VCE-VM (Vocational Major

LITERACY

OVERVIEW This course provides foundational skills and VCE Vocational Major Literacy focuses on the development of the knowledge and skills required to be literate in Australia today. Students read, write, speak and listen in different contexts, enabling them to understand the different ways in which knowledge and opinion are represented through print, visual, oral, digital and multimodal representations. Students 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. UNIT 1 LITERACY FOR PERSONAL USE AND CREATING DIGITAL TEXTS

Key concepts covered ■ Explore structures and features of different text types such as narrative, informative, persuasive, instructional, letters, media articles and releases, film, email, digital messaging and workplace reports. ■ Study and apply the ways in which purpose, context and audience influence the structure and language of different text types. ■ Study and apply the way visual and auditory cues, language and other strategies are used to create meaning. ■ Investigate the structure, purpose and audience of webpages and other digital texts. ■ Critically evaluate the reliability and effectiveness of a range of digital texts. ■ Discuss and apply features and importance of digital security, principles of copyright and safe and respectful practices in the digital world. UNIT 2 UNDERSTANDING ISSUES AND VOICES AND RESPONDING TO OPINIONS

Key concepts covered ■ Apply the elements of oral communication, including eye contact, tone, body language and intonation. ■ Discuss ways in which bias and perspective can influence authors, speakers and audiences, and how different communities engage in debate or discussion. ■ Apply the conventions of discussion and debate, including active listening and questioning. ■ Explore different structures of written, spoken and multimedia persuasive and influential content. ■ Language and visuals that contribute to the effectiveness of an argument. UNIT 3 INFORMATIONAL, ORGANISATIONAL AND PROCEDURAL TEXTS

Key concepts covered ■ Explore structures and features of different texts such as reports, tax forms and advice, insurance forms, company policies, project proposals and promotional texts. ■ Study the way different organisations, groups and businesses develop their own use of language. ■ Recognise key elements of organisational, informational and procedural texts including table of contents, headings, sub-headings, paragraphs and indexes to locate relevant information. ■ Create informative, procedural and instructional content for a chosen organisation or workplace taking into account the audience and purpose.

UNIT 4 LITERACY FOR ADVOCACY

Key concepts covered ■ Explore the structures and features of different influential and advocational texts, including webpages, brochures and social media. ■ Design and create influential or promotional material appropriate for context and audience. ■ Critically evaluate the appeal and effectiveness of influential or promotional material from different individuals or organisations, considering purpose and the social and workplace values associated with them. ■ Apply principles of sequence and structure to oral content that advocates or presents advice to an audience, including use of evidence to support ideas and opinions.

VCE-VM (VOCATIONAL MAJOR)

NUMERACY

OVERVIEW VCE Vocational Major Numeracy focuses on enabling students to develop and enhance their numeracy skills to make sense of their personal, public and vocational lives. Through the applied learning principles Numeracy students understand the mathematical requirements for personal organisation matters involving money, time and travel. They can then apply these skills to their everyday lives to recognise monetary value, understand scheduling and timetabling, direction, planning, monetary risk and reward. The integration of digital technologies in the learning of mathematical processes is essential and is embedded throughout this study for students to then apply to independent living, further study or to work. UNIT 1 NUMBER, SHAPE, QUANTITIES AND MEASURES, AND RELATIONSHIPS

Key concepts covered ■ Apply concepts of number, shape, quantities and relationships to the following numeracies: personal numeracy, civic numeracy, financial numeracy, health numeracy, vocational numeracy, recreational numeracy. ■ Undertake single- and multi-step operations and tasks applied to a range of numbers, including positive and negative numbers, fractions, decimals and percentages and numbers expressed using familiar power notations. ■ Investigate a range of two-dimensional shapes and three-dimensional objects. ■ Undertake calculations and determine measurements of distance, perimeter, area, volume and capacity and apply conversions. ■ Discuss relationships between variables and represent these relationships with mathematical expressions, or graphical or tabular representations. ■ Apply the mathematical problem-solving cycle to investigate and solve a problem where the mathematics is embedded within a real-world context, such as the workplace. ■ Consider personal experience, mathematical and prior knowledge to select appropriate solution strategies to formulate a mathematical plan to solve a real-life problem. ■ Explore contemporary technological, online and digital media, including software and applications based on computers, tablets, calculators and hand-held devices and the relevance, appropriateness of their use and application in solving mathematical problems. ■ Investigate technology to visualise and represent information, such as diagrams, tables, charts, infographics, and graphs that model situations and solve practical problems.

UNIT 2 DIMENSION AND DIRECTION, DATA, UNCERTAINTY, SYSTEMATICS ■ Apply concepts of dimension and direction, to the following numeracies: personal numeracy, civic numeracy, financial numeracy, health numeracy, vocational numeracy, recreational numeracy. ■ Investigate the use of space, direction and location in relation to landmarks and compass directions. ■ Collect, represent and undertake different analyses of data to discover patterns in data, undertake summary statistics, and derive meaning from data. ■ Make decisions based on inferences about sets of accessible, relevant and appropriate data and information. ■ Evaluate risk in relation to relevant and appropriate problems with reference to likelihood of events occurring. ■ Study and apply appropriate technologies such as spreadsheets, software or applications to input or record real-life data and information. ■ Use technology to collect, organise and sort relevant data and information and to plan and schedule different actions. UNITS 3 AND 4 The curriculum draws on the key knowledge and skills developed in Units 1 & 2 with the development of more complex numeracy and mathematical skills and knowledge. Students extend their mathematical skills with consideration of their local, community, national and global environments and contexts, and the use and evaluation of appropriate technologies. Across all four units students will apply the mathematical problem-solving cycle to investigate and solve a problem where the mathematics is embedded within a real-world context.

They will: ■ Identify the mathematics; act on and use the mathematics; evaluate and reflect; communicate and report findings. ■ Consider personal experience, mathematical and prior knowledge to select appropriate solution strategies to formulate a mathematical plan to solve a real-life problem. ■ Explore contemporary technological, online and digital media, including software and applications based on computers, tablets, calculators and hand-held devices and the relevance, appropriateness of their use and application in solving mathematical problems. ■ Investigate technology to visualise and represent information, such as to produce diagrams, tables, charts, infographics, and graphs that model situations and solve practical problems.

VCE-VM (VOCATIONAL MAJOR)

PERSONAL DEVELOPMENT SKILLS

OVERVIEW 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. UNIT 1 HEALTHY INDIVIDUALS

Key concepts covered ■ Explore personal identity and emotional intelligence within different contexts, such as education, employment, social, family and online. ■ Discuss strategies to develop and apply the elements of emotional intelligence in relation to self, such as resilience, effective communication, a strengthsbased approach, problem-solving, conflict resolution and self-management. ■ Discuss strategies to develop and apply metacognitive skills relating to personal identity and emotional intelligence. ■ Investigate factors affecting wellbeing such as emotional, social, physical, cultural, economic, environmental and geographic. ■ Discuss characteristics of inclusive and cohesive communities. ■ Apply communication, critical thinking, problem-solving and metacognitive skills to design and implement an activity that aims to improve health and wellbeing. ■ Investigate the positive and negative impacts of technology on personal identity, health and wellbeing, cultural engagement and social connectedness. UNIT 2 CONNECTING WITH COMMUNITY

Key concepts covered ■ Discuss different groups within the community and the roles, rights and responsibilities of citizens. ■ Explore community engagement, including active citizenship, leadership, empathy and connection to culture. ■ Discuss and develop strategies to promote community participation. ■ Discuss and analyse differing perspectives relating to issues and the impact of issues on community cohesion at local, national and global levels. ■ Investigate key features of effective community engagement such as prioritising the needs of the community, building local autonomy, local leadership, capacity building, flexibility, developing partnerships and sharing information. UNIT 3 LEADERSHIP AND TEAMWORK

Key concepts covered ■ Examine characteristics of social awareness, such as appreciating diversity, understanding different perspectives, empathy, contribution to society, relationships and consideration of social, cultural and ethical norms that facilitate respectful relationships. ■ Discuss and apply interpersonal skills to support effective and respectful interactions with others, including verbal and non-verbal communication, collaboration, negotiation, conflict resolution, decision making and leadership. ■ Apply and evaluate strategies relating to social awareness and interpersonal skills when using digital technologies. ■ Discuss characteristics of effective leadership and styles of leadership. ■ Critical and creative thinking relating to leadership, including ethics and democracy. ■ Fostering innovation to address issues, solve problems and achieve goals. ■ Discuss and apply individual attributes when working within a team such as motivation, reliability, persistence and adaptability for the development of collective goals that benefit a community or group.

UNIT 4 COMMUNITY PROJECT

Key concepts covered ■ Investigate and analyse an environmental, cultural, economic or social issue of significance to the community and plan a community project to address the chosen area of concern. ■ Apply planning processes to design a community project, including selecting and explaining an area of concern within a local, national or global community; preparing resources and budget; identification of stakeholders; development of strategies. ■ Apply communication, critical thinking, problem-solving, decision-making, planning and metacognitive skills when working independently or collaboratively. ■ Discuss contingency planning and how to apply a contingency plan if required. ■ Apply critical and creative thinking skills to identify strengths, weaknesses and opportunities relating to the overall outcomes of the community project. ■ Document and communicate the evaluation of the community project in an appropriate format.

VCE-VM (VOCATIONAL MAJOR)

WORK RELATED SKILLS

OVERVIEW VCE Vocational Major Work Related Skills (WRS) examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. Students develop a broad understanding of workplace environments and the future of work and education, in order to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway. Students undertake Structured Workplace Learning one day per week to develop employability skills, technical skills and personal capabilities. UNIT 1 CAREERS AND LEARNING FOR THE FUTURE

Key concepts covered ■ Investigate sources of reliable and credible employment information, such as government websites, careers specialists, industry publications, tertiary institutions and employment agencies. ■ Explore labour market information relating to a range of occupations, including skills shortage areas, geographic location, industry growth areas, emerging industries, green industries, and local, national and global trends. ■ Discuss the advantages and disadvantages of pursuing employment in low-growth, medium-growth and high-growth industries. ■ Apply strategies to engage in planning and decision-making relating to employment, such as SWOT analysis, decision-making models as well as consulting with trusted people such as careers specialists, mentors, employers and colleagues. ■ Goal setting for future employment, career possibilities and further education and training.

UNIT 2 WORKPLACE SKILLS AND CAPABILITIES

Key concepts covered ■ Explore the changing nature of work. ■ Develop and apply employability skills including communication, planning and organising, teamwork, problem solving, self-management, initiative and enterprise, technology, and commitment to continuous learning. ■ Develop and apply specialist and technical skills for specific industry groups or occupations. ■ Develop and apply personal capabilities such as growth mindset, work ethic, selfregulation and conflict resolution. ■ Collect evidence and artefacts of personal skills and capabilities with relation to industry groupings. ■ Investigate the relationship between ongoing training and development and increasing the transferability of employability and specialist skills. ■ Explore the recruitment and selection processes, including job design, job advertisements, job applications, shortlisting and interviews. UNIT 3 INDUSTRIAL RELATIONS, WORKPLACE ENVIRONMENT AND PRACTICE

Key concepts covered ■ Investigate the role of statutory and national policy bodies including WorkSafe Victoria, the Fair Work Ombudsman, Victorian Equal

Opportunity and Human Rights Commission. ■ Discuss workplace culture and the characteristics of a supportive, harmonious, safe and healthy workplace. ■ Explore employer expectations and individual responsibility in a workplace, including work ethic, loyalty, professional behaviour and conduct, and respectful treatment of colleagues. ■ Investigate employee rights in a workplace, including: flexible work arrangements; opportunities for training, development and promotion; a safe workplace; appropriate pay and conditions in exchange for skills, knowledge, labour and experience; and appropriate mechanisms for resolving conflict. ■ Investigate employee advocates, including unions and professional associations. ■ Explore the methods and mechanisms for communicating with teams and individuals in the workplace, taking individual differences and industries into account. ■ Research, discuss and identify the benefits of developing diverse teams and networks. ■ Identify, justify and apply a variety of appropriate open questioning techniques for clarification and problem-solving purposes. UNIT 4 PORTFOLIO PREPARATION AND PRESENTATION

Key concepts covered ■ Investigate purpose and types of portfolios and their intended audience and uses in different contexts. ■ Discuss characteristics of a high-quality portfolio, including: relevance to target industry, layout, aesthetic, adherence to spelling and grammar conventions, adherence to set criteria and/or entry requirements. ■ Explore and collect types of evidence and artefacts included in a portfolio: cover letter, resume, photographic evidence, written artifacts. ■ Investigate similarities and differences, advantages and disadvantages of digital, physical and hybrid portfolios. ■ Communicate personal skills and knowledge to a target industry panel or target audience panel using a portfolio to enhance and support presentation to the panel. ■ Apply strategies to evaluate the composition and presentation of a portfolio, including selfassessment, feedback from different sources and comparison to selection criteria and/or entry requirements.

VCE-VM (VOCATIONAL MAJOR)

INDUSTRY SPECIFIC SKILLS

The VCE Vocational Major must incorporate industry specific units from Vocational Education and Training in Schools (VETiS) programs or VCE VET, which the students undertake externally at TAFE or other training organisation. Students are not required to focus on or complete any single VET certificate, however, a completed certificate across two years will give students a Units 3 & 4 sequence. The VCE-VM allows students to try different industries, so they gain a wide range of experience and make informed pathways choices. Students complete an additional Certificate II in Sport Coaching as part of the Year 11 VCE-VM program. Examples of external VET offerings include: Allied Health Assistance, Animal Studies, Applied Fashion, Automotive, Beauty Services, Building and Construction, Community Services, Early Childhood Education, Electrotechnology, Engineering, Equine Studies, Horticulture, Hospitality, Interior Decoration, IT, Laboratory Skills, Salon Assistant, Small Business. Please note: Students undertaking a scored VCE pathway can also include a VET program as one of their subjects. Some are scored and will provide students with a Study Score while others contribute block credit toward a student’s ATAR.

VPC (VICTORIAN PATHWAYS CERTIFICATE)

The VPC is an inclusive Years 11 and 12 certificate that will meet the needs of students not able or ready to complete a certificate at the VCE level. The VPC is benchmarked at Australian Qualifications Framework Level and not recognised as a senior secondary certificate of education. Students who complete the VPC at Mentone Grammar will develop a suite of employability and skills and workplace knowledge to take to further studies at TAFE (Cert II, III or IV level) or transition straight into the workforce. Core subjects of Literacy, Numeracy, Personal Development Skills and Work Related Skills will cover the same content as in the VCE-VM with greater structure and teacher support. THE VCE-VM AND VPC AT MENTONE GRAMMAR ENTRY REQUIREMENTS All students must complete an expression of interest and attend an interview to ensure VCAL is aligned to their desired pathway. The decision to undertake the VCAL should take into account the student’s: ■ strengths and interests ■ vocational goals and envisaged pathways ■ preferred learning style ■ readiness for participation in structured workplace learning or formal vocational education ■ leadership capabilities.

Please note, all students should select an appropriate VCE course initially, as entry into the VCE-VM or VPC program. If a student is accepted into the VCE-VM or VPC program, they will be removed from the VCE subjects as appropriate.

STRUCTURE Students will attend formal classes at School three days per week, complete their VETiS course either on site or externally one day per week and undertake a day of structured workplace learning one day per week. FEES VETiS courses will incur additional tuition fees if undertaken off campus and these will be partly subsidised by the School.

INTEGRATED CURRICULUM Just as work and life are not compartmentalised into ‘subject areas’ neither is the approach to meeting outcomes in the VCE-VM. Students will apply appropriate literacy, numeracy, personal development and work-related skills to a variety of projects that focus on topics such as moving out of home, the travel and tourism industry, healthy lifestyles, sustainability and future finances.

THE MENTONE GRAMMAR DIFFERENCE The greatest value for a student undertaking the VCE-VM or VPC at Mentone Grammar is the opportunity to complete their schooling in a safe and supportive environment and the positive relationships they continue to forge with their peers and teachers.

The benefits of our VCE-VM and VPC programs include:

■ individualised programs with targeted teacher support

■ strong wellbeing care, primarily through the

House system

■ access to VCE subjects

■ a wide range of real-life learning nominated experiences

■ development of transferable skills applicable to workplaces and future experience

■ creative, rigorous projects designed to enhance literacy and numeracy skills, planning and organisation, time management, teamwork and communication

■ continued participation in cocurricular activities including Sport, Cadets and the

School’s formal occasions ■ ongoing career and pathways support that continues beyond school completion

■ guidance and assistance with securing an appropriate and challenging work placement

■ engaging community projects that develop confidence, active citizenship and leadership

■ Duke of Edinburgh program.

Please note: In the event of COVID-19 restrictions, some VCAL offerings may be postponed, modified or cancelled during 2023.