Girton VCE Handbook

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VCE HANDBOOK 2017-18

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vce HOW TO USE THIS HANDBOOK This Girton Grammar School VCE Subject Summary booklet includes augmented reality videos that allow you to “meet” some of the VCE subject teachers.

Steps to view the videos: 1. Install the FREE Aurasma App. on your mobile device

(available on the app store and Google Play).

2. Once installed, click the search icon and find “Girton”. There is another

Aurasma Channel entitled “Girton Grammar”; however, the VCE videos are in the “Girton” channel.

3. Select the square viewfinder icon at the bottom of the screen.

4. Hold your device over the images above each of the individual subject summaries.

5. Hold it steady to allow for your device to focus and wait for the augmented

reality video to start - it may take a few seconds to load (a purple swirl).

6. Double tap the video while it is playing to make it size up to full screen

(double tap again to stop the video).

If you are unable to view the videos using the auras and Aurasma app, you can use this link to view the videos on you tube: http://goo.gl/erjPzA Customer Guidelines A comprehensive guide to Aurasma

You can access the VCAA study guides for each subject using the QR codes (just scan the relevant code with your smart device using a QR app) or you can type the specified url address into your web browser.

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Within the pages of this Handbook you will find everything that you need to know about the wide range of subjects on offer at Girton Grammar for the VCE. We have highly experienced staff teaching these subjects, modelling the type of curiosity that we hope to inspire in our students.

I am pleased to tell you that in this year’s Curriculum Handbook, you can ‘meet’ the teachers by holding your smartphone or iPad over the various subject headings and watching a 3 minute video from teachers who will tell you more about the subject of their passion.

Whatever subjects you choose, you will be encouraged to work from your strengths and challenged to make the most of your capabilities.

I encourage you to sit down with your parents or someone who knows you well and talk about what you are good at, interested in and what you see yourself doing in the future, even just in a general sense.

If you need some support in making decisions about your subjects, feel free to speak with the relevant teacher or contact Mr Bill Montgomery or Mr Rod Knowles.

It can be hard to build a picture of your future self, but in terms of making immediate decisions about what path to take, having access to detailed subject information can really help you to make choices that best suit you.

Matthew F. Maruff HEADMASTER

FROM THE HEADMASTER

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VICTORIAN CERTIFICATE OF EDUCATION The Victorian Certificate of Education (VCE) is a senior Secondary Certificate of Education recognised within the Australian Qualifications Framework (AQF). It is designed to be completed over a minimum of two years, and includes general education curriculum components (VCE studies) and programs from Vocational Education and Training (VET) qualifications.

Each VCE study is designed to provide a two-year program. Studies at Unit 1 and Unit 2 level are nationally and internationally benchmarked to a Year11 standard, and studies at Unit 3 and Unit 4 level are benchmarked to a Year 12 standard. In some studies there are multiple options for students to choose from, such as a choice of Mathematics studies. Units 1 and 2 can be completed as single units and Units 3 and 4 in each study are designed to be taken as a sequence.

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Satisfactory completion of a VCE unit is based on successful completion of outcomes. Each VCE unit comprises a set of two to four outcomes. Satisfactory completion of units is determined by the school, in accordance with Victorian Curriculum and Assessment Authority (VCAA) requirements. The learning outcomes and associated assessment tasks are specified in accredited VCE study designs.

Levels of achievement for Units 1 and 2 are determined by schools and not reported to the VCAA. Levels of achievement for Units 3 and 4 sequences are assessed using School-based Assessment and external examinations. There is one examination period each year. The performance and oral examinations occur in October and the written examinations are held in October and November. The General Achievement Test (GAT) is conducted in June.

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2017-18 There are three forms of School-based Assessment for Units 3 and 4: School-assessed Coursework is

based on an assessment of each student’s overall level of achievement on the assessment tasks specified in the study design for assessing achievement of the unit outcomes. Schools provide a score for each component of coursework specified in the study design. The VCAA aggregates these scores into a single total score for each student, which is then statistically moderated against the examination scores in the study. The GAT may also be used in statistical moderation.

School-assessed Tasks are set by the

VCAA to assess specific sets of practical skills and knowledge. Teachers assess the student’s level of achievement on the basis of a rating against criteria specified by the VCAA. Schools provide a score for each criterion. The VCAA aggregates these scores into a single total score for each student, which is then statistically moderated against the examination scores in the study. The GAT may also be used in statistical moderation.

The Externally-assessed Task is specific to Music Style and Composition (2011–2015) and Extended Investigation, and assesses a student’s level of achievement in accordance with the study design and published assessment criteria.

It is assessed by a panel appointed by the VCAA.

Minimum requirements for the award of the VCE The minimum requirement is satisfactory completion of 16 units, which must include: • three units from the English group, with at least one unit at Units 3 and 4 level • at least three sequences of Units 3 and 4 studies other than English, which may include any number of English sequences once the English requirement has been met.

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With a long history of excellent academic results, Girton Grammar School is an Australian benchmark for excellence in Regional education.

Every year, Girton’s VCE results compare very favourably with those of the major metropolitan Schools, with almost every student being placed into their chosen tertiary course at the completion of Year 12.

The School’s median ATAR score places Girton generally into the top 10% of Schools in Victoria.

The School’s approach to VCE, whilst focussed on making sure that every student achieves their personal best, is balanced with nurturing the whole person. We recognise that every student learns differently and that learning experiences should be flexible and tailored to each child’s needs. This is particularly the case in the very young years, and at the VCE level.

Choosing to do the VCE years at Girton Grammar School means choosing to give a young person the very best chance to be what they want to be.

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What do past students say?

Every year, departing Year 12 students complete a survey about their experience of VCE at Girton Grammar and a random selection of students take part in a VCE Focus Group.

Overwhelmingly, the feedback from departing Girtonians is that it was the teachers who made a difference in Year 12.

The willingness of staff to go over and above simply teaching in the classroom is what many students credit as the defining experience of their VCE journey.

Quality staff means quality results and Girton Grammar has an outstanding staff of highly qualified professionals who love where they work and what they do.

The support that students gain from each other is another defining feature of the VCE years at Girton Grammar School. By the end of Year 12, the bond between students is resolute. Departing Year 12 students cite the friendships that they have formed, especially in the Senior Years, as a major factor in getting through the demands of the VCE years.

Continued friendships through the Old Girtonians’ Association attest to the lifelong bond that is formed by students with the school and each other.

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THE NUMBERS

Girton’s VCE results compare very favourably with those of the major metropolitan Independent Schools and other local VCE Providers.

Below is a sample selection of Victorian schools. They are ranked according to the percentage of 2015 Academic Year VCE scores of 40 or higher.

(Source: bettereducation.com.au/results/vce.aspx)

% VCE Scores of 40+

Median VCE Score

Yesodei HaTorah College

57.1

41

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1

Penleigh and Essendon GS

26.2

36

273

20

Melbourne Grammar

22.0

34

386

34

Girton Grammar School

18.5

34

212

47

Camberwell Grammar

17.9

34

303

48

Mentone Grammar School

17.4

34

244

49

Charlton College

17.3

33

22

50

Xavier College

16.6

33

442

53

Brighton Grammar School

15.8

33

227

57

Carey Grammar School

14.5

34

254

68

Ballarat Grammar School

12.7

33

302

82

Geelong Grammar School

11.8

33

248

90

Braemar College Woodend

10.5

32

162

101

Marcellin College

8.8

31

295

125

Victory College Bendigo

5.5

29

25

209

Catholic College Bendigo

4.7

29

432

241

Assumption College Kilmore

4.6

30

361

248

Gisborne Secondary

4.2

28

244

264

Castlemaine Secondary

3.1

27

141

313

Bendigo Senior Secondary

2.6

27

1140

344

Rochester Secondary

2.3

28

98

369

Sacred Heart Kyneton

2.2

30

181

376

Echuca College

1.9

27

214

399

SCHOOL

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No VCE Students

Overall State Ranking

THE VCE CONFERENCE The VCE Conference is an annual event for all Girton Grammar students entering Year 12. It is intended to set the scene for a productive final year of study at school.

Before commencement of the academic year, students spend a night and two days at a residential College at Melbourne University and visit other Universities such as Monash, RMIT and Deakin, according to pre-determined student demand. The Conference includes campus tours, lectures from a range of University faculties and a formal dinner where students hear from past Girton Grammar University graduates about their careers and the paths they trod to get there.

This intensive program immerses the students in University life and gives them a point of focus that they carry with them throughout Year 12. It is a highly motivating experience for the students and also provides an opportunity for them to socialise and bond as a united cohort in this important final year of school.

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VCE AT GIRTON VCE General To support the specific needs of students in the Senior School years, the popular “VCE Gens� are regularly conducted for Year 11 and/or Year 12 students. These are interactive information sessions where students are exposed to a range of experts relevant to different careers, industries or tertiary institutions. A number of topics, specific to VCE students, are covered by different teachers, and students themselves share their own experiences, from inside and outside school, with their peers.

It is also an opportunity for the students to express their own desires or concerns and, sometimes, to relax as a cohort with music and other performances from fellow students.

Career Advice Career advice at Girton Grammar commences formally in Year 10 with Personality and aptitude testing for a range of career options. Students are encouraged and supported in considering careers to help make the best possible subject choices for the VCE years.

The school has a fully resourced Careers Centre where students can obtain the latest tertiary information, industry trends and career advice at any time.

Throughout the VCE years, students are kept regularly informed of the various University Open Days, scholarship opportunities and course requirements. They are exposed to a range of guest speakers from a number of different industries and tertiary institutions, including residential colleges.

With the changing face of the workplace and people now expected to change careers several times, making subject choices to suit a certain path can be overwhelming. Students are fully supported in making choices to suit their interests and strengths with oneon-one advice available to any student at any time.

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Leadership Opportunities

Beyond the ATAR

A number of leadership opportunities are available throughout the School from Prep to Year 12, but the Senior Years provide the most important opportunity to become immersed in positions of true responsibility, through formal appointments to positions such as Prefect or House Captain, and informal leadership opportunities such as mentoring of younger students.

There is little doubt, particularly in Year 12, that the focus on VCE results can become all-consuming and students can become overwhelmed. Having an outlet is essential.

From a young age, Girton Grammar encourages students to take responsibility for themselves and for everything that they do. Taking the next step of providing inspiration, motivation and clear direction to others is seen as an essential part of growing up and students are expected to take on positions of leadership whenever they can.

At Girton Grammar, we foster an appreciation of Art, Music, Drama, Sport and cultural endeavour and aim to have every student participating actively in co-curricular activities.

Most of life’s great skills are learned by taking part in activities beyond the classroom and by gaining a true understanding of teamwork, friendship, compassion, inclusiveness, loyalty and commitment.

In the VCE years, balancing out the academic workload with an activity that allows for creative expression, physical exertion or spiritual calmness is essential. Each student will have individual needs when it comes to rounding out their education and at Girton Grammar, every Sporting, Cultural, Artistic, Dramatic and Musical opportunity is available.

Students who find a passion in the VCE years and become immersed in that passion, almost without exception, are more successful academically, as well as being socially and emotionally more content.

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wellbeing

Facilities With the completion in 2014 of a state-of-the-art multi-purpose building on the Senior School Campus, The Naunton Family Building provides VCE students with the very best learning facilities.

Student wellbeing Helping students to cope with the demands of VCE is handled in a range of ways at Girton Grammar School and outstanding pastoral care is a cornerstone of the School’s value system.

The House System which begins in Junior School, gives students a sense of belonging within the larger school community and by the VCE years, lifelong friendships have been formed within each House.

The Heads of House are responsible for overseeing the wellbeing of each student in their House and along with a Head of Pastoral Care, a school Psychologist and peer support, VCE students are well supported in their final years at the School.

A culture of care and respect defines the school and is now explicitly taught in the classroom through the world-renowned “RULER” approach, where students develop the tools that they will need through life to be resilient, build relationships, support one another, have fun and try new things.

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The building includes new Science laboratories, Art rooms and general classrooms. A new theatrette gives VCE students a taste of tertiary life with several classes and events being held in lecture-style.

There are a number of private study rooms specifically for Year 12 students to use during studybreaks. These provide small groups of friends the opportunity to reflect, compare notes, discuss issues and revise class content as needed. The opportunity for students to conduct themselves in their own time and space is invaluable in coping with a busy VCE schedule. The study rooms are immensely popular, with each one taking on its own character and personality based on the groups of students who occupy them each year.

The library on the top floor of The Naunton Family Building, with its beautiful views and first rate amenities, is a quiet, contemplative and comfortable space for Senior Students to use at any time of the day. The library is kept open well beyond school hours to allow students to remain on campus and study in a calm environment with the resources that they need at their fingertips.

STRIVE

S T R I V I N G F O R VC E E XC E L L E N C E

STRIVE

S T R I V I N G F O R VC E E XC E L L E N C E

STRIVE The STRIVE programme is an exciting and valuable additional resource for Girton’s VCE students that sees high acheiving graduates from recent VCE years return to the school to outline the methods behind their success in specific subjects and to provide mentorship to current VCE students in those subjects.

The STRIVE SEMINARS see VCE Graduates give critical insights to VCE success in most Unit 3/4 subjects. Also indiviudal Old Girtonians return throughout the year to provide more in depth knowlege and advice to our current students.

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EXTRA SUPPORT FORVCE STUDENTS Girton Grammar provides as much support as each VCE student requires.

The school is always open for students to come in and study during holiday periods and several holiday tutorials are held for Unit 3 and 4 subjects for both Year 11 and Year 12 students. One-on-one teacher guidance is available to every student as needed.

The school also runs a Year 12 Mentor Program, where close collaborative relationships are formally established between students and teachers, giving every student somewhere to turn if they need to.

Interim Reports on all Unit 3 and 4 subjects are sent every 6 weeks to parents so that they can be an integral part of their child’s VCE journey. A partnership approach between student, teacher and parents is nurtured from the outset for VCE students.

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YOUR CHOICES Choosing VCE subjects is not easy for all students.

Many young people find it difficult to project where they will be in years to come and what career will suit them. Knowing about the subjects on offer in detail is a good starting point and students are encouraged to examine this VCE Handbook carefully.

Students are also encouraged to discuss subject selection with parents, carers, friends, teachers and any others who know them well. Sometimes, the perspective of someone close can make all the difference.

Whatever subjects a student selects, Girton Grammar will encourage all students to work from their strengths and will challenge all students to make the most of their individual capabilities.

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gradu The completion of VCE is recognised at Girton Grammar as a one of life’s most significant rites of passage and is celebrated accordingly.

VALEDICTORIANS Students are transitioning from one phase of life to another and this important time of life is appropriately and thoughtfully commemorated and designed to help students take responsibility for the decisions that will set the course for their future.

The Valedictory Church Service, Valedictory lunch and Assembly, and formal Valedictory Dinner, are all ceremonies that Year 12 graduates and their families will enjoy, stimulating emotions and evoking strong memories. No matter when students commence at Girton, they will have spent part of the most formative time of their lives at this school. What they have achieved, discovered, mastered, lost, endured and become, cannot be taken away and, by graduation, has already set them on a path yet to be defined.

The positive effects of ceremony are universal across civilisations and transcend both age and gender. The Valedictory events for our graduating Year 12 students help to both define this memorable time and give young people the good grace and confidence to move forward.

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uation OLD GIRTONIANS’ ASSOCIATION

During the final year of schooling, students are offered membership to the prestigious Old Girtonians’ Association, which has provided 100 years of unwavering support and commitment to the vision of an outstanding school.

The OGA links the past and present school community and is made up of over 1,000 past Girton Grammar students and staff who form a global network of alumni with a common bond.

Countless OGA volunteers have worked selflessly behind the scenes in so many ways over the generations to make the OGA an important pillar of the Girton Grammar Community. Old Girtonians have safeguarded the School’s narrative and vision, benefiting past, current and future students in countless ways.

The OGA offers an exciting calendar of social events and reunions and excellent networking opportunities for members. This unique membership offers common roots and shared memories and a permanent connection back to Bendigo.

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Which English should I choose?

It doesn’t really matter which English you choose but you must successfully complete three units of English, of which two must be Units 3 and 4. You should speak with your English teacher if you wish to choose English Language or Literature.

FAQs Do I get a study period in Year 11?

A study period is not normally given to Year 11 students because six subjects are chosen in order to maximise your ATAR.

What level of Mathematics should I choose?

You should choose the highest level of Mathematics of which you are capable. You should also check the prerequisites for courses you may wish to do at University and speak with your current Mathematics teacher before making this decision.

Can I do two Unit 3/4 subjects in year 11?

Do I still have to do two Co-curricular activities per term in Year 11?

Yes, such participation enriches your experiences at school but also provides an excellent foundation for a powerful reference at the end of Year 12.

It is unusual and approval to complete two Unit 3/4 subjects in Year 11 is given on a case-by-case basis after discussion with your Head of House.

Am I able to undertake part-time employment and complete a successful VCE?

If I do not enjoy a Unit 2 subject can I select a different subject?

Yes, many students do combine part-time work and successful completion of VCE. However, a balance must be struck between the hours required by your employer and the longer-term goal of securing a preferred future.

Yes you can but this must occur within the first three weeks of the Semester. Always check the prerequisites for the courses you may wish to do at University before changing subjects.

If I do not enjoy a Unit 3 subject can I choose a different Unit 4 subject?

If I struggle with a subject during the Semester, what are my options?

Once the deadline for changing subjects has passed you must complete the Unit but do seek additional support from your Teacher.

No, Unit 3 and 4 subjects are always considered to be a sequence.

How do I change subjects?

If during the Early Commencement Program I don’t enjoy a subject I have chosen can I choose a different subject?

Yes you may choose a different subject within the first two weeks of Term 1. Make sure you check the prerequisites for courses you may wish to do at University before changing subjects.

Should I choose subjects on the basis of scaling?

If you choose subjects in which you have a strong interest you are likely to do better than choosing a subject based purely on scaling.

However, if you do enjoy a subject that scales well, your final ATAR may benefit as a result.

Should I continue with a language?

If you enjoy studying a language you should consider choosing this as its scaling properties may advantage your ATAR.

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You should discuss this decision with Mr Evans before making changes to your subject selection. You must also complete a Change of Subject Selection Form which requires both your signature and that of your parents.

How many folio subjects should I undertake?

If you enjoy these subjects and realise that folios take time to complete then by all means choose as many or as few as you wish.

Should I complete two Mathematics subjects in Year 11?

If you enjoy Mathematics then undertaking two Mathematics subjects is a strong preparation for Year 12 Mathematical Methods and allows you the opportunity to undertake Specialist Mathematics in Year 12 (Note: Further Mathematics will not allow you to undertake Specialist Mathematics in Year 12).

VCE SUBJECT SUMMARIES 2017-18

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ART & DESIGN

STUDIO ARTS The course of study for Studio Arts changes in 2017.

While tasks are similar to the current course, two new school assessed tasks have been introduced for Units 3 & 4. Folio work is referred to as Studio Process, and there is increased importance placed upon viewing exhibitions.

UNIT 1 will consist of three areas of study: • Researching and recording ideas • Studio practice • Interpreting art ideas and use of materials and techniques For this unit students are required to demonstrate three outcomes.

UNIT 1 - Outcomes 1 and 2 •

•

•

An outline of a proposed investigation of studio practice using visual language A selection of exploratory work and a visual diary, showing sources of ideas and inspiration translated into visual form through the use of a variety of materials and techniques a presentation of at least one finished artwork.

UNIT 1 - Outcome 3 At least one of: • An extended response • A short-answer responses • A presentation using digital technologies • An oral presentation.

Assessment for Studio Arts Unit 3 includes: UNIT 3 - Outcome 1 Prepare an exploration proposal that formulates the content and parameters of an individual studio process, including a plan of how the proposal will be undertaken. An exploration proposal and a visual diary that presents an individual studio process, which explores and develops the concepts and ideas set out in the exploration proposal, and produces a range of visual explorations and potential directions that will form the basis of at least two finished artworks in Unit 4.

UNIT 3 - Outcome 2 Progressively present an individual studio process recorded in written and visual form that produces a range of potential directions, and reflects the concepts and ideas documented in the exploration proposal and work plan.

School-assessed Coursework for Unit 3 will contribute 5 per cent to the study score.

This SAC is worth 30 marks

For this unit students are required to demonstrate two outcomes UNIT 2 - Outcome 1 • Undertaking an exploration proposal • Undertaking studio process • producing at least one artwork.

UNIT 2 - Outcome 2 • An extended response • Short-answer responses • A presentation using digital technologies • An oral presentation.

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UNIT 3 Studio practices and processes

UNIT 3 - Outcome 3 Examine the practice of at least two artists, with reference to two artworks by each artist, referencing the different historical and cultural context of each artwork.

UNIT 2 will consist of two areas of study; • Studio exploration and concepts; • Ideas and styles in artworks.

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All assessments at Units 1 and 2 are school-based

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Assessment tasks may include a combination of the following: • Structured questions • An annotated visual report • An essay • A presentation using digital technologies • A series of short responses • An oral presentation with supporting visual evidence. Total marks 30

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UNIT 4: Studio practice and art industry contexts UNIT 4 - Outcome 1 Present at least two finished artworks based on selected and evaluated potential directions developed through the studio process, which demonstrate refinement and application of materials and techniques, and that realise and communicate the student’s ideas expressed in the exploration proposal.

The presentation of at least two finished artworks with an evaluation of studio processes.

UNIT 4 - Outcome 2 Provide visual and written documentation that identifies and evaluates the extent to which the artworks reflect the selected potential directions, and effectively demonstrates a cohesive relationship between the works.

• *School-assessed Task for Units 3 and 4 contributes 60 per cent.

School-assessed Coursework for Unit 4 will contribute 5 per cent to the study score.

UNIT 4 - Outcome 3 Compare the methods used by artists and considerations of curators in the preparation, presentation, conservation and promotion of specific artworks in at least two different exhibitions.

VISUAL COMMUNICATION DESIGN The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design.

Visual Communication Design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas.

Consequently, the study emphasises the importance of developing a variety of drawing skills to visualise thinking.

Students use a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, environmental and economic factors.

Links to VCAA Visual Communication Design Study Design: http://tinyurl.com/pquwuqo

Assessment tasks may include a combination of the following: • Structured questions • An annotated visual report • An essay • A presentation using digital technologies • An oral presentation with visual evidence from the exhibitions visited.

Total marks 30 External assessment The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. Contribution to final assessment: The examination will contribute 30 per cent Links to VCAA Studio Arts Study Design: http://tinyurl.com/jtr5mys

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COMMERCE

ACCOUNTING

BUSINESS MANAGEMENT

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

Financial data will be collected and recorded, and accounting information reported, using both manual and information and communications technology (ICT) methods.

VCE Business Management examines the ways businesses manage resources to achieve objectives.

The VCE Business Management study design 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 develop an understanding of the complexity of the challenges facing decision makers in managing these resources.

VCE Accounting focuses on small business.

Accounting is the process of recording, reporting, analysing and interpreting financial data and accounting information which is then communicated to internal and external users of this information. It plays an integral role in the successful operation and management of businesses.

Links to VCAA Accounting Study Design: http://tinyurl.com/q8bbv6n

A range of management theories is considered and compared with management in practice through contemporary case studies drawn from the past four years. Students learn to propose and evaluate alternative strategies to contemporary challenges in establishing and maintaining a business.

In contemporary Australian society there are a range of businesses managed by people who establish systems and processes to achieve a variety of objectives. These systems and processes are often drawn from historical experience and management theories designed to optimise the likelihood of achieving success.

In studying VCE Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively as socially responsible and ethical members, managers and leaders of the business community, and as informed citizens, consumers and investors.

Links to VCAA Business Management Study Design: http://tinyurl.com/zyfdb36

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ECONOMICS

LEGAL STUDIES

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.

Legal Studies examines the processes of law-making, dispute resolution and the administration of justice in Australia. Students develop an understanding of the impact of the legal system on the lives of citizens, and the implications of legal decisions and outcomes on Australian society. The study provides students with an appreciation of how individuals can be involved in decision-making within the legal system, encouraging civic engagement and helping them to become more informed and active citizens.

Economics examines the role of consumers, businesses, governments and other organisations in the decision making about the allocation of resources, the production of goods and services and the affect that these decisions may have on material and non-material living standards. Developing students’ understanding of economics will enable them to appreciate the reasons behind these decisions and the intended and unintended consequences.

Students develop an understanding of the complexity of the law and the legal system and the challenges faced by our law-makers and dispute resolution bodies. They investigate the workings of the Australian legal system and undertake comparisons with international structures and procedures. Students are encouraged to question these systems and develop informed judgments about their effectiveness, as well as consider reforms to the law and the legal system.

Links to VCAA Legal Studies: http://tinyurl.com/qadd5ux

Links to VCAA Economics Study Design: http://tinyurl.com/j487pv5

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ENGLISH

ENGLISH

ENGLISH LANGUAGE

The focus in English is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted.

Students will develop competence and confidence in creating written, oral and multimodal texts.

VCE English Language explores the ways in which language is used by individuals and groups and reflects our thinking and values. Learning about language helps us to understand ourselves, the groups with which we identify, and the society we inhabit.

Links to VCAA English Study Design: http://tinyurl.com/o2275wp

English Language builds on students’ previous learning about the conventions and codes used by speakers and writers of English. Informed by the discipline of linguistics, it provides students with metalinguistic tools to understand and analyse language use, variation and change. Students studying English Language understand that uses and interpretations of language are nuanced and complex, rather than being a series of fixed conventions. Students come to understand 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.

Links to VCAA English Language Study Design: http://tinyurl.com/pbau3c6

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LITERATURE VCE Literature focuses on the meaning derived from texts, the relationship between texts, the contexts in which texts are produced and read, and the experiences the reader brings to the texts.

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.

VCE Literature enables students to examine the historical and cultural contexts within which both readers and texts are situated. It investigates the assumptions, views and values which both writer and reader bring to the texts and it encourages students to contemplate how we read as well as what we read. It considers how literary criticism informs the readings of texts and the ways texts relate to their contexts and to each other. Accordingly, the texts selected for study are drawn from the past through to the present, and vary in form and social and cultural contexts.

Links to VCAA Literature Study Design: http://tinyurl.com/qgycs59

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HEALTH SCIENCES

OUTDOOR AND ENVIRONMENTAL STUDIES HEALTH AND HUMAN DEVELOPMENT Through the study of VCE Health and Human Development, students investigate health and human development in local, Australian and global communities. Health is a dynamic condition that is influenced by complex interrelationships between individuals and biomedical and behavioural factors, as well as physical and social environments. These interrelationships are reflected in a social view of health that sees health as being created in the settings where people live and work. This social view of health recognises the need for personal skills development, the importance of empowering communities to take action to promote health, the creation of social and physical environments that are supportive of health and development, an awareness of the impacts on health of public policies and the need for health services to be oriented towards health promotion and the prevention of ill health.

Links to VCAA Health and Human Development Study Design: http://tinyurl.com/oh2x778

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VCE Outdoor and Environmental Studies is concerned with the ways humans interact with and relate to outdoor environments. ‘Outdoor environments’ include environments that have minimum influence from humans, as well as those environments that have been subject to different levels of human intervention. The study enables students to make critically informed comment on questions of environmental sustainability and to understand the importance of environmental health, particularly in local contexts.

In this study both passive and active outdoor activities provide the means for students to develop experiential knowledge of outdoor environments.

Such knowledge is then enhanced through the theoretical study of outdoor environments from perspectives of environmental history, ecology and the social studies of human relationships with nature.

The study also examines the complex interplay between human impacts on outdoor environments and nature’s impact on humans.

Links to VCAA Outdoor & Environmental Studies Study: http://tinyurl.com/pm58vqc

vce PSYCHOLOGY VCE psychology enables students to explore how people think, feel and behave through the use of a biopsychosocial approach. As a scientific model, this approach considers biological, psychological and social factors and their complex interactions in the understanding of psychological phenomena. The study explores the connection between the brain and behaviour by focusing on several key interrelated aspects of the discipline: the interplay between genetics and environment, individual differences and group dynamics, sensory perception and awareness, memory and learning and mental health. Students examine classical and contemporary research and the use of imaging technologies, models and theories to understand how knowledge in Psychology has evolved and continues to evolve in response to new evidence and discoveries. An understanding of the complexities and diversity of psychology leads students to appreciate the interconnectedness between different content areas both within psychology, and across psychology and the other sciences.

Links to VCAA Psychology Study Design: http://tinyurl.com/phxeunk

PHYSICAL EDUCATION VCE Physical Education examines the biological, physiological, psychological, social and cultural influences on performance and participation in physical activity. It focuses on the interrelationship between motor learning and psychological, biomechanical, physiological and sociological factors that influence physical performances, and participation in physical activity. The study of physical activity and sedentary behaviour is significant for the understanding of health, wellbeing and performance of people.

The study enables the integration of theoretical knowledge with practical application through participation in physical activities. There are opportunities for students to apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation.

Links to VCAA Physical Education Study Design: http://tinyurl.com/zbrl32y

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HUMANITIES

AUSTRALIAN AND GLOBAL POLITICS VCE Australian and Global Politics is the study of contemporary power at both national and global levels. Through this study students explore, explain and evaluate national and global political issues, problems and events, the forces that shape these and responses to them.

Australian Politics is the study of how power is gained and exercised. It considers the significant features of the way politics is practised in Australia and the opportunities for young Australians to participate. It evaluates Australian democratic practices against particular ideas and principles that include representation, respect for rights, tolerance of diversity and freedom of speech. Australian Politics compares Australian democracy with other democratic systems. It examines the ways that national governments use their power to make and implement public policy, and the national stakeholders and international challenges that influence that policy.

Global Politics is the study of the political, social, cultural and economic forces that shape interactions between state and non-state actors in the twentyfirst century. It examines the interconnectedness of twenty-first century global citizens and the impact of globalisation on culture, language, human rights and the environment. It examines the nature and effectiveness of key global actors in the twentyfirst century and global challenges, including human rights, people movements, development issues and weapons proliferation. It explores the nature of global crises such as environmental degradation, war and terrorism, and the effectiveness of responses and proposed solutions by key global actors.

Links to VCAA Australian and Global Politics Study Design: http://tinyurl.com/hhno4eg

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vce CLASSICAL STUDIES What is a hero? What is beauty? What makes a leader? What is the nature of war? Ancient Greece and ancient Rome confronted many of the questions that we still grapple with today. VCE Classical Studies explores the literature, history, philosophy, art and architecture of ancient Greece and Rome. Students examine classical works that have captivated and inspired generations. These works explore love and devotion, as well as the cost of anger and betrayal.

In presenting ideas about fate and freedom, VCE Classical Studies deepens understanding of what it means to be human. Classical societies have exerted a powerful influence on Western civilisation.

These ancient worlds are both familiar and strange.

Reflections of ourselves can be seen in the myth of Troy, the Olympic Games, the drama festivals of ancient Greece and the struggles in the Roman senate. Classical Studies also reveals other ways of being. Many of the values reflected in classical works differ from our own. Their spirit of inquiry creates rich opportunities to learn about the past and provide a window on the present. VCE Classical Studies is a multidisciplinary study. Students develop skills in textual and art analysis, constructing arguments, challenging assumptions and thinking creatively. These skills are valuable for further study and work as they are readily transferable across a range of disciplines.

Links to VCAA Classical Studies Study Design: http://tinyurl.com/qxdwzcs

GEOGRAPHY Geography is the study of where geographical features are located and why they are there, and what makes one place different from another, and how and why these differences matter. It looks at the interaction between human activities and natural processes, and develops understanding of the distribution of human and natural phenomena on or near the surface of the Earth from a spatial perspective.

The purpose of this study is to develop in students an ability to see meaning in the arrangement of natural and human phenomena in space; to see and understand the interrelationships between people, places and environments; and to use geographic skills and apply spatial perspectives to describe and interpret patterns on the surface of the Earth and the processes that created them.

Links to VCAA Geography Study Design: http://tinyurl.com/qx4zgv2

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HUMANITIES

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HISTORY

PHILOSOPHY

“A nation which does not know what it was yesterday, does not know what it is today, nor what it is trying to do.” - Woodrow Wilson

VCE Philosophy contains a broad introduction to philosophy, exploring themes and debates within metaphysics, epistemology and value theory as well as techniques of reasoning and argument drawn from formal and informal logic. It investigates human nature through the mind/body debate and questions regarding personal identity, leading to an examination of the good life.

History is the practice of understanding and making meaning of the past. It is also the study of the problems of establishing and representing that meaning. It is a synthesising discipline which draws upon most elements of knowledge and human experience. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies and cultures.

Historical understanding is communicated through written, oral and visual forms.

The analysis of written documentary evidence such as letters, diaries, court proceedings and government records has long been the foundation of the study.

Visual evidence, however, often pre-dates written material; for example, rock art, mosaics, scrolls. More recently, there have been many film and television documentaries presenting and interpreting historical events. It is therefore important in the study of history for students to develop the skills necessary to analyse visual, oral and written records.

Links to VCAA History - All Subjects Study Design: http://tinyurl.com/ogcwpe6

Prescribed primary texts by significant philosophers are used to develop a critical appreciation of key questions and contemporary debates. While western analytical philosophy informs most of the study, there are opportunities to draw in perspectives from other traditions of thought. Where religious concepts and traditions of thought are discussed, they are considered from a philosophical rather than theological point of view.

Links to VCAA Philosophy Study Design: http://tinyurl.com/pkkgyd2

SOCIOLOGY Sociology focuses on the study of human behaviour and social interaction to understand how societies are organised, develop and change. Sociology is the study of culture and how individuals and groups interact in various societal settings.

We use the “sociological imagination”, to come to terms with which view is being created and what is behind that view. Views are determined by elements such as social status and class, money and the economy, politics, education, family, race, gender, culture, power, and social movements. There is no single sociological perspective, rather, there are several theories that offer different ways of understanding human society. Sociologists use these theories and frameworks in a complementary way to attempt to objectively examine social issues and explain concepts.

Links to VCAA Sociology Study Design: http://tinyurl.com/ptyfk8v

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“The function of Sociology, as of every science, is to reveal that which is hidden.”

Pierre Bourdieu

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LANGUAGES

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FRENCH The study of a language other than English contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, intercultural learning, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond.

The ability to communicate in French and/or Japanese, in conjunction with other skills, may provide opportunities for employment in the fields of interpreting, social services, ethnic affairs, the tourism and hospitality industries, international relations, the arts, commerce, technology, science, and education.

Links to VCAA French Study Design: http://tinyurl.com/negvpwk

JAPANESE Links to VCAA Japanese Study Design: http://tinyurl.com/o6zun2q

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MATHEMATICS Mathematics is the study of function and pattern in number, logic, space and structure. It provides both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise.

It also provides a means by which people can understand and manage their environment. Mathematical ideas have evolved across all cultures over thousands of years, and are constantly developing. Digital technologies are facilitating this expansion of ideas and providing access to new tools for continuing mathematical exploration and invention. Essential mathematical activities include calculating and computing, abstracting, conjecturing, proving, applying, investigating, modelling, and problem posing and solving. Mathematics encourages students to become self-motivated, confident learners through inquiry and active participation in challenging and engaging experiences.

FURTHER MATHEMATICS

MATHEMATICAL METHODS

Further Mathematics provides students with carefully paced, in-depth study of critical skills and concepts.

Students benefit from access to the power of mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently.

Mathematical Methods focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

Further Mathematics is also designed to promote students’ awareness of the importance of mathematics in everyday life in a technological society, and confidence in making effective use of mathematical ideas, techniques and processes.

General Mathematics Units 1 and 2 is preparation for Further Mathematics Units 3 and 4. Further Mathematics consists of the areas of study of Data Analysis, Recursion and Financial Modelling, Matrices and Networks and Decision Mathematics.

Links to VCAA Mathematics All Subjects Study Design: http://tinyurl.com/qyx9zay

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The use of computer algebra system (CAS) calculator technology is incorporated in the Mathematical Methods course.

Mathematical Methods consists of the following areas of study: Functions and Graphs, Algebra, Calculus, Probability and Statistics.

Links to VCAA Mathematics All Subjects Study Design: http://tinyurl.com/qyx9zay

vce SPECIALIST MATHEMATICS Mathematics has its own value and beauty and Specialist Mathematics aims to instil in students an appreciation of the elegance and power of mathematical reasoning.

In Specialist Mathematics rational, real and complex arithmetic, geometric constructions, algebraic manipulation, equations, graphs, differentiation, antidifferentiation, integration and inference are explored with and without the use of technology.

Specialist Mathematics builds on the concepts in Mathematical Methods and Specialist Mathematics requires concurrent study of Mathematical Methods.

Specialist Mathematics contains the following areas of study: Functions and Graphs, Algebra, Calculus, Vectors, Mechanics, Probability and Statistics.

Links to VCAA Mathematics All Subjects Study Design: http://tinyurl.com/qyx9zay

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MUSIC In this subject students select a work from a prescribed list as the basis for an investigation of a Focus Area. They explore the Focus Area through three complementary areas of study: Investigation, Composition/arrangement/improvisation and Performance. Area of Study 1, Investigation involves research into background contextual issues relevant to performance practice, critical listening to recordings of performances and examination of texts including musical scores. Area of Study 2, Composition/arrangement/ improvisation involves applying these research findings to create a folio of exercises, sketches or recorded improvisations that demonstrate understanding of the characteristics of the Focus Area. Students plan, rehearse and perform a program of works that are representative of the Focus Area and in doing so develop relevant instrumental and performance techniques and apply performance practices. Together, these areas of study require students to apply extensive skills in performance, aural awareness, transcription, music theory and analysis.

MUSIC INVESTIGATION Links to VCAA Music - All Subjects Study Design: http://tinyurl.com/hf7nsbe

MUSIC STYLE AND COMPOSITION

MUSIC PERFORMANCE SOLO

Music is an integral part of all cultures and societies, both contemporary and historical. The study of music develops students’ understanding of artistic processes and contributes to the development of the aesthetic, cognitive, psychomotor and affective domains.

VCE Music offers students opportunities to engage in the practice of performing, creating and studying music that is representative of diverse genres, styles and cultures. Students can specialise in one or more approaches to the study of music, depending on their VCE program overall and the post-VCE pathways they may be interested in following.

Students develop knowledge of stylistic, aesthetic and expressive qualities and characteristics of music and develop their ability to communicate their understanding through music making: performing, composing, arranging and/or improvising; and musicianship: aural perception, analysis and music language.

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PERFORMING ARTS

DANCE

DRAMA

VCE Dance develops students’ physical skills, personal movement vocabulary, and application of choreographic and analytical principles. Students create and perform their own dance works as well as studying the dance works of others through performance and analysis. They consider influences on the expressive intention and movement vocabulary of their own dances and also on works created by choreographers working in a range of styles, genres and traditions. Influences on aspects of production in dance works are also studied.

The study of Drama focuses on the creation and performance of characters and stories in naturalistic and non-naturalistic ways. Students draw on a range of stimulus material and play-making techniques to develop and present devised work. Students also explore a range of performance styles and conventions, dramatic elements and stagecraft. They use performance and expressive skills to explore and develop role and character. They analyse the development of their own work and performances by other drama practitioners.

Links to VCAA Dance Study Design: http://tinyurl.com/nb7edxt

Links to VCAA Drama Study Design: http://tinyurl.com/obvsx9q

THEATRE STUDIES In VCE Theatre Studies students interpret playscripts and produce theatre for audiences. Through practical and theoretical engagement with playscripts from the pre-modern era to the present day, students gain an insight into the history and rich possibilities of playscript-based theatrical production and develop understanding and appreciation of the role and place of the practitioner in theatre. Theatre practitioners develop, create and craft productions through research, contextualisation, visualisation and the application of stagecraft. The study covers roles in theatre practice including actor, director, designer, theatre technologist and theatre administrator/ manager.

Links to VCAA Theatre Studies Study Design: http://tinyurl.com/pa7gyjj

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MEDIA STUDIES VCE Media provides students with the opportunity to analyse media products and concepts in an informed and critical way. Students consider media texts, technologies and processes from various perspectives, including an analysis of structure and features. They examine industry production and distribution context, audience reception and the media’s contribution to and impact on society. This aspect of the study is integrated with the individual and collaborative design and production of media representations and products.

VCE Media supports students to develop and refine their analytical, critical, creative thinking and expression. Students strengthen their communication skills and technical knowledge. This study is relevant for students who wish to pursue further formal study at tertiary level or in vocational education and training settings. The study provides knowledge and skills in creative thinking, planning, analysis, creative expression and communication valuable for participation in and contribution towards contemporary society.

Links to VCAA Media Studies Study Design: http://tinyurl.com/jnksp9n

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SCIENCES

BIOLOGY

CHEMISTRY

Biology is the study of living things from familiar, complex multicellular organisms that live in the many different habitats of our biosphere to single celled micro-organisms that live in seemingly inhospitable conditions. It is a study of the dynamic relationships between living things, their interdependence, their interactions with the non-living environment, and the processes that maintain life and ensure its continuity.

Biology enables students to understand that despite the diverse ways of meeting the challenges of survival, all living things have many structural and functional characteristics in common.

Chemistry is a key science in explaining the workings of our universe through an understanding of the properties and interaction of substances that make up matter. Most processes, from the formation of molecules in outer space to the complex biological interactions occurring in cells, can be described by chemical theories. Although there are no sharp boundaries between sciences such as chemistry, physics and biology, chemistry is used to explain natural phenomena at the molecular level, as well as create new materials such as medicines and polymers.

Modern biology draws on increasingly specialised fields of bioscience such as biochemistry, neuroscience, genetics, evolutionary biology, behavioural science, and cell and molecular biology including studies of genomics and proteomics. It makes connections between these fields and the disciplines of physics, chemistry, earth science and space sciences in exploring the nature of past and present life, and the possibility of life forms beyond our planet.

Links to VCAA Biology Study Design: http://tinyurl.com/glxrex5

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Studying Chemistry can enrich students’ lives through the development of particular knowledge, skills and attitudes, and enable them to become scientifically capable members of society. It will also provide a window on what it means to be a scientific researcher, working as a member of a community of practice, including insight into how new ideas are developed and investigated, and how evidence or data collected is used to expand knowledge and understanding of chemistry.

Links to VCAA Chemistry Study Design: http://tinyurl.com/opd4wjc

vce ENVIRONMENTAL SCIENCE

PHYSICS

Environmental science is an interdisciplinary science that explores the interactions and interconnectedness between humans and their environments and analyses the functions of both living and non-living elements that sustain Earth systems.

Physics is a theoretical and empirical science, which contributes to our understanding of the physical universe from the minute building blocks of matter to the unimaginably broad expanses of the Universe.

In VCE Environmental Science, Earth is understood as a set of four interdependent systems: the atmosphere, biosphere, hydrosphere and lithosphere.

The study explores how the relationships between these systems produce environmental change over a variety of time scales. Students investigate the extent to which humans modify their environments and the consequences of these changes in local and global contexts with a focus on pollution, biodiversity, energy use and climate change; they explore the conceptual, behavioural, ethical and technological responses to these changes.

VCE Environmental Science provides for continuing study pathways within the field and leads to a range of careers. Diverse areas of employment range from design, including landscape or building architecture, engineering and urban planning, environmental consultancy and advocacy, which may involve employment in air, water and/or soil quality monitoring and control, agriculture, construction, mining and property management and water quality engineering. Environmental scientists also work in cross-disciplinary areas such as bushfire research, environmental management and conservation, geology and oceanography Links to VCAA Environmental Science Study Design: http://tinyurl.com/phheu5l

VCE Physics provides students with opportunities to explore questions related to the natural and constructed world. The study provides a contextual approach to exploring selected areas within the discipline including atomic physics, electricity, fields, mechanics, thermodynamics, quantum physics and waves. Students also have options for study related to astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. Students examine classical and contemporary research, models and theories to understand how knowledge in physics has evolved and continues to evolve in response to new evidence and discoveries. An understanding of the complexities and diversity of physics leads students to appreciate the interconnectedness of the content areas both within physics, and across physics and the other sciences.

This study is designed to enhance the scientific literacy of students in the specialised area of physics.

Scientifically literate physics students demonstrate interest in and understanding of the Universe, engage in debates about the nature of evidence, theories and models, and appreciate the value of physics in society.

They can describe and use theories and models, propose and investigate hypotheses, collect data, analyse the limitations of that data, draw conclusions, make recommendations, and select and use a range of appropriate technologies and mathematical techniques.

Links to VCAA Physics Study Design: http://tinyurl.com/nqz87fx

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TECHNOLOGY

COMPUTING VCE Computing focuses on the processing of data and the management of information and information systems.

While it is important that students extend their use of ICT as a learning and personal tool, the study of VCE Computing encompasses information systems and how people interact with information technology to create structured information and to connect with others to exchange information. It encompasses the theoretical foundations of computation and techniques for writing programs and developing solutions. It also focuses on how the needs of individuals, organisations, communities and society are met through the combination of ICT and meaningful information.

Links to VCAA Computing Study Design: http://tinyurl.com/pvlnmpe

PRODUCT DESIGN AND TECHNOLOGY Product design is part of people’s responses to changing needs to improve quality of life by designing and creating artefacts. Product design is enhanced through knowledge of social, technological, economic, historic, ethical, legal, environmental and cultural factors. These factors affect the aesthetics, form and function of products developed in the past and those yet to be developed. Central to VCE Product Design and Technology is the Product design process, which provides a structure for students to develop effective design practice. The design process involves identification of a real need that is then articulated in a design brief. The need is investigated and informed by research to aid the development of solutions that take the form of physical, three-dimensional functional products. Development of these solutions requires the application of technology and a variety of cognitive and physical skills, including creative design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, fabrication and evaluation.

Links to VCAA Product Design & Technology Study Design: http://tinyurl.com/o7olbwa

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SYSTEMS ENGINEERING VCE Systems Engineering involves the design, creation, operation and evaluation of integrated systems, which mediate and control many aspects of human experience. Integral to Systems Engineering is the identification and quantification of systems goals, the development of alternative system designs concepts, trial and error, design trade-offs, selection and implementation of the best design, testing and verifying that the system is well built and integrated, and evaluating how well the completed system meets the intended goals.

Links to VCAA Systems Engineering Design: http://tinyurl.com/py3dlhh

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VCE VET

VCE VET INFORMATION AND COMMUNICATIONS TECHNOLOGY

VCE VET MUSIC

The VCE VET Information and Communications Technology (ICT) program at Girton provides the opportunity to gain a statement of attainment towards the completion of ICT30115 Certificate III in Information, Digital Media and Technology.

This Certificate provides students with the practical skills and knowledge to record, mix and edit sound sources. Units 1 and 2 of the program include core units such as implementing copyright arrangements, performing basic sound editing and developing music industry knowledge.

The VCE VET Music program at Girton provides the opportunity to complete CUS30209 Certificate III in Technical Production

This course provides students with the skills and knowledge to be competent in introductory ICT technical functions. The course is designed to support information technology activities in the workplace and to achieve a degree of self-sufficiency as an advanced ICT user. Units 1 and 2 include some of the core skills from the Certificate III in running standard diagnostic tests, project work with digital media applications and working and communicating effectively in an ICT environment.

Units 3 & 4 offers scored assessment and incorporates units such as; create user documentation; implement and monitor environmentally sustainable work practices; provide IT advice to clients and presentation project work with video.

ICT30115 Certificate III in Information, Digital Media and Technology (Partial Completion) is delivered

by Girton Grammar School Registered Training Organisation (6225).

Links to VCAA VET Information and Communications Technology Program Booklet: http://tinyurl.com/awpl84f

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Units 3 & 4 offer scored assessment and include units such as recording and mixing a basic music demo, providing sound reinforcement and setting up and disassembling audio equipment. This qualification provides students with the skills and knowledge to enhance their employment prospects within the music industry.

CUS30209 Certificate III in Technical Production is delivered by Girton Grammar School Registered Training Organisation (6225)..

Links to VCAA VET Music Technical Production Program Booklet: http://tinyurl.com/pjbrby3

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105 MacKenzie Street Bendigo Victoria 3550 Telephone (03) 5441 3114 Email reception@girton.vic.edu.au www.girton.vic.edu.au