Mt Sion Subject Handbook

Mt Sion Subject Handbook 2024

Welcome

Subject selection and pathway planning is always an exciting time for students and their families. But for many, it can be a daunting task too. It is one of the great learning experiences as our students move through adolescence into adulthood –the power of our choices have in determining our experience at school. In doing so, we hope that as a College community we are creating an environment where students are given these opportunities in a supportive and inclusive community so that all students have the opportunity to live out the College Motto – Ad Alta Virtute, To Strive for the Highest.

As a school in the Edmund Rice Tradition, we structure our learning programs through the sub-schools to ensure students have the opportunity to develop all aspects of themselves. The Liberating Education touchstone of EREA allows the College to reflect Edmund Rice’s belief in the transformative nature of Education, for the students, the school community and our society at large. As such, a vast array of offerings are presented within this handbook so that our students can explore their talents and develop further interests as they progress through their learning journey. As students and their families explore the range of learning opportunities presented, they are encouraged to reflect on these talents and interests to make informed decisions and give agency to our young people as they prepare for life beyond the gates at St Joseph’s College. There is much to consider as you make these choices.

St Joseph’s College prides itself on being educators of fine young men and has created pathways which are tailored to the needs of our students. The St Joseph’s College Learning Framework underpins this work as a guide for teachers and students in the pursuit of excellence. The multimodal construction of the Learning Framework aims to challenge students to not only develop their knowledge and skills within the course outlined within this handbook, but to provide opportunities for real-world application of such learning. In this vein, the school offers a range of programs to support those students in need of an individualised program. This might come in the form of supporting students pursuing academic, sporting or cultural excellence through the ‘Ad Alta Excellence Program’ or in providing assistance to those students who might have additional needs in their learning. Whatever the case, we strive to work with families to support our students so that they may flourish in their learning pathways.

One of the strengths of St Joseph’s is the full range of programs and subjects offered to our students. This array of choices can be equally bewildering as it is exciting for some as this range increases with our students moving through the years. We hope this handbook provides clarity on those choices for students and their families so they can make informed decisions for next year. As such, please avail yourself of the full range of information and do not hesitate to be in contact with the college in this important process for our students.

Lisa Pope Deputy Principal - Learning

Key Contacts

Person Role

Lisa Pope Deputy Principal - Learning

Email

Lisap@sjc.vic.edu.au

Brad Smith Head of Mt Sion - Learning Brads@sjc.vic.edu.au

Peter Ryan Head of Curriculum Peterr@sjc.vic.edu.au

Charlie Purdy Religious Education CAL Charliep@sjc.vic.edu.au

Michelle McRae English Mcraem@sjc.vic.edu.au

Joanne Board Mathematics Joanneb@sjc.vic.edu.au

Philipa Barber Science PhilipaB@sjc.vic.edu.au

Angela Baker Humanities

Leanne Adams Arts

Angelab@sjc.vic.edu.au

Leannea@sjc.vic.edu.au

Leanne Rivett Technology Leanner@sjc.vic.edu.au

Glenn Kemp Health and Physical Education

Louisa Biviano Languages

Bobbie Evans Applied Learning

Karen Shum Careers

Glennk@sjc.vic.edu.au

Louisab@sjc.vic.edu.au

Bobbiee@sjc.vic.edu.au

Karens@sjc.vic.edu.au

Keelly Rae and Claire Hugo VET Vet@sjc.vic.edu.au

Jules Holt

VASS Administrator

Julesh@sjc.vic.edu.au

Mt Sion Key Information

For any questions regarding the Learning program at Mt Sion, please contact Brad Smith – Head of Mt Sion Learning via email: brads@sjc.vic.edu.au

How to choose subjects

To help students decide on the program and subjects that will meet their needs best, consider these four questions:

→ What am I good at?

Choosing subjects which a student feels confident in can lead to future success and engagement while they build on their current learning and skill.

→ What am I interested in?

Senior studies can be demanding. Students are more likely to remain motivated if they find the course enjoyable to learn or it connects to their areas of interest or challenge.

→ What do I need?

If a student has a particular field or career that they wish to pursue, they should look to choose subjects which will help them develop in that area. Further, they should be aware of any studies (prerequisite subjects) which are necessary for entry into further courses.

→ What might I want to study or work in the future?

Thinking about the sorts of professions or work a student might like to do in the future can be useful. By utilising the resources and experiences available at the college, students might find subjects that give them greater access to future pathways and therefore a better chance of success in that field.

Year 10-12 Curriculum Overview

Subject Year 10

Religious Education

English

Mathematics

Health & Physical Education

Humanities

Languages

Science

Technology

The Arts

Religious Education (Y)

Year 11-12 VCE

Religious Education (School-based)

Text & Traditions (Unit 3&4) Yr10 extension only (Y) Religion & Society (VCE Scored)

English (Y)

Literature (Y)

Foundation English - invite only (Y)

Foundation Mathematics (Y)

General Mathematics (Y)

Mathematical Methods (Y)

Action in the Outdoors (S)

Optimal Health (S)

Sports Science (S)

Civics & Citizenships (S)

Economics & Business (S)

Geography (S)

History (S)

Philosophy (S)

Chinese (S) or (Y)

Italian (S) or (Y)

Biology (S)

Chemistry (S)

Environmental Science (S)

Physics (S)

Psychology (S)

STEM 10 (S)

Bits & Bytes (S)

Computer Aided Design (S)

Computing with Business (S)

Food Studies (S)

Product Design & Technology

Advanced (Materials – Wood) (S)

Product Design & Technology

Intermediate (Materials – Wood) (S)

Systems Technology and Design (S)

Software Development and Programming (S)

Media (S)

Visual Communication Design (S)

Art Creative Practice (S)

Art Creative Practice Photography (S)

Drama: Improvisation (S)

Drama: Create your own character (S)

Music Performance (S1)

Music Technology (S2)

English

English Language

Literature

Foundation Mathematics

General Mathematics

Mathematical Methods

Specialist Mathematics

Health & Human Development

Outdoor & Environmental Studies

Physical Education

Accounting

Business Management

Economics

Geography

History

Politics

Legal Studies

Philosophy

Chinese

Italian

Biology

Chemistry

Environmental Science

Physics

Psychology

Food Studies

Product Design & Technology

Systems Engineering

Applied Computing (Unit 1-2)

Data Analytics (Unit 3-4)

Software Development (Unit 3-4)

Art Creative Practice

Media

Visual Communication Design

Art Making & Exhibiting (SHC)

Music Performance

Music Inquiry

Theatre Studies

(S) Indicates semester units.

(Y) Indicates electives that are year long.

(Unit 1 and 2) refers to subjects usually studied in Year 11 (Unit 3 and 4) refers to subjects usually studied in Year 12

*These subjects can only be studied on the recommendation of teachers. All optional subjects Years 10 – 12 are dependent on student choices and numbers. In addition to these subjects, VET subjects are also available. St Joseph’s College also offers Year 10 VCE VM and VCE VM (Victorian Certificate of Applied Learning) in Year 11 and 12. Additional subjects are available through Sacred Heart College.

For further information on VCE and VCE VM please consult the Senior Years Handbook or refer to the VCAA website

Homework

Homework is an important aspect for the senior years of schooling as it allows students to consolidate and extend their learning from classes. During Years 10, 11 and 12, students refine and perfect revision behaviours in preparation for their exams and to develop an intimate understanding of key knowledge and skills for their studies. Students should organise their time in order to balance and prioritise the competing commitments in their lives: school and study, work, cultural activities, sport, leisure and social interactions.

As a guide, students should allow time for completing homework and for revising the learning from the day. The recommended time is as follows:

→ Year 10 subjects: 10 hours per week

→ Year 11 subjects: 12.5 hours per week

→ Year 12 subjects: 15-20 hours per week

VCAA states “Each VCE unit involves at least 50 hours of scheduled classroom instruction. Students also undertake up to 50 hours of self-directed learning for each unit. Satisfactory completion of a VCE unit is based on successfully completing all outcomes within the unit.”

Travel advice for VCE Subjects at Sacred Heart College

St Joseph’s College in partnership with Sacred Heart College, seeks to provide students with the widest possible opportunities to undertake their selected courses of VCE studies. For some students, this will mean undertaking a sequence of units at Sacred Heart College. Sacred Heart College is located within walking distance from St Joseph’s College and requires students to leave St Joseph’s College ten minutes prior to the commencement of lessons at Sacred Heart College. Students are expected to walk directly to and from Sacred Heart College if classes begin or conclude within the day’s timetable. Students are expected to adhere to the specified route to and from Sacred Heart College. If Students have Period 1 at Sacred Heart College they are to still attend Homeroom at St Joseph’s College to be marked present. They can then walk directly to Sacred Heart College.

Change Of Subject Guidelines

A subject change will only take effect if it can be accommodated within the student’s timetable.

Taking time to select subjects that are suitable to the student’s abilities, interests and post-school pathway reduces the need to change subjects and thereby interrupting the Unit 1 – 4 sequence. For some students a change of subject is recommended or necessary. Students who wish to apply for a change of subject can do so at the following times:

→ After the end of year examinations

→ At the beginning of the year (end of week 1)

→ At the end of Unit 1

→ Withdrawing from VET subjects in VCE or VCE VM can occur at the end of Semester One however new VET subjects cannot be commenced after Week Three of Term One.

→ Students will need to complete the appropriate Change of Subject form and discuss the change of subject with the Head of Mt Sion - Learning or VET Coordinator.

VCE and VET Accelerated Studies

St Joseph’s College offers Year 10 students the opportunity to complete a VCE and/or VET subject if they have achieved a consistently high standard in Year 9.

Year 9 students who have demonstrated a mature approach to their studies are strongly encouraged to apply to study a VCE Unit 1 & 2 or VET subject as a Year 10 student. Students wishing to enrol in a VET or VCE Unit 1 & 2 will be required to apply using the acceleration application form. Students can use a combination of VCE and VET subjects as part of the Senior Years program. Both VCE and VET subjects are considered an acceleration pathway. However, VET applications will also be heavily based on work ethic, maturity and pathway planning.

If students complete a VCE or VET subject (Unit 1 & 2) in Year 10, they may then have the opportunity to study a Unit 3 & 4 subject in Year 11. This subject may give them a study score (VET – score available to VCE VET Scored Assessed courses only) which will be included in their Year 12 results.

The score a student receives at the end of Year 12 is comprised of their top four subjects and 10 % of their fifth subject and a sixth subject (if they have completed one). By studying a VCE subject in Year 10, students can complete six VCE (Unit 3 & 4) subjects by the time they have completed Year 12.

It is not recommended that Year 10 students accelerate in the following subjects

→ Chemistry

→ Physics

→ Mathematical Methods

→ Specialist Mathematics

→ Literature

Other VCE subjects may not be suitable, and this should be discussed with subject teachers.

Acceleration Guidelines

The opportunity to undertake a VCE unit 1/2 in Year 10 and Unit 3/4 in Year 11 is open to students who have demonstrated a high level of commitment to their studies, are organised and have achieved a high standard in Year 9. The College will not place a student under the pressure of a VCE unit if, after consultation, we believe he is not ready to undertake such a unit. As a result, students wishing to apply must complete the “Application to Undertake a VCE Study at Year 10” or “Application to Undertake a Unit 3/4 VCE Subject in Year 11” form and meet the requirements outlined on the form in order to be considered for acceptance into a VCE unit. Students must discuss this application with their homeroom teacher.

The following guidelines will apply to all applications:

Students will only be permitted to undertake one accelerated subject sequence.

→ Students will be able to accelerate at Year 10 into subjects offered at St Joseph’s College.

→ Not all subjects are appropriate for acceleration. These subjects are determined by the College and are listed in the Mt Sion Subject Selection Handbooks

→ Students will need to have previously demonstrated the necessary academic ability, commitment and rigor. This includes an overall average of 80% or above (including English and Mathematics) and other forms of student data may be considered in this process.

→ Students will need to maintain a full learning schedule equivalent in the number of subjects to their peers during year 10 and 11.

→ Promotion to a Unit 3 and 4 Subject is dependent on success in the acceleration at unit 1 and 2 and is subject to individual review.

→ Students wishing to accelerate will discuss this in their mandatory pathways planning interview with a staff member.

→ VET Acceleration interviews are to determine the appropriateness of an applicant’s maturity, work ethic and study for pathways and is less concern with academic performance.

→ Parental/Guardian permission is required to complete an accelerated or VET study.

→ Students on a managed senior pathway will have access to subjects per their Individual Learning Plan.

Year 10 Key Information

Key Contact

For any questions regarding the Learning program at Mt Sion, please contact Brad Smith – Head of Mt Sion Learning via email: brads@sjc.vic.edu.au

Curriculum Overview

Year 10 students have the opportunity to build an individual pathway into their senior years of schooling. Within the Year 10 program and depending on their pathways, students may be able to undertake work experience, community service and many extra-curricular activities. As well as a strong and varied Year 10 program, students can apply to undertake a specialist Vocational Education and Training (VET) subject and/or a Victorian Certificate of Education (VCE) subject.

Our educational approach from Year 7-10 underpins our core subject areas. We follow the Victorian Curriculum with a focus on challenging students to investigate curriculum that has the potential for real world connections.

Year 10 Subject Overview

Semester 1

Religious Education

PE Practical

Semester 2

Religious

Subjects studied as core subjects in Year 10 are:

→ Religious Education

→ English

→ Mathematics

→ Physical Education Practical

→ Science – Can be taken all year (2 Semester Electives) or for one semester

The following curriculum areas are electives and therefore not included in the core subjects.

→ Humanities

→ Languages – Chinese or Italian

→ The Arts

→ Technologies – Food Studies, Design and Technologies / Digital Technologies

→ Health

Subject Selection

For Year 10 students the following choices need to be made:

→ Students select a Mathematics and a Science choice – Students will be guided by their current Mathematics and Science teacher/s. Science subjects are Semester long. Students wishing to study Science in Year 11 must do 2 Semesters of Science, as a minimum.

→ Students select semester electives and two alternative (back-up) preferences.

→ If choosing either a Victorian Certificate of Education (VCE) or Vocational Education and Training (VET) subject, students must complete an additional application form. VCE and VET applications should be submitted to Head of Learning Westcourt. Both VCE and VET subjects are studied for the whole year.

→ Students do not have to study from each Curriculum area, however, they should aim to keep options open for Year 11.

→ If students choose Chinese or Italian, it is studied for the whole year.

→ In Year 10 it is important that students consider several factors when choosing their subjects as outlines at the start of the handbook.

Year 10 Applied Learning

As part of St. Joseph’s College commitment to vocational education, we offer Year 10 students the opportunity to complete an Applied Learning Program for those considering a Vocational Major pathway. Students will focus on key learning skills in English and Mathematics along with a range of vocational, employability and personal development skills through hands on project based and explicit teaching methods. Participating in the Applied Learning program has pathways to VCE, VCEVM and vocational training and apprenticeships.

As part of the Applied Learning program, it would be expected that students complete a VET study.

Students are also able to complete two electives of interest to continue their general year 10 studies.

The course focuses on the principles of applied learning, such as building on a student’s interests, abilities and strengths; catering for different learning styles; promoting competence, resilience and active citizenship; experiential learning based on real life situations; and assessment methods that suit the learner and context of learning.

Students who are vocationally oriented should consider undertaking this course.

Applied Learning Program overview:

Table 1. Year 10 Subject Overview

Semester 1

Religious Education

PE Practical

English Maths

Applied Learning Program VET or elective Elective

Semester 2

Religious Education

PE Practical

English Maths

Students who participate in the Applied Learning Program will complete:

→ Year 10 Religious Education

→ Year 10 English or Foundation English

→ Year 10 Mathematics (Foundation, General or Methods)

→ Physical Education Practical

→ Applied Learning Program

→ VET course of choice

→ Two Year 10 Electives – one per semester.

Applied Learning Program VET or elective Elective

Students wishing to participate in the Applied Learning Program will need to complete an expression of interest form and have parental or carer consent.

Year 10 Subject Offerings

Year 10 The Arts

For more information or questions about subjects offered in The Arts, please contact the Curriculum Area Leader - Leanne Adams on leannea@sjc.vic.edu.au

For more information or questions about subjects offered in Music, please contact the Director of Music - Amy Young on amyy@sjc.vic.edu.au

Art Creative Practice

The subject is a pathway for the study of VCE Art Creative Practice and provides skills useful to the study of VCE Visual Communication Design and Media.

This 2D & 3D Art unit will give students the opportunity to improve their skills in their chosen medium as well as give them opportunities to paint, draw, photograph, sculpt and print. This course will introduce students to imaginative and creative art making skills using the Creative Practice – developing a folio of finished artworks. They will research artworks as sources of inspiration for their own ideas. They will improve their artistic techniques and explore a variety of art styles from Traditional to Modern.

Art Creative Practice - Photography

The subject is a pathway for the study of VCE Art Creative Practice and provides skills useful to the study of VCE Visual Communication Design and Media.

Students will learn to take photos like a professional photographer using both analogue and digital cameras and develop their own photographic prints in the darkroom. Students will research specific art movements as sources of inspiration to pursue their photographic ideas. Over the course of the unit students will use the Creative Practice to create a portfolio of finished digital and analogue photographs.

This unit is ideal extension for students who have completed an Art elective in Year 8 or Year 9 and for students who may be interested in continuing with photography in VCE Art Creative Practice.

Drama – Create your own character

The subject is a pathway for the study of VCE Drama and Theatre Studies.

What makes a character believable on stage? Students will experiment with their voices, movement, facial expressions, costume and transformation of objects to explore many characters and roles. Students create their own solo and group presentations. Students look at texts and explore how to interpret them as performance.

Drama - Improvisation

The subject is a pathway for the study of VCE Drama and Theatre Studies.

This is a terrific unit to help students develop confidence and quick thinking skills. They will learn the various elements to help develop communication and improvisational skills and create performance with different play making structures including Narrative Play making and Process drama. Students also have the opportunity to study commedia-dell-arte, Ancient Greek drama and Augusto Boal’s Theatre making ideas. Students will also trial some “Thank God You’re Here” style performances.

Media

The subject is a pathway for the study of VCE Media and provides skills useful to the study of VCE Art Creative Practice.

Students in this subject will analyse and compare movies from different eras, focusing on media codes and conventions. Through hands-on production experiences, they’ll understand the collaborative effort needed to bring a film to fruition, covering scripting, shooting, and editing across various media formats. Each student will take on a specific crew role, from Director to Sound Recorder, contributing to the creation of diverse media products.

Music Performance – Semester 1 only

The subject is a pathway for the study of VCE Music and participation in the SJC band program.

This is predominantly a practical based unit, which would provide a springboard for students to undertake VCE Music Performance or VET Music in Years 11 and 12. As well as focusing on solo and group performance, performing in a small ensemble will be a mainstay of this course. Further development of aural and theoretical skills will be undertaken.

Music Industry – Semester 2 only

The subject is a pathway for the study of VCE Music and participation in the SJC band program.

This course could lead to VET Music Course in Year 11 or be a springboard for those wanting to specialise in audio engineering. Music composition, improvisation and arranging will form part of this course using computer music programmes. Further experience in the technical side of music making will also form part of this unit.

Digital sound recording & editing, CD-R production, MIDI sequencing with digital multi-track sound recording & production will be introduced during this course.

Students taking this course will need to be able to play an instrument or sing.

Visual Communication Design (VCD)

The subject is a pathway for the study of VCE Visual Communication Design and provides skills useful to the study of VCE Art Creative Practice.

This Visual Communication Design unit incorporates all fields of design; messages, environments, objects, interactive experiences. Students will explore the Design Process as they improve their skills in technical drawing, using design software and a host of other methods and materials. Students will investigate how their work as a designer is influenced by a target audience and the needs of their client. They will build on their knowledge and skills of Adobe programs, such as Photoshop and Illustrator, as they execute and present their designs.

Year 10 English Studies

For more information or questions about subjects offered in English, please contact the English Curriculum Area Leader –Michelle McRae on mcraem@sjc.vic.edu.au

English

Students study texts, both novel and play, to understand and appreciate characters, themes, devices, and develop their own analytical interpretation of the text. Additionally, students explore the development of the English language and study various memoirs and feature articles to extend their critical and creative skills by planning, drafting and editing an original response. Furthermore, students focus on the persuasive arguments and language of written and visual text types and learn how these can position an intended audience.

Literature - Extension

Students may choose to study English Literature in place of mainstream English and will be required to immerse themselves into the language of text, exploring how an author uses language and imagery to project particular ideas about an era, and the views and values held at that time. Students need to recognise embedded views and interpret according to that time, and conversely as a contemporary audience. This subject is advantageous for those wanting to study Literature in VCE.

Foundation English

Foundation English at Year 10 supports students who would benefit from a different approach to studying texts and a slower pace of the course at this level. The course addresses the age-expected level of the Victorian Curriculum at Year 10. This subject is select entry by invitation.

Year 10 - Languages

For more information or questions about subjects offered in Languages, please contact the Curriculum Area Leader –Louisa Biviano on louisab@sjc.vic.edu.au

These subjects attract a Lanuages Camp levy of approximately $200.

Languages – Chinese

This full year elective is a viable pathway to VCE Chinese (Second Language) and VCE Chinese Language: Culture and Society.

Students continue to develop their language and cultural knowledge and will learn about the different holidays and festivals in China as well as the celebrations in Chinatown, which are celebrated with great vigour. Students will continue to develop their spoken language in order to give directions in Chinese.

Further, students will learn about shopping and will prepare a talk about entertainment and sporting events. Students will also learn how to express such things as not feeling well and become familiar with the language used by various Chinese communities through a visit to Chinatown and Victoria Street in Melbourne, and local communities in Geelong.

Languages – Italian

This full year elective is a viable pathway to VCE Italian.

This is an advanced course which will further develop language skills both in the oral and written form. The topics cover a variety of situations which expand the student’s cultural experiences. Students will explore pastimes, visiting the doctor and the world of work.

Students will continue with the development of their language skills and cultural awareness. Both writing tasks and oral presentations reflect on independent responses to set topics in Italian. This is to prepare for a broader range of experiences in the future use of language in social and cultural activities, including a romantic night out, the history of art and a glimpse of life in Sicily.

Year 10 - Health and Physical Education

For more information or questions about subjects offered in Health and Physical Education, please contact the Curriculum Area Leader – Glenn Kemp on glennk@sjc.vic.edu.au

Physical Education (Practical)

This subject is a compulsory subject for all students in year 10. The program aims to continue developing the motor skills and physical capacities of students. Ultimately the aim is to equip students with the necessary attributes to enable lifelong participation in physical activity. By exposing students to a wide range of activities this will enable them to explore which activities they would like to pursue through adolescence and then adulthood. This sets the boys on a pathway towards ongoing participation in physical activity enabling them to reap the mental and physical benefits that active lifestyles provide.

This subject leads to VCE Physical Education, Outdoor & Environmental Studies, Health & Human Development. VET Sport and Recreation.

Year 10 Performance Pathways

Sports available: Football, Soccer, Basketball and Cricket

Talented athletes in the above sports will be selected into a Sports Performance Pathway for two terms at Year 10 and/or 11. These athletes will be prospective ACC representatives who will undertake specialised training to improve performance in the chosen sport.

→ Football- term 1 and 2

→ Soccer- term 1 and 2

→ Basketball- term 2 and 3

→ Cricket- term 3 & 4

In the remaining terms these students will undertake a regular PE syllabus to broaden their athletic scope.

Pre-requisite- Students need to display skill and athleticism in the above sports which places student among the better exponent of these sports within SJC.

Enrolment in these pathways will be via invitation and/or trials depending on the sport.

Health and Physical Education Electives Action in the Outdoors

This subject attracts a levy of approximately $200 Students learn to identify, practice and achieve proficiency in skills relating to rock climbing, mountain bike riding, surfing, ocean kayaking and survival swimming. Through these practical experiences students will develop a clear understanding of the range of motivations for undertaking outdoor experiences and the factors that affect an individual’s perceptions of nature and their relationships with the outdoors. Theoretical units include technological impact upon outdoor activities and the impact of human relationships with the land.

If you are interested in studying VCE level Outdoor and Environmental studies or VET Sport and Recreation (Outdoor), it is highly recommended you pick this subject. It is a requirement for students to be able to swim 50 metres to undertake this unit.

Optimal Health

This subject attracts a levy of approximately $140 In this subject, you will learn about your own health – the physical, social and mental aspects of health and the role nutrition plays in being healthy. You will learn how drugs, alcohol and sexual behaviours impact on your health and relationships. You will create a resource to improve the health of young people and learn about the behaviours and skills required for a healthy future. Wouldn’t you like to know how to maximize your health?

If you are interested in studying VCE level Health and Human Development, it is highly recommended you pick this subject.

Sport Science

This subject attracts a levy of approximately $140 In this unit, students will explore the science of sport. Student will focus on how the body systems work together to produce movement. They are introduced to the aerobic and anaerobic pathways utilised to provide the muscles with the energy required for movement and the basic characteristics of each pathway. Through practical activities, students will explore the relationships between the body systems and physical activity in a broad range of activities.

If you are interested in studying VCE level Physical Education and VET Sport and Recreation, it is highly recommended you pick this subject.

Year 10 Humanities Studies

For more information or questions about subjects offered in The Humanities, please contact the Curriculum Area LeaderAngela Baker on angelab@sjc.vic.edu.au

History

This course is offered as a semester based or full year course and is an elective subject.

Both courses prompt students to reinforce their research skills and draw on historical sources of evidence to examine the cause and effect of World War II and determine elements of change and continuity through the Australian Civil Rights movement. They consider the importance of developing empathy when studying acts of resistance during the Holocaust.

In the full year course, students begin to evaluate the impact of shifting foreign relations and America’s influence on our culture and policies.

These electives provide a pathway to VCE History offerings in Modern 20th Century History, Global Empires and Revolutions.

Geography

This course is offered as a semester based elective subject and pathway to VCE Geography.

Students learn about environmental change, sustainability and management through their investigation of specific environments. They consolidate their understanding of geographical concepts and skills relating to fieldwork. This course also explores the geographies of wellbeing, whereby students will evaluate and compare the human and environmental factors that contribute to wellbeing across local, national and global case studies.

Civics and Citizenship

This semester base d elective subject is ideal for students wishing to undertake VCE Global and Australian Politics and VCE Legal Studies.

Students investigate the core elements and processes involved in Australia’s political system before examining the work and policies of the United Nations in creating a more peaceful and sustainable world. Next, they explore the rule of law and Australia’s legal and court systems to understand the how criminal and civil cases are adjudicated fairly and accurately.

Economics and Business

The Economics and Business hybrid is a semester-based elective providing a viable pathway to VCE Economics, Business Management or Accounting.

In the Economics unit, students study different economic systems and the living standards in developed and developing countries. They will investigate internal and external factors that impact on our economy, both positively and negatively.

The unit on Business Management involves understanding marketing and the concept of a budget. Students explore careers of the future and gain an introduction to concepts relating to finance.

Year 10 Philosophy

This semester based subject contains an introduction to philosophical traditions and historical perspectives that provide an ideal pathway for students wishing to undertake VCE Philosophy.

Students will explore the different philosophical ideas and arguments relating to the nature of reality and the concept of truth. Further, they will consider different perspectives on what it means to live a good life.

Year 10 - Mathematics

For more information or questions about subjects offered in Mathematics, please contact the Curriculum Area Leader –Joanne Board on joanneb@sjc.vic.edu.au

Foundation Mathematics

This subject is recommended for students who have completed NIXOR or General Mathematics in Year 9.

Builds on prior learning from Year 9 General Mathematics and provides basis for sound background in areas of Number, Algebra, Geometry, Measurement, Statistics and Probability. Some Unit 1 and 2 Foundation Mathematics concepts are introduced in preparation for continued studies in VCE Foundation Mathematics.

This subject leads into further study in VCE Foundation Mathematics.

General Mathematics

This subject is recommended for students who have completed General or Extension Mathematics at Year 9.

This course builds on prior learning from Year 9 General Mathematics and provides the basis for sound background in areas of Number, Algebra, Geometry, Measurement, Statistics and Probability. The introduction of Year 11 General Mathematics topics of Financial Mathematics and Networks prepares students for studies in Unit 1 and 2 General Mathematics.

Please note: Students will be using the Ti-Nspire CAS Graphics calculator to complement their studies.

This subject leads into further study in VCE General Mathematics and VCE Foundation Mathematics.

Mathematical Methods

This subject is recommended for students who have completed Extension Mathematics at Year 9.

This course builds on prior learning from Year 9 Extension Mathematics and provides the basis for sound background in areas of Number, Algebra, Geometry, Measurement, Statistics and Probability. Some specific topics include indices and surds, quadratics and polynomials. The introduction of Year 11 Mathematical Methods topics of Circular Functions and Patterns in Graphing prepares students for studies in Unit 1 and 2 Mathematical Methods.

Please note: Students will be using the Ti-Nspire CAS Graphics calculator to complement their studies.

This subject leads into further study in VCE Mathematical Methods and VCE Specialist Mathematics. Students should complete at least Semester 2 Year 10 Mathematical Methods to pursue VCE Mathematical Methods.

Year 10 - Religious Education

For more information or questions about subjects offered in Religious Education, please contact the Curriculum Area Leader – Charlie Purdy on charlesp@sjc.vic.edu.au

Religious Education

Students delve into the rich tapestry of Abrahamic religions, examining the core beliefs and practices of Judaism, Christianity, and Islam. They explore the historical and cultural contexts that have shaped these traditions and engage in critical analysis to understand diverse perspectives within each faith. Additionally, students investigate the role of the Catholic Church in Australia, considering its impact on society and contemporary issues. Through the study of peace and non-violence, students reflect on the relevance of these teachings in their own lives, fostering empathy, tolerance, and a deeper understanding of global citizenship.

Students who undertake VCE Texts and Traditions as an extension subject are not required to complete the school-based Religious Education course.

Religious Education – Art & Spirit

This is a select entry course which replaces core Religious Education. In this subject, students explore Religious Education through Art. In this course, students will delve into different religious perspectives and the way they are depicted in artconsidering the historical and cultural influences. They will respond creatively to religious artworks, scriptures, and current topics through art and writing.

Religious Ministry - Music Ministry

This is a select entry course which replaces core Religious Education. Music Ministry explores the way music is incorporated into the life of the Catholic church for celebrations and sacred events. Students will collaborate on projects connecting music, faith and the bible, as well as learning the importance of specific music in mass & scared settings and bringing this to life in their own faith journey.

Year 10 - Science

For more information or questions about subjects offered in Science, please contact the Curriculum Area Leader – Philippa Barber on philippab@sjc.vic.edu.au

Students are required to complete at least one semester of Science during year 10. Students wishing to complete VCE sciences should complete at least two semesters worth of science electives.

Biology

This semester long subject is recommended for those students wishing to study VCE Biology. Using a variety of learning experiences aimed at sustaining and developing their curiosity, students will investigate genetic engineering, inheritance and evolution.

Chemistry

This semester long subject is recommended for those students wishing to study VCE Chemistry. Using a variety of learning experiences aimed at sustaining and developing their curiosity, students will investigate the periodic table, atomic structure and bonding; and green, organic and industrial chemical reactions.

Environmental Science

This semester long subject will concentrate on developing scientific knowledge and inquiry skills, through a focus on the environment. Students will investigate plastics and their effects on the environment, current scientific issues, energy and climate change. Students will look at native and invasive species and relationships in ecosystems, monitoring water, energy use and renewable technologies.

Physics

This semester long subject i is recommended for those students wishing to study VCE Physics. Using a variety of learning experiences aimed at sustaining and developing their curiosity, students will investigate Newton’s Laws of Motion, Kinematics, Electromagnetism, Energy and Sound.

Psychology

This semester long subject will explore elements of the human brain and nervous system. Using scientific research and key science skills, students will investigate impacts of technology on the brain and methods to improve brain functioning. They will also explore sleep and our conscious experience including dreaming and hypnosis.

STEM 10

This semester long subject looks at Engineering and the Engineering Design Process. Students will use their skills in Science, Maths and Technology to problem solve theoretically and by building and testing models. They will be challenged to build things like bridges, robotic hands and model aeroplanes. They will also delve into the world of virtual reality and robotics.

Year 10 - Technologies

For more information or questions about subjects offered in Technologies, please contact the Curriculum Area Leader –Leanne Rivett on leanner@sjc.vic.edu.au

Bits and Bytes (Information Technology)

In this unit, students learn the theoretical basis of how computer hardware works, with a chance to look inside a computer to view its parts. The basics of digital logic circuits are also investigated using simulation software. Assessment will be based on research projects, tests and an examination.

Computer Aided Design (Information Technology)

This unit is specifically aimed at those students who have an interest in the use of computers in product design and who have established strong computing skills in earlier years. Students will use Google Sketch-up and Fusion 360 software as well as 3D printers to design, research and produce tasks. Copyright legislation and backup techniques are also investigated to protect your designs.

Food Studies

In this unit students explore food groups and analyse the role of nutrients for good health. Students also learn about managing dietary needs, along with food allergies and intolerances. Practical activities include comparative food testing, cooking, demonstrations, dietary analysis and sensory analysis.

Computing with Business (Information Technology)

This course aims to provide students with the ability to attract customers through the use of well-designed websites, keep customers up to date with professional newsletter, track finances through the use of spreadsheets and store customer, supplier and stock data through the use of databases.

Product Design and Technology-Intermediate (Materials-Wood)

This unit is only available to students who did not do the “Product Design and Technology” program in Year 9.

In this unit students explore a range of factors that affect product design and technological innovation, including function, aesthetics, social, environmental and economic factors. They will prepare detailed design proposals which show the materials and processes to be used. Students construct a product to specified standards using a range of techniques. They learn how to work independently and safely using a range of sophisticated equipment.

Product Design and Technology – Advanced (Materials-Wood)

This unit is only available to students who have completed “Product Design and Technology - Intermediate” This unit introduces students to the process of designing and making their own timber product. Using the design process, students will develop an innovative solution for a design problem. When making their product, students will construct to the specified standards they have developed and use a range of processes and techniques. They will learn to independently select and safely use appropriate tools and equipment.

Systems Technology and Design

This subject attracts a levy of approximately $40

In this course students will have the opportunity to use a range of technologies such as computer aided design (CAD) to complete their projects. Students will also learn how to code Arduino microcontrollers to perform a range of tasks involving electrical circuits and sensors, they also use 3D printers and laser cutters to construct their final products. Our learning activities also integrate electrical and mechanical systems to create smart machines that perform various challenges.

Software Development and Programming (Information Technology)

This unit will introduce students to programming using Microsoft Visual Basic. Net to create simple applications. Skills learned are then applied and extended using the Python language. A brief look at the history and development of computer programming languages will give students an insight into the people and events that have made possible the software that we use today.

VCE and VCE Key Information (Year 11 and 12)

Key Contact

For any questions regarding the Learning program at Mt Sion, please contact Brad Smith – Head of Mt Sion Learning via email: brads@sjc.vic.edu.au

VCE: The Victorian Certificate of Education

The VCE is awarded to students who satisfactorily complete a balanced program of studies. The program of a full-time student will normally comprise about 22 – 24 units taken over four Semesters or two years. Students are required to complete a minimum of 16 units.

It is important to note:

→ Unit 1 and 2 refers to studies usually undertaken at Year 11.

→ Unit 3 and 4 refers to studies usually undertaken at Year 12.

For VCE studies in Year 11 and 12, students choose 5 VCE studies per year level, including at least one English Selection for each year level (English, English Language or Literature). Further to this, studies will undertake a core program as outlined below:

Year 11

Subject choices:

Unit 1 and 2 English selection

Unit 1 and 2 Subject choice

Unit 1 and 2 Subject choice

Unit 1 and 2 Subject choice

Unit 1 and 2 Subject choice*

Core Program:

Religion and Society

Physical Education (Prac)**

Wellbeing

Self-Directed Learning

Year 12

Subject choices:

Unit 3 and 4 English selection

Unit 3 and 4 Subject choice

Unit 3 and 4 Subject choice

Unit 3 and 4 Subject choice

Unit 3 and 4 Subject choice ***

Core Program: Touchstones Wellbeing

* Students who acceleration a VCE or VET study will only choose 4 Unit 1 and 2 Subjects, including their English study

** Students who are accelerating into a Unit 3 and 4 subject at Year 11 can apply to undertake self-directed learning in place of PE Prac.

***Students who accelerated a Unit 3 and 4 Subject at Year 11 can apply to reduce the number of studies to four once Year 12 studies have commenced, depending on individual circumstance. Students must choose 5 subjects.

VCE Vocational Major (VCE VM)

The VCE Vocational Major is an accredited senior secondary school certificate undertaken in Years 11 and 12.

VCE VM is designed to cater for students who wish to acquire skills that will lead towards further vocational training or employment. Each VCE VM unit of study has specified learning outcomes. The VCE VM studies are standards-based. All assessments for the achievement of learning outcomes, and therefore the units, are school-based and assessed through a range of learning activities and tasks.

A VCE VM course allows students to pursue further study at TAFE and Registered Training Organisations. However, it excludes students from direct entry to University via an ATAR. As such, students who do VCE VM are more likely to be interested in going on to training at TAFE, doing a traineeship or apprenticeship, or getting a job after completion of their schooling.

The VCE VM is still the hands-on, vocationally oriented option for students. The course is focused on the development of Work-Related and industry specific skills. These are focused on participation in ongoing, compulsory study of Literacy, Numeracy and Personal Development Strands. These are delivered at school in VCE VM classes.

Vocational Education and Training (VET)

Vocational Education and Training (VET) courses are considered a subject and can be undertaken alongside/or as part of a student’s Year 10, Victorian Certificate of Education (VCE) or Victorian Certificate of Education Vocational Major (VCE VM) studies.

VET provides senior students with the opportunity to gain:

→ A nationally recognised VET (full or partial) qualification – usually at a Certificate II or Certificate III Level

→ Contribution towards VCE or VCE Vocational Major

→ Technical and employability skills

→ Specialised and industry knowledge

→ Employment opportunities and

→ Flexible education pathways

Job Clusters

To assist students in choosing subjects for future study and employment pathways, each VCE subject list job clusters that the subject would support. The table below comes from the FYA New Work Order and gives an insight to the industries and skills which each subject is related to help students and their families make informed decisions.

COMPRISES JOBS THAT...

.. require a high level of interpersonal interaction in retail, sales, hospitality and entertainment.

OCCUPATIONS CURRENTLY IN THIS JOB CLUSTER...

Total occupations: 65

Sales representatives, retail supervisors, cafe managers, hotel managers, bank managers, entertainers, interpreters and airline ground crew.

THE GENERATORS

THE ARTISANS

...require skill in manual tasks related to construction, production, maintenance or technical customer service.

... seek to improve the mental or physical health or well-being of others, including medical, care and personal support services.

Related Industries: Tourism, Retail & Wholesale trade, Accommodation & Food services, and Arts & Recreation services.

Total occupations: 118

Machinery operators, landscape gardeners, electricians, crop & livestock farm workers, plumbers, and carpenters.

Related Industries: Construction, Agriculture, Mining, Manufacturing, Utilities and Logistics.

Total occupations: 131

GPs, social workers, childcare workers, fitness instructors, surgeons, counsellors and beauty therapists.

Related Industries: Health Care & Social Assistance

THE CARERS

THE COORDINATORS

THE INFORMERS

... involve repetitive administrative and behindthe-scenes process or service tasks.

... involve professionals providing information, education or business services.

THE DESIGNERS THE TECHNOLOGISTS

... involve deploying skills and knowledge of science, mathematics and design to construct or engineer products or buildings.

Total occupations: 59

Bookkeepers, printers, fast food cooks, bus drivers, furniture removalists, law clerks, receptionists and car park attendants.

Related Industries: Administrative services and Logistics.

Total occupations: 142

School teachers, economists, intelligence officers, accountants, analysts, solicitors, organisational psychologists, curators, and HR advisers.

Related Industries: Professional, Scientific & Technical services and Education & Training.

Total occupations: 70

Architects, electrical engineers, clothing patternmakers, food technologists, building inspectors, product testers, industrial engineers, geologists and draftspersons.

Related Industries: Architectural, Engineering & Technical services.

Total occupations: 10

... require skilled understanding and manipulation of digital technology.

Programmers, software engineers, database administrators, web designers and ICT business analysts.

Related Industries: Computer System Design & related services and Information Media & Telecommunication services.

VCE Subject Offerings

VCE - The Arts

For more information or questions about subjects offered in The Arts, please contact the Curriculum Area Leader - Leanne Adams on leannea@sjc.vic.edu.au

For more information or questions about subjects offered in Music, please contact the Director of Music - Amy Young on amyy@sjc.vic.edu.au

Creative Practice

FYA Job Clusters:

→ The Generators

→ The Designers

→ The informers

Unit 1 and 2

In this course, students engage in experiential learning through Making and Responding, exploring ideas within the Creative Practice framework. They analyze artworks to understand how artists communicate ideas and meaning, studying diverse artists and historical contexts to inform their own interpretations. They create artworks, developing technical skills and creative thinking by experimenting with various materials and techniques.

Students participate in an urban Arts camp where they work with established artists, visit galleries and find inspiration to take back to the classroom.

Unit 3 and 4

In both Unit 3 and Unit 4, students actively engage in making art, experimenting with various techniques and materials to develop their Body of Work. They draw inspiration from historical and contemporary artists, using Interpretive Lenses to analyse artworks and refine their own creative processes. Through critique, reflection, and ongoing documentation, students demonstrate their growth and mastery of the Creative Practice, presenting their evolved Body of Work to an audience.

More information regarding this study can be found in the Study Design

Media

FYA Job Clusters:

→ The Generators

→ The informers

Unit 1 and 2

In this study, students explore the evolving relationship between audiences and media, dissecting representations and meanings across diverse forms and crafting compelling narratives. They analyze Australian narratives to understand cultural influences and delve into the fundamental role of narratives across various media forms, engaging in handson production activities to create narratives that adhere to media conventions while considering the impact of media technologies on audience engagement.

Unit 3 and 4

In Unit 3, students implement media production plans, refining their work through feedback and reflection, while exploring the societal influences on media messages. They analyse various media products to grasp creators’ roles within cultural contexts and examine the evolving relationship between media industries and audiences. In Unit 4, students delve into media narratives, mastering codes and conventions to construct their own works, guided by an understanding of social, historical, and cultural influences on storytelling. Through practical application and analysis, students develop their artistic skills and conceptual understanding of media production.

More information regarding this study can be found in the Study Design

Music

FYA Job Clusters:

→ The Generators

→ The informer

Unit 1 and 2

In this study, students delve into the organization and effects of music, exploring various approaches through performance, creation, analysis, and response. They develop technical control and stylistic understanding by preparing and performing ensemble or solo works that showcase different organizational techniques and intended effects. Additionally, they create their own music exercises, reflecting their comprehension of musical organization and effects. Through analysis and response to diverse music examples, students further their understanding of compositional devices and musical language concepts, enhancing their ability to convey ideas effectively in their own compositions and performances.

Unit 3 and 4 - Music contemporary performance

This study focuses on performance practice encompassing embellishment, improvisation, collaborative learning, and aural skills, with a strong emphasis on projecting personal voice. Students analyse the approaches of other performers and develop their own personal voice through reimagining existing musical works. They refine performance strategies to address technical, expressive, and stylistic challenges, while engaging with a diverse range of contemporary music styles and concepts. Students prepare a program for assessment, incorporating, ensemble and solo performances, including both original and reimagined works, accompanied by a Performer’s Statement of Intent detailing their artistic choices.

Unit 3 and 4 Music repertoire performance

This study caters to students interested in recreating and interpreting notated musical works, aiming to showcase highly developed technical skills and stylistic refinement as soloists and ensemble members. Students engage in critical evaluation of their performances and others’, articulating their decisions with musical evidence and independent thought. They prepare a recital program of up to 20 minutes, including at least one ensemble work and a piece by an Australian composer since 1990, ensuring their selection demonstrates key knowledge and skills across various musical styles.

All music offerings are ideal for students with at least 2 years of experience on their instrument.

More information regarding this study can be found in the Study Design

Visual Communication Design

FYA Job Clusters:

→ The Generators

→ The Designers

→ The informers

Unit 1 and 2

In Unit 1, students delve into human-centered design principles, applying collaborative research methods to inform design briefs and engage in the VCD design process. They integrate divergent and convergent thinking modes to address communication and industrial design challenges, emphasizing sustainability and societal impacts. In Unit 2, students build upon this foundation, exploring environments and interactive experiences within the VCD framework, while delving into specialised design practices and the ethical considerations of Indigenous knowledge usage.

Unit 3 and 4

In Unit 3, students immerse themselves in the methodologies of designers, analysing contemporary design practices while honing practical skills. They delve into the VCD design process, tackling real-world design challenges through iterative refinement. In Unit 4, students further refine their design solutions, employing manual and digital methods to craft persuasive pitches and presentations that effectively communicate their ideas and meet specified design criteria. Throughout both units, students actively engage in making as they explore, refine, and present their design concepts.

More information regarding this study can be found in the Study Design

VCE English Studies

For more information or questions about subjects offered in English, please contact the Curriculum Area Leader – Michelle McRae on mcraem@sjc.vic.edu.au

Please note: A VCE English subject must count in a student’s primary four subjects for ATAR calculations. Students must familiarise themselves with English score requirements for further study.

English

FYA Job Clusters:

→ The Generators

→ The informers

English Unit 1 and 2

Students read and respond to texts analytically and creatively. They analyse texts for their ideas, concerns, and tensions while also making personal connections to the text. They then engage with shorter mentor texts which act as models of effective writing to inform their own writing. Students also analyse arguments presented and the use of persuasive language in texts and create their own oral presentation intended to position audiences.

English Unit 3 and 4

Students analyse the ideas, concerns and values presented in a text. They also demonstrate effective writing skills by producing their own texts. Students are also required to analyse the use of argument and language in written texts and develop and present a point of view text.

More information regarding this study can be found in the Study Guide

English Language

This subject attract a levy of approximately $75 for an overnight camp for Units 3 & 4.

FYA Job Clusters:

→ The Generators

→ The informers

Unit 1 and 2

In this course, students explore and analyse the different ways in which English speakers communicate through spoken, written and online communication. They study how children acquire language and reflect on the social processes involved in active communication. Further, students develop an understanding on the evolution of English and its role as a global factor in communication, media, politics, commerce and technology and how these lead to many varieties of English around the globe.

Unit 3 and 4

In this course students investigate English language in contemporary Australian social settings, along a continuum of informal and formal registers. They consider language as a means of social interaction, exploring how through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideological stances. Further, students focus on the role of language in establishing and challenging different identities. Students examine a range of texts to explore the ways different identities are constructed.

More information regarding this study can be found in the Study Design

Literature

Units 1 and 2 and Units 3 and 4 attract a levy of approximately $75 for an overnight camp.

FYA Job Clusters:

→ The Generators

→ The informers

Unit 1 and 2

Students focus on the ways in which the interaction between text and reader creates meaning. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop an awareness of how the views and values that readers hold may influence the reading of a text. Furthermore, students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. Students deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings.

Unit 3 and 4

Students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. In this unit students develop creative and analytic responses to texts. They focus on the imaginative techniques used for creating and recreating a literary work. Students also attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text.

More information regarding this study can be found in the Study Design

Health and Physical Education

For more information or questions about subjects offered in Health and Physical Education, please contact the Curriculum Area Leader - Glenn Kemp on glennk@sjc.vic.edu.au

For more information or questions about subjects offered in the Outdoor and Environmental Education field, please contact Mark Rayson on markr@sjc.vic.edu.au

Health and Human Development

FYA Job Cluster:

→ The Informers

→ The Carers

Unit 1 and 2

In this course students look at concepts of health and wellbeing, and human development, from a range of perspectives across the lifespan. Students develop health literacy as they connect their learning to their lives and communities. Focusing on key topics including nutrition, youth health concerns and the health care system in Australia.

Unit 3 and 4

In this course, students look at health and wellbeing, disease and illness as being multidimensional and dynamic. They explore health and wellbeing as a global concept and consider the benefits of optimal health and wellbeing. Students focus on health promotion and improvements in population health over time. They will investigate health status and human development in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live.

More information regarding this study can be found in the Study Design

Outdoor and Environmental Studies

Units 1 and 2 camps and activities incur an approximate levy of $350 Units 3 and 4 camps and activities incur an approximate levy of $450

FYA Job Cluster

→ The Informers

→ The Carers

Practical activities include surfing, ocean kayaking, mountain biking, a coastal hike, rock climbing and camps.

Units 1 and 2

In Unit 1, students begin looking at how humans connect with outdoor environments while learning how to participate safely and sustainably in outdoor experiences. Student will learn how their personal responses are influenced by media portrayals of outdoor environments and perceptions of risk involved in outdoor experiences. In Unit 2, Students investigate different types of environments from several perspectives, and how these environments are managed. Students will also focus on human activities undertaken in outdoor environments and their impacts on those environments.

Unit 3 and 4

Practical and theoretical components of Unit 3 & 4 Outdoor & Environmental Studies extend upon skills and knowledge learnt in Units 1 & 2. Two camp compulsory experiences including Apollo Bay camp (surfing/ocean kayaking) investigating human relationships with outdoor environments and Fall Creeks Snow Camp (downhill skiing/snow boarding) where students analyse the ways in which humans interact with and impact outdoor environments. Other practical excursions include Livewire Park Lorne and mountain biking at Forrest.

Theoretical topics studied in Unit 3 focus upon relationships with outdoor environments and how these relationships have altered over time. Unit 4 focusses upon sustainable outdoor environments including key topics of healthy outdoor environments and the future of outdoor environments. As part of the course students are required to participate in practical excursions/camps where a logbook is completed and used in Unit 4 Outcome 3.

More information regarding this study can be found in the Study Design

Physical Education

FYA Job Cluster

→ The Informers

→ The Carers

Unit 1 and 2

During Unit 1 Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.

In Unit 2 Students investigate physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups.

Unit 3 and 4

Unit 3 comprises of two areas of study. Area of Study 1 focusses on building knowledge to improve the learning of skills and biomechanics in a sporting context. Area of study 2 focusses on energy systems and fatigue & recovery. Unit 4 comprises of two areas of study. Area of study 1 focusses on the components of fitness and fitness testing. Area of study 2 focusses on building training programs and chronic responses to exercise.

More information regarding this study can be found in the Study Design

VCE VET Sport and Recreation - Coaching

This subject attracts an approximate levy of $800

FYA Job Cluster

→ The Informers

→ The Carers

The VET Sport and Recreation Coaching stream offers students an introduction to the industry, equipping them with essential skills and knowledge pertinent to industry practices. This program is designed to provide a range of coaching opportunities, an introduction to career pathways by facilitating visits to a range of industry sectors. Also, students participate in practical sessions under industry experts’ guidance to develop their coaching practices.

Upon completion of the two-year course, participants will receive a Certificate III in Sport and Recreation. This subject is a scored assessment and can contribute to a VCE score as part of the primary four or as a fifth/sixth subject.

More information regarding this study can be found in the Study Design

VCE VET Sport and Recreation – Outdoor (2 years)

This subject attracts an approximate levy of $800

FYA Job Cluster

→ The Informers

→ The Carers

The VET Sport and Recreation (Outdoor) stream provides students with the skills and knowledge to be competent in performing core skills in outdoor recreation environments and assisting with the conduct of a range of outdoor activities. Work would be undertaken in field locations such as camps or in outdoor recreation centres or facilities, in differing environments such as water-based, dry land and mountainous terrains, using a diverse range of equipment.

Upon completion of the two-year course, participants will receive a Certificate III in Sport and Recreation. This subject is a scored assessment and can contribute to a VCE score as part of the primary four or as a fifth/sixth subject.

More information regarding this study can be found in the Study Design

VCE Humanities

For more information or questions about subjects offered in The Humanities, please contact the Curriculum Area Leader - Angela Baker on angelab@sjc.vic.edu.au

Accounting

FYA Job Clusters:

→ The Generators

→ The Informers

→ The Coordinators

Unit 1 and 2

Students explore the establishment of a business and the role of accounting in the business’ success or failure. Students analyse, interpret and evaluate the performance of business using financial and non-financial information and make recommendations on the business’ sustainability. Further, students develop their knowledge of the accounting process and use manual and ICT processes to prepare reports to predict, budget and evaluate alternative strategies for business performance.

Unit 3 and 4

Students explore financial accounting for a trading business owned by a sole proprietor, and understand the role of accounting as an information system. Students develop their accounting processes for recording and reporting, and consider the effects of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to improve the performance of the business. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. They investigate both the role and the importance of budgeting in decisionmaking for a business and evaluate performance of a business after analysing and interpreting accounting reports and graphical representations.

More information regarding this study can be found in the Study Design

Business Management

FYA Job Clusters:

→ The Generators

→ The Informers

→ The Coordinators

→ The Technologists

Unit 1 and 2

In the first VCE unit of Business Management, students explore entrepreneurship, business models and the internal and external environments within which businesses operate, as well as the effect of these on planning a business. In Unit 2, students examine the legal requirements that must be met to establish a business. They investigate the essential features of effective marketing, consider the best way to meet the needs of the business and analyse management practices by applying key knowledge to contemporary business case studies.

Unit 3 and 4

Unit 3 prompts students to understand the key processes and considerations for managing a business to achieve objectives. Using contemporary case studies, students examine different types of businesses and their respective objectives and stakeholders, strategies to manage both staff and business operations, and develop an understanding of the challenges of managing businesses. Strategic change management and the evaluation of business performance underpins the Unit 4 study design. Students investigate the importance of effective management and leadership and employ performance indicators to review business efficacy and positioning for the future.

More information regarding this study can be found in the Study Design

Economics

FYA Job Clusters:

→ The Generators

→ The Informers

→ The Coordinators

Unit 1 and 2

In VCE Economics, students explore their role in the economy, how they interact with businesses, and the role of the government in the economy. They examine basic economic models where consumers and businesses engage in mutually beneficial transactions, and investigate the motivations behind both consumer and business behaviour. In Unit 2, students study the application of core principles of economics in maximising the living standards of society. They consider the link between economic activity and economic growth and investigate the importance of economic growth in raising living standards.

Unit 3 and 4

Unit 3 Economics explores resource allocation through the market and government. Students examine the factors that affect the price and quantity traded for a range of goods and services. Students develop an understanding of the key measures of efficiency and later consider contemporary issues to explain the need for government intervention in markets. In Unit 4, Students examine the role of policymakers, including the Australian Government and the Reserve Bank of Australia (RBA) and the instruments they utilise to affect domestic macroeconomic goals and living standards.

More information regarding this study can be found in the Study Design

Geography

FYA Job Clusters:

→ The Generators

→ The Designers

Unit 1 and 2

Unit 1 examines how people respond to specific types of hazards and disasters, Students examine the processes involved with hazards and hazard events, considering their causes and impacts and the interconnections between human activities and natural phenomena. Unit 2 prompts students to investigate the characteristics of tourism: where it has developed, its various forms, how it has changed and continues to change and its impact on people, places and environments, issues and challenges of ethical tourism.

Unit 3 and 4

In Unit 3 of VCE Geography, students focus on two investigations of geographical change: change to land cover and change to land use. Students investigate land use change using appropriate fieldwork techniques and secondary sources. They investigate the processes of change, the reasons for change and the impacts of change. Unit 4 explores the geography of human populations. Students examine patterns of population change, movement and distribution, and conduct inquiries to determine how governments, organisations and individuals have responded to those changes in different parts of the world.

More information regarding this study can be found in the Study Design

History

FYA Job Clusters:

→ The Informers

Students wishing to undertake Unit 1 and 2 in History have a choice between Modern History or Empires. Both streams are an ideal prerequisite to Unit 3 and 4 History Revolutions

Unit 1 and 2 – Empires

In Units 1 and 2 Empires, students investigate the foundations and features of two selected empires and the significant global changes they brought to the wider world in the early modern period. Specifically, students conduct an inquiry to analyse how the social, political, economic, cultural, religious, environmental and technological features and conditions shaped an empire’s quest for expansion and contributed to their rise. On completion of these units, the student will analyse the challenges and changes faced by the empire when consolidating their power and colonies and evaluate the intended and incidental consequences on governance, social hierarchies, the environment, economy and Indigenous peoples.

Units 1 and 2 – Modern History

Units 1 and 2 Modern History provides students with an opportunity to explore the significant global and economic conflicts, social movements, cultural changes and technological developments of the early 19th century that have defined the modern world. In the first unit, students explore the impacts of militarisation, modernisation and industrialisation on preexisting empires and the significant individuals and ideologies that strengthened or dismantled an empire’s authority and systems. In the second area of study, students reflect on the political implications instigated by the Cold War, the international peace keeping efforts and the effect of emergent independence movements that lead to the global threat of terrorism.

Units 3 and 4 Revolutions

In Units 3 and 4 Revolutions, students study the French and Russian revolutions. They investigate the significant historical causes and consequences of political revolution, construct an argument about the past using historical sources and interpretations and evaluate the extent to which the revolution brought change to the lives of people by considering the perspectives of those involved.

More information regarding this study can be found in the Study Design

Legal Studies

FYA Job Clusters:

→ The Designers

→ The Coordinators

Unit 1 and 2

In the first unit of VCE Legal Studies, students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice to actual and/or hypothetical scenarios. Unit 2 explores the key concepts of civil law and the methods and institutions that may be used to resolve a civil dispute and provide remedies. Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights.

Unit 3 and 4

Students will be required to examine the methods and institutions in the criminal and civil justice system and the roles of the judge, jury and legal practitioners in determining criminal cases and resolving civil disputes. In Unit 4 students consider the Australian Constitution; how it underpins the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people. They also consider the role of the media and law reform bodies in influencing changes to the law, and past and future constitutional reform.

More information regarding this study can be found in the Study Design

Philosophy

FYA Job Clusters:

→ The Carers

→ The Informers

Unit 1 and 2

Unit 1 engages students with fundamental philosophical questions on epistemology and metaphysics. The emphasis is on philosophical inquiry, hence the study and practice of techniques of reasoning are central to this unit. As students learn to think philosophically, they consider contemporary and historical perspectives and arguments to support, stimulate and enhance their thinking about central concepts and problems. Unit 2 prompts students to consider how philosophical principles and methods may be used to address theories and debates on morality. Students apply historical philosophical arguments and techniques to consider the validity universal standards and concepts on rights, freedoms and ethics.

Unit 3 and 4

Unit 3 Philosophy invites students to examine concepts and viewpoints relating to the mind and body, and compare arguments concerning the relationship between the two. They later examine explore selected positions on personal identity and offer relevant criticisms of arguments by assessing the plausibility of premises. In Unit 4 students consider arguments and conceptions relating to living a good life before developing and justifying responses to philosophical debates. They explore the implications of technologies on the changing conditions of contemporary life.

More information regarding this study can be found in the Study Design

Politics

FYA Job Clusters:

→ The Informers

→ The Coordinators

Unit 1 and 2

In the first unit of study, students are introduced to the central concepts of power and legitimacy. Students investigate the types of political actors within states including Australia, and the sources and forms of their power. In Unit 2, students investigate the key principles of democracy and assess the degree to which these principles are expressed, experienced and challenged, in Australia and internationally. They consider democratic principles in the Australian context and complete an in-depth study of a political issue or crisis that inherently challenges basic democratic ideas or practice.

Unit 3 and 4

Students study contemporary issues and case studies to investigate the key global actors and their response to global crises. Further, students examine the causes and consequences of a humanitarian crisis and explore the role of state and non-state actors in responding to such events. Unit 4 explores the increasing strategic competition for power and influence in the Indo-Pacific. Students examines the challenges to regional cooperation and stability through an in-depth case study of a nation state in the region.

More information regarding this study can be found in the Study Design

VCE Languages

For more information or questions about subjects offered in Languages, please contact the Curriculum Area Leader –Louisa Biviano on louisab@sjc.vic.edu.au

Chinese (Second Language)

FYA Job Clusters:

→ The Generators

→ The Informers

Unit 1 and 2

In Units 1 and 2 students will develop an understanding of the language and culture/s of Chinese-speaking communities by consolidating and extending vocabulary, grammar knowledge and language skills. They will focus on analysing cultural products or practices including visual, spoken or written texts including: stories, poems, plays, novels, songs, films, photographs, artworks, architecture, technology, food, clothing, sports and festivals. Students will learn how cultural products or practices can be used to demonstrate how culture and perspectives may vary between communities and learn about the interplay between language and culture, and its impact on meaning.

Unit 3 and 4

In Units 3 & 4 build on their knowledge of Chinese-speaking communities, considering cultural perspectives and language and explaining personal observations. Students consolidate and extend vocabulary, grammar knowledge and language skills to investigate the topics through Chinese.

More information regarding this study can be found in the Study Design

Chinese Language: Society and Culture

Please note: VCE Chinese Language, Society and Culture exists as an alternative provision for students wishing to continue their study of Chinese, but with greater emphasis on culture, and a reduced emphasis on language compared with VCE Chinese Second Language. In addition, stricter entrance requirements mean students are less likely to be competing with background students compared with VCE Chinese.

FYA Job Clusters:

→ The Generators

→ The Informers

Unit 1 and 2

In Units 1 and 2 students develop an understanding of the language, traditional and contemporary social structures and cultural practices of diverse Chinese-speaking communities through the study of Confucianism and Social Harmony, as well as Major Chinese Philosophies and Chinese myths and legends. Students develop language skills to use appropriate vocabulary and expressions to interact with other speakers of the language. They develop their listening and reading comprehension skills in Chinese and respond to questions effectively, conveying information obtained. They also respond to written texts by producing original texts in Chinese to express their personal ideas, opinions and views.

Units 3 and 4

In this unit students investigate and examine how Chinese traditional values impact on aspects of culture in the Chinesespeaking world. Students explore and analyse, in English, the relationship that the three philosophies of Confucianism, Daoism and Buddhism have with a range of Chinese cultural and social contexts. They also explore key ideas related to the social and economic development of contemporary China. They study topics such as economic change, technological change, and social and political change, and they consider the role of Chinese philosophies as well as social and cultural values in contemporary China.

More information regarding this study can be found in the Study Design

→ The Generators

→ The Informers

Units 1 and 2

In Units 1 & 2 Italian students will develop an understanding of the language and culture of Italian-speaking communities through consolidation and extension of vocabulary, grammar knowledge and language skills. They will focus on analysing and producing visual, spoken or written texts which could include: stories, poems, plays, novels, songs, films, photographs, artworks, architecture, technology, food, clothing, sports or festivals.

Unit 3 and 4

In Units 3 and 4 students will investigate the way Italian speakers interpret and express ideas, and negotiate and persuade in Italian by interpreting information, informing others, and reflecting upon and developing persuasive arguments. They access and share useful information on the subtopics through Italian and consolidate and extend vocabulary, grammar knowledge and language skills. Students consider the influence of language and culture on the practices, products and perspectives of the cultures of Italian-speaking communities and learn how knowledge of Italian can be applied in a range of contexts and endeavours, such as further study, travel, business or community involvement.

More information regarding this study can be found in the Study Design

Languages at the VSL

Other languages may be studied through the Victorian School of Languages (VSL). The VSL is a specialist government school that allows you to study the language of your choice outside of regular school hours. All studies undertaken at the VSL count towards your studies, including the VCE. In Geelong the VSL has two centres, one at Matthew Flinders Girls Secondary College (Chinese – Mandarin, German, Italian, Spanish) and one at North Geelong Secondary College (Bosnian, Croatian, Karen, Macedonian, Persian, Polish, Russian, Vietnamese). Classes are also held in Werribee at Suzanne Cory HS (Bosnian, Karen, Malay and Punjabi).

Languages can also be studied via Distance Education through the VSL. These languages include: – Arabic, Chinese –Mandarin, Chinese – Mandarin (First Language), Chinese – Mandarin (Second Language, Classical Greek, French, German, Greek, Indonesian, Indonesian (First Language), Italian, Japanese, Japanese (First Language), Latin and Spanish.

Please refer to the Victorian School of Languages website for further information. If students enrol in VSL courses, they should indicate this on their subject selection form.

VCE Mathematics

For more information or questions about subjects offered in Mathematics, please contact the Curriculum Area Leader –Joanne Board on joanneb@sjc.vic.edu.au

Foundation Mathematics

FYA Job Clusters:

→ The Generators

→ The Artisans

→ The Coordinators

Recommended for students who have completed Year 10 Foundation Mathematics.

Unit 1 and 2

This course builds on prior learning from Year 10 Foundation Mathematics. It provides further development of understanding and skills required to solve problems with real world contexts. Topics consist of Financial Mathematics including managing money, loans and investments. Further, students will focus on collecting, representing and analysing data and develop their application of number skills including percentages and ratios. Students will also study measurement including perimeter, area, volume, speed-distance, schedules and timetables.

Unit 3 and 4

This course provides further development of understanding and skills required to solve problems with real world contexts. Topics consist of Financial Mathematics including managing money, loans and investments as well as collecting, representing and analysing data. Students further develop their application of number and measurement skills.

More information regarding this study can be found in the Study Design

General Mathematics

FYA Job Clusters:

→ The Artisans

→ The Generators

→ The Informers

→ The Coordinators

Recommended for students who have completed Year 10 General Mathematics.

Unit 1 and 2

This course builds on prior learning from Year 10 General Mathematics. It provides further development of understanding and skills required to solve problems related to: Data analysis, linear equations and graphs, trigonometry, matrices, graphs and networks, financial mathematics and sequences. The introduction of Year 12 content is included throughout each of the topics in preparation for Unit 3 and 4 General Mathematics.

Unit 3 and 4

This course builds on prior learning from Unit 1 and 2 General Mathematics. It provides further development of understanding and skills required to solve problems related to: Data analysis, linear equations and graphs, trigonometry, matrices, graphs and networks, financial mathematics and sequences.

More information regarding this study can be found in the Study Design

Mathematical Methods

FYA Job Clusters:

→ The Technologists

→ The Generators

→ The Informers

→ The Coordinators

Recommended for students who have completed at least semester 2 of Year 10 Mathematical Methods.

Unit 1 and 2

Recommended for students who have completed at least Semester 2 of Year 10 Mathematical Methods.

This course builds on prior learning from Year 10 Mathematical Methods. It provides further development of understanding and skills required to solve problems related to: Functions and graphs, Algebra (including Quadratics and polynomials), Calculus and Probability. The introduction of Year 12 content is included throughout each of the topics in preparation for Unit 3 and 4 Mathematical Methods.

Unit 3 and 4

Recommended for students who have completed Units 1 and 2 Mathematical Methods.

This course builds on prior learning from Unit 1 and 2 Mathematical Methods. It provides further development of understanding and skills required to solve problems related to: Functions and graphs, Algebra (including Quadratics and polynomials), Calculus and Probability.

More information regarding this study can be found in the Study Design

Specialist Mathematics

FYA Job Clusters:

→ The Technologists

→ The Generators

→ The Informers

→ The Coordinators

Students wishing to study Specialist Mathematics must be concurrently studying Mathematical Methods.

Unit 1 and 2

This course provides a more in-depth study of mathematics and builds on the topics concurrently studied in Unit 1 and 2 Mathematical Methods. It builds on graph theory, matrices, probability, calculus and algebra techniques from Unit 1 and 2 Mathematical Methods, and introduces Logic and Proof algorithms.

Introduction of Year 12 content is included throughout each of the topics in preparation for Unit 3 and 4 Specialist Mathematics.

Unit 3 and 4

Provides a more in-depth study of mathematics and builds on the topics studied in Unit 1 and 2 Specialist Mathematics and those concurrently studied in Unit 3 and 4 Mathematical Methods. This course builds on graph theory, matrices, probability, logic and proof algorithms, calculus and algebra techniques from Units 1 – 4 Mathematical Methods.

More information regarding this study can be found in the Study Design

VCE Religious Education

For more information or questions about subjects offered in Religious Education, please contact the Curriculum Area Leader – Charlie Purdy on charlesp@sjc.vic.edu.au

Text and Traditions

FYA Job Cluster:

→ The Informers

Unit 3 and 4

The study of Texts and Traditions is being specifically offered as a Year 10 accelerated pathway. Unit 3 and 4 Text and Traditions will be offered to students with an interest and strong skillset in English and Humanities. Students who take this pathway will not be required to participate in the school-based Year 10 Religious Education program.

In this course, students explore the place and meaning of sacred texts within their religious traditions. To understand the intended meaning of the texts, the study focuses on the original contexts of sacred texts and examines their literary characteristics. The study currently focuses on the Gospel of Luke in the Catholic tradition.

More information regarding this study can be found in the Study Design

Religion and Society – Year 11

FYA Job Cluster: → The Informers

In Year 11 at St Joseph’s College students undertake Religious and Society Unit 2: Religion and Ethics as a compulsory year-long subject.

In this unit students study in detail various methods of ethical decision-making in at least two religious traditions and their related philosophical traditions. They explore ethical issues in societies where multiple worldviews coexist, in the light of these investigations. Students consider the aspects of different religions when exploring selected religious traditions and religion in general.

More information regarding this study can be found in the Study Design

Touchstones – Year 12

Every EREA school strives to offer a liberating education, based on gospel spirituality, within an inclusive community committed to justice and solidarity. At St Joseph’s College, each Year 12 student participates in this compulsory ‘Touchstones’ program where each of the four EREA touchstones is explored, discussed and reflected upon through a variety of activities. To provide a real-world context to each touchstone, guest speakers engage with students in a presentation formation, which is then followed by classroom discussion and reflection opportunities. Students are encouraged to find way that they can apply the touchstones to their own lives and consider how they can continue to live the Edmund Rice charism once they graduate from St Joseph’s.

VCE Science

For more information or questions about subjects offered in Science, please contact the Curriculum Area Leader – Philippa Barber on philippab@sjc.vic.edu.au

Biology

FYA Job Cluster:

→ The Informers

→ The Designers

→ The Carers

Units 1 and 2

Students will look at cells and systems, and how they function in plant and animal cells. Investigations will then take place to understand how organisms regulate their functions. Students will also study genetics, how inheritance is explained and how it impacts diversity. Contemporary bioethical issues will also be explored.

Units 3 and 4

Students will look at nucleic acids and proteins at a microbiological level and understand the role they have in maintaining life. The way these biochemical pathways are regulated will then be studied. Scientific inquiry will be undertaken to investigate cellular processes and biological change. Students will look at how organisms respond to pathogens over time. They will also look at evolution and how species are related over time.

More information regarding this study can be found in the Study Design

Chemistry

FYA Job Cluster:

→ The Artisans

→ The Designers

→ The Carers

Units 1 and 2

Students study the chemical structure of materials and explain their properties and reactions. They look at how materials and quantified and classified, and how chemical principles can be applied to create a more sustainable future. Students investigate how chemicals interact with water and also how chemicals are measured and analysed. They do quantitative scientific investigations to develop their understanding of chemical reactions.

Units 3 and 4

In this unit students investigate the current and future options for supplying energy. They also investigate how the rate and yield of chemical reactions be optimised. Students look at how organic compounds are categorised, synthesised, analysed and used. They also investigate the sustainable production of energy and materials.

More information regarding this study can be found in the Study Design

Environmental Science

FYA Job Cluster:

→ The Informers

→ The Designers

→ The Carers

Units 1 and 2

Students look at how Earth’s systems are organised and connected. They also examine how the systems change over time. Scientific investigations are also undertaken and analysed to develop an understanding of how Earth’s systems support life. Students investigate how we can manage pollution to sustain Earth’s systems. They also study how we can manage food and water security to sustain Earth’s systems. They investigate how scientific endeavours contribute to minimising human impacts on Earth’s systems.

Units 3 and 4

Students investigate why maintaining biodiversity is worth a sustained effort. They also look at when development is sustainable. Climate change and various responses to it are studied and more sustainable mixes of energy sources. Students also use scientific inquiry to investigate contemporary environmental challenges.

More information regarding this study can be found in the Study Design

Physics

FYA Job Cluster:

→ The Informers

→ The Designers

→ The Carers

Units 1 and 2

In Physics students study heat and light. They also study nuclear radiation, radioactive decay and nuclear energy. Students also look at electricity and electric circuits. Motion is studied and its relationship to forces and energy. Students look at how Physics informs contemporary issues and applications in society.

Physics Units 3 and 4

Students investigate how physicists explain motion in two dimensions, non-contact forces and how fields are used in electricity generation. Students study light, matter and Einstein’s theory of relativity. They also use scientific inquiry to investigate fields, motion and light.

More information regarding this study can be found in the Study Design

Psychology

FYA Job Cluster:

→ The Informers

→ The Generators

→ The Carers

Units 1 and 2

Students will examine what influences psychological development and how mental processes and behaviour are influenced by the brain. They will also look at how contemporary psychology conducts and validates psychological research. Students investigate how people are influenced to behave in particular ways and what influences a person’s perception of the world. They also look at how scientific investigations develop understanding of influences on perception and behaviour.

Units 3 and 4

Students investigate how the nervous system enables psychological functioning. They also look at how people learn and remember. Sleep is researched and how it affects mental processes and behaviour. Students study what influences mental wellbeing and scientific inquiry is used to investigate mental processes and psychological functioning.

More information regarding this study can be found in the Study Design

VCE Technologies

For more information or questions about subjects offered in Technologies, please contact the Curriculum Area Leader –Leanne Rivett on leanner@sjc.vic.edu.au

Applied Computing

FYA Job Cluster:

→ The Informers

→ The Artisans

→ The Technologists

Unit 1 and 2

In this subject, students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions. Students also focus on developing innovative solutions to needs or opportunities that they have identified, and propose strategies for reducing security risks to data and information in a networked environment.

Unit 3 and 4 – Specialisation

For the Unit 3 and Unit 4 sequence of this student, students choose one of the following specialisations with the Applied Computing Study. These are:

→ Unit 3 and 4 Data Analytics

→ Unit 3 and 4 Software Development

Unit 3 and 4: Data analytics

In this subject, students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. Students also focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats.

Unit 3 and 4: Software development

In this subject, students apply the problem-solving methodology to develop working software modules using a programming language. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. Further, students will focus on how the information needs of individuals and organisations are met through the creation of software solutions. They consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation.

More information regarding this study can be found in the Study Design

Food Studies

FYA Job Cluster: → The Carers → The Designers

Unit 1 and 2

Students investigate the origins and roles of food through time and across the world. They focus on Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers.

Unit 3 and 4

Students will explore the science of food: our physical need for it and how it nourishes and sometimes harms our bodies and investigate the science of food appreciation. They will also explore the physiology of eating and digestion, and the role of diet on gut health and analyse the scientific evidence, including the nutritional rationale, behind the healthy eating recommendations.

Further, students examine debates about Australian’s food systems as part of the global food systems and describe key issues relating to the challenge of adequately feeding a rising population. They focus on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. Students also focus on issues about the environment, climate, ecology, ethics, farming practices, including the use and management of water and land, the development and application of innovations and technologies, and the challenges of food security, food sovereignty, food safety and food wastage.

More information regarding this study can be found in the Study Design

Product Design & Technology

FYA Job Cluster:

→ The Artisans

→ The Designers

→ The Technologists

Unit 1 and 2

Students explore how designers collaborate and work in teams; they consider the processes that designers use to conduct research and the techniques they employ to generate ideas and design products. Students use appropriate drawing systems – both manual and digital – to develop graphical product concepts. They also experiment with materials, tools and processes to prototype and propose physical product concepts.

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

Unit 3 and 4

Students conduct research to generate product concepts and a final proof of concept for a product solution that addresses the needs or opportunities of the end users. Students plan to develop an ethical product through a problembased design approach, starting with a need or opportunity and using a design process and testing to problem-solve.

Students continue to design and make products using materials, tools and processes safely and responsibly. Throughout production, they monitor and record their progress during their scheduled production plan and justify decisions and modifications, if necessary. They evaluate their product and a range of existing products using criteria, data and feedback. They speculate on how designers can be future-focused, innovative and entrepreneurial by suggesting and justifying possible product enhancements and/or improvements based on this evaluation.

More information regarding this study can be found in the Study Design

Systems Engineering

This subject attracts a levy of approximately $70

FYA Job Cluster:

→ The Artisans

→ The Designers

→ The Technologists

Unit 1 and 2

Students explore engineering fundamentals as the basis of understanding concepts, principles and components that operate in mechanical systems. While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work, the focus is on the creation of a system. The creation process draws heavily upon design and innovation processes.

Students will have the opportunity to produce, test and evaluate an operational mechanical system. Students make a model or develop a prototype to test aspects of their design. They perform a risk assessment and select and safely use materials, tools, equipment, components and machines.

Unit 3 and 4

Students explore engineering principles used to explain physical properties of integrated systems and how they work. Students design and plan an operational, mechanical and electrotechnological integrated and controlled system. They learn about the technologies used to harness energy sources to provide power for engineered systems.

They will also complete the creation of the mechanical and electrotechnological integrated and controlled system they researched, designed and planned. Students investigate new and emerging technologies, consider reasons for their development and analyse their impacts.

More information regarding this study can be found in the Study Design

VCE VET Furniture Making

FYA Job Cluster:

→ The Artisans

→ The Designers

Please see the VET information within the handbook

MSF20516 – Certificate II in Furniture Making Pathways

Duration: Two Years

Training Location: St Joseph’s College and The Gordon (East Campus) VCE Contribution: Scored Assessed

The VCE VET Program in Furniture Making is designed to provide students with the knowledge and skills to enhance their employment prospects in the furnishing, cabinet making and related industries.

Students will undertake multiple practical projects throughout the course that will develop the basic skills and knowledge of the furniture making industry. These skills could be applied to a range of trades/industries including cabinet making, carpentry, framing, upholstery and furniture restoration to name a few. Through hands on learning, students will learn how to safely use a range of hand and power tools.

More information regarding this study can be found in the Study Design

VCE Vocational Major (VCE VM)

For more information or questions about Applied Learning subjects, please contact the Applied Learning Coordinator –Bobbie Evans via email bobbiee@sjc.vic.edu.au

Please note that students undertaking the VCE VM attract a fee levy of approximately $360 for applied learning activities per year.

To be awarded a VCE VM Certificate, students must successfully complete a learning program, which is designed to comply with the following credit requirements.

You must successfully finish a minimum of 16 units, including:

→ 3 VCE VM Literacy or VCE English units (including a Unit 3–4 sequence)

→ 2 VCE VM Numeracy or VCE Mathematics units

→ 2 VCE VM Work Related Skills units

→ 2 VCE VM Personal Development Skills units, and

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

Most students will undertake between 16-20 units over the two years. You must complete a minimum of three other Unit 3–4 sequences. You can also do other VCE subjects. Students can also receive structured workplace learning recognition. Students who complete a VCE VM certificate are more likely to be interested in completing a certificate at TAFE, doing an apprenticeship, or getting a job after completing Year 12. Also, a university pathway is still an option for VCE VM students.

VCE VM - Literacy

FYA Job Cluster:

→ The Informers

The VCE Vocational Major Literacy program emphasizes developing the necessary knowledge and skills for literacy in contemporary Australia. It focuses on interpreting and creating purposeful, accurate, and effective texts with confidence and fluency. Texts are sourced from diverse contexts, including the workplace and community, and encompass various formats such as media, multimodal, daily interactions, and workplace materials. Students’ progress from everyday language to more specialized and technical language encountered in different workplaces and further studies.

Students can select VCE English as an alternative unit.

More information regarding this study can be found in the Study Design

VCE VM – Numeracy

FYA Job Cluster:

→ The Artisans

→ The Generators

The VCE Vocational Major Numeracy program aims to equip students with essential numeracy skills applicable to personal, public, and vocational aspects of life. It specialises in developing mathematical proficiency in various contexts, including local, national, and global environments, incorporating relevant technologies. The curriculum covers fundamental mathematical concepts such as number, measurement, shape, data analysis, systems, and mathematical thinking. Students engage in practical tasks relevant to their daily routines, workplace, and community, with a focus on problemsolving through a four-step cycle: formulating, acting on mathematics, evaluating and reflecting, and communicating findings. Contexts range from personal and financial to civic, health, recreational, and vocational classifications.

Students can select VCE Foundation or General Mathematics as an alternative unit.

More information regarding this study can be found in the Study Design

VCE VM and VPC Personal Development Skills

FYA Job Cluster:

→ The Carers

→ The Generators

The VCE Vocational Major Personal Development Skills (PDS) program emphasizes active personal development, citizenship, and community engagement. It delves into health, wellbeing, and social sciences, aiming to help students understand and maximise their potential both as individuals and members of society. The curriculum encourages exploration of identity, goal setting, positive interaction with diverse communities, and response to challenges. Students develop skills in self-awareness, accessing reliable information, teamwork, and goal identification. PDS also covers effective leadership, self-management, project planning, and teamwork to facilitate engagement in work, community, and personal environments. Through self-reflection, independent research, critical and creative thinking, and collaborative action, students enhance their understanding of the world and build resilience as capable citizens.

More information regarding this study can be found in the Study Design

VCE VM Work Related Skills

FYA Job Cluster:

→ The Artisans

→ The Generators

Work Related Skills aims to develop employable skills, knowledge and attitudes, that are valued within the community and work environments, in preparation for employment. The Unit at each VCE VM level is also designed to achieve learning outcomes important for OH&S employable skills and the development of career goals. Students across the year focus on the development of work related and prevocational skills in the context of practical work-related experience. Where appropriate Structured Workplace Learning may be undertaken and assessed for credit for the unit.

More information regarding this study can be found in the Study Design

VCE VM Community – Unit 1 and 2

FYA Job Cluster:

→ The Artisans

→ The Generators

The Community subject is made up of four projects that students complete across the school year. These projects include Plastic Recycling, $20 boss, Pallet construction project and Car Safety. These projects are aimed to develop students’ individual transferrable skills and allow them to be immersed in different vocational pathways.

More information regarding this study can be found in the Study Design

VCE VM Food and Events - Unit 3 and 4

FYA Job Cluster:

→ The Generators

Students will receive hands-on experience in the Hospitality field by working in the SJC Cafe and many fundraising activities throughout the school year. Students will gain a Certificate II in Hospitality that will provide a pathway to work in various hospitality settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafés, and coffee shops.

VITA - Victorian Pathway Certificate

The Victorian Pathway Certificate (VPC) is designed to be completed over three years (10-12) and will receive an enhanced Statement of Results. This will mean that students will still be recognised for the units of competency they have completed as part of their VET.

To receive the VPC, it is proposed that a student satisfactorily completes a minimum of 12 units across a minimum of two years and must include:

→ Two units of Literacy

→ Two units of Numeracy

→ Two units of Personal Development Skills

→ Two units of Work-Related Skills

Students can include VET, VCE and Structured Workplace Learning Recognition for additional units.

Overview of core subjects

VPC Literacy

The purpose of this unit is to develop literacy skills and knowledge to participate effectively in Australian society. Students will develop skills and knowledge to read and write simple or short texts. Texts will deal with mainly personal and familiar topics but may include some unfamiliar aspects. Students will also be able to use and respond to spoken language whilst studying everyday subject matter that is relevant to the real world and their interests.

VPC Numeracy

This unit looks to establish mathematical confidence to enable students to develop skills to perform simple numeracy tasks and to make sense of mathematics that happens in everyday life.

This could include: measurement, shape, numbers, and graphs applied to task which are part of the students’ normal routines to do with shopping, travelling, cooking and interpreting public information.

VPC Personal Development Skills

This unit focus on the development of self through the development of personal organisation and planning skills, knowledge, practical skills, problem solving and interpersonal skills, through participation in experiences of a practical nature within the classroom and the community.

Students under the guidance of their teacher participate in a range of simple projects and activities centred around current personal, social, health and well-being, leadership and interpersonal skills that lead to a greater development of employability skills. Students also investigate the importance of community and how they can positively contribute.

VPC Work Related Skills

The purpose of the unit is to develop student skills, knowledge and attributes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides students with a capacity to explore, consider and choose from a range of pathways. Knowledge and understanding of occupational health and safety (OHS) is integral to student preparation for a variety of community and work environments.

Vocational Education & Training (VET) Information

For more information or questions about VET offerings, please contact the VET Coordinators – Keelly Rae and Claire Hugo on vet@sjc.vic.edu.au

What is VET?

Vocational Education and Training (VET) courses are considered a subject and can be undertaken alongside/or as part of a student’s Year 10, Victorian Certificate of Education (VCE) or Victorian Certificate of Education Vocational Major (VCE VM)

What are the benefits of VET?

VET provides senior students with the opportunity to gain:

→ A nationally recognised VET (full or partial) qualification – usually at a Certificate II or Certificate III Level

→ Contribution towards VCE or VCE VM

→ Technical and employability skills

→ Specialised and industry knowledge

→ Employment opportunities and

→ Flexible education pathways

How does VET work?

VET courses are in most cases undertaken over a two year duration. VET is included in student timetables but may require attendance after standard school hours or during nominated term breaks. The course may be offered on site at St Joseph’s College, Sacred Heart College, at another Secondary College, at an external registered training organisation or TAFE (please refer to the VET table).

Students work through Units of Competency (UOC) and are marked as “competent” or “not yet competent” by their Teacher/Trainer. To be assessed as competent, a student must show a consistent application of skills and knowledge to the standard required in the workplace (in both theory and practical based tasks).

It is an expectation that to achieve competency, students demonstrate

→ A high level of dedication and consistency throughout the year

→ Consistent attendance

→ Strong work ethic and positive working attitude towards all tasks

→ Completion of all theory and practical assessment tasks within the due dates as set by the Teacher

Entry Requirements

Students wishing to study a VET course will need to complete the relevant application form (in addition to completing subject selections). To be considered for a VET course, students are expected to have sound skills in the areas of learning, reading, writing, oral communication and literacy. Students also need to demonstrate a mature approach and commitment to their studies and learning.

It is important to note that Training Providers may prioritise positions based on applicant year level. Students are encouraged to consider and prepare alternate subject or VET preferences.

Fees

Additional fees are applicable to VET courses (each year of study). Fees are indicative only and subject to change.

There may also be additional costs for Uniform, Personal Protective Equipment or Tools retained by the student.

How does VET contribute to VCE and VCE VM studies?

VET qualifications can contribute towards both the VCE and VCE VM.

Students can undertake VET within their senior secondary certificate by undertaking a VET qualification or undertaking a School Based Apprenticeship/Traineeship (for additional information regarding SBATs, please refer to SBATs page).

Contribution towards VCE VM:

VET is a mandatory component of VCE VM and contributes to VCE VM through meeting the requirements of the Industry specific skills and work related strands. All VET qualifications provide credit towards VCE VM.

Contribution towards VCE:

VET qualifications can contribute to the VCE in two ways.

1. Direct contribution (Scored Assessed):The VET qualification has been approved by the Victorian Curriculum Assessment Authority (VCAA) and is delivered by their guidelines – in the same way as a VCE subject. VET qualifications that provide a direct contribution have a units 3 and 4 sequence that give you a study score. This is achieved through school- assessed coursework (SAC’s) and an externally set exam. Scored VET qualifications that provide a study score can contribute directly to your ATAR, either as one of your primary four studies or as a fifth or sixth increment. These courses are identified throughout the handbook.

2. Unscored or Block credit recognition: The VET qualification doesn’t contain school-assessed coursework or an exam. Students who successfully receive a Units 3 and 4 sequence through an unscored or block credit recognition course may be eligible for a fifth or sixth study increment (10% of your fourth study in the primary four scaled studies) towards your ATAR.

Attendance

As the VET delivery schedule is limited (most commonly one session per week), students undertaking VET will need to maintain a minimum 80% attendance record to ensure they have the best opportunity to successfully complete all requirements for their respective course.

In regards to attendance, we ask that students and families be aware of the following

→ Multiple absences will impact a student’s ability to achieve the course requirements.

→ Students are expected to arrive punctually to class (in the correct uniform) and remain for the full duration of the class.

→ Where a student requires an early departure from VET or is going to be absent from VET, a parent/guardian must notify the VET Coordinator (vet@sjc.vic.edu.au) who will advise the relevant VET Provider.

→ Where an absence is due to illness or an urgent medical appointment, students are required to provide a copy of a medical certificate or statutory declaration so this can be passed onto the training provider.

→ Please avoid scheduling non – urgent appointments that will impact VET classes.

If students have external commitments such as employment or sport, please consider if you will be able to meet the requirements of and prioritise VET.

Travel to and from VET

Where possible, transport is provided to take students to external VET providers (in the Geelong region) but it is the responsibility of students and families to make arrangements home at the completion of class (PM).

VET Transport arrangements will be communicated to successful applicants late term 4 / early term 1. Transport will be provided by McHarry’s bus lines and students do not need to provide a myki card.

Important Notes

→ VET Courses are subject to minimum and maximum student applications and therefore places and course commencement cannot be guaranteed. Where minimum class numbers are not attained and a course does not commence, students may be able to apply at an alternate training provider offering the course.

→ Students undertaking a VET course must obtain a Unique Student Identifier (USI)

→ All VET courses require students to undertake a Literacy and Numeracy (LLN) assessment to determine suitability for the course.

→ Some VET courses have mandatory Structured Workplace Learning (SWL). This may be undertaken during terms or term breaks in consultation with the VET Coordinator.

Unique Student Identifier (USI)

ALL STUDENTS UNDERTAKING NATIONALLY RECOGNISED TRAINING MUST OBTAIN A UNIQUE STUDENT IDENTIFIER (USI).

The USI is a unique reference number that creates a secure online record of your training and qualifications gained – you only need one as it stays with you for life. Your USI will give you access to your training records and transcripts online at anytime and anywhere. Without a USI, training providers cannot enroll you correctly or issue you with your Statement of Attainment or Qualification.

How to get a USI?

It is free and easy for students to create their own USI online and there are helpful “how to” instructions available on the USI website

To create a USI, you will need to provide a valid form of identification – below is a list of acceptable forms of ID that can be used:

→ Australian Passport

→ Non-Australian Passport (with Australian Visa)

→ Australian Birth Certificate

→ Australian Driver’s Licence (Learner’s Permit)

→ Medicare Card

→ Certificate of Registration by Decent

→ Citizenship Certificate

→ ImmiCard

We encourage students, where possible, to use a personal email address when creating their USI login. If a student needs to reset a password or retrieve login details post school, having a school email address could make it difficult.

Students are also encouraged to save their USI in an easily accessible space for future reference – perhaps saved in an email folder or as a contact in your phone.

VET Subject Offering

For more information or questions about VET offerings, please contact the VET Coordinators – Keelly Rae and Claire Hugo on vet@sjc.vic.edu.au or visit our website page.

VET Courses are subject to minimum and maximum student applications and therefore places or course commencement cannot be guaranteed. Where minimum class numbers are not attained and a course does not commence, students may be able to apply at an alternate training provider offering the course. Training Providers may prioritise positions based on applicant year level. Students are encouraged to prepare alternate VET and subject preferences.

VET Courses and delivery locations listed below are indicative and subject to change.

Agriculture and Horticulture

Animal Studies

Automotive

Building and Construction

Certificate II in Agriculture

Certificate II in Horticulture

Certificate II in Animal Care

Certificate II in Automotive Vocational

Business

Community Services

Creative and Digital Media

Dance

Design

Electrical Industry

Engineering

Equine Studies

AHC20122

AHC20416

ACM20121

Covenant College

Covenant College

Covenant College

The Gordon (East Campus)

AUR20720 Geelong Industry Trade Preparation Motor Mechanics Training Centre (GITTC)

Certificate II in Building and Construction Pre-apprenticeship Carpentry

Certificate III in Business

Certificate III in Community Services (SA)

Certificate III in Early Childhood Education

The Gordon (East Campus)

22614VIC St Joseph’s College Geelong Industry Trade Training Centre

The Gordon (East Campus)*

BSB30120 The Gordon (City Campus)

CHC32015 The Gordon (City Campus)

CHC30121 The Gordon (City Campus)*/** and Care VFA Learning Geelong*

Certificate III in Screen and Media (SA)

Certificate III in Screen and Media

CUA31020 Lara Secondary College

The Gordon (City Campus)

CUA31020 The Gordon (City Campus) (Game Design)

Certificate II in Dance (SA)

Certificate III in Design Fundamentals

CUA20120 Geelong High School

CUA30720 The Gordon (East Campus) (Design Basics)

Certificate III in Design Fundamentals

CUA30720 The Gordon (City Campus) (Graphic Design)

Certificate III in Design Fundamentals

CUA30720 Whitehouse Institute Melbourne – Fashion – Interiors OR – Creative **Due to full day delivery direction and styling (Wednesday), available to VCE VM students and VCE students (in consultation with and approval from the Head of Learning) only

Certificate III Applied Fashion Design

MST26016 Surf Coast Secondary College and Technology

Certificate II in Electrotechnology

22499VIC The Gordon (East Campus) */** Studies (Pre-vocational) St Joseph’s College */**

Certificate II in Engineering Studies (SA)

Certificate II in Engineering Studies (SA)

22632VIC Geelong Industry Trade Training Centre (GITTC)

The Gordon (East Campus)

22632VIC Geelong Industry Trade (Ford Engineers Program) Training Centre (GITTC)

Certificate III in Equine Studies (SA)

22513VIC Bellarine Secondary College

Fitness

Furnishing

Hair and Beauty

Health

Hospitality

Certificate III in Fitness

Certificate II in Furniture Making

SIS30321 VFA Learning Geelong

MSF20522 St Joseph’s College Pathways (SA)

Certificate II in Salon Assistant

Certificate III in Beauty Services

Certificate III in Make-Up

Certificate III in Allied Health

The Gordon (East Campus)

SHB20216 Geelong Industry Trade Training Centre (GITTC)

The Gordon (City Campus)

SHB30121 North Geelong Secondary College

The Gordon (City Campus)*

SHB30221 The Gordon (City Campus)*

HLT33021 St Joseph’s College* Assistance (SA)

The Gordon (City Campus)*

VFA Learning Geelong

Certificate II in Hospitality (SA)

Certificate II in Cookery (SA)

Information and

Certificate III in Information Technology

SIT20322 The Gordon (City Campus)

SIT20421 Geelong Industry Trade Training Centre (GITTC)

The Gordon (City Campus)

Sacred Heart College

ICT30120 North Geelong Secondary College Communications Technology (SA)

Laboratory Skills

Music Industry

Certificate III in Laboratory Skills (SA)

Certificate III in Music Industry

The Gordon (East Campus)

MSL30122 The Gordon (City Campus)

CUA30920 Belmont High School (Performance) (SA)

Bellarine Secondary College

Sacred Heart College

Plumbing

Rail

Sport and Recreation

Certificate III in Music Industry

CUA30920 Geelong High School (Sound Production) (SA)

Certificate II in Plumbing

22569VIC The Gordon (East Campus)* Pre-apprenticeship

Certificate II in Heavy and Light Rail

22537VIC Melbourne City Institute of Fundamentals Education (MCIE)

Certificate II in Outdoor Recreation

Certificate II in Sport and Recreation

Certificate III in Sport and Recreation

SIS20419 Belmont High School

SIS20122 North Geelong Secondary College

SIS30122 St Joseph’s College – Coaching (SA)

Certificate III in Sport and Recreation

SIS30122 St Joseph’s College – Outdoor (SA)

Further Information

Information for students with specific additional learning needs

Access to Courses

St Joseph’s College aims to provide all students with a course of study to meet their educational needs and is committed to providing fair and equitable access to the curriculum. The Head of Learning Mt Sion Campus and the Head of Learning Westcourt Campus, in consultation with the Learning Diversity Coordinator, College Psychologist and, Deputy Principals will meet early in term two each year and prior to the commencement of the subject selection process to confirm those students for whom special arrangements may need to be considered for their senior years’ learning stream.

Special Provision within the VCE and VCE VM

VCAA aims to provide students in defined circumstances with the opportunity to participate in and complete their senior secondary level studies. Senior students completing either VCE or VCE VM and requiring assessment adjustment will have fair arrangements and options available. Individual students may need special provisions in their learning program to achieve the learning outcomes, and in assessment to demonstrate their learning and achievement. At the same time, students granted Special Provisions are not exempt from meeting the requirements for satisfactory completion of the VCE or VCE VM, or from being assessed against the study’s outcomes. Students are still required to demonstrate their achievement fairly in meeting the outcomes of the study design as well as completing School based Assessments and VCE external assessments.

Similarly, the programs and assessment tasks designed for VCE VM students should allow each student to successfully complete the learning program without compromising the expectations of each of the components of the program in accordance with course requirements.

Special Provision is available to students completing the VCE or VCE VM for classroom learning, School-based Assessment and VCE external assessments. Students may be eligible for Special Provision if, at any time, they are adversely affected in a significant way by:

→ an acute or chronic illness (physical or psychological)

→ factors relating to personal circumstance

→ an impairment or disability, including learning disorders

These circumstances do not include matters or situations of the student’s own choosing, such as involvement in social or sporting activities or school events.

Prolonged absence from school or study is not in itself grounds for Special Provision. However, provisions are available to students experiencing severe hardship that may result in prolonged absence.

Students granted Special Provision must still complete all school work related to satisfactory completion of the outcomes of a VCE or VCE VM unit. Students absent from school for prolonged periods must still comply with the school’s authentication procedures to demonstrate that they have completed the work and that the work is their own.

Students who are eligible for NCCD funding may not necessarily meet the eligibility criteria for Special Provision in the VCE or VCE VM.

The Head of Learning Mt Sion Campus , in consultation with the Education Support Coordinator, may approve special provisions and arrangements for both classroom learning and School-based Assessments. These arrangements may include strategies such as allowing students extra time, using assistive technologies, providing additional teaching support or replacing a task with a different type. While some students for whom an application for special provisions will be known, notification that other students may be eligible for special provisions can be derived from but not limited to, the Learning Diversity Coordinator, College Psychologists or the Deputy Principal Wellbeing.

Until an outcome is reached, the Head of Learning Mt Sion Campus will liaise with key stakeholders to put in place strategies that allow a student the opportunity to maximise learning. This will lead to the student being provided the opportunity to demonstrate their learning in circumstances that support their particular need . Once an outcome from VCAA has been received, the College will put into place the strategies for support as outlined by VCAA. Each subject teacher will be expected to liaise with the student and offer special arrangements.

Special Examination Arrangement applications are made to the VCAA through the College and must be endorsed by the Principal. VCAA will make the final determination on the applications and the Head of Learning Mt Sion Campus will be guided by the VCE Administrative Handbook.

Requirements for entrance to a Victorian Tertiary Institution

In order to be eligible for admission to a course of study at any of the Victorian tertiary institutions, applicants must usually satisfy:

→ the minimum institutional entrance requirements, and

→ any specific course or other requirements including prerequisites of the individual course concerned.

Once eligibility has been established applicants can then be considered in competition with other eligible applicants for a quota place.

Minimum Entrance Requirements (VCE):

These requirements are written in terms of the VCE. Any applicant who previously qualified for university or college entrance under provisions contained in any earlier years will hold their status.

The minimum entrance requirements for all tertiary institutions are:

→ the satisfactory completion of the VCE, and

→ the satisfactory completion of Units 3 and 4 of English/EAL, English Language or English Literature (Units 3 and 4 completed in the one year)

Prerequisites:

All prerequisites must be met before an applicant is eligible to be selected for that course.

Prerequisites are Units 1, 2, 3 and 4 levels. If there is no specified level, they can be taken at either level. Applicants with other qualifications are assessed to determine whether their subjects are equivalent to the stated prerequisites. Failure to meet the specified requirements at Unit 3 and 4 level will mean that the applicant will not be included in the rank order for that course. Results however will still be provided to the institution for that course.

Prerequisites – Units 1 and 2:

An “S” must be awarded in both Units 1 and 2 of the study to meet prerequisites.

Prerequisites – Units 3 and 4:

A minimum study score of 10, with at least two assessment component grades better than “UG”, is required to meet prerequisites. A higher study score may be specified for individual courses. An “S” must be awarded in both Units 3 and 4 of the study, completed in that order and in one calendar year. This testing process is usually carried out by VTAC. With the exception of applicants with a current interstate Year 12, the prerequisite testing process for applicants with Notional ATARs is carried out by course selection authorities

How Tertiary Institutions Select:

Courses use one of two models when selecting Year 12 students:

→ a rank order derived from VCE results which incorporates the two-stage process and / or

→ a rank order derived from an index of criteria which may include reference to VCE results. (Included in the index are interviews, folios, preselection tests, etc.)

Where the latter model is used, it applies to all applicants from any background. Where the former model is used, applicants other than those proceeding direct from Victorian Year 12 are generally considered on the basis of all academic achievements to date.

Australian Tertiary Admission Rank (ATAR):

Each student undertaking a VCE study will receive from the Victorian Curriculum & Assessment Authority for each study:

→ a letter grade for each assessment component in that study,

→ a VCE study score (relative position) for that study, indicating the student’s position in the cohort of students taking the study. This will be a numerical score out of 50. The rank order derived from VCE results is based on Equivalent National Tertiary Entrance Ranks. These are developed from an aggregate produced by adding:

→ the scaled score in English/ESL

→ the next best three scaled scores

10% of any fifth and / or sixth scaled score that is available, and then ranking candidates in order of these aggregates. The ranking is amongst the relevant age group rather than being restricted to successful VCE candidates. In all up to six study scores may be used in calculating the aggregate, and all study scores are scaled, that is, adjusted to reflect differences in the cohort of students taking the study compared to other studies and differences in the difficulties of the studies. The “Primary four” refers to studies that will be counted first when creating an ATAR. These are the English study plus three other studies with the highest scaled scores.

More information about specific course prerequisite studies can be found here.

Glossary

ATAR: Australian Tertiary Admissions Ranking

SBAT: Australian School based Apprenticeship

Authentication: This refers to the process of satisfying the teacher that the work is the student’s own. The student works under a teacher’s supervision and confers with their teacher regularly regarding the completion of the work. The students acknowledges all sources and types of help they receive. Most ATs and all SACs are completed in class in order to verify the authenticity of a piece of work.

Block Credit Recognition: A 10% increment of the Primary Four VCE subjects which can be counted as a 5th or 6th subject.

General Achievement Test (GAT) consists of a 3 hour test consisting of 2 writing tasks and 70 multiple choice questions set by the Victorian Curriculum & Assessment Authority. All students undertaking one or more Unit 3-4 studies are required to sit the General Achievement Test (GAT). This examination is designed to help ensure that schools across the state fairly and correctly assess School-assessed tasks and School-assessed coursework, that is, according to certain criteria for various grade levels. It is also used to check the accuracy of external marking of individual students’ examinations. Students should do their very best on the GAT, but they should not spend time studying other than familiarising themselves with the instructions and types of questions that may appear on the GAT. The Victorian Curriculum & Assessment Authority supplies students with their GAT scores at the end of the year.

LOTE – This is an acronym for Languages Other Than English: Sacred Heart offers French, Italian and Japanese Units 1- 4, St Joseph’s College offers Chinese and Italian Units 1- 4. Clonard College offers French and Indonesian Units 1-4.

Outcomes Students must satisfactorily complete all Learning Outcomes in Units 1-4. Each VCE unit includes a set of two to four outcomes. All of these outcomes, as described in the study design, must be achieved for satisfactory completion of the unit. Achievement of the outcomes is based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit. Satisfactory completion of units is determined by the School, in accordance with the Victorian Curriculum & Assessment Authority’ requirements. Teachers will give clearly worded, printed criteria for satisfactory completion of outcomes and detail as to when assessment activities will occur and when work is due. Students demonstrate achievement of outcomes via performance in a range of worth-while learning activities: case study analyses, essays, practical exercises, reports, folios, projects, workbooks, media files, demonstrations, short exercises, oral presentations and structured questions. Outcomes-related assessments often take place under test conditions, or they may occur as classwork but within a limited timeframe. Outcomes are part of the normal teaching and learning.

‘S’ or ‘N’ pertains to the assessment on Outcomes. These letters stand for ‘satisfactorily completed’(‘S’) or ‘not satisfactorily completed’(‘N’). ‘S or ‘N’ is awarded for each unit of study and for each outcome within each study. Students satisfactorily complete a unit if they satisfactorily fulfil the learning outcomes as per the Victorian Curriculum & Assessment Authority –issued study design for a particular subject.

School Assessed Coursework (SAC) – School-assessed coursework (SAC) is made up of a number of assessment tasks that are specified in the VCAA-issued study design. SACs are used to assess the unit’s learning outcomes. For each VCE Unit 3-4 study students must achieve specified outcomes as demonstrated via SACs and, in the case of some studies, Schoolassessed tasks (SATs) eg. essays, structured questions, folios. Schools provide to VCAA a numeric score representing an assessment of the student’s level of achievement. The score must be based on the school’s rating of performance of each student on the tasks set out by VCAA. Schools have some choice as to comparable SAC tasks. To ensure that schools’ assessments of coursework in each study are comparable throughout the State, schools’ coursework assessments are statistically moderated by the Victorian Curriculum & Assessment Authority, using the examination results in that study and (for some studies) GAT scores. The VCAA issues final results for all coursework assessments in December. Tasks selected as School-assessed coursework may vary, but they are designed as comparable tasks in scope and demand so students are fairly assessed.

Semester – One half of a year. Generally, Units 1 and 3 are in first semester with Units 2 and 4 in second semester.

Sequence – A sequence is a Unit 3 followed by Unit 4. Award of the VCE requires that a student successfully complete four Unit 3 and 4 sequences, including Unit 3 and 4 English or English Literature. Units 3-4 for all studies are taught as a sequence or as a year long course.

Statistical Moderation – Moderation is a process of ensuring that the same assessment standards are applied to students from every school doing a particular study. Statistical moderation is a process for adjusting schools’ assessments to the same standard, while maintaining the students’ rank order given by the school. The VCAA uses statistical moderation to ensure that the coursework assessments given by different schools are comparable throughout the State. Students and parents are provided with details of statistical moderation via briefings and handbooks. Unit – Each VCE study is divided into four units. One unit lasts one semester or half a year. One unit involves approximately one hundred hours of study (including both work done in the classroom and work done outside the classroom). A minimum of 16 units is required to achieve the VCE.

VET: Vocational Education and Training

VCAA: Victorian Curriculum and Assessment Authority

VCE VET subject: A VCAA approved VET course that can be counted directly to an ATAR score.

VCE VM: Victorian Certificate of Education Vocational Major

Victorian Certificate of Education (VCE) – The Secondary Certificate of Education in Victoria, the VCE is the minimum educational qualification for post secondary education in this State.

Victorian Curriculum & Assessment Authority – The Statutory body that oversees the VCE (Coursework and assessment procedures)

Victorian Tertiary Admissions Centre (VTAC) – This is the organisation which administers Victoria’s tertiary institutions’ joint selection system as well as selection for TAFE courses. VTAC’s job includes: organising the application procedure, receiving and processing applications, forwarding the appropriate applications and accompanying information to the relevant tertiary institutions, making offers to prospective students on behalf of tertiary institutions, and publishing information which can be used in planning VCE student programs and later applying for courses.

Victorian Tertiary Entrance Requirements (VICTER). This is an annual VTAC publication detailing year-specific prerequisite subject requirements, copies of which are held by the Careers Centre. Students in Year 10 are given two years’ advance notice of prerequisite subject requirements except where new courses are introduced.