. In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists, tables and matrices, diagrams, networks, algorithms, algebraic manipulation, recurrence relations, equations and graphs. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic statistical and financial functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

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.

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

YEAR 11

YEAR 12

MATHEMATICAL METHODS (Units 1 & 2) Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary functions of a single real variable, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. The units are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units.

MATHEMATICAL METHODS (Units 3 & 4) Mathematical Methods Units 3 and 4 extend the introductory study of simple elementary functions of a single real variable, to include combinations of these functions, algebra, calculus, probability and statistics, and their applications in a variety of practical and theoretical contexts. Units 3 and 4 consist of the areas of study ‘Algebra, number and structure’, ‘Data analysis, probability and statistics’, ‘Calculus’, and ‘Functions, relations and graphs’, which must be covered in progression from Unit 3 to Unit 4, with an appropriate selection of content for each of Unit 3 and Unit 4. Assumed knowledge and skills for Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes of Mathematical Methods Units 3 and 4.

Areas of Study •

Functions, Relations and Graphs

•

Algebra, Number and Structure

•

Calculus

•

Data Analysis, Probability and Statistics

In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs and differentiation, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout the unit as applicable.

Areas of Study •

Functions, Relations and Graphs

•

Algebra, Number and Structure

•

Calculus

•

Data Analysis, Probability and Statistics

In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation, anti-differentiation, integration and inference, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

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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

YEAR 12

SPECIALIST MATHEMATICS (Units 1 & 2) Specialist Mathematics Units 1 and 2 provide 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 related fields. Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4. Study of Specialist Mathematics Units 3 and 4 also assumes concurrent study or previous completion of Mathematical Methods Units 3 and 4.

SPECIALIST MATHEMATICS (Units 3 & 4) Specialist Mathematics Units 3 and 4 consist of the areas of study: ‘Algebra, number and structure’, ‘Calculus’, ‘Data analysis, probability and statistics’, ‘Discrete mathematics’, ‘Functions, relations and graphs’, and ‘Space and measurement’. The development of course content should highlight mathematical structure, reasoning and proof and applications across a range of modelling contexts with an appropriate selection of content for each of Unit 3 and Unit 4. The selection of content for Unit 3 and Unit 4 should be constructed so that there is a balanced and progressive development of knowledge and skills with connections among the areas of study being developed as appropriate across Unit 3 and Unit 4.

Areas of Study • Algebra, Number and Structure • Discrete Mathematics (Sequence and Series, Combinatorics & Matrices) In undertaking this unit, students are expected to be able to apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists, tables and matrices, diagrams, graphs, logic gates and geometric constructions, algorithms, algebraic manipulation, recurrence relations, equations and graphs, 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 facility with relevant mental and by-hand approaches to estimation and computation. The use of numerical, graphical, geometric, symbolic and statistical functionality of technology for teaching and learning mathematics, for working mathematically, and in related assessment, is to be incorporated throughout each unit as applicable.

Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and key skills from Mathematical Methods Units 1 and 2; the key knowledge and key skills from Specialist Mathematics Units 1 and 2; and concurrent study or previous completion of Mathematical Methods Units 3 and 4. Together these cover the assumed knowledge and skills for Specialist Mathematics Units 3 and 4, which are drawn on as applicable in the development of content from the areas of study and key knowledge and key skills for the outcomes. Areas of Study • Discrete Mathematics (Logic & Proof) • Functions, Relations and Graphs • Algebra, Number and Structure • Calculus • Space and Measurement • Data Analysis, Statistics and Probability In undertaking these units, students are expected to be able to apply techniques, routines and processes involving rational, real and complex arithmetic, sets, lists, tables and vectors, diagrams and geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation, anti-differentiation and integration and inference, with and without the use of technology. They should have facility with relevant mental and by-hand approaches to estimation and computation. Click to go back to index

MATHEMATICS

SCIENCE

Mrs Elissa Huddart Director of Teaching and Learning

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 that maintain life and ensure its continuity. An understanding of the complexities and diversity of Biology

lead 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 10* OR 11

YEAR 11* OR 12

UNIT 1 - How do organisms regulate their functions? Students will 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.

UNIT 3 - How do cells maintain life? Students will investigate the workings of the cell including the relationship between genes, nucleic acids and proteins in both eukaryotic and prokaryotic cells.

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

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 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.

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

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. Click to go back to index

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

YEAR 12

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.

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 • 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

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 | 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,

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

YEAR 11

YEAR 12

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.

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 • 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

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 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

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

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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

YEAR 11* OR 12

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 Subject Levy: $99 Edrolo 12 month Digital Subscription and Text Book combination. Charged to Fee Account.

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 Subject Levy: $99 Edrolo 12 month Digital Subscription and Text Book combination. Charged to Fee Account.

* Acceleration is possible in this subject. See page 13 for information on acceleration. Click to go back to index

SCIENCE

HUMANITIES

Mrs Angela Tutty Director of Teaching and Learning

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

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

YEAR 11

YEAR 12

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.

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 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.

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.

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VCE | BUSINESS MANAGEMENT VCE Business Management examines the ways businesses manage resources to achieve objectives. It follows the process from the first idea for a business concept, to planning and establishing a business, through to the day-to-day management of a business. It also considers changes that need to be made to ensure continued success

of a business. Students learn to propose and evaluate alternative strategies to solve business challenges in establishing and maintaining a business. All units include case studies on small, medium and large-scale organisations.

YEAR 10* or 11

YEAR 11* or 12

UNIT 1 - Planning a business This unit looks at how and why business ideas are created, the personal motives behind starting a business and what characteristics allow managers and entrepreneurs to operate successful businesses.

UNIT 3 - Managing a business This unit focuses on exploring the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives.

It follows the process of a business idea, through concept development, market research and initial feasibility studies. Students consider how factors from the internal and external environment impact on business planning in areas such as whether to purchase a business or start one from scratch, location choices and the best ownership structure. UNIT 2 - Establishing a business In this unit, students examine the legal requirements and financial considerations that must be satisfied to establish a business. They investigate the essential features of effective marketing and public relations strategies. Students then consider the best way to meet the needs of the business in terms of staffing including identifying staffing needs, recruitment and selection practices and the laws that govern the management of employees.

Students investigate potential conflicts between different stakeholders of a business, the key areas of management responsibility and evaluate management styles and skills in relation to business situations. The unit also looks at the key areas of effectively managing employees and operations to ensure the production of quality goods and services to allow businesses to operate competitively in their market. UNIT 4 - Transforming a business In this unit, students consider the importance of reviewing business performance using key performance indicators. They consider how managers use the results to make decisions concerning the future of a business. Students learn to evaluate the effectiveness of a variety of strategies used by managers to respond to the need for change and to effectively implement change.

* 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

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 11

YEAR 12

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.

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 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.

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.

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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

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 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.

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.

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.

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

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

YEAR 12

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.

UNIT 3 - Changing the land This unit focuses on two investigations of geographical change: change to land cover and change to land use.

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.

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.

Fieldwork in this unit allows students to experience local tourism and investigate the social, economic and environmental impacts in a selected location. Time impact: 2 days Subject levy: $120 Charged to Fee Accounts

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VCE | GLOBAL POLITICS Global Politics provides students with an insight into the political, social, cultural and economic forces that shape our rapidly changing world. It is suited to students with a keen interest in international studies. Students will develop a critical understanding

of the world in which they live and contemporary global issues including the rise of China, the role of intergovernmental organisations, armed conflict, globalisation, climate change, migration and economic development.

YEAR 11

YEAR 12

UNIT 1 - Ideas, Actors and Power Students are introduced to the key ideas relating to the exercise of political power. They begin by considering the nature of power in Australian democracy and the influence of key political actors such as political parties, interest groups and the media. Students look at how these ideas and actors influence the domestic and foreign political agenda.

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 Amnesty International and Islamic State, is also explored.

Students then undertake a major investigation to explore how differing ideas and ideologies shape political systems around world. This concludes with a comparative study of democratic and non-democratic political systems.

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 2 - OUR WORLD – Global Connections Students examine their place within the international community and an increasingly globalised world through considering the debate over the existence of the ‘global citizen’.

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 nonproliferation.

Students consider the extent to which global actors cooperate and investigate the ability of the global community to manage areas of international cooperation and to respond to issues of global conflict and instability. This unit combines with the Our World theme of “understanding social issues through experience” by analysing the responses from global actors to these issues of conflict, instability, poverty and social justice by looking at case studies in developing states. This includes the potential for a two-week trip to either Vietnam, Cambodia or East Timor. *more details below. $ UNIT 2 - OUR WORLD TRIP (VIETNAM, CAMBODIA, OR EAST TIMOR) Those students studying Unit 2 Global Politics may be offered the opportunity for a two-week fieldtrip to Vietnam, Cambodia or East Timor fulfilling the case study focus for all three outcomes contained in this unit. This field trip will be subject to numbers and travel restrictions, and please note the following: • Vietnam and Cambodia are capped at 16 students and East Timor at 13 students. • Field trips include a week of school and a week of holidays (therefore two weeks in total).

Students also explore the causes of two global crises – climate change and the armed conflict in Syria – 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.

• • • •

Cost is approximately $3350, however, it varies slightly for each country. Students will need to submit a written application form that is signed by parents. Travel or exposure to others in this program will be dependent on Government regulations at the time. Once students have completed subject selection, a meeting will be held with all students who have elected Unit 2 Our World to discuss possible travel arrangements and the application process.

VCE | LEGAL STUDIES VCE Legal Studies examines the institutions and principles that are essential to Australia’s legal system. Students develop an understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia and the justice system. Through a range of actual and/or hypothetical scenarios students develop their ability to use legal reasoning to argue a case for or against

YEAR 10* or 11

a party in a civil or criminal matter. They consider and evaluate recent and recommended reforms to the criminal and civil justice systems and engage in an analysis of the extent to which our legal institutions are effective and our justice system achieves the principles of justice.

YEAR 11* or 12

UNIT 1 - Guilt and liability Students develop an understanding of legal foundations, such as the different types and sources of law and the existence of a court hierarchy in Victoria. They investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime or liable in a civil dispute. In doing so, students develop an appreciation of the way in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused and the liability of a party in a civil dispute. UNIT 2 - Sanctions, remedies & rights This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute and the purposes and types of sanctions and remedies and their effectiveness. Students undertake a detailed investigation of two criminal cases and two civil cases from the past four years to form a judgment about the ability of sanctions and remedies to achieve the principles of justice. Students develop their understanding of the way rights are protected in Australia and in another country and possible reforms to the protection of rights. They examine a significant case in relation to the protection of rights in Australia. Please note: Optional trip to Canberra est. $950 Time Impact 3 days, from Wednesday to Friday, subject to Australian Government travel regulations at the time.

UNIT 3 - Rights and justice Students examine key aspects of the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. They consider the Magistrates’ Court, County Court and Supreme Court within the Victorian court hierarchy. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system. They discuss recent reforms from the past four years and recommended reforms to enhance the ability of the justice system to achieve the principles of justice. UNIT 4 - The people and the law Students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and protects the Australian people through structures that act as a check on parliament in law-making. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts and the relationship between the two in law-making and consider the roles of the individual, the media and law reform bodies in influencing law reform. Subject Levy: $35 Edrolo 12 month Digital Subscription. Charged to Fee Account

* Acceleration is possible in this subject. See page 13 for information on acceleration. Click to go back to index

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

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 10* or 11

YEAR 11* or 12

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.

$ 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.

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.

UNIT 3 - War and Upheaval 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 - Power & Resistance 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 anticipated cost $900 Time Impact 3 days, from Wednesday to Friday, subject to Australian Government travel regulations at the time.

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

VCE | HISTORY 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 4 - The Chinese Revolution For thousands of years, China had been ruled by a line of dynasties and emperors, but the twentieth century saw the overthrow of the last emperor and eventual proclamation of the People’s Republic of China in 1949. Students will analyse the contributions of events, ideas, individuals and popular movements that contributed to a revolutionary situation and they will analyse the consequences of revolution and evaluate the extent of continuity and change in post revolutionary Chinese society. Subject Levy: $35 Edrolo 12 month Digital Subscription. Charged to Fee Account

UNIT 3 - The American Revolution Students examine how the Thirteen Colonies of America came to declare their independence from the British in 1776. Students will analyse the contributions of events, ideas, individuals and popular movements in the revolt against the might of the British Empire and they will analyse the consequences of revolution and evaluate the extent of continuity and change in postrevolutionary American society.

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VCE | SOCIOLOGY Sociology assists in the development of an appreciation of cultural diversity and in an understanding of human behaviour and social structures. It directs students’ attention to how aspects of society are interrelated, as well as to the causes and impacts of social change. It develops a capacity for detailed observation of social patterns and group behaviour and encourages students to become aware of and to think about, daily life and activities, as well as wider social issues, from a sociological perspective. This subject will offer an opportunity for students to broaden their understanding about worldviews by learning to objectively critique social issues

and societal concepts as well as examining social patterns through a Christian worldview lens. More broadly, studying Sociology will provide students with an understanding of the following: • Reasons for social differences, including differences in social behaviour.

UNIT 1 - Youth and Family This unit will equip students with an understanding of how and why people behave the way they do when they interact in a group. Specifically this outcome will provide an opportunity to align teaching and learning activities to the broader campus focus of student wellbeing. Understanding social influence and behaviour will provide students with self-awareness that can be drawn on to assist students in navigating a changing social climate. In addition, students will have the knowledge to understand the motivation behind certain social behaviours and be able to apply specific strategies to assist them in social, school and workplace settings.

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 2 - Social Norms: Breaking the Code This unit aims to offer students a sociological perspective on rules, and their formation along with theories explaining why individuals may choose to break social norms. This knowledge will assist students in the application and adherence to college rules and policies and provide an understanding of their importance within our college community. It also involves consideration of the justice system, how the understanding of crime has changed over time and the relationship between crime and other aspects of a society, such as gender and ethnicity.

•

Reasons for the differentials in group opportunities and outcomes.

•

The relevance of social hierarchies and social power in everyday life.

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.

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HUMANITIES

CHRISTIAN EDUCATION

Mr Wayne Hines Director of Teaching and Learning

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

YEAR 11* OR 12

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.

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 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.

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. Click to go back to index

DIGITAL TECHNOLOGIES

Mr Brendan Vanderkley Director of Digital Learning

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

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

YEAR 10* OR 11

YEAR 11* OR 12

APPLIED COMPUTING

DATA ANALYTICS

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 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 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.

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.

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.

* Acceleration is possible in this subject. See page 13 for information on acceleration. Click to go back to index

HEALTH AND PHYSICAL EDUCATION

Mr Drew Oliver Director of Teaching and Learning

Health & Physical Education

VCE | HEALTH AND HUMAN DEVELOPMENT The study of Health and Human Development provides an opportunity for students to investigate health and human development across the lifespan.

YEAR 10* OR 11

YEAR 11* OR 12

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.

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.

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.

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. Click to go back to index

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.

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 10* OR 11

YEAR 11* OR 12

UNIT 1 - The human body in motion In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement.

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.

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.

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. Click to go back to index

HEALTH AND PHYSICAL EDUCATION

OUTDOOR EDUCATION

Mr Cassidy Hurrell Director of Teaching and Learning

Outdoor Education

VCE | OUTDOOR AND ENVIRONMENTAL STUDIES This study explores the relationships that humans have with outdoor environments. This includes natural environments that are subject to both minimal and extensive human intervention. The study enables students to make critically informed comments on questions of environmental sustainability and to understand the importance of environmental health, particularly in local contexts.

Outdoor recreation activities are undertaken to create learning experiences, which enable students to understand how humannature relationships have been constructed. Experiential learning is key to understanding concepts discussed in this course, therefore practical components form an integral aspect of the program.

YEAR 10* OR 11

YEAR 11* OR 12

$ UNIT 1 - Exploring outdoor experiences This unit focuses on human relationships with the natural environment, different understandings of nature and different types of outdoor environments.

$ UNIT 3 - Relationships with natural environments In this unit, concepts related to the ecological, historical and social contexts of the relationships between Australians and the outdoor environment are investigated.

It also develops an understanding of nature through practical experiences and investigation of particular outdoor environments. This includes camping in the Otway Ranges and Grampians National Park.

The impact of these relationships on natural environments is examined by reflecting on the changing nature of human interactions and relationships with, and perceptions of, the natural environment in Australia since human habitation.

Subject Levy: $300 per semester. Charged to Fee Accounts.

Our areas of study are the Victorian Alps and the Surf Coast.

$ UNIT 2 - Discovering outdoor environments This unit focuses on characteristics of outdoor environments and the impact of human interaction on nature and nature’s impact on humans.

Outdoor recreation provides the major focus for studying this impact, as well as the ecological, social and economic implications of human impact on the environment. State and local conservation policies and legislation are also studied. Students ski in the alpine environment and do a range of practicals in the You Yangs. Subject Levy: $360 per semester. Charged to Fee Accounts.

UNIT 4 - Sustainable outdoor relationships This unit focuses on the sustainable use and management of natural environments. It examines the contemporary state of environments in Australia, considers the importance of the maintenance of natural environments and examines the capacity of the natural environment to support the future needs of the world’s human population. Subject Levy: $600. Charged to Fee Accounts. Our areas of study are the Victorian Alps and the Surf Coast. Students will participate in a 4-day walk/ride journey in the Victorian high country and return again in term 3 to snow camp, back country ski and downhill ski in the resort. These journeys provide experiences that will assist students understanding of the course work.

* Acceleration is possible in this subject. See page 13 for information on acceleration. Click to go back to index

LANGUAGES

Mr Yuji Nakayama Head of Japanese

Mrs Nani Thomas Head of Indonesian

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 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.

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.

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. Click to go back to index

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 Arnham 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 finalise 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 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 10* OR 11

YEAR 11* OR 12

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 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 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.

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 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.

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. Click to go back to index

DRAMA

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

YEAR 10* OR 11

YEAR 11* OR 12

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 recreation and/or representation of real life as it is lived.

UNIT 3 - Devised ensemble performance Students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work.

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

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

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.

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.

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.

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.

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

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. Click to go back to index

MUSIC

Mrs Fiona Gardner Head of 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.

YEAR 10* OR 11

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.

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 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.

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

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. * Acceleration is possible in this subject. See page 13 for information on acceleration. Click to go back to index

VCE | MUSIC YEAR 11* or 12

YEAR 11* or 12

Music Contemporary performance UNITS 3 & 4

Music Repertoire 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 prepare a program of a variety of styles of noted 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 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.

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

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

YEAR 11* or 12

YEAR 12

Music Inquiry UNITS 3 & 4

Music Style and Composition UNIT 3

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.

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

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 each week in order to prepare for performance and practise their music industry skills.

YEAR 11

YEAR 12

Music Industry Sound UNITS 1 & 2

Music Industry Sound UNITS 3 & 4

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

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

•

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

•

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

•

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

•

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

•

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

•

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.

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ARTS, TECHNOLOGY AND DESIGN

Mrs Sally Gray Director of Teaching and Learning

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

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 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.

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. Click to go back to index

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

YEAR 11* OR 12

$ 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.

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 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

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.

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.

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 The media is ubiquitous in today’s world, deeply embedded within life and culture. It entertains, teaches, informs, and shapes audiences’ perception of their lives and the worlds in which they live. Stories in all their forms are at the heart of the

media and its relationship with audiences. Students consider narratives, technologies and processes from various perspectives and examine debates about the media’s role in contributing to and influencing society.

YEAR 10* OR 11

YEAR 11* OR 12

UNIT 1 - Media forms, representations & Australian stories Students analyse how representations, narrative and media codes and conventions contribute to the construction of the media audiences engage with. They develop research skills to investigate and analyse selected narratives focusing on the influence of media professionals on production genre and style. 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 Students further develop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditional and newer forms include film, television, sound, news, print, photography, games, and interactive digital forms. Students analyse the influence of developments in media technologies on individuals and society. 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.

UNIT 3 - Media narratives & pre-production Students explore stories that circulate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this construction is influenced by the social, cultural, ideological and institutional contexts of all stages of media development. Students use the pre-production stage to design the production of a media product for a specified audience. They explore and experiment with media technologies to develop skills in their selected media form, reflecting on and documenting their progress. Students complete a design folio for their Media product. UNIT 4 - Media production & issues in the media Students focus on the production and postproduction stages of the media production process, bringing the media production design created in Unit 3 to its realisation. They refine their media production in response to feedback and through personal reflection, documenting the iterations of their production as they work towards completion. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences.

* Acceleration is possible in this subject. See page 13 for information on acceleration. ** This subject will incur a levy of $50 per semester, charged to fee accounts. Click to go back to index

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

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 10* OR 11

YEAR 11* OR 12

UNIT 1 - Sustainable product redevelopment Students examine sustainable practices by designers. They design a product to improve its functionality and sustainability. The intellectual property rights of the original designer are acknowledged.

UNIT 3 - Applying the product design process Students are engaged in the design and development of a product that addresses a personal, local, or global problem, or that meets the needs and wants of a potential end-user/s.

Students produce a redeveloped product using tools, equipment, machines and materials, taking into account safety considerations.

They examine how a range of factors, including new and emerging digital technologies, influence the design and development of products within industrial manufacturing settings. Students explore issues associated with obsolescence and sustainability models.

UNIT 2 - Collaborative design Students work both individually and as members of a small design team to address a problem, need or opportunity. User-centered design factors are considered as they design a product within a range, based on a theme, or a component of a group product. They research and refer to a chosen design style or movement.

UNIT 4 - Product development and evaluation Students engage with an end-user/s to gain feedback throughout the process of production. They develop and safely manufacture the product designed in Unit 3, using appropriate materials, tools, equipment and machines. They record and monitor the production processes and modifications to the production plan and product. Students evaluate the quality of their product with reference to criteria and enduser/s’ feedback.

* 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

YEAR 10* OR 11

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 11* OR 12

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.

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.

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.

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

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

UNIT 4 - Systems control and new technologies Students test and evaluate the integrated controlled system they designed in Unit 3.

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.

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. Click to go back to index

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

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 10* OR 11

YEAR 11* OR 12

UNIT 1 - Introduction to Visual Communication Design Students focus on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking and drawing skills to create messages, ideas and concepts. Students practise their ability to draw what they observe and use visualisation drawing methods to explore their own ideas. Through experimentation and exploration of the relationship between design elements and design principles, students develop an understanding of how they affect the visual message and the way it is read and perceived.

UNIT 3 - Visual Communication Design practices Students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences and other designers. Through analysis of existing visual communications, students gain insight into how the selection of methods, media and materials, and use of design elements and design principles, can create effective visual communications for specific purposes. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need.

UNIT 2 - Applications of Visual Communication within design fields Students apply VCD knowledge, design thinking and drawing methods to create visual communications to meet specific purposes in designated fields.

UNIT 4 - Development, evaluation, presentation Students focus on the development of design concepts and two final presentations to meet the requirements of the brief. They utilise a range of digital and manual 2D and 3D methods, media and materials.

They use presentation drawing methods and technical conventions to communicate information and ideas associated with the environmental or industrial fields of design.

They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience.

They also investigate how typography and imagery are used in these fields as well as the communication field of design.

Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused.

* Acceleration is possible in this subject. See page 13 for information on acceleration. ** This subject will incur a levy of $50 per semester. Click to go back to index

ARTS, TECHNOLOGY AND DESIGN

VOCATIONAL EDUCTION AND TRAINING (VET)

Mrs Kerryn Fearnsides Vocational Pathways Coordinator

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 2023.

* Please note VET Music Industry - Sound Production is offered onsite at Christian College Geelong as part of the regular school timetable. Click to go back to index

VET | VOCATIONAL EDUCATION AND TRAINING Selecting a course at Year 10 Students choose the whole year subject Year 10 VET (includes work placement) 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 English/Literature • 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 English or Literature. • 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 2022, ranged from $995.00 - $3,105.00 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 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.

Examples of SBAT (Traineeships) - 1 year duration • Cert III Education Support • Cert III Allied Health Assistance • Cert III Early Childhood Education and Care • Cert III Aquatics and Community Recreation • Cert III Fitness • Cert III Horticulture • Cert III Community Services • Cert III Hospitality • Cert III Health Services AssistanceSB30115 • Cert III Business • Cert III Food Processing (Baking) • Cert III Food Processing (Retail) • Cert II Baking (Bakers Assistant) • Certificate II in Warehousing Operations • Certificate II in Food Processing (Biscuit Production)

Credit towards VCE or 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.

Examples of SBAT (Apprenticeships) – ongoing post school • Certificate III In Carpentry • Certificate III In Plumbing • Certificate III In Electrotechnology Electrician • Certificate III In Hairdressing

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SENIOR SCHOOL | NOTES

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