crc coursebook

Senior Secondary Pathways

VCAL / VCE / VETiS

2011 Course Handbook

Catholic Regional College Sydenham

ContentsPrincipal Welcome 1CRC Sydenham - 2011 Key Personnel 2

INTRODUCING CRC SYDENHAMMission Statement 4Who Are We? 5CRC Sydenham Cluster Groups 6Charter of Rights & Responsibilities 7Charter of Learning & Teaching 8Extra Curricular Activities 9Our East Timor Project 10

PATHWAYSCreating Future Pathways - Choosing a Program 12-15Pathways 16What are My Options? 16Pathway One - VCE 17Pathway Two - VCE/VETiS 17Pathway Three - VCAL 18Pathway Four - VCAL/SBA (School Based Apprenticeships) 19Selecting your Course of Study 20Sample Pathways 21-23

PATHWAY ONE & TWO – VCE / VETiSVCE - What you have to Study 25What you have to Satisfactorily Complete 25Criteria for Selecting Students VCE/VETiS Programs 26VCE Studies Available 27Assessment 28Individual Programs 29Special Requirements 30Planning your VCE Course 31Subject Planning Sheet - VCE / VET 2011 32VCE / VET Course of Study Planner 2011/2011 33

RELIGIOUS EDUCATIONReligion and Society Courses 2011 35Year 11 Religious Education Choices 36Unit 3 & 4 Sequences 37Year 12 Religious Education Choices 38

LANGUAGEThe English Requirement 40English 41English Language 42Literature 43Languages Other Than English—LOTE Italian 44

PERSONAL DEVELOPMENTHealth and Human Development 46Outdoor and Environmental Studies 47Physical Education 48Certificate II in Community Recreation 49Certificate II in Community Services 50

HUMANITIESAccounting 52Industry & Enterprise 53Business Management 54Economics 55Geography 56History—20th Century 57History—Australian 58History– Revolutions 58International Studies 59International Politics 60Legal Studies 61Certificate II in Business 62

MATHEMATICSMathematics 64Year 11 Mathematics Study Options 65Year 12 Mathematics Study Options 66Selecting your Mathematics Program 67Usual Mathematics Paths 68

SCIENCEBiology 70Chemistry 71Physics 72Psychology 73Environmental Science 74Certificate III in Laboratory Skills 75

TECHNOLOGYDesign & Technology—Fabrics 77Design & Technology—Wood 78Food Technology 79Information Technology 80System Engineering – Electronics 81Certificate II in Hospitality 82Certificate II in Hospitality – Kitchen Operations 82Certificate III in Information Technology 83Certificate II in Applied Fashion

Design & Technology 84

VISUAL AND PERFORMING ARTSArt 86Theatre Studies 87Media 88Music Performance – Group 89Studio Arts—Photography/Digital Imaging 90Visual Communication & Design 91Certificate III in Music Industry

(Technical Production) 92

VETiS EXTERNAL (Off Campus)Certificate II in Engineering Studies 94Certificate II in Electrotechnology 95Certificate II in Furnishing 96Certificate II in Equine Industry 97Certificate III in Media 98

PATHWAY THREE – VCALThe Victorian Certificate of Applied Learning 100The Structure of VCAL 101The VCAL Skills Strands 101Criteria for Selecting Students VCAL/VET Programs 103VCAL Planning Sheet 105Certificate III Food Processing (Retail Baking) 106Certificate III in Picture Framing 107Certificate III in Signage 108Certificate II in Automotive Technology Studies 109Certificate II in Building & Construction

(Bricklaying) 110Certificate II in Hair and Beauty 111Certificate II in Plumbing 112Certificate I in Electrical 113Certificate II in Agriculture 114Certificate II in Animal Science 115

PATHWAY FOUR – VCAL / SBASchool Based Apprenticeships 117

Catholic Regional College Sydenham 2011 Student Handbook

Principal’s WelcomeCatholic Regional College Sydenham was founded in 1983 as a Catholic senior school for all students in the West of Melbourne. It is the largest of its kind in theState, specialising in VCE, VCAL and VET studies. In 2011 the largest metropolitan Trade Training Centre in Victoria opened on the CRC Sydenham site furtherenhancing the opportunities for students throughout the region.

The school is a part of the Catholic Regional Colleges Federation of schools encompassing 7-10 Colleges at St Albans, North Keilor, Melton and Caroline Springs.The founders of the school understood that building a specialist senior campus, students would benefit from having specialist teachers and the widest range ofsubjects offered.

A students destination or chosen pathway is the most important aspect of education at Catholic Regional College Sydenham. We cater to those wishing to go toUniversity and higher education, to TAFE, looking to take up an apprenticeship and those looking to transition into full time work. With extensive VCE courses andspecialist training for Bakers, Sign writers, Picture Framers and those wanting to work in the Hospitality industry, Catholic Regional College can offer an enormousarray of choice on site in one location. Through partnerships with TAFE Colleges we also cater to students seeking to take on other trades. The focus for the Collegeis to engage students by knowing what it is that they want to do and achieve. Our dedicated, experienced and highly skilled student services and careers team arethe crucial link in ensuring our success in this area.

Catholic Regional College Sydenham is a community dedicated to educating the whole person. We work in partnership with parents to develop young men andwomen who are loving, open to growth, committed to their faith and social justice, and who are religiously and intellectually competent. When our students andgraduates demonstrate these characteristics, practicing them in their daily lives, the school community can be proud in the knowledge that it has served themwell.

The College, its staff and students, has continued to renew its commitment to excellence in Catholic education as we now embark on a new era of faith, seekingand understanding.

Faith – Catholic Regional College Sydenham is a community committed to the expression of its Catholic Faith on a daily basis;

Seeking – education at the College encourages each student to develop and pursue a love of learning no matter what their chosen pathway;

Understanding – a graduate from the College in this new era will understand that their education has equipped them with knowledge and skills to make adifference in their community and in Australia.

I commend this curriculum guide to you and welcome you to Catholic Regional College Sydenham where you will experience choice like nowhere else.

Brendan J. Watson OAMPrincipal

Catholic Regional College Sydenham 2011 Student Handbook 1

CRC Sydenham – 2009 Key Personnel

Principal: Brendan J. Watson OAM

Deputy Principal: Craig Holmes, (Learning & Teaching)

Deputy Principal: Leo McInerney, (Students)

Director of Curriculum: Maria Caroli

Director of Administration: Alison Roberts

Director of Student Well Being: Julieann Richardson

School Organiser: Alison Mahoney

Faith Development Coordinator: Paul Reed

FACULTY COORDINATORS:

Religious Education: Peta Costello

Personal Development: Andrew Mollica

Science: Paul McGuire

Visual and Performing Arts: Heather Clark

Humanities: Damian Veltri

Language: Libby Krepp & Lindy Junor

Technology: Carolyn Slattery

Mathematics: Michael Ware

Director Trade Trading: Nick Weiler

Careers Coordinator: Pauline Jakobovic

Victorian Certificate of Applied Learning Coordinator: Jules De Cinque

Special needs/Literacy Co-ordinator: Janet Doolan

Vocational Education & Training in Schools Coordinator: Marj Peel

Network Manager: Dubravko Vucic

CLUSTER COORDINATORS:

Dunlop: Megan Hill

O’Shane: Jade Barr

Mackillop: Anthony Gale

Bradman: Sarah Nailer

Winton: Emma Mahoney

STUDENT SUPPORT SERVICES: Anne Cook

Psychologist: Cindy Racolini


Introducing CRC Sydenham

CRC Sydenham - Mission Statement

Catholic Regional College Sydenham was founded in 1982 and is unique in the Archdiocese of Melbourne. As the senior college in a federation of four colleges, it offers Catholiceducation to a diverse group of students in years 11 and 12 who gather mostly from the partner colleges of CRC Melton, North Keilor and St Albans. A coeducational secondarycampus, the school is able to offer a broad curriculum which includes an extensive range of Victorian Certificate of Education, Vocational Education and Training In Schoolsand Victorian Certificate of Applied Learning options to cater to the needs of our students and their families.

Our school motto “Faith Seeking Understanding” calls each member of the school community to grow toward their full potential following the model of Jesus Christand the Gospel values of:

• Hope• Trust• Justice• Service• Truth• Love

Our broad educational program aims to develop a life long commitment to learning together with a nurturing of personal maturity and social responsibility.Students are encouraged to be:

• Creative• Open minded• Critical thinkers• Proactive

Our school community seeks to create an environment which gives all students an opportunity for success and excellence.Through catering for individual needs and differences we foster:

• Respect• Empathy• Acceptance• Reconciliation

It is our hope that all students upon leaving Catholic Regional College Sydenham will continue to strive for ‘Faith Seeking Understanding’.


Who Are We?

Catholic Regional College, Sydenham is a senior College that offers the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL). Weoffer a diverse range of VCE subjects, comprehensive TAFE programs and enhancement subjects. Provision is also made for students seeking Part Time New Apprenticeships.

Learning and teaching at Catholic Regional College Sydenham is based on a recognition that respectful relationships are central to the development of a positive learningcommunity. They provide opportunities for mutual learning and growth between students, teachers and students and amongst staff themselves as they work together in aspirit of teamwork. Relationships with the broader community are important. Efforts are made to include parents and families as participants in the learning community. Webelieve that students and teachers have a shared responsibility for learning and that open, clear and respectful communication works towards creating positive andharmonious working relationships.

As a community dedicated to learning, Catholic Regional College Sydenham strives to nurture the growth of the whole person. The curriculum attempts to cater for a broadrange of intelligences and learning modes and is sufficiently comprehensive to provide both academic and vocational pathways. It is also inspired by the ethic of care andrecognises that high quality pastoral care and counselling is fundamental for the successful completion of secondary schooling by students.

Tutor and Cluster

The College has organizational structures in place to support the pastoral care of the students as they move through the College. While most schools are divided into yearlevels and home groups, Catholic Regional College Sydenham has only two year levels. The student cohort is divided into five Clusters; Bradman, Dunlop, MacKillop, O’Shaneand Winton. Each Cluster consists of seven tutor groups. Students are assigned to a Tutor group that meets once in the morning for administration purposes and for extendedtutor each Tuesday for various activities. Each Cluster is coordinated by a Cluster Coordinator whose role is similar to that of a year level coordinator.

Your tutor will have either one or two teachers attached to it, their role is to conduct the tutor sessions in the morning and support and assist you throughout your two yearsat the College. You will receive more information regarding tutor when you commence at the College.


BLESSED MARY MACKILLOP(1842-1909)

The first Australian candidate forsainthood, Mary MacKillop was the eldestof eight children and was born inMelbourne. She had an unsettledchildhood and experienced hardship buther faith sustained her and she laterdedicated her life to providing educationfor the poor. She founded the order of theSisters of St Joseph and at times had topersevere with her cause despite criticismfrom the hierarchy of the Catholic Church.Her order was responsible for openingnumerous schools, orphanages andrefuges for women in distress. Shebelieved that one should never see a needwithout trying to do something about it.In everything she said or did, she showedrespect, compassion and love for thosearound her, making no distinctionbetween those from differentbackgrounds. Her committed faith andunwavering courage gives us hope in ourown lives.The MacKillop cluster takes inspirationfrom the values Mary embraced duringher life, hence we commit ourselves to thecore values of faith, service and socialresponsibility.

SIR DONALD BRADMAN(1908-2001)

Born in the small town of Cootamundra,NSW Sir Donald George Bradman isundisputedly the greatest batsman ofall time, His test average of 99.94 ishead and shoulders above anyone elseand many of his records still standtoday. He was Australia’s captainbetween 1936 and 1948. After beingknighted in 1949, Sir Donald Bradmanwanted a very private life. Withoutquestion Sir Donald Bradman was thegreatest of all batsmen but this othergreat accomplishment was his sense ofduty to respond to thousands of lettersfrom fans of all ages. He often spent upto four hours a day personally replyingtoe very letter he received. Sir Don’s sportsmanship, dedicationand love of sport should act as anexample to all.The Bradman cluster takes inspirationfrom the values Sir Don embracedduring his life, hence we commitourselves to the core values ofintegrity, excellence and leadership.

SIR EDWARD ‘WEARY’ DUNLOP(1908-2001)

Sir Edward (Weary) Dunlop was truly adistinguished Australian who lived hislife in the service of others. In his earlyyears he capitalised on his sporting andintellectual abilities by excelling s both abrilliant student of medicine and aninternational rugby player whorepresented Australia. He is mostfamously known for his experiencesduring World War II, where he served inmany battles and became a legendthrough his heroic work as a surgeonamongst the prisoners of war on thenotorious Burma railway. Weary Dunlopwas a remarkable human being in that hewas able to truly wholeheartedly forgivehis enemy at whose hands he and hiscomrades were subject to extraordinarysuffering. The result of the forgivenesshas been the creation of manyprogrammes forming bonds between thecitizens of Australia and many Asiannations. Weary always responded withcompassion and dignity to those in need.The Dunlop cluster takes inspirationfrom the values Weary embraced duringhis life, hence we commit ourselves tothe core values of courage, commitmentand forgiveness.

TIM WINTON(1960-)

Winner of some 16 literary awards,popular with children and adultsalike, Tim Winton is one of thiscountry’s finest novelists. He isknown for his ability to representgrowing up in Australia and hispassion for imagination andstorytelling. He is also committed to preservingthe natural treasures of Australia andthe raising awareness of the fragilityof the global environment. His careerprovides inspiration to all to discoverand unlock the person withinthemselves and to give it the fullestpossible expression.The Winton cluster takes inspirationfrom the values Tim has embracedduring his life, hence we commitourselves to the core values ofstewardship, creativity and respect.

PAT O’SHANE(1941-)

Pat O’Shane has been a leadingmagistrate in New South Wales. Shewas the first Aboriginal femaleteacher in Queensland, Australia’sfirst Aboriginal lawyer, and the firstwoman to head a governmentdepartment. As a child Pat experienced thechallenges of poverty and racism.This experience brought out herfighting spirit and her adult lifehasbeen committed to equality andjustice for her community throughimprovements in health, housingand education.The O’Shane cluster takesinspiration form the values Pat hasembraced during her life, hence wecommit ourselves to the core valuesof justice, empowerment andreconciliation.

CRC Sydenham Cluster Groups


At Catholic Regional College Sydenham we strive to live, learn and teach together in a community guided by the Gospel values. As such, every member of the CRC Sydenham community is called to commit themselves to the following rights

and consequent responsibilities.Rights Responsibilities

Every person has the right to be nourished through the Catholic faith. Every person has the responsibility to respect and be guided by the Catholic faith.

Every person has the right to be treated with dignity and respect. Every person is responsible for treating others and their possessions with dignity and respect.

Every person has the right to learn or teach and achieve their best. Every person is responsible for ensuring that they attend, apply themselves fullyto their studies and allow others to do the same.

Every person has the right to be safe from any form of physical harm,bullying, harrassment or exclusion.

Every person has the responsibility to ensure that what they do and say will notharm or affect others in an adverse manner.

Every person has the right to be supported in their learning or teaching by the College facilities.

Every person is responsible for respecting and caring for the environment andresources provided at the College.

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Extra Curricular Activities

The College offers a number of opportunities for you to be involved in extra curricular activities. Please make an effort to become an active member of our school community.

The O’Reilly Shield is an intra-cluster based competition which has students from the various clusters competing against each other in sporting events at lunchtime to gainpoints for their cluster. At the end of the year, points are calculated and the cluster with the most points is awarded the O’Reilly Shield.

As the College is a member of the Sports Association of Catholic Co-educational Secondary Schools (SACCSS), students have numerous opportunities to compete againstother schools in a large range of sporting activities.

The College has a very well established and dedicated Student Leadership Group which consists of the College Captains, four representatives, two year elevens and twoyear twelve’s from each cluster.

If you are someone who has an interest in making a difference, not just for your fellow students, but also in the wider community, you might wish to consider nominatingyourself for the Student Leadership Group at CRC Sydenham. This information will be made available to you at your current school.

The College has two College Captains, two Vice Captains, a Sports Captain, a Liturgy Captain and a Social Justice Captain. In addition to this a Cluster Captain is chosen atYear 11 and Year 12.


Our East Timor Project

For the past fifteen years Catholic Regional College Sydenham has had a strong interest and connection with the people of East Timor. In response to media informationabout the struggle of the East Timorese against violence and oppression students of CRC Sydenham with the support of staff sought ways to support this country soclose to Australia. In 2002 the country gained its independence and became the world’s newest nation amidst significant turmoil. East Timor is a very poor countrystruggling to provide food, clean water, housing and education for its people. We as a community here at CRC Sydenham have, over the years, made contributionsto support school and community projects in East Timor.

In April 2004 and 2008, students supported by staff travelled to East Timor to meet with the communities that we have been supporting and, in consultation with theschools, determined how we could continue to offer support for future years. These visits were also very much about an opportunity for students from the schoolsto meet, converse and share experiences as young people from very diverse cultures and backgrounds.

The East Timor visit is designed to reinforce the core place of Gospel values in our School community. Our contribution to these communities can be a significant helpbut both visits clearly left the impression of how valued our relationship is to them, and highlighted the importance of the visits by students and staff from CRCSydenham. The most recent trip was a very humbling experience for all. The obvious poverty and struggle that the people of East Timor are experiencing hasstrengthened our resolve to continue to support them over the coming years.

CRC Sydenham has supported two specific communities in the past. The first is the Maliana Diocesan Boarding school at Maliana and the second project is theCatholic Senior Secondary School at Railaco. This year, we have begun a scholarship programme to ensure access to education for the poorest students in this region.

Given the success and value of student and staff visits to East Timor another visit will take place in 2011.

We invite you in your two years at CRC Sydenham to join us in our efforts to support the people of East Timor.


Creating Future Pathways - Choosing a Program

What Are My Options?

• Pathway One - VCE (Victorian Certificate of Education)

• Pathway Two - VCE/VETiS (Vocational Education & Training In Schools)

• Pathway Three - VCAL (Victorian Certificate of Applied Learning)

• Pathway Four - SBA (School Based Apprenticeships)

Pathways

Creating Future Pathways – Choosing a Program

Although it is likely that you will change your career several times in your lifetime, choosing your subjects wisely at years 11 and 12 may have a tremendous impact on the career path youeventually follow and the deviations it may take in adulthood.

End of Year 10

Some students already have clear ideas about the career you wish to pursue. They have undertaken research by:

1. Attending University and TAFE Open Days2. Used the VICTER 2013 (Victorian Tertiary Entrance Requirements 2013) to check for pre-requisites3. Attended careers expos and information nights4. Utilised a variety of careers resources including OZJAC, the Job Guide My Future, the Internet, subject teachers, and their Careers teacher.

“I don’t know what I want to do” and so find it very difficult to select subjects.

You should use the following information to assist in the task of selecting your subjects.

EXAMINE YOUR OWN INTERESTS, ABILITIES AND NEEDS

It is important to be realistic when identifying possible career options and subjects that you may select when developing a program. For example, you are not being realistic in consideringa scientific career if you do not like and are not good at maths and science subjects. Why would you want to become a journalist if you hate reading, research and writing?

Your abilities will, at least in part, be indicated by your academic results. Your teachers are the people who can give you an indication of your ability and the likelihood of success in a subjectarea. If you are contemplating a new subject, results in a similar subject can act as a guide.

Your interests will be partly indicated by how you feel about the different subjects you are studying. It makes sense that if you enjoy doing somethingyou become interested in it, make more of an effort and often develop an ability in that area.

Your needs will be somewhat determined by your career aspirations. It should take into account factors such as the structure of the course, financialcost and practicality. You may for example, have high levels of interest in “Outdoor and Environmental Studies” offered at Sydenham and demonstrateexcellent ability in outdoor physical pursuits. However, if you would find it difficult to attend all of the camps and meet the requirements of the course becauseof personal or financial commitments, you could be setting yourself up for failure. In this instance, Outdoor and Environmental Studies would not be a wise choice!

Choose units that address your interests, needs and abilities but which also allow you to achieve and to be the best that you can possibly be.

The following career options have been grouped according to interest fields and recommended Year 12 studies for those of you who may be considering careers in theseareas. Whilst students are meant to be able to study VCE units with no mandatory year 11 requirements, it is unwise to undertake Unit 3 & 4 sequences without havingany preparation for these studies. Therefore, choose your Year 11 subjects wisely and as much as possible try to prepare yourself for intended studies at a Year 12level.

This list of subjects should be viewed as a guide only and you must consult your teachers and refer to the VICTER 2013 to ensure that you satisfy the pre-requisites fortertiary courses.


ENVIRONMENTAL, ANIMAL AND AQUATIC

Environmental Engineer, Environmental Manager,Marine Biologist, Agricultural Scientist, Ecologist,Biotechnologist, Geologist, Forester, Zoologist, Vet.

Park Ranger, Greenkeeper, Landscape Architecture,Farmer/Farm Manager, Vet Assistant, Zoo/AnimalAttendant, Wildlife Photographer

VISUAL ARTS/DESIGN

Animator, Fashion Designer, Graphic Designer,Television and Set Designer, Visual Merchandiser,Finished Artist, Interior Decorator/Designer, Jeweller,Architect/Architectural Drafting, Industrial Designer,Computer Aided Designer

PERFORMING ARTS

Actor, Director, Screen Writer, Sound/Light Technician,Dancer, Musician, Stage Manager, WardrobeSupervisor, Band Manager, Stunt Actor

RECOMMENDED SUBJECTS

Mathematical Methods, Physics, Chemistry, BiologyOther: Geography, Outdoor and Environmental Studies

Any Maths, Biology, Geography, Outdoor and Environmental Studies

Other: Studio Arts/Visual Communication and Design

Art, Studio Art, Visual Communication and Design, MediaStudies, Design and Technology – Fabrics, InformationTechnology, any Maths, Multimedia

Drama, Theatre Studies, Studio Arts, Literature, Media Studies,Physical Education, Outdoor and Environmental Studies,Business Management, Multimedia, Systems Engineering –Electronics



HEALTH / MEDICAL SCIENCES

Dentist, Medicine, Medical Science, Physiotherapist,Pharmacist, Podiatrist, Medical Radiations/Radiographer, Biotechnologist,Medical Lab. Science, Chiropractor, Nutritionist

Occupational Therapist, Speech Pathologist,Orthoptist, Prosthetics, Audiologist,Psychology/Psychophysiologist

Nursing, Health Information Services, DisabilityOfficer, Allied Health Assistant, Ambulance Officer

MECHANICAL, ENGINEERING, COMPUTATIONAL, TECHNICAL,MANUFACTURING SCIENCES

Engineering – Marine, Aeronautical, Computer,Electronic / Electrical, Civil, Mechanical etc. Robotics

Industrial Designer, Architect/Architectural Drafting,Computer Technician, Aircraft Maintenance Engineer,Building Construction Supervisor, Building Surveyor

Builder, Fitter & Turner, Electrician, AutomotiveElectrician, Boiler Maker, Toolmaker, Motor Mechanic,Sound Technician, Refrigeration and Air conditioningMechanic, Printing Machinist


* Specialist Mathematics or Mathematical Methods.Physics, Chemistry, Biology, Health and Human Development,Psychology

Further Maths, Biology, Health and Human Development,Psychology, Physical Education

Mathematical Methods, Physics, Information Technology,Applications or Software Applications, Visual Communicationand Design

Further Mathematics, Systems Engineering – Electronics,Design and Technology


OUTDOOR, RECREATION & SPORTING

Sportsperson, Physical / Outdoor Education Teacher,Fitness Instructor, Sports Administrator, PersonalTrainer, Coach, Sports Massage Therapist, RecreationOfficer

HUMAN / SOCIAL SERVICES & SOCIAL SCIENCES

Welfare/Social/Youth Worker, Policeman/Woman,Lawyer, Criminal Justice Administrator, Criminologist,Community Worker, Counsellor, Psychologist, Teacher,Childcare Worker, Journalist, Professional Writing &Editing, Interpreter, Sociologist, Disability Services

BUSINESS, BUSINESS COMPUTING, HOSPITALITY, TOURISM

Accountant, Economist, Marketing Manager,Industrial Relations Officer, Human ResourceManagement, Financial Advisor, Stockbroker, PublicRelations, International Trade

Also Careers in:International Trade-Export/Import, Sales/Retail,Banking, Business Computing/Information Systems,Hospitality & Tourism, Management, Administration/Clerical


Physical Education, Outdoor and Environmental Studies,Biology, Health and Human Development, Psychology, AnyMathematics, Geography

VET: Fitness

Legal Studies, Politics, History, Psychology, Media Studies,Literature, LOTE, Health and Human Development.

VET: Community Services

Further Mathematics / *Mathematical Methods (somebusiness & commerce courses have a Maths prerequisite),Accounting, Business Management, Information Technology,Applications or Software Applications, Economics, Politics,Hospitality

VET: Business / Office Administration

PathwaysThe term ‘Pathways’ is used to describe the different study and training opportunities individuals take up in pursuit ofparticular career and employment aspirations. In Australia, a student’s post school options include employment (part or fulltime), Australian Apprenticeships (now incorporating traineeships), full-time TAFE or University study. Other possibilitiesinclude short courses, part- time university or TAFE study and distance education. The program you select in your final yearsof secondary education is the first step toward creating a pathway that will lead you to future career and employmentopportunities.

At Sydenham there are four types of courses offered to students. Students need to choose one of the followingcourses:

1. Victorian Certificate of Education (VCE)2. VCE/VETiS3. VCAL (Victorian Certificate of Applied Learning)4. VCAL / School Based Apprenticeship (SBA)

What are my Options?Many students will continue to University at the end of their Secondary Education. Some of you may have already decidedthat you intend on entering the workforce after completing part or all of your program, perhaps to undertake a traineeship orapprenticeship. Others may find the prospect of a 3, 4,or 5 year university degree qualification daunting and so may looktoward TAFE (Technical and Further Education) study to provide you with specific training that will allow entry into your chosencareer. Students apply via VTAC whilst in Year 12 to secure entry to a University.

TAFE institutions provide courses which are shorter and generally more vocationally oriented in their approach to furthereducation. TAFE courses have less stringent prerequisites to university courses and issue nationally recognised qualificationsat Certificate I, Certificate II, Certificate III, Certificate IV, Diploma and Advanced Diploma levels. Many students undertakeTAFE courses and then articulate into degree courses at university once they have completed or partially completed a TAFEqualification. Students who struggle to meet university prerequisites or who find university ENTER scores unachievable, mayuse this alternative educational pathway to fulfill their career aspiration. A typical example of this is the student who wantsto be a computer programmer but struggles with Mathematical Methods at a senior level. The student may choose toundertake TAFE studies in computing/information technology and then pursue the appropriate university course once theyhave completed this qualification. The student should receive credit for the TAFE study completed and often the universityqualification period is shortened.


Pathway One - VCE (Victorian Certificate of Education)The majority of students will have their needs met by completing a standard VCE program. A VCE program is a set of semester units taken over a minimum of two years. Theprogram is selected from approximately 40 different studies which have been approved by the Victorian Curriculum and Assessment Authority. To complete the VCEsuccessfully, students must meet the requirements of the VCAA as outlined in the VCE section of this handbook.

Pathway Two - VCE / VETiS (Vocational Education and Training in Schools)Sydenham students may choose to undertake a range of vocationally oriented courses in conjunction with their VCE. The programs combine VCE units, VET certificatemodules and some degree of work placement. VCE students are able to choose from the following scored assessed VET courses, either internally at CRC Sydenham orexternally at a TAFE provider:

Internal: External:

Certificate II in Business Certificate II in ElectrotechnologyCertificate II in Community Recreation Certificate II in Engineering StudiesCertificate II in Hospitality Certificate II in Equine IndustryCertificate II in Hospitality (Kitchen Operations) Certificate III in MediaCertificate II in Community Services Certificate II in AgricultureCertificate III in Information TechnologyCertificate III in Music Industry (Technical Production)Certificate III in Laboratory SkillsCertificate II in FurnishingCertificate II Applied Fashion Design & Technology


Pathway Three - VCAL (Victorian Certificate of Applied Learning)VCAL is a senior secondary certificate program designed to provide a different style of learning options for senior students whose needs are not being fulfilled by the VCE.VCAL provides students with a more individualised learning program based on careful pathways planning. It involves practical applications directed at a specific, studentselected industry.

The VCAL is a senior secondary school certificate designed to provide a different style of learning for students whose vocational needs are not being fulfilled by the VCE. VCALoffers individualised programs based on careful pathways planning.

VCAL students must choose a VETiS course from the list below. Their VCAL program will include structured workplace learning as a practical application of the skills gainedwhilst undertaking this vocational training.

Internal: External:Certificate II Applied Fashion Design & Technology Certificate II in FurnishingCertificate II in Business Certificate II in ElectrotechnologyCertificate II in Community Recreation Certificate II in Engineering StudiesCertificate II in Hospitality Certificate II in Equine IndustryCertificate II in Hospitality (Kitchen Operations) Certificate II in AgricultureCertificate II in Community Services Certificate III in MediaCertificate III in Information Technology Certificate II in Animal StudiesCertificate III in Music Industry (Technical Production) Certificate I in ElectricalCertificate III in Signage Certificate II in Hair and BeautyCertificate III in Picture Framing Certificate II in PlumbingCertificate III in Food Processing (Retail Bakery) Certificate II in Building and Construction (Bricklaying)Certificate III in Laboratory Skills Certificate II in Building and Construction (Carpentry)

Certificate II in Automotive Technology Studies


Course Four - VCAL / SBA (School Based Apprenticeships)Sydenham also offers students the opportunity to undertake a School Based Apprenticeship (SBA) whilst completing their senior years of secondary education Schoolbased Apprenticeships best complement VCAL and really give students the opportunity to gain valuable ongoing experience whilst also being paid a traineeship awardwage. In this instance, the students attends work and relevant TAFE training two days per week and VCAL classes at CRC Sydenham on the remaining three days.

This course is particularly beneficial for students who know what career they want to pursue and would like to commence their training in the workforce whilst still at school.Students emerge with an Intermediate or Senior VCAL qualification as well as a certificate II (Sometimes Certificate III) in the SBA area.


Selecting your course of study at Catholic Regional College Sydenham


VCE VCE / VETiS VCAL / VETiS VCAL / SBA

Employment / Apprenticeships

Pathways

Tertiary Education: University

TAFE

Pathway 1 Pathway 2 Pathway 3 Pathway 4

Sample PathwaysScience-Engineering

TAFE Engineering, electrical, electronic, engineering apprenticeships

Methods required for university engineering

Plus minimum RE requirement: 1 unit across the year


Year 11 English General Maths PhysicsSystems EngElectronics

InformationTechnology

Year 12 English Further Maths PhysicsSystems EngElectronics

SoftwareDevelopment

Year 11 English Maths Methods PhysicsInformationTechnology


Year 12 English Maths Methods PhysicsInformationApplications

SoftwareDevelopment

Pathway 1

Pathway 1

Sample PathwaysBusiness and Commerce

For most business courses at TAFE or Uni, Further Maths or in some instances No maths is required. Also suitable for Business Traineeship/employment

Math Methods may be required for some commerce degrees



Year 11 English General MathsBusinessManagement


VET Business

Year 12 English Further MathsBusinessManagement

InformationApplications

VET Business

Year 11 English General Maths Maths MethodsInformationTechnology

Accounting

Year 12 English Further Maths Maths MethodsInformationApplications

Accounting

Pathway 1

Pathway 2

Sample PathwaysBuilding and Construction

TAFE Building and Construction, pre apprenticeship, apprenticeship

Plus minimum RE

VCAL Course



Year 11 English General MathsDesign & Tech.Tech

VET ConstructionBusinessManagement

Year 12 English Further MathsDesign & Tech.Wood

VET ConstructionBusinessManagement

Year 11 Literacy NumeracyPersonalDevelopment

Work RelatedSkills

VET Construction

Year 12 Literacy NumeracyPersonalDevelopment

Work RelatedSkills

VET Construction

Pathway 2

Pathway 3

Pathway One:• What you have to study• What you have to satisfactorily complete

Pathway Two:• VCE Criteria for selecting students VCE/VETiS Programs• VCE Studies Available• Assessment• Individual Programs• Special Requirements

Planning your VCE CourseSubject Planning SheetVCE / VET Course of Study Planner 2011 / 2012

Pathway One & Two – VCE / VETiS

Pathway OneVCE – What you have to StudyOverviewDuring your two years at CRC Sydenham you usually study 23 units. (Some of these may be non VCE Religion units). Youmay have completed one or more units during Year 10.

Of the 23 units at Sydenham, you must select:

• at least 4 sequential units from the group of English Studies - (English 1 and 2, English 3 and 4; English Language 1 and 2, English Language 3 and 4; Literature 1 and 2, Literature 3 and 4, ).

• at least 2 units of Religion

Year One:In your first year of VCE at Sydenham you would usually choose 12 units to study in the two semesters. (This must include one Religion unit.)

Year Two:In your second year you would usually choose 11 units to study in the two semesters. These units must include at least five sequences of Units 3 & 4, including atleast one sequence from the group of English Studies - (English 3 and 4, Literature 3 and 4, English Language 3 and 4). Students will need to include the non-VCEReligion units - RE Art, RE Contemporary Culture Studies, RE Community Services, if their five Unit 3 & 4 sequences do not include a Unit 3 & 4 RE sequence.

What you have to Satisfactorily CompleteTo meet the graduation requirements of the VCE you must satisfactorily complete a total of no fewer than 16 units. Satisfactorily completed units must include:• at least 3 units from the group of English Studies, which must include a 3/4 sequence of either English, English Language or Literature.

AND• At least three other sequences of Units 3 & 4 studies other than your English study - (you may take more than one of the Unit 3 & 4 English studies).• The expectation of the College is that students undertake a minimum of five Unit 3 & 4 sequences at Year 12 level.

Further Study:* Please note: Victorian Tertiary Admissions Centre (VTAC) advises that for the calculation of a student’s Australian Tertiary Admissions Rank (ATAR),

satisfactory completion of both Units 3 & 4 of an English study is also required.


Pathway TwoCriteria for Selecting Students VCE/VETiS ProgramsAs there are limited places in VCE/VET courses the following criteria have been established to appropriately select

students:

• Choose only a scored assessed course or one that contributes to your ATAR (ENTER)

• Commitment to the course, including classes outside the normal timetable and venue.

• Demonstrated interest in this field as a career choice, through work experience or part time work.

• An awareness of the extra cost involved, eg. uniform, tools and specialised equipment, including the TAFE “no

refund” policy.

• Fees are to be paid in full on application to each VCE/VET course each year and this fee is non-refundable.

• Completion of some theory work outside of training sessions.

• Willingness to undertake a compulsory Work Placement.

• Demonstrate a positive attitude towards the program and teaching staff.

• Willingness to keep up to date with ALL school work.

Please note: all information regarding a VET course is subject to changes made by the VCAA or the auspicing TAFE College.

Please note: the certificate issued by the TAFE College is not presented until the year following completion.


VCE Studies AvailableAccountingArtBiologyBusiness ManagementChemistryDesign and Technology - Wood or FabricsTheatre StudiesEconomicsEnglishEnglish LanguageEnvironmental ScienceFood TechnologyGeographyHealth and Human DevelopmentHistory—20th Century (Units 1 & 2)History—Australian (Units 3 & 4)History—Revolutions (Units 3 & 4)Industry & EnterpriseInformation Technology (Units 1 & 2)Software Development (Units 3 & 4)Information Technology Applications (Units 3 & 4)International Politics (Units 1 & 2)International Studies (Units 3 & 4)Legal StudiesLiteratureLanguages Other Than English - ItalianMediaMusic Performance - (Group)General Mathematics (Units 1 & 2)Advanced General Mathematics (Units 1 & 2)Mathematical MethodsFurther Mathematics (Units 3 & 4)

Specialist Mathematics (Units 3 & 4)Outdoor and Environmental StudiesPhysical EducationPhysicsPsychologyReligion and Society Studio Arts—Photography/Digital ImagingSystems Engineering – ElectronicsTexts and TraditionsVisual Communication and Design

VCE/VETiSCertificate II in Community RecreationCertificate II in Community ServicesCertificate II in BusinessCertificate II in HospitalityCertificate II in Hospitality

(Kitchen Operations)Certificate III in Information TechnologyCertificate III in Music Industry

(Technical Production)Certificate II in Engineering StudiesCertificate II in Furnishings Certificate II in Equine IndustryCertificate III in MediaCertificate II in Applied Fashion

(Technology & Design)Certificate II in ElectrotechnologyCertificate III in Laboratory Skills

NON-VCE RELIGIOUS EDUCATION:(ONLY IN YEAR 12)Religious ArtRE Contemporary Culture StudiesRE Community Service (combined with VCE/VETCertificate II in Community Services)


1. Some variations may occur in the units offered. This is

due to student numbers, staff availability, financial

resources and other units on offer.

2. A student may choose some units in Year 12 (ie Units

3 & 4), without doing the corresponding Year 11 units,

(Units 1 & 2). Units 3 & 4 must be taken as a sequence.

3. A unit will only be offered if there is a viable class. In

cases where there is not a viable class, (ie. not enough

students choose a unit), students will be given their

reserve selection.

External VETiS subjects are only available to students if

offered on a Tues, Wed or Thurs and if there are sufficient

numbers.

This information is not available until 2011.

AssessmentThe Victorian Certificate of Education (VCE) is a two year certificate and assessment is spread over Years 11 and 12.Different methods of assessing students and their attainment of specified learning outcomes will give students theopportunity to develop and demonstrate a range of skills. The award of satisfactory completion for a unit is based ona decision that the student has demonstrated achievement of the set of learning outcomes specified for the unit. Thisdecision will be based on the teacher’s assessment of the student’s overall performance on assessment tasksdesignated for the unit.

Units 1 & 2The award of “Satisfactory Completion’ for a unit is based on a decision that the student has demonstrated achievementof the set of outcomes specified for the unit in the Study Design. Procedures for the assessment of levels of achievementare determined by the College in accordance with the College’s VCE Satisfactory Completion Policy. Assessment of astudent’s level of achievement is by a combination of coursework, extended tasks and examinations.

Units 3 & 4The award of ‘Satisfactory Completion’ for a unit is based on a decision that the student has demonstrated achievementof the set of outcomes specified for the unit in the Study Design. A student’s level of achievement will be determinedby a combination of school assessed coursework, tasks, and external examination.

Reporting:Completion of a Unit will be reported on the Statement of Results issued by the Victorian Curriculum AssessmentAuthority (VCAA) as S (Satisfactory), or N (Not Satisfactory). The College will also provide written reports on the levelof achievement attained by students at the end of Units 1 & 2 and 3.

End of Semester reports for Units 1 & 2, provided by the College, will give a grade (A+ to E, or UG - ungraded, or NA -not assessed), for levels of achievement in assessment tasks. Unit 3 end of Semester Reports will give an indication oftheir School Assessed Coursework. (VH,H,M,L,VL & IP) Please note that these scores are subject to change as a resultof the statistical moderation process conducted by the Victorian Curriculum and Assessment Authority, after the finalexamination.

Reporting of grades for Units 3 & 4 will be undertaken by the Victorian Curriculum Assessment Authority (VCAA), on astudent’s final statement of results.


Individual ProgramsStudents may vary the usual VCE load and undertake one of the following individual programs:

Program SupportStudents who need additional support developing their literacy skills, may be selected to undertake Program Support.Program Support involves extra help with written work and study requirements. It is taken instead of a sixth VCE unitat Year 11 level. Students may generally be chosen to move in or out of Program Support at the end of Semester One,depending on timetable constraints. If families believe that their son/daughter would benefit from Program Support thenplease speak to staff at your College. Students who are recommended by their Year 10 Transition Coordinator for ProgramSupport will be considered pending available spaces.

Accelerated StudiesVery able Year 11 students who wish to undertake a unit 3/4 sequence may apply to do this instead of a Unit 1/2sequence. Approval must be granted prior to final subject selection.

University Enhancement StudiesEnhancement Studies are offered by universities to extremely able Year 12 students who wish to undertake a first yearuniversity subject in lieu of a VCE subject. In the past, students have undertaken studies in Accounting, Biology, EnglishLiterature, Media and Philosophy.

External StudyA number of students study VCE subjects not available at Sydenham. They undertake these external studies onweekends or evenings at other institutions or organisations. External studies undertaken include languages such asMaltese, Croatian, Spanish, Vietnamese etc., and special interest subjects such as Dance or Music-(Solo Performance).Some of these students have studied at Unit 3/4 level in Year 11. Students need to notify Sydenham of their intentionto take an external study on their unit selection form.

Taking VCE Over Three YearsSome students decide to take three years, instead of the usual two, to complete their VCE. While students generallymake this decision at the end of Year 11, it is certainly possible to decide much earlier. Taking three years to completeVCE allows students to balance their studies with other commitments.

If you are interested in one of these individual programs, you need, to fill out an“Application to vary a VCE Program”These forms are available from your Year 10 Transition Coordinator.


Special RequirementsExtra Costs

The following subjects have extra levies that must be paid each year by any student taking them. They include special materials, excursion and campcosts, etc. These are the projected costs for 2011, subject to minor change only. These costs do not include text, stationery and some other equipmentrequirements that will be listed on the booklist for all subjects.

The levies will be collected along with school fees, subjects with additional costs will be collected during the year.(The levies cover an average cost per student, however if students in certain subjects choose to undertake more costly works, they willhave to meet the additional costs.)

VCE Levies Additional CostBiology (Year 11 & 12) $70Design & Technology (Wood $126Design & Technology (Fabrics) $126Theatre Studies $60English $30 – Year 11Italian Language $90Food Technology $160Geography - Year 11 $80Geography - Year 12 $100Information Technology – Year 11 $27Information Technology – Year 12 $79Outdoor & Environmental Studies (To be paid upfront prior to the end of November) $420Media $50Music Performance – Group $85Physical Education (To be paid upfront prior to the end of November) $160Studio Arts – Photography/Digital Imaging $200Visual Communication & Design $90Art $70

VET Fees will be provided at the VET Information Evening in Term 3.


Pathways One & TwoPlanning your VCE CourseWhen planning your course you need to consider the following:(a) What you are good at, the tasks you do well and excel at.(b) The tasks and activities you enjoy doing.(c) The pre-requisites needed for the career path you are considering.(d) Consider units that complement each other, eg. Physics and Mathematics;

Food Technology and Hospitality.

Spend some time reading about the units, talk to staff and students who are involved in the area, and asklots of questions about the units at Open Day.

Units 3 & 4 at Year 11Students can apply to study a Unit 3 & 4 subject in Year 11 except for those listed here. For these subjects it is strongly recommended that students study Units 1 & 2 first: Italian, Mathematical Methods, Biology, Chemistry, Physics, Systems Engineering (Electronics). Specialist Mathematics – can only be taken in Year 12.

Some RestrictionsYou may only study one Design and Technology subject: Wood or Fabrics.If students choose to study three Unit 3/4 Maths sequences, only two of these scores can be included in their top four. The third will add 10% to the overall result.If you plan to study Specialist Mathematics 3/4 you must also study Mathematical Methods 1/2 & 3/4. (Course 2)You may not study both Hospitality and Engineering together, due to TAFE attendance requirements.

Internet and Printing CostsThe College provides each student with $20 worth of printing & photocopying credits (10c per B/W A4 sheet and 20c per b/w A3 sheet, $1.00 per Colour A4 Sheet, $2.00per A3 Colour sheet) and internet access (10c per megabyte of download) at the start of each year. The amount in each student’s account can be accessed from theirintranet pages. If this credit dips below $1, students are expected to add money to their account (minimum $2) so that they continue to have internet and printing accessin their classes

Camps, Field Trips and RetreatsThe following subjects have overnight trips:Biology, Geography. Outdoor and Environmental Studies has two or three overnight trips each year of up to three days duration.Year 11 students will participate in a two day, one night Religious Education Retreat.

HomeworkIn all subjects students are required to complete additional work outside the classroom, which involves homework, study and assessment preparation. At Year 11 levelstudents are expected to complete at least 2 hours of homework each night. At Year 12 level, the expectation is at least 3 hours of homework each night.


Pathways One & TwoSubject Planning Sheet – VCE / VETiS 2011


COMPULSORY ENGLISH (tick one box)

English 1 & 2

ESL

English Language 1 & 2

Literature 1 & 2

RELIGIOUS EDUCATION (choose option X or option Y)

OPTION X – WHOLE YEAR OPTION Y – HALF YEAR(Tick one box only) (Number in order of preference, 1 or 2)

Religion & Society 1 & 2 Religion in Society 1 or 2

Texts & Traditions 1 & 2 Texts & Traditions 1 or 2

Religion & Society 3 & 4

Texts & Traditions 3 & 4

WHOLE YEAR UNIT SELECTIONS WHOLE YEAR UNIT SELECTIONSIN PREFERENCE ORDER IN PREFERENCE ORDERWhole Year Studies in Preference Order: Whole Year Studies in Preference Order:

1. 1.

2. 2.

3. 3.

4. 4.

Reserve Reserve

Half Unit Reserve 2.

NOTE:

Your reserve choices will be heldto allocate One Unit to balanceyour Half Year choice of RE, or toconstruct a complete coursewhere other choices areunavailable.


Catholic Regional College SydenhamVCE/VET Course of Study Planner 2011 / 2o12

YEAR 10 – PLEASE LIST VCE STUDIES/ VET MODULES UNDERTAKEN IN YEAR 10

1. (English Choices)

2. (RE Choices)

3. 4. 5. 6. Reserve

Year 11 Semester One

Year 11 Semester Two

Year 12 Semester One

Year 12 Semester Two

Interests: What I like to do Skills: What I am good at Pathways: What I need to do

Religious Education

Religion & Society Courses 2011Year 11 Religious Education ChoicesUnit 3 & 4 SequencesYear 12 Religious Education Choices

Religion & Society Courses 2011Each student is required to choose a Religious Education subject. Students can choose from a range of VCE subjects which offer different course through Year 11 and 12.

COURSE ONE - Advanced (Option X, on your Subject Planning Sheet) – Full Year

SEMESTER 1 SEMESTER 2(Texts and Traditions 3) - Texts and the Early Traditions and (Texts and Traditions 4) - Texts and their Teachings or (Religion and Society 3) - The Search for Meaning and (Religion and Society 4) - Challenge and Response

This pathway is available to students who can indicate their ability to satisfactorily complete the course in Year 11. It enables capable students to complete a sixthUnit 3-4 sequence, thereby improving their chance of a higher ENTER. Approval must be given prior to subject selection. To attempt this option students must beperforming at the highest standards in Year 10 English.

COURSE TWO - Standard Year 11 (Option X, on your Subject Planning Sheet) - Full Year

SEMESTER 1 SEMESTER 2(Texts and Traditions 1) - Texts in Traditions and (Texts and Traditions 2) - Texts in Societyor (Religion and Society 1) - Religion in Society and (Religion and Society 2) - Ethics and Morality

This pathway prepares students for the 3/4 sequence in Religious Education at Year 12.

COURSE THREE - Standard Year 11 (Option Y, on your Subject Planning Sheet) – Half Year

You will be allocated one of the following units in Semester 1 or 2, depending on your other subject choices.

(Texts and Traditions 1) - Texts in Traditions (Texts and Traditions 2) - Texts in Society

(Religion and Society 1) - Religion in Society(Religion and Society 2) - Ethics and Morality

All choices allow students the option of doing a 3/4 Sequence in Religious Education at Year 12.


OR

OR

Year 11 Religious Education Choices

The College will provide a book of resources for each unit at a cost of $20 per student, rather than a textbook.

Texts & Traditions

Unit 1Texts in Traditions

This unit explores the importance of texts such as the Bible in religious traditions such as the Catholic Church. The unit investigates the meaningpeople have found in the Biblical stories, both at the time of writing and inlater societies.

Religion & Society

Unit 1Religion in Society

This unit focuses on the origins, nature and purpose of religious traditions and their role in shaping personal and group identity. While concentrating on the beliefs, history, social structure, rituals and symbols of the Catholic Church, this unit also looks at these aspects in relation to other religious traditions as well.

Unit 2Texts in Society

In this unit you will examine issues such as justice, racism and gender. You willconsider significant texts, some from the past and some from today, which dealwith such issues, the conditions of the society where they were written, and howpeople react to them.

Unit 2Ethics and Morality

This unit studies morality and involves a reflection on what is ‘right’ and ‘wrong’,or ‘good’ and ‘bad’, and how this applies to human decisions and actions. It isconcerned with discovering ways of acting that are worthy of choice. The studywill concentrate on the moral and social teachings of the Catholic Church andhow these compliment and contrast with contemporary social values.


Unit 3 & 4 Sequences

Religion and Society

Units 3 & 4The Search for Meaning

This unit studies how religious traditions make sense of human experiences such as relationships, commitment, suffering and death. It looks in detail at the core Catholic beliefs and how these are expressed and help make sense of the world.

Texts and Traditions

Units 3 & 4Texts and the Early Tradition

In this unit you will examine texts which relate to the origin of Christianity. You will study key ideas and beliefs of the Judeo-Christian tradition. You willlearn how to analyse the early texts and interpret them.

Challenge and Response

This unit studies the development of the Catholic Church and its relationshipwith wider society. It looks at a number of key historical and contemporarychallenges and evaluates how the Church responded to these challenges.

Texts and their Teachings

In this unit you will examine the different literary forms of texts and consider the different approaches to interpreting them. You will also discuss a significant belief on a theme and be able to describe how this has beeninterpreted at a later stage.


Year 12 Religious Education Choices

All students must complete a Religious Education subject at Year 12. You may choose Religion & Society (Units 3 & 4),Texts and Traditions (Units 3 & 4), or one of the internal, non-VCE subjects listed below.

Religious ArtStudents will explore the rich heritage of Christian teaching that takes place through art, and are also invited to use themedium of art to develop and express their own religious and spiritual beliefs. There will be a maximum number ofstudents able to chose this option and preference will be given to those students already involved in the visual arts area.

Religion and Community Service

Students spend 1-2 hours per week volunteering their services at a recognized community service provider. They then meetwith a mentor once a fortnight to discuss their progress and look at the religious and spiritual lessons to be derived frombeing of service to the more disadvantaged members of our community. There will be limited places available to studentsand preference will be given to those already involved in a community service activity, or who are recommended by amember of staff.

Religion and Contemporary Culture Studies Students look at a range of contemporary social issues, music and media presentations that impact on their life and theirworld at present in the light of the social teaching of the Catholic Church and the Gospel. Students will explore a rangeof means available to express their faith and spirituality in a contemporary context.

Religion and Music Performance (Choir)

Students who enjoy singing and performance are invited to undertake this unit to develop their skills as members of theschool choir. Students will undertake choir practise in their religious education classes and will be required to performas a group at school masses and other school events as designated by their choir master, the principal or the Head ofFaculty for Religious Education. Attendance and participation are the key criteria for successful completion of the RE unit.


The English RequirementEnglishEnglish LanguageLiteratureLanguages Other Than English—LOTE Italian

Language

The English RequirementTaking an English study is compulsory and students must satisfactorily complete (pass) a minimum of t=3 units of study from the core group of English studies(see table below). Two of these studies must be Units 3 & 4 level.

Choosing your English StudyYou have a few options –

You can study English in Year 11 and English in Year 12orEnglish Language in Year 11 and English Language in Year 12orEnglish Language in Year 11 and English in Year 12or Literature in Year 11 and either Literature or English or English Language in Year 12

NB: Unit 3 & 4 subjects must be taken as a sequenceNo more than two of the 3/4 sequences will count towards a student’s ENTER


UNIT 1 UNIT 2 UNIT 3 UNIT 4

ENGLISH ENGLISH ENGLISH ENGLISH

ENGLISH LANGUAGE ENGLISH LANGUAGE ENGLISH LANGUAGE ENGLISH LANGUAGE

LITERATURE LITERATURE LITERATURE LITERATURE

ESL (English as a Second Language)




Units 1 & 2

Over the year there are three areas of study:

Reading and RespondingCreating and RespondingUsing Language to Persuade.

You will study two texts in each unit. These will include an Australian text,a novel, a film and another literary text. You will discuss the ideas in thesetexts and write a personal response to at least one text.

You will study the craft of writing within a particular context and write fordifferent audiences in a variety of styles, such as personal, imaginative,informative and argumentative.

You will take part in oral communication workshops, exploring issues insmall groups, giving considered reasons for a point of view and listeningactively to the views of others.

You will study an issue in the Australian media and compare the differentways newspapers and television present the issue.

You will be required to analyse the way in which language is used in themedia and discuss the way it affects the intended audience.

Units 3 & 4

Over the year there are three areas of study:

Reading and RespondingCreating and RespondingUsing Language to Persuade.

You will study two texts in each unit. These will include an Australian text, anovel, a film and another literary text. You will discuss the ideas in these textsand write a personal response to at least one text.

You will study the craft of writing within a particular context and write fordifferent audiences in a variety of styles, such as personal, imaginative,informative and argumentative.

You will complete an oral presentation within the required guidelines. You will study an issue in the Australian media and compare the different waysnewspapers and television present the issue.

You will be required to analyse the way in which language is used in the mediaand discuss the way it affects the intended audience.


English

Unit 1 Language and Communication

You will study how individuals use language to relate to each other, theircommunity and the world. The unit focuses on the nature and functions oflanguage itself and the three modes of language: written, spoken and signlanguage. You will also study how children begin to acquire and use languagefrom a very early age. You will learn the 5 subsystems of language and be ableto identify the different word classes/parts of speech. You will also study howspoken and written languages are different and are suited for particularcircumstances and audiences.

Units 3 & 4 Language in Society

In Unit 3 you will examine the ways in which language reflects society. You willexamine accents and dialects. You will examine jargon and slang and how theseare used to define group membership. You will look at how politeness markersare used to create social distance. You will consider euphemism, taboo anddouble-speak and their use with respect to changing social expectations andpolitical correctness.

English Language• English Language is a subject that requires sophisticated reading and writing skills.• Students must be prepared to develop an extensive vocabulary.• English Language is a subject for students who like a challenge.

Unit 2

This unit explores how English has changed over time and how English is differentin various regions. You will look at changes in Australian English - the what, howand why. You will discover what words have been added to the English languagerecently, eg. “dot-com”, “O-D.ing”, and “muzza”; what words have been lost, andwords which now have different meanings, for example ‘sick’. You will examine thedeath of languages, such as Aboriginal languages, as a result of the spread of Englishthrough globalization.

Texts in their Australian Contexts

In Unit 4 you will learn that texts do not exist in a vacuum. You will look at howwritten texts differ depending on the place the text is found, for example innewspapers, advertising, law, stand-up comedy, etc. You will study a range ofdifferent kinds of spoken English, such as speeches, face to face conversations,telephone conversations and interviews.


Unit 1

In this unit we focus on the way YOU read texts and consider what they can teachus about human experience. You will be encouraged to discuss, evaluate,analyse and respond creatively to a variety of written and visual texts. Theactivities you will take part in include: keeping a journal of personal responsesto texts, creating an alternate ending to a text, participating in discussions anddebates, exploring the way a film text is constructed, and investigating ideasand concerns in texts.

Units 3 & 4

In this unit you will look at how meaning is created when a novel or play isperformed or adapted for performance. You will, for example, compare a printtext with the text’s adaptation into film and present a written evaluation of a playin performance. You will explore the ways in which writers express views andvalues through their work and review a text of your own choosing.

Unit 2

This unit focuses more on the ways literature reflects particular historicalcontexts and will develop your critical and creative writing skills. You will beasked to compare a variety of texts from similar eras, examine the specificcharacteristics of a particular genre, respond creatively to a text, and completedetailed analyses of aspects of texts, such as language and characterization.

In this unit you will explore your own responses to a variety of texts and presentinterpretations of what you read, developing the ability to write both creativelyand analytically about texts. You will present a creative response exploring thethemes and writing style of the texts studied, evaluate the assumptions thatothers make about texts, and develop the ability to closely analyse key passagesfrom the texts that you read.

Literature• Literature is a subject for students who are highly motivated to read and discuss texts.• Literature is about getting to know, enjoy and respond to a wide range of texts. These include novels, plays, poems, film, television, and multimedia texts. • We look at how readers relate their own experiences to the ones they learn about in texts. We examine how texts are constructed and how they are connected to a

writer’s culture.


Languages Other Than English – LOTE Italian


Unit 1

Students will develop language skills using a combination of speaking, listening,reading and writing activities. Speaking skills will be developed through informalconversation or oral presentation. The listening and reading skills will be based onextracting information and filling in charts or tables. The writing tasks will includea reply to a letter and a personal response in the form of a review or article.

Units 3 & 4

This unit contains activities that are designed to develop and enhance the skillsacquired in Units 1 & 2. Students will be assessed on the basis of the three taskswhich include:

• a 250 word personal or imaginative written piece• Analysis and extraction of information from spoken texts• A 3-4 minute role play focusing on the resolution of an issue.

Unit 2

Students will continue to improve the four language macro-skills through role-playor an interview. The listening and reading skills will be further developed by listeningto spoken texts and eliciting information through written passages. Written skillswill be enhanced through producing a journal entry, a personal account, or a shortstory.

Students will continue to build on skills developed in previous units. Students willbe required to complete three tasks which include:

• analysing and using information from written texts• A 3-4 minute interview on an issue related to topics studied previously.• A 250-300 word informative, persuasive or evaluative written response.

Italian Partnership

The Catholic Regional College Federation has recently established a relationship with four schools in the region ofMarche in Italy.

In 2008, seventeen students visited Catholic Regional College Sydenham to build a rapport with us and develop theirunderstanding of Australia and it’s language.

In 2009, our students spent a week in these sister schools and experienced a differenteducational system. This allowed them to immerse themselves in the Italian culture,practice their language and enhance their performance in this subject

Health and Human DevelopmentOutdoor and Environmental StudiesPhysical EducationCertificate II in Community RecreationCertificate II in Community Services

Personal Development

Health and Human DevelopmentThe study of Health and Human Development is based on the premise that health and human development needs to be promoted at an individual level,and within group and community settings at national and international levels, to maximise global development potential. The study also promotes theunderstanding that nutrition plays a major role in influencing both health status and individual human development.The VCE Health and Human Development study approaches the concept of ‘development’ as a continuim, that begins with individual human developmentin Units 1 & 2 and progress towards human development at a social level in Unit 4.


Unit 1The Health and Development of Australia’s Youth

In this unit students are introduced to the concepts of health and individual humandevelopment. Individual human development is a lifelong continuous processbeginning at conception and ending with death and is perceived as involving a seriesof orderly and predictable changes, which can be classified as physical, social,emotional and intellectual.

In this unit students identify issues that impact on the health and individual humandevelopment of Australia’s youth. Students investigate one health issue in detail andanalyse personal, community and government strategies or programs that affectyouth health and individual human development.

Units 3 & 4Australia’s Health

Australians generally enjoy good health and are among the healthiest people in theworld when compared to other developed countries.The health status of Australians can be measured inmany ways, such as consideration of burden ofdisease, health adjusted life expectancy, disabilityadjusted life years (DALYs), life expectancy, under-fivemortality rate, mortality and morbidity rates,incidence and prevalence of disease.

Funding for the Australian health system involves acombination of both government and nongovernmentsources. Both government and non-governmentorganisations play an important role in theimplementation of a range of initiatives designed topromote health in Australia.

Unit 2Individual Human Development and HealthIssues

Individual human development is perceived as involving a series of orderly andpredictable changes, which can be classified as physical, social, emotional andintellectual. Over the lifespan, individuals accumulate life experiences that affect boththeir health and individual human development. This unit focuses on the lifespanstages of childhood and adulthood.

The study of health is constantly changing with many emerging issues that haveimpacts on Australia’s health and development. An ageing population, new advancesin technology, use of alternative health services, the impact of environmental changeand acknowledgement of human rights and ethics are all issues that governmentsand communities need to consider in planning for the future of the health system.

Global Health and Human Development

This unit takes a global perspective on achieving sustainable improvements in healthand human development. In the context of this unit human development is aboutcreating an environment in which people can develop to their full potential and leadproductive, creative lives in accord with their needs and interests. It is aboutexpanding people’s choices and enhancing capabilities (the range of things peoplecan be and do), having access to knowledge, health and a decent standard of living,and participating in the life of their community and decisions affecting their lives.

The World Health Organization (WHO) is the directingand coordinating authority for international healthwithin the United Nations. Both the WHO and the UNhave a range of strategies aimed at reducing globalburdens of disease and promoting humandevelopment through the achievement of theMillennium Development Goals.

Outdoor and Environmental StudiesOutdoor and Environmental Studies is a study of the relationships humans have with the outdoor environment. Theoutdoor environment is understood to include both natural environments which have minimal influence from humansand natural environments which have been subject to human intervention. There is a compulsory excursioncomponent to this subject, and although we endeavour to minimise costs, students choosing this subject must beprepared to pay for bus travel, equipment hire and instruction. Food costs will often be additional. Students willalso need access to some outdoor camping equipment such as a sleeping bag.


Unit 1Understanding Outdoor Experiences

This unit examines the various ways in which humans relate to outdoorenvironments. Its focus is on the motivation for seeking outdoor experiences,particularly from a recreational perspective. The study will also focus on a varietyof human-nature relationships in different types of outdoor environments. Theimpact of technological advancements in outdoor experiences will be studied. Anunderstanding of the outdoors and nature is strengthened through practicalexperiences and investigation at a range of locations such as: surf along theVictorian Surf Coast, multi-day hikes in the Victorian Alps. Other possible outdoorexperiences include; ocean kayaking, canoe touring, and rock-climbing.

Units 3 & 4Relationships with Natural Environments

This unit considers the patterns of use of natural environments from an historicaland contemporary context. Whilst investigating these patterns students willconsider social responses to risk taking, the effect of technology on the outdoorexperience and the role of commercialism. Outdoor experiences complement thelearning in this area and practical expeditions may include; multi-day hiking,rock-climbing, canoe touring and cycling. Possible locations visited include theMurray River, Baw Baw National Park, the Grampians National Park and the AlpineNational Park.

Unit 2Environmental Impacts

This unit focuses on the human-related impacts on natural environments. In orderto investigate the range of impacts, specific environments and the natural systemsexisting within them are first investigated. Human impacts on nature areinvestigated in the contemporary context. Outdoor recreation provides the majorfocus for studying this impact as the class undertakes outdoor expeditions in avariety of environments. Outdoor participation in this unit could include;cross-country snow skiing in the Victorian Alps, canoe touring on the upper YarraRiver or Murray River, and caving at Labertouche.

The Future of Human/Nature Investigations

In this unit students will investigate the current state of outdoor environments,looking at both the concerning details and the more favourable facts about ourcontemporary environments. This study will then investigate the sustainabilityof our current practices and will look at recent trends in ecologically sustainabledevelopment. The concept of environmentalism in our contemporary society isinvestigated. As with other units the practical component aids the learningprocess. Practical expeditions may include; snow skiing (with the possibility ofovernight tent camping above the snow line), sailing, caving and bushwalking.

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

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

This VCE study is suitable for students with a wide range of aspirations, including those who wish to pursue further formal study at tertiary level or in vocational education and training settings. The studyprepares students for such fields as the health sciences, exercise science and education, as well as providing valuable knowledge and skills for participating in their own sporting and physical activitypursuits to develop as critical practitioners and lifelong learners.


Unit 1Bodies in MotionIn this unit students explore how the body systems work together to produce movement andanalyse this motion using biomechanical principles. Through practical activities students explorethe relationships between the body systems and physical activity. They are introduced to the aerobicand anaerobic pathways utilised to provide the muscles with the energy required for movementand the basic characteristics of each pathway.

Students apply biomechanical principles to improve and refine movement. They use practicalactivities to demonstrate biomechanical principles and how the correct application of biomechanicscan lead to improved performance in sport and physical activity.

In Area of Study 3, there are two detailed studies: Technological advancements from abiomechanical perspective and Injury prevention and rehabilitation, which will expand and build onthe knowledge and skills introduced in Areas of Study 1 and 2. Students select one of these detailedstudies to explore in greater depth.

Unit 3Physical Activity Participation and Physiological PerformanceThis unit introduces students to an understanding of physical activity and sedentary behaviourfrom a participatory and physiological perspective. Students apply various methods to assessphysical activity and sedentary levels, and analyse the data in relation to adherence to theNational Physical Activity Guidelines. Students study and apply the social-ecological model toidentify a range of Australian strategies that are effective in promoting participation in some formof regular activity.

Students investigate the contribution of energy systems to performance in physical activity. Inparticular, they investigate the characteristics of each system and the interplay of the systemsduring physical activity. Students explore the multi-factorial causes of fatigue and considerdifferent strategies used to delay and manage fatigue and to promote recovery.

Unit 2Sports Coaching and Physically Active Lifestyles

This unit explores a range of coaching practices and their contribution to effective coaching andimproved performance of an athlete. The way in which a coach influences an athlete can have asignificant effect on performance. The approach a coach uses, the methods applied and the skillsused will have an impact on the degree of improvement experienced by an athlete. By studyingvarious approaches and applying this knowledge to a practical session, students gain a practicalinsight into coaching.

Students are introduced to physical activity and the role it plays in the health and wellbeing of thepopulation. Through a series of practical activities, students gain an appreciation of the level ofphysical activity required for health benefits and investigate how participation in physical activityvaries across the lifespan. They explore a range of factors that influence participation in regularphysical activity, and collect data to identify perceived barriers and the ways in which these barrierscan be overcome.

In Area of Study 3, there are two detailed studies: Decision making in sport and Promoting activeliving, which will expand and build on the knowledge and skills introduced in Areas of Study 1 and 2. Students select one of these detailed studies to explore in greater depth.

Unit 4Enhancing PerformanceImprovements in performance, in particular fitness, depend on the ability of the individual orcoach to gain, apply and evaluate knowledge and understanding of training. Students undertakean activity analysis. Using the results of the analysis, they then investigate the required fitnesscomponents and participate in a training program designed to improve or maintain selectedcomponents. Athletes and coaches aim to continually improve and use nutritional, physiologicaland psychological strategies to gain advantage over the competition. Students learn to criticallyevaluate different techniques and practices that can be used to enhance performance, and lookat the rationale for the banning or inclusion of various practices from sporting competition.

Certificate II in Community Recreation

The VCE VET Sport and Recreation program provides students with the knowledge and skills that will enhance their employment prospects in Sport and Recreation or relatedindustries.

The VCE VET program offers Certificate II in Community Recreation (Fitness) and partial completion of a Certificate III qualification from the Sport and Recreation TrainingPackage. The Certificate II and Certificate III in Community Recreation programs can provide students with the opportunity to acquire and develop skills, knowledge andconfidence to work in the areas of community and outdoor recreation. Leadership, organisational and specialist activity skills will be developed through theory and practicalsessions.

VCE STATUS OF THE COURSE: Students studying for the VCE/VET Subject Certificate II in Community Recreation will be studying a Unit 1-4 sequence, with graded assessmentin Year 12. Certificate II in Community Recreation is a scored assessed subject and can be included in a student’s best four studies for ENTER purpose, or will count as a fifthor sixth increment if not one of the student’s four highest scores. Students wishing to receive a study score for VCE VET Community Recreation must undertake scoredassessment. This consists of three coursework tasks, worth 66% of the overall study score and an end of year examination, worth 34% of the overall study score.

COURSE DELIVERY: The course is delivered at CRC Sydenham. Students undertaking this course must attend 90% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students must also participate in 10 to 20 days of work in industry since several of the compulsory units of competency are linkedto work in a relevant industry setting. They will be given the opportunity for continuous ‘hand-on’ experience.

COST OF COURSE: The upfront fee covers course delivery at the college, materials and Level II First Aid Certificate. Students must have a CRC Sydenham sports uniform.

Sample Modules (Units 1-4)

• Apply Point of Sale Handling procedures in a recreation setting • Assist in conducting sport & recreation sessions for participants• Organise and complete daily work activity • Provide equipment for activities• Provide first aid • Perform warm up stretching and cool down techniques before and• Deal with client feedback after participation in an activity• Develop knowledge sport/recreation industry • Work effectively with others• Follow occupational health/safety policies• Respond to emergency situations• Apply exercise science to community activity program• Promote the benefits of healthy eating to participants• Demonstrate basis of body functioning to an activity group• Apply the principles of community development to community recreation work• Respond to clients at risk• Assist in preparing sport & recreation sessions for participants


VET(Internal / Scored)

Subject to numbers and availability

Certificate II in Community Services The VCE VET Community Services program provides students with the knowledge and skills that will enhance their employment prospects in the Community Servicesor related industries.

The VCE VET program offers Certificate II in Community Services and partial completion of a Certificate III qualification from the Community Services Training Package.

The Certificate II and Certificate III in Community Services programs can provide pathways for students thinking about or preparing for work or further study incommunity services, such as child care, leisure and health industry, aged care, home and community care, drug and alcohol work, people with disabilities, socialhousing or people with mental health issues.

VCE STATUS OF THE COURSE: Students studying for the VCE/VET Subject Certificate II in Community Services will be studying a Unit 1-4 sequence, with gradedassessment in Year 12. Certificate II in Community Services is a scored assessed subject and can be included in a student’s best four studies for ENTER purpose, orwill count as a fifth or sixth increment if not one of the student’s four highest scores. Students wishing to receive a study score for VCE VET Community Services mustundertake scored assessment. This consists of three coursework tasks, worth 66% of the overall study score, and an end of year examination, worth 34% of theoverall study score.


STRUCTURED WORKPLACE LEARNING: Students must also participate in 20 days of work in industry since several of the compulsory units of competency are linkedto work in a relevant industry setting. They will be given the opportunity for continuous ‘hand-on’ experience.

COST OF COURSE: The upfront fee covers course delivery at the college, materials and Level II First Aid Certificate.

Sample Modules (Units1-4)

• Prepare to work in the community sector • Work effectively with people with a disability• Communicate with people assessing the services of the organisation • Work effectively in the leisure and health industry• Follow policies, procedures and programs of the organisation • Undertake community sector work within our community• Work with others • Advocate for clients• Follow safety procedures for direct care work • Operate under a casework framework• Apply first aid • Work effectively with young people• Work effectively with older people • Supporting group activities• Support the development of children

Please note: This course is currently under review by VCAA and some aspects of the course may change.




AccountingIndustry & EnterpriseBusiness ManagementEconomicsGeographyHistory—20th CenturyHistory—AustralianHistory—RevolutionsInternational StudiesInternational PoliticsLegal StudiesCertificate II in Business

Humanities

Accounting


Unit 1Establishing and Operating a Service Business

This unit focuses on the establishment of a small business and the accountingand financial management of the business. You will be introduced to theprocesses of gathering and processing data, and generating this data into basicaccounting reports such as a balance sheet and profit and loss statement. Youwill examine how business owners fund and structure their businesses, how theyset prices and the importance of the business bank account. Cash budgeting,taxation and investment are also explored.

Unit 3Recording and Reporting for a Trading Business

This unit introduces the double-entry accounting system using the accrual basisof accounting. Students build on their understanding of cash and credit journals,financial reports and the operation of the perpetual inventory system. Theimportance of accounting principles, qualitative characteristics and balance dayadjustments are covered in detail.

Unit 2Accounting for a TradingBusiness

This unit focuses on accounting for a single activity sole trader. You will use asingle entry recording system for recording and reporting cash and credittransactions of stock. You will also use financial information and non-financialinformation to evaluate the performance of a business. A small businesscomputerised accounting package will also be explored.

Unit 4Control and Analysis of Business Performance

This unit provides an extension of the recording and reporting processes fromUnit 3 and the use of financial and non-financial information in assistingmanagement in the decision-making process. The unit covers the accrualrecording and reporting system for a single activity trading business using theperpetual inventory recording system. You will learn about the role andimportance of budgeting for the business and undertake the practical completionof budgets for cash, financial performance and financialposition. In this unit you will evaluate the information preparedand analyse the results in order to suggest strategies to theowner.

Industry and Enterprise

Unit 2

Enterprise & Leadership in Australian Industry

This unit focuses on work in an Australian industry setting. It exams the following key areas :

• The work changes taking place in an Australian industry.

• The importance of enterprise and innovation in the workplace.

• Australian growth industries.

• Major stake holders in industry.

• Entry level skills, and career pathways with industries.

Eligibility : Students who are undertaking a VET Course, maybe required to choose this unit of study, along with one Unit of Religious

Education over the year.


Business ManagementYou will explore the operations of a small business and its likelihood of success.


Unit 1Small Business Management

In this unit you will examine the contributions of small business to theAustralian economy.

In decision-making, planning, evaluation and the day-to-day operations ofa small business. You will apply business theory to real life and businesscase scenarios. You will also develop a business plan for your own businessidea.

Unit 3Corporate Management

In this unit you will examine the role and contributions of large-scaleorganisations to the Australian economy. You will study managementfunctions and the internal and external environments of large scaleorganisations. The internal business environment involves the study ofmanagement structures, corporate culture, roles and management styles.You will also examine how operation management strategies aim toimprove the productivity and competitiveness of the large scaleorganisation.

Unit 2Communication and Management

In this unit you will examine the importance of effective communication inachieving business objectives. You will study a range of communicationmethods and forms in the context of small business. You will develop amarketing plan for a small business as well as examine the importance ofpublic relations and maintaining a positive image for the business.

Unit 4Managing People and Change

In this unit you will examine the human resource management in largescale organisations. You will study employee work conditions, theemployment cycle and employee relation policies. In addition you willstudy the importance of change management to large scale organisationsand the way change can be managed effectively. You will apply thisknowledge to one significant change issue for example as socialresponsibility, or technological development.

Economics


Unit 1Economics: Choices & Consequences

The focus of this unit is the study of markets, economic decision making andissues of importance to the Australian economy. You will learn about the forces ofsupply and demand and how they affect specific areas such as the stock marketand real estate market. Key economic objectives such as inflation, unemploymentand economic growth are explored, as well as the economic impact of climatechange and strategies to improve our environment.

Units 3 & 4Economic Activity and Objectives

The focus of this unit is to studyeconomic activity and the factors thataffect the achievement of theAustralian Government’s economicobjectives, such as economic growth,full employment and price stability. Areview of the recent performance of theAustralian economy in relation to theseobjectives is then completed.

Unit 2Economic Change: Issues and Challenges

The focus of this unit is the study of Australia’s external relationships and ourcountry’s influence in the world economy. You will learn of the importance ofimports and exports in our economy, and why relationships with other countriesimpact on our standard of living. You will also come to understand the full extentof economic globalization, and the influence of multinational companies such asMicrosoft, McDonalds and Nike. Emerging economies such as China and India willbe explored in detail.

Economic Management

You will develop an understandingabout how economic policies operateto achieve economic objectives. Thepolicies include budgetary policy,monetary policy and micro-economicreform. You will develop a generalknowledge of the operation of thepolicies over the last three years. Anunderstanding of the language,theories and tools of economics willenable you to develop a criticalperspective about the role of thesepolicies in the current governmentpolicy mix.

GeographyNB: Geography has an additional yearly cost for fieldtrips.


Unit 1Natural Environments

The major focus of this unit is aninvestigation of the characteristics ofand changes to natural environments.Some of the natural environments wewill be studying are coasts, Antarcticaand volcanoes. The study of ourcoastline from Queenscliff to Airey’sInlet is the focus of a field trip and weinvestigate the physical features ofthe coast and the impact humanshave had on this region.Other world wilderness areas are studied and compared and students present aPowerPoint presentation on a region of their choice.

Units 3 & 4Regional Resources

This unit focuses on how people in different parts of Australia use and managetheir resources on a regional and local scale. The study of water, particularly inthe Murray-Darling basin, is a major focus.On a local level we will investigate the use and management of a resource and itssustainability for the future. Such resources could include national parks,shopping centre’s or recreation centre’s.The fieldwork investigation will involve a visit to Wilson’s Promontory and OrganPipes National Park.

Unit 2Human Environments

This unit investigates thecharacteristics of rural and urbanenvironments which have beenpredominantly changed by humanactivities. At least two humanenvironments will be studied - one inAustralia and one from anothercountry, investigating a range oflifestyles.

A field trip for this unit will involvecomparing living at The Docklands to living on the Mornington Peninsula oranother region.

Global Perspectives

This unit focuses on geographic characteristics of global phenomena andresponses to them. One global phenomena which will be studied is the humanpopulation, how it has changed over time and how it has impacted on other globalphenomena such as migration and tourism. Other phenomena studied couldinclude landmine devastation, plate tectonics, global warming or global fishing.

History – 20th CenturyHistory is about examining our past and attempting to understand people and events that have shaped our present society.This course looks at some of the major issues and events in the twentieth century which was a period marked by significantchange. Society and individuals were in a state of conflict and change. New forms of economic and political organisation andcultural expression arose reflecting different responses to these changes.


Unit 1Twentieth Century History (1900-1945)

This unit considers the way in which Western societies responded to thesechanges and how they affected people’s lives. Students will examine the causesand effects of WW 1; the economic, political and social changes of the 1920’s and1930’s; the rise of Hitler and the impact of Nazism on German society; and, to alesser extent, the causes and consequences of WW 11.There are three areas of study for this unit.

1. Crisis and conflict This area of study will include• Europe prior to WW 1• emergence of new political ideas about social and economic order

2. Social lifeThis area of study will include• change and continuity in the patterns of social life and the role of class and

gender in the 1920’s and 1930’s• factors influencing change in social life especially economic and

technological developments

3. Cultural expressionThis area of study will include• examination of the work of a movement, group or individual• the relationship between such cultural expressions and political, social or

economic developments of the period.

Unit 2Twentieth Century History (since 1945)

This unit considers some of the major themes and principal events of post-WorldWar II, and the ways in which individuals and communities responded to thepolitical, economic, social and technological developments in domestic, regionaland international settings. Students will examine the causes and events of theCold War period and its effect on the relationship between the U.S. and Russia;the role and influence of the UN; the struggle for independence by formercolonies and repressed groups; various movements for social, political andeconomic change within and between nations. It will include a case- studyexamination of the ways in which particular individuals and communities ledand responded to various challenges.There are three areas of study for this unit.

1. Ideas and Political Power This area of study will include• the principal features of the Cold War conflict • the ways in which the competing groups represented themselves and

each other

2. Social Movements This area of study will include• a group or groups which challenged the existing structure of social and

political power• how the groups expressed their views culturally

3. Issues for the MillenniumThis area of study will include• factors which brought about change in the social

experience of a community• the way in which the community responded, and were

affected by these events.

History – Australian

History – Revolutions


Units 3 & 4

The Australian History course examines the settlement of Port Philip District (Victoria)and the reasons behind the immigration of thousands of people from England, Irelandand Scotland between 1830 and 1860. This area of study will also examine the impactof European settlement on the Aboriginal population of Port Phillip District whichranged from the introduction of deadly diseases to violence and the deprivation offood, water and other vital resources. We end this area of study with a brief look at theGold Rush of the 1850’s and its lasting impact which is reflected in the majesticbuildings of Melbourne, Ballarat and Bendigo. The second area of study, Nation, Raceand Citizen (1888-1914) is a study of the hopes and fears that shaped the vision ofthe nation such as the fear of invasion and women’s suffrage which influenced thetype of nation that Australia was to become after Federation in 1901.

Our next area of study looks at the first real test that the newlyFederated nation faced – World War One (1914-1918). Weanalyse the reasons for Australia’s involvement in the war andthe impact of the war on the home front. We also study thereasons why many young Australians volunteered to fight sofar from home. Finally, we examine the impact of immigrationon Australian society from the 1960’s to 2000 and the originand purpose of policies such as the ‘White Australia Policy’which were fiercely debated and greatly influenced themakeup of Australian society.

Units 3 & 4

History Revolutions looks at the role of ideas, leaders, movements and events as theprimary causes of revolutions. Students are asked to evaluate the relevantsignificance of these factors and determine what caused the French and RussianRevolutions. History Revolutions requires students to determine whether therevolutions were successful. Key focus points are the way revolutionary governmentsrespond to crises, like external forces and bankruptcy, and whether average citizensbenefitted from the change in regime.

Throughout the year students will look at key historical figures from France like KingLouis XVI, Marie Antoinette, Danton and Robespierre. During our study of Russiastudents will study the fall of the Romanov dynasty and the relative success of Lenin and Trotsky’s Communist regime. Across both units of study students will look at theimpact of war on internal politics and the subsequent justification of terror andbloodshed.

International Studies


Unit 3Global Issues and Conflicts

This unit investigates recent global politics and the nature of conflict since theend of the Cold War.

• The unit begins with an examination of the concepts of globalisation and internationalism and the increasing interdependence of people and societies across a range economic, cultural and security matters.

• Students explore increasingly complex notions of national interest, sovereignty, autonomy and independence.

• Students undertake a study of the nature of conflict in a post-Cold War world no longer divided into two ideological blocks.

• Students examine the changed nature of the conflicts based upon tensions which may be religious, ethnic, economic or nationalist. Many of these conflicts have been fought within the new context of global terrorist networks.

Unit 4International Relations

While internationalism and globalisation have had a significant impact on theAsia-Pacific region, this unit will focus primarily on the interactions betweenstates which remain the dominant form of political organisation.

• The unit begins with a study of the concepts of national interest and powerand the way states use power in the Asia-Pacific region.

• Australia’s position in the region, and the world, and the way in which it has asserted its national interest, is then investigated.

International Politics


Unit 1Politics, Power and People

This unit will introduce you to the study of politics by considering key conceptsand ideas including representation, citizenship, power and democracy.You will analyse the exercise of political power by comparing a democratic with anon-democratic system. Consideration will be given to mechanisms that legitimisethe exerciser of political power and the ways in which this legitimacy can beundermined.You will consider the ideologies that underpin political structures and interactions,and the ways in which ideologies affect the exercise of political power. You willalso consider the nature and context of leadership through the study of asignificant post-World War II political leader.

Unit 2The Global Picture

You will focus on the nature of contemporary international relations and theevents that shaped them. You will develop an understanding of key terms andconcepts, and consider factors which influence international relationships andthe role of states. You will investigate the way a selected state (or group of states)is able to exercise power internationally and a contemporary international conflictor area of instability.

Legal StudiesUnit 1Criminal Law in action

In this unit you will examine the need for laws in society, investigate the key featuresof criminal law, how it is enforced and adjudicated and possible outcomes and impactsof crime. You will learn about different types of crimes and explore rights andresponsibilities under criminal law. You will study the role of parliament andsubordinate authorities in law-making, as well as the impact of the Victorian Charterof Rights and Responsibilities on law enforcement and adjudication in Victoria.

Finally you will explore the main features and operations of criminal courts andconsider the effectiveness of the criminal justice system in achieving justice.

Unit 3Law Making

You should develop an understanding of the institutions that determine our laws, andtheir law-making powers and processes. You will evaluate the effectiveness oflaw-making bodies and examine the need for the law to keep up to date with changesin society.

You will study the key features and operation of parliament, and influences onlaw-making, with a focus on the role of the individual.

Central to the investigation of law-making is the role played by the CommonwealthConstitution. You will develop an understanding of the importance of the Constitutionin their lives and on society as a whole, and undertake a comparative analysis withanother country. You will study the important role played by the High Court ofAustralia in interpreting and enforcing the Constitution, and ensuring that parliamentsdo not act outside their areas of power nor infringe protected rights.

Finally you will investigate the nature and importance of courts as law-makers andundertake an evaluation of their effectiveness as law-making bodies, and therelationships that exist between parliaments and courts.

Unit 2Issues in civil law

In this unit you will examine the rights that are protected by civil law, as well asobligations that laws impose. You will investigate types of civil laws and related casesand issues and develop an appreciation of the role of civil law in society and how itaffects individuals.

You will study how civil disputes are resolved through judicial determination andalternative methods in courts, tribunals and independent bodies. You will examinethese methods of dispute resolution and evaluate their effectiveness.

Individuals can influence a change in the law by taking a case to court. You will studyon cases that have had a broader impact on the legal system and on the rights ofindividuals.

Unit 4Resolution and Justice

The legal system provides mechanisms by which legal disputes of both a criminal anda civil nature can be resolved in a fair and just manner. Dispute resolution bodies suchas courts and tribunals employ a range of means and processes that enables theresolution of legal disputes.

In this unit you will examine the institutions that adjudicate criminal cases and civildisputes. You will investigate methods of dispute resolution that can be used as analternative to civil litigation. You will study the processes and procedures followed incourtrooms and develop an understanding of the adversary system of trial and thejury system, as well as pre-trial and post-trial procedures thatoperate in the Victorian legal system. Using the elements of aneffective legal system, you are to consider the extent to which courtprocesses and procedures contribute to the effective operation ofthe legal system. Finally you should consider reforms or changesthat could further improve its effective operation.


Certificate II in Business

The VCE VET Business Administration program provides students with knowledge and skill development for the achievement of competence to enhance their employmentprospects within a broad range of business and industry settings.

The VCE VET program offers Certificate II in Business and selected units of competence from Certificate III in Business. The Certificate II and Certificate III in Businessprograms can provide students with entry-level skills to work in a clerical/administrative assistant role as clerical-administrative professionals are employed in allindustries. Administrative careers are offered in a range of enterprises from large corporations to small specialist businesses.

VCE STATUS OF THE COURSE: Students studying for the VCE/VET Subject Certificate II in Business will be studying a Unit 1-4 sequence, with graded assessment in Year12. Certificate II in Business is a scored assessed subject and can be included in a student’s best four studies for ENTER purpose, or will count as a fifth or sixth incrementif not one of the student’s four highest scores. Students wishing to receive a study score for VCE VET Business must undertake scored assessment. This consists of threecoursework tasks, worth 66% of the overall study score and an end of year examination, worth 34% of the overall study score.


STRUCTURED WORKPLACE LEARNING: Students must also participate in 10 to 20 days of work in industry since several of the compulsory units of competency are linkedto work in a relevant industry setting. They will be given the opportunity for continuous ‘hand-on’ experience.

COST OF COURSE: The upfront fee covers course delivery at the college, materials and some texts.

Sample Modules (Units 1 – 4)

• Participate in OHS processes • Use business technology• Communicate in the workplace • Process and maintain workplace information• Work effectively with others • Maintain daily financial/business records• Produce simple WP documents • Organise personal work priorities and development• Organise and complete daily work activities • Organise workplace information• Handle mail • Design and produce business documents• Communicate electronically • Promote innovation in a team environment




Year 11 Mathematics Study OptionsYear 12 Mathematics Study OptionsSelecting your Mathematics ProgramUsual Mathematics Paths

Mathematics

Mathematics

When selecting your Mathematics studies for VCE you need to consider the following points.

1. VCE Mathematics studies continue and build on the work you have done in the previous years of schooling. You need to have a sound understanding of Graphs, Algebra, Geometry, Trigonometry, Statistics and Probability as studied in Year 10.

2. Well established habits of regular study in the subject provide the basis for selection of mathematics at VCE.

3. You need to have a strong desire to further your knowledge in Mathematics, thus complementing your studies in the sciences and other relevant areas.

4. CRC Sydenham does not recommend the study of Mathematical Methods by itself unless the student is taking a more academic course of study.

5. All students selecting Mathematics at VCE need to have a TI Nspire CAS calculator.

6. Essentially your selection of mathematics at VCE comes down to whether you take one or two mathematics studies each year.


Which Mathematics should I

choose?

The following pages show

possible options that students

have when choosing their

mathematics units for Year 11.

Year 11 Mathematics Study Options

General Mathematics Units 1 & 2 (for Further Mathematics Year 12)These units are designed for students who are considering doing Further Mathematics in Year 12. Students who select these units would be those who have achievedreasonable results and have worked consistently at their Year 10 mathematics.

These units cover a broad range of topics including Linear Graphs, Algebra, Arithmetic, Geometry and Trigonometry, Statistics and Financial Mathematics.Assessment includes topic tests, analysis and application tasks as well as end of semester examinations.General Mathematics is taken with other studies from humanities, technology, visual and creative arts and health and physical education.

Advanced General Mathematics Units 1 & 2 (for all students taking Mathematical Methods Units 1 & 2)These units are provided for students to make a thorough preparation for two mathematics studies in Year 12.Students selecting these units would be committed to mathematics, enjoy the challenge of studying more difficult concepts such as in Core Plus and have participated wellin all classwork.

Topics covered are similar to those in General Mathematics while working at a quicker pace and including extra topics such as Sequences and Series, further Trigonometryand more algebra. All these are designed to provide a sound basis for study of Year 12 mathematics.Assessment includes topic tests, analysis and application tasks as well as end of semester examinations.

Mathematical Methods Units 1 & 2This is essential preparation for Mathematical Methods in Year 12 and should be studied in conjunction with Advanced General Mathematics as outlined above. Therefore itis recommended to have done the core plus subject. These units cover a broad range of topics including Probability, Functions and Graphs (including quadratic and cubicfunctions), Calculus and Trigonometry. Assessment includes topic tests, analysis and application tasks as well as end of semester examinations.

Advanced General Mathematics (One Unit) with Mathematical Methods Units 1 & 2.This selection is available to students taking one unit of Religious Education together with a more academic course, including Mathematical Methods Units 1 & 2. The collegetimetables will determine in which semester the Advanced General Mathematics unit is studied.

Mathematical Methods 1 and 2 with Further Mathematics Units 3 & 4.Students selecting this Year 12 subject while in Year 11 should be capable mathematics students who have participated well in class.


Year 12 Mathematics Study Options

Further Mathematics Units 3 & 4These units may be studied alone or with Mathematical Methods 1/2 in Year 11, or Mathematical Methods 3 & 4 in Year 12. TheFurther Mathematics 3 & 4 course assumes that you have satisfactorily completed General Mathematics 1 & 2.

The topics covered in this course include Statistics, Data Analysis, Geometry, Trigonometry, Matrices and Graphs and Relations.Assessment for these units is 66% exams and 34% school assessed coursework.

Mathematical Methods Units 3 & 4These units can be studied alone or with either Specialist Mathematics Units 3 & 4 or Further Mathematics Units 3 & 4. The Mathematical Methods Units 3 & 4 courseassumes that you have satisfactorily completed Mathematical Methods 1 & 2. These units are often prerequisites for tertiary courses such as Science and Commerce.The topics covered in this course include Calculus Algebra, Trigonometric Functions, Coordinate Geometry and Probability. Assessment for these units is 66% exams and34% school assessed coursework.

Specialist Mathematics Units 3 & 4Specialist Mathematics must be studied in conjunction with Mathematical Methods 3/4 and is a prerequisite for tertiary courses such as engineering and mathematics.The normal pathway to Specialist Mathematics is from Mathematical Methods Units 1 & 2 and Advanced General Mathematics Units 1 & 2 in Year 11.

The topics covered in these units include Complex Numbers, Vectors, Trigonometry, Coordinate Geometry, Calculus and Mechanics. Assessment for these units is 66%exams and 34% school assessed coursework


Selecting your Mathematics Program

Options AvailableSelecting one Mathematics Subjects:

Course 1: General Mathematics Units 1 & 2.This option is for those students that have sound mathematical ability and have obtained reasonable results in Year 10 mathematics. The students who choose this option would be preparing for the study of Further Mathematics Units 3 & 4 in Year 12.

Selecting two Mathematics Subjects:

Course 2: Mathematical Methods Units 1 & 2 and Advanced General Mathematics Units 1 & 2.This option is for those students who have a strong mathematical ability and have obtained very good results in Year 10 mathematics. These students would have participated in a year 10 accelerated mathematics program. In Advanced General Mathsthere will be more topics covered and in greater depth. These students are making excellent preparation for studying Year 12 Mathematical Methods. Students selecting this course are also preparing for the selection of both Specialist Mathematics and Mathematical Methods in Year 12, OR Further Mathematics Units 3 & 4 with Mathematical Methods Units 3 & 4.

Option 2(a): Mathematical Methods Units 1 & 2 with one semester of Advanced General Mathematics (M).This selection is available to student taking one Unit of RE only (RE Option Y)This option is for those students who have a strong mathematical ability and have obtained very good results in Year 10 mathematics. These students would have participated in a year 10 accelerated mathematics program. In Advanced General Maths there will be more topics covered and in greater depth. These students are making very good preparation for studying Year 12 Mathematical Methods. Students selecting this course are also preparing for the selection of both Specialist Mathematics and Mathematical Methods in Year 12, OR Further Mathematics Units 3 & 4 with Mathematical Methods Units 3 & 4. The College Timetable will determine which Semester this Unit will be studied in. If interested, students need to place this as one of their reserved choices.

Option 2(b): Mathematical Methods Units 1 & 2 and Further Mathematics Units 3 & 4. This course is for students who have completed an accelerated program in year 10 (especially General Mathematics Units 1 &2), and have obtained excellent results. The students who choose to do this option would be considering doing Mathematical Methods Units 3 & 4 in Year 12.



Usual Mathematics Paths

COURSE 1 General Units 1 & 2 Further Maths Units 3 & 4

COURSE 2

Advanced General Units 1 & 2 andMath Methods Units 1/2

Math Methods Units 3 & 4WithSpecialist Maths Units 3 & 4 or Further Maths Units 3 & 4

COURSE 2(a)

Math Methods Units 1 & 2 andAdvanced General Maths(one unit)

Math Methods Units 3 & 4WithSpecialist Maths Units 3 & 4 or Further Maths Units 3 & 4

COURSE 2(b)Math Methods Units 1 & 2 and Further Maths Units 3 & 4 Math Methods Units 3 & 4

Only available to interested students who have elected RE option Y

BiologyChemistryPhysicsPsychologyEnvironmental ScienceCertificate III in Laboratory Skills

Science

BiologyThe Levy Fee is $70 for 2011. Students are encouraged to study at least one Unit of Chemistry before undertaking Biology in Units 3 & 4.


Unit 1Unity and Diversity

Cells in action – develop an understanding of cells,their specialised structures and how they regulatetheir internal environment. Examine how cellsreplicate via mitosis and how they obtain energy viacellular respiration and photosynthesis.

Functioning organisms – discover the many ways inwhich plants and animals reproduce, obtain andtransport nutrients, and dispose of wastes. Enhanceyour practical skills with experiments in class andfieldwork at the Werribee Zoo.

Unit 2Organisms and their environment

Adaptations of organisms – learn about therelationship between the environment and anorganism’s adaptations for survival. Discoverfascinating ways in which organisms respond to achanging environment and investigate differentbehavioural, physiological and reproductive strategies.

Dynamic ecosystems – explore different types ofecosystems and the interactions between organismsthat live there. Discover the ways in which ecosystemsare subject to changes, such as habitat destruction andglobal warming and the impact this has on anorganism’s survival. Develop your data collection skillswith trips to the Melbourne Zoo and Barwon Heads.

Unit 3Signatures of Life

Molecules of life – delve into the wonderful world of cells and macromolecules.Examine the chemical properties of DNA, protein, lipids and carbohydrates andthe ways in which these molecules make up living organisms. Enhance yourunderstanding of cellular processes and macromolecules with a trip to GTAC.

Detecting and responding – discover the ways in which organisms respond totheir environment and maintain homeostasis. Investigate the interaction of nervesand hormones to regulate body processes and the role of the immune system infighting pathogens.

Unit 4Continuity and change

Heredity – develop an understanding of genes and how they determine thecharacteristics of organisms. Learn about inheritance of genes and different genemutations. Discover the exciting new field of gene technology and the issuessurrounding this. Enhance your practical skills with a trip to the GeneticsDepartment at Melbourne University.

Change over time - examine the evidence behind the theory ofevolution and then make up your own mind. Find out howhumans intervene in the evolutionary process by selectivebreeding, stem cell research and gene therapy.

ChemistryChemistry is the study of substances encountered in everyday life. It enables us to understand how and why chemicals are being used and their effectson the environment. Successful completion of VCE Chemistry forms the basis for tertiary studies in many courses such as Medicine, Dentistry,Pharmacy, Chemical Engineering, Nursing, Laboratory Technician and many more. (You should carefully investigate the VCE requirements for Tertiarycourses). All units of Chemistry require a strong Mathematics background and good memory skills.


Unit 1The Big Ideas of Chemistry

The story of chemistry begins with the building of the Periodic Table from speculation,debate and experimental evidence. The Periodic Table provides a unifying framework forstudying the chemistry of the elements using their chemical and physical properties tolocate their position. The electron configuration of an element, its tendency to form aparticular bond type and its ability to behave as an oxidant or reductant can all be linkedto its position in the Periodic Table. A study of the development of our understanding aboutthe internal structure of the atom illustrates to students the collaborative and step-by-stepway in which scientific theories and models are formed. Students study the models formetallic, ionic and covalent bonding. They consider the widespread use of polymers as anexample of the importance of chemistry to their everyday lives. Students investigate theuses of materials and how these have changed.

Unit 2Environmental Chemistry

Living things on earth have evolved to use water and the gases of the atmosphere in thechemical reactions that sustain them. Water is used by both plants and animals to carry outtheir energy-producing reactions, dissolve their nutrients and transport their wastes. Theatmosphere supplies life-giving gases, provides temperature that sustains life, and givesprotection from harmful radiation. Algae blooms, salinity, acid rain, depletion of ozone,photochemical smog and global warming, continue to have an impact on living things andthe environment. Students will investigate how chemistry is used to respond to the effectsof human activities on our environment.Typical tasks of environmental chemists include monitoring the concentration of wastes inthe effluent from an industrial plant and monitoring air quality. Quantitative chemicalcalculations play an essential role in these tasks and students are introduced to the typesof calculations used every day by analytical chemists.

Unit 3Chemical Pathways

In this unit students investigate the scope of techniques available to the analytical chemist.Chemical analysis is vital in the work of the forensic scientist, the quality control chemistat a food manufacturing plant, the geologist in the field, and the environmental chemistmonitoring the health of a waterway.Each technique of analysis depends on a particular property or reaction of the chemicalbeing investigated. Consequently, an understanding of the chemistry is necessary inlearning how and why the techniques work. Some techniques of analysis have been refinedover many years to make them quicker and more accurate. Other techniques are now usedin combination to provide higher and more reliable levels of accuracy, eg. Gaschromatography and mass spectrometry.Students investigate organic reaction pathways and the chemistry of particular organicmolecules. A detailed knowledge of the structure and bonding of organic chemicals isimportant to the work of the synthetic organic chemist. Students investigate the role oforganic molecules in the generation of biochemical fuels and forensic analysis.

Unit 4Chemistry At Work

In this unit students investigate the industrial production of chemicals and the energychanges associated with chemical reactions. Chemical reactions produce a diverse rangeof products we use and depend on every day. Access to large quantities of raw materialsand reliable energy supplies for these reactions is necessary to maintain continuousproduction of high quality useful chemicals. Features that affect chemical reactions suchas the rate and yield or equilibrium position are investigated. Students explore how anunderstanding of these features is used to obtain optimum conditions in the industrialproduction of a selected chemical.Our society uses a range of energy sources, including coal to generate electricity and gasfor heating, oil for transport, and solar and wind for small and large scale production ofelectricity. Students investigate how energy is produced from available resources.Galvanic cells and electrolytic cells operate by transforming chemical and electrical energy.Students investigate their operating principles, both in the laboratory and in importantcommercial and industrial applications, including fuel cells.

Physics

Our world today has been dramatically shaped - both for good and otherwise - by the application of physics to the world around us. Manwalking on the moon, the very latest computer technology, communications, appliances in the home; all of these have been made possibleby applying the laws of physics to solving problems. In Units 1-4 Physics, you have an opportunity to acquire the basic skills that will allowyou to:

• appreciate the impact of physics on modern society • wonder at the marvels of physics at work in nature• investigate some current controversial issues that involve physics knowledge and• pursue further studies in a variety of areas in the tertiary sector

All units of physics require a strong Mathematics background.


Unit 1Electricity, Nuclear and Radioactivity, Physics, Alternative Energy

Some of the questions that can be answered are :

•How can a bird sit on a power line without being electrocuted?•Why do car lights dim when you start the car?•Is Solar Power the answer to our needs?•Why do cancer patients have radiation treatment?

Unit 2Movement, Wave Properties of Light, Medical Physics

Some of the questions that can be answered are :

•Why do we get a thrill on a rollercoaster ride?•What happens to a driver during the 0.2 seconds of a car collision?•How does a compact disc work?•Why is the sky blue?•How does a microwave cook food?

Unit 3Motion, Electronics and Photonics, Structures And Materials

Some of the questions that can be answered are:• Why do motorcycles ‘lean’ when they round a bend?• How can I become ‘weightless’ without going into outer space?• What building materials are tough but not strong?• Why does a light come on automatically when it gets dark?• How can sound be carried by light along an optic fibre?• What physics can be used to analyze the motion of Olympic athletes?

Unit 4Light and Matter, Electric Power, Sound

Some of the questions that can be answered are:• Is light a wave— or something else?• How can I make this motor spin faster?• Why do we use very high voltages in power lines?• How loud is 120 decibels?• Why do the bass sounds seem so loud?• What harmonics are produced by a musical instrument?

Unit 3The Conscious Self

This unit focuses on the relationship between the brain and the mind throughexamining the basis of consciousness, behaviour, cognition and memory. Studentsexamine a variety of brain research methods used to study the structure andfunction of the brain and nervous system, and explore the nature of consciousnessand altered states of consciousness including sleep. The function of the nervoussystem in memory is explored and the ways in which information is processed,stored and utilised is investigated. Students also apply different theories ofmemory and forgetting to their everyday learning experiences.

Unit 4Brain, Behaviour and Experience

This unit focuses on the interrelationship between learning, the brain and itsresponse to experiences, and behaviour. Students explore the notion of brainplasticity and investigate learning as a mental process leading to the acquisitionof knowledge, development of new capacities and changed behaviours. Thebiopsychosocial approach to mental health and illness is investigated anddifferent concepts of normality are explored. Students also use a biopsychosocialframework to explore the nature of stress, simple phobia and a selected mentaldisorder.

Psychology


Unit 1Introduction To Psychology

Students are introduced to the development of psychology from its philosophicalbeginnings to a scientific study of the human mind and behaviour. Studentsconsider influences on human behaviour from biological, behavioural, cognitiveand socio-cultural perspectives. Students also focus on different psychologicaltheories used to predict and explain the human mind, and behaviours associatedwith particular stages of development over a lifespan.

Unit 2Self and Others

This unit focuses on the way a person’s attitudes and behaviours affect theirrelationship with others. Students examine what influences the formation ofindividual and group attitudes and examine the effect of culture, intelligence andpersonality. The nature of individual aggression or altruism, the positive andnegative power of peer pressure, and responses to group behaviour are alsoinvestigated.

Unit 3Ecological Issues: Energy and Biodiversity

This unit focuses on two major ecological issues which provide challenges for thepresent and the future. The consequences on the atmosphere of natural andenhanced greenhouse effects, and issues of biodiversity and its significance insustaining ecological integrity, will be examined.

The areas of study are: • Energy and Global Warming• Diversity in the Biosphere

Unit 3Ecological Sustainability

This unit focuses on pollution and its relationship to the health of humans andthe environment. It advances further understanding ofmanaging the environment to ensure development meetshuman needs while maintaining ecological integrity of theenvironment.

The areas of study are:• Pollution and Health• Applied Environmental Science

Environmental Science


Unit 1 The Environment

This unit focuses on the environment and its components.Ecological components and interaction: This area of study examines theprocesses occurring within the spheres of the earth and the interactions that occurin and between the ecological components of each major category – hydrosphere,lithosphere, atmosphere and biosphere.

Environmental change: The Environment is not static but undergoes continualchange. It can be changed by natural or human induced factors. Students usescientific data and processes to examine environmental change.Ecosystems: Students look into the characteristics of ecosystems and how andwhy ecosystems are varied and subject to change.

Unit 2 Monitoring the Environment

This unit focuses on the characteristics of environmental indicators and their usein monitoring programs.Environmental indicators: Environmental indicators for ecosystems – physical,chemical, biological or socioeconomic measures - are investigated in this area ofstudy. Student will be able to explain the nature of environmental indicators forpollution and ecological health of ecosystems.

Using environmental indicators: In this area students will investigate and reporton a local example of environmental degradation or environmental issue, using anappropriate monitoring program.

Environmental Science provides the opportunity for students to understand the structure, function and diversity of natural ecosystems on this planet and evaluate theimpact of human activities on them. This subject investigates the interactions between natural and human systems and examines the application of environmentalscience to ecologically sustainable development and environmental management.

This study is made up of four units – There are no prerequisites for entry to Units 1, 2 or 3. Students must undertake Unit 3 prior to Unit 4.

Certificate III in Laboratory Skills

The VCE/VET Laboratory skills program aims to provide students with the knowledge and skills who want to work as laboratory assistants or laboratory attendants in thefood, chemical, manufacturing, construction materials, biological/environmental or pathology industry sectors. You will acquire skills associated with the operation of alaboratory and associated technical tasks such as sampling and testing.

VCE STATUS OF THE COURSE: Students studying the VCE/VET subject Certificate III in Laboratory Skills will be studying a 1-4 sequence. Certificate III in Laboratory skillsis a scored program, which can contribute directly to your ATAR (Enter)


STRUCTURED WORKPLACE LEARNING: Students must also participate in 20 days of work in industry since several of the compulsory units of competency are linked towork in a relevant industry setting. They will be given the opportunity for continuous ‘hand-on’ experience.


• Communicate with other people • Contribute to the achievement of quality objectives• Record and present data • Perform aseptic techniques• Participate in laboratory / field workplace safety • Prepare working solutions• Plan and conduct laboratory / field work • Perform microscopic examination• Maintain the laboratory fit for purpose • Capture and manage scientific images• Receive and prepare samples for testing • Prepare culture media• Obtain representative samples in accordance with sampling plan• Perform basic tests• Assist with fieldwork• Apply critical control point requirements




Design & Technology – FabricsDesign & Technology – WoodFood TechnologyInformation TechnologySystems Engineering – ElectronicsCertificate II in HospitalityCertificate II in Hospitality – Kitchen OperationsCertificate II in Information Technology

Technology

Design and Technology – Fabrics

Design and Technology – Fabrics introduces students to the design and production of fashion and textile products. We study the role of thedesigner, then work with a design brief to develop creative solutions to produce and evaluate a viable product. This course will appeal to studentsinterested in garment and fabric construction, with a vocational interest in fashion merchandising and manufacture, retail, design, textile design,fashion and textile product development, and Fashion and Textile Quality Control. NB: Students will also be required to purchase additionalmaterials, the cost of which will depend on their chosen items for production.


Unit 1Design Modification And Production

This unit focuses on:• Introducing students to redesigning and modifying an existing scarf design.• The design process and how designers design in industry.• Developing skills in drawing fashion illustrations.• Students learn about identifying fibres, yarns and materials used for product design.• Introducing practical skills in hand knitting, embroidery, felting and patchwork to

design and make creative sample fabrics.• Introducing students to making a wearable scarf design as a product.• Enter Scarf Design in the Royal Melbourne show Fibre, Yarn, Material Exhibition.

Units 3 & 4Design,Technology Innovation And Manufacture

Students will be working on a progressive folio (SAT)This unit focuses on:• Students investigate the role of the designer and the relationship between

designer and client. • Developing skills in writing a design brief, specifications and evaluation criteria.• Introducing a range of designer profiles to inform how designers work both in • Developing skills in research, storyboard and sketching ideas to formulate

creative solutions for design options.• Testing of complex sewing processes and decorative techniques for garment

construction. • Developing skills in commercial pattern modification and sewing construction

skills.

Unit 2Collaborative Design

This unit focuses on: • Introducing students to working in groups

to design and construct a collaborative product.• Developing skills in research and creative

design for fashion illustration and storyboard purposes.

• Introducing students to quality control testing of fibres, yarns and materials andproduct evaluation methods.

• Building skills in modifying a commercial pattern for garment construction.• Introduction to sewing skills and garment construction with the emphasis on

production industry practices.• Students organising a fashion parade to show case their creations.

Product Development, Evaluation And Promotion

Students continue working on a progressive folio (SAT)This unit focuses on:• Continued learning of production techniques and processes used to produce a

garment with a focus on function, aesthetics, finish, cost and quality.• Introducing risk assessment, identification of hazards, risk control processes

associated with tools, machinery, equipment, materials, chemicals.• Developing evaluation techniques to test and check design and production

activities. • Developing skills in marketing and product promotion with the focus on

designing a magazine cover.• Show casing students work in the Victorian Fashion Awards, Apex Fashion

Awards and Spotlight evening wear competition.

Design and Technology – Wood

Design and Technology – Wood Students develop an understanding and knowledge of the core material - timber. They will do thisthrough studying not only the role of the designer but also several design processes, in order to develop a furniture based productthat meets a predetermined need. Students work with a design brief to develop, produce and evaluate a product of their owncreation. Design and Technology –Wood will appeal to a diverse range of students. Those who want to move into apprenticeshipsand also those with ambitions of tertiary studies in furniture, industrial and product design.NOTE: It needs to be stated that individual student’s designs vary greatly in the cost of materials due to scale and chosen timber types.NB: Students are only allowed to study ONE of Design and Technology – Wood or Fabrics.


Unit 1Design Modification And Production

Students learn about design, production and evaluation processes used withinthe design industry. You will study how designers develop ideas and the criticalthinking skills used to evaluate design ideas. This is done by redeveloping anexisting product documented within a design folio and then constructing yourpreferred design. Production methods and materials are considered usingoccupational health and safety (OH&S) techniques to consider risk factors.Materials are tested to gauge their suitability. Once your production is finishedyou will ascertain the suitability of the constructed design and productionprocesses.

Units 3 & 4Design, Technological Innovation And Manufacture

Students take on the role of a designer developing a product for a client or enduser. They explore the design process through Design Briefs, considering theirkey components and functions. Students explore the design and manufacture ofnew products within industry with a particular focus on factors that affect thedesigner like Australian standards, availability of materials/processes, theemergence of new technologies and market research.

Unit 2Collaborative Design

Working as a design team small groups research, design and evaluate a productor product range based on a design problem. Each team member has variousexpertise and experience as seen within the design industries. These skills areutilised within the design process of product development. The team use designconcepts such as brainstorming and mind-mapping to collectively develop asolution. The product will be produced and assessed individually. Studentproducts will be individually evaluated. The effectiveness of the groups andindividual productivity of individuals from those groups is evaluated at theconclusion of Unit 2.

Product Development, Evaluation And Promotion

Students undertake the construction of the clients/end users product consideringappropriateness of materials/processes, occupational healthand safety (OH&S) and production time managementtechniques. They learn to evaluate products bases on keyfactors like style appeal, functionality, ergonomics, pricing andreputation and use these skills factors to evaluate a range ofcommercial available products. Students conclude the unitevaluating their production planning and productivity duringthe construction phase.

Food TechnologyFood and Technology is designed to give students a greater understanding of food as a commodity and knowledge of food preparationand production from a commercial perspective. In order to gain food production skills students have a practical class every week.

NOTE: Students may also be required to purchase some additional materials, the cost of which will depend on their chosen items forproduction.


Unit 1 Food Safety and properties of Food

The emphasis of this unit is on understanding safe and hygienic foodproduction practices and the diversity of food, how it is stored and prepared toachieve a high quality product.• health and safety when handling food• different cooking methods• classification and properties of foods• using the design process to prepare high quality foods

Unit 3Food Preparation, Processing And Food Controls

In Unit 3 the functions of the natural components of key foods, use of the bestcooking techniques for key foods, food preservation and the prevention of foodspoilage are covered. Students will also look at the responsibilities of thegovernment in keeping food safe to eat.Topics covered include:• food safety and regulations, food labelling.• applying safe work practices to food preparation• the design processIn unit 3 students begin planning their SAT (folio).

Unit 2 Planning And Preparation Of Food

The emphasis of this unit is on the best methods and tools and equipment toproduce optimum results.Topics covered include:• how to prepare food for a range of situations• presentation of food

Unit 4Food Product Development And Emerging Trends

In Unit 4 the design plan that students established during unit 3 for the SAT(folio) is implemented. Students will also study:• food product development and investigate• emerging trends in product development• technological developments and environmental considerations in food product development

Information Technology

Why Study IT?

“Be nice to nerds. Chances are you ‘ll end up working for one” Bill Gates.Do you fancy yourself as the next Bill Gates (CEO of Microsoft) or Steve Jobs (CEO of Apple)?Do you want the chance to earn an average salary of around $100,000 per year?

If the answer is YES then studying I.T is for you. In a few years time you could have a full time job in areas such as game development, website design orprogramming. Many jobs offer opportunities to travel all over the world and large companies such as IBM are eager to recruit females into IT positions.

Now for the technical part . . .

Information technology Units 1 and 2You will learn about the basics of website design, programming, database applications and multi-media. In addition you willunderstand how I.T is used in society to improve our lives and become aware of the dangers of the technological revolution.

I.T. Applications, Units 3 and 4IT Apps consolidates learning from units 1 and 2 and develop a deeper understanding of website design and hosting, databasedevelopment and spreadsheet analysis. You will learn how to protect your information and how modern technologies such as wikis,blogs and social networking can be used effectively.

Software Development, Units 3 and 4For the budding game developers and programmers. Learning will be focused around programming and structures,software engineering and algorithm. You will also learn about the ethical and legal issues which surrounds thisfascinating area.


Systems Engineering – Electronics

Life as we know it would not exist without the electronically controlled devices which surround us. At work, at home, playing orwatching sport, at the movies or playing games on PlayStation or on a PC.

Systems Engineering (Electronics) gives you an opportunity to :* Understand the functions of electronic components and electro-mechanical systems* Safely set up and test a variety of electronic circuits and electrical power tools. * Learn the techniques of successful soldering so you can build circuits or use commercially available electro-mechanical systems.* Undertake a research investigation in each unit.

Units 3 & 4Integrated Systems

These units involve a study of the principles associated with integrated systems. The focus is on the functional integration of a mechanical subsystemwith an electrotechnology subsystem and the design factors to be considered. One substantial production is to be undertaken across both Unit 3 & 4.The terms ‘mechanical’ and ‘electrotechnology’ are used as descriptors for the types of systems covered by this study. Mechanical systems includepneumatic and hydraulic systems or subsystems. Electrotechnology is an inclusive term that includes electrical, electronic and micro-electronic systemsand subsystems.


Unit 1Mechanical Engineering Fundamentals

In this unit, students study fundamental engineering principles, including therepresentation of mechanical devices, the motions performed, the elementaryapplied physics, and the mathematical calculations that can be applied in orderto define and explain the physical characteristics. The unit allows for a“hands-on” approach, as students apply their knowledge and construct functionalsystems. These systems can be purely mechanical or have some level ofintegration with electrotech systems. The systems constructed can providetangible and/or realistic demonstrations of some of the theoretical principlesstudied. All systems require some form of energy to function. Through appliedresearch, students explore how these systems use or convert energy supplied tothem, and related wider environmental and social issues.

Unit 2Electrotechnology Engineering Fundamentals

This unit focuses on building understanding of the fundamental principles ofelectrical and electronic circuits, collectively and commonly referred to aselectrotechnology. Students study fundamental electrotechnology engineeringprinciples. Through the application of their knowledge students produce basicoperational systems. The systems produced by the students should employ alevel of integration between mechanical and electronic components. Studentsalso apply their knowledge and skills to research and produce technical reports.While this unit contains the fundamental physics and theoretical understandingof electrotechnology systems and how they work, the main focus remains on theconstruction of electrotechnology systems. The construction process heavilydraws upon design and innovation within the interrelated applied learning thatoccurs in the unit.

Certificate II HospitalityCertificate II in Hospitality (Kitchen Operations)

The VCE VET Hospitality program provides students provide participants with the knowledge and skills to achieve competencies that will enhance their employment prospectswithin a broad range of hospitality settings.

The VCE VET Hospitality offers two programs:• Program 1: Certificate II in Hospitality (SIT20207) and selected units of competence from SIT30707 Certificate III in Hospitality, and or• Program 2: Certificate II in Hospitality( SIT20307)(Kitchen Operations).

VCE STATUS OF THE COURSE: Students studying for the VCE/VET Subject Certificate II in Hospitality will be studying a Unit 1-4 sequence, with graded assessment in Year12. Certificate II in Hospitality is a scored assessed subject and can be included in a student’s best four studies for ENTER purpose, or will count as a fifth or sixth incrementif not one of the student’s four highest scores. Students wishing to receive a study score for VCE VET Hospitality must undertake scored assessment. This consists of threecoursework tasks, worth 66% of the overall study score and an end of year examination, worth 34% of the overall study score.


STRUCTURED WORKPLACE LEARNING: Students may also participate in a minimum of 20 days of work in industry since several of the compulsory units of competency arelinked to work in a relevant industry setting. They will be given the opportunity for continuous ‘hand-on’ experience.

COST OF COURSE: The upfront fee covers course delivery at the college, materials and some texts. In addition to this fee, students will be required to purchase chef andfood attendant uniforms and some texts. These are purchased through the College at the start of each year.

Sample Modules (Units 1 - 4)

Year 1: Units 1 & 2• Develop and update hospitality industry knowledge • Present food• Work with colleagues and customers • Clean premises and equipment• Work in a socially diverse environment • Receive and store stock • Follow health, safety and security procedures • Receive and store kitchen supplies• Follow workplace hygiene procedures • Clean and maintain kitchen premises• Apply hospitality skills in the workplace • Use basic methods of cookery• Serve food and beverage to customers• Organise and prepare food

Year 2: Units 3 & 4• Provide responsible service of alcohol • Develop and update food and beverage knowledge• Provide food and beverage service • Prepare and serve espresso coffee• Prepare and serve non alcoholic beverages




Certificate III in Information Technology

The VCE VET program offers a partial completion of ICA30105 Certificate III in Information Technology.

The Certificate III in Information Technology program can provide pathways for students to complete Certificate III through to Diploma level in either BusinessAnalysis, Systems Administration, Multimedia Integration, Software Development or Network Engineering.

VCE STATUS OF THE COURSE: Students studying for the VCE/VET Subject Certificate III in Information Technology will be studying a Unit 1-4 sequence, withgraded assessment in Year 12. Certificate III in Information Technology is a scored assessed subject and can be included in a student’s best four studies for ENTERpurpose, or will count as a fifth or sixth increment if not one of the student’s four highest scores. Students wishing to receive a study score for VCE VETInformation Technology must undertake scored assessment. This consists of three coursework tasks, worth 66% of the overall study score and an end of yearexamination, worth 34% of the overall study score.

COURSE DELIVERY: The course is delivered at CRC Sydenham. Students undertaking this course must attend 90% of all classes in order to be consideredcompetent.

STRUCTURED WORKPLACE LEARNING: Students must also participate in a minimum of 10 days of work in industry since several of the compulsory units ofcompetency are linked to work in a relevant industry setting. They will be given the opportunity for continuous ‘hand-on’ experience.

COST OF COURSE: The upfront fee covers course delivery at the college and materials.


• Operate a personal computer • Communicate in the workplace• Follow workplace safety procedures • Create user documentation• Design organizational documents using computing packages • Install and optimize operating system software• Operate computer hardware • Provide advice to clients• Operate computing packages • Run standard diagnostic tests• Integrate commercial computing packages • Apply occupational health and safety procedures• Use computer operating system • Care for computer hardware• Work effectively in an IT environment

One of the following Specialist Streams will be selected as part of the course• Applications• Network Administration• Support Stream


VET(External/ Scored)


Certificate II in Applied Fashion Design and Technology

The Certificate II in Applied Fashion Design and Technology (including selected competencies from the Certificate III course) provides students with theknowledge and practical skills in fashion design, garment construction and the application of these methods to industry practices. The course enables studentsto achieve skills that will enhance their opportunities in the application of TAFE education and employment prospects in the Fashion, Clothing and relatedindustries.

VCE STATUS OF THE COURSE: Students studying for the VCE/VET subject Certificate II in Applied Fashion & Design will be studying a Unit 1-4 sequence. Studentswho receive a Units 3-4 sequence for LMT21707 will be eligible for a 10% increment towards their ENTER - (ATAR). The increment is awarded by the VictorianTertiary Admissions Centre (VTAC).

COURSE DELIVERY: The course is delivered at CRC Sydenham. Students undertaking this course must attend 90% of all classes in order to be consideredcompetent.

STRUCTURED WORKPLACE LEARNING: It is strongly advised that students undertake at least 10 days in industry during the two year program as the units ofcompetency are linked to work in a relevant industry setting.

COST FOR THIS COURSE: The fee covers course delivery, materials and text. Student will need to purchase fabric and pattern for garment construction.


• Follow defined OH&S policies and procedures • Draw and interpret a basic sketch• Apply quality standards • Identify fibres and fabrics• Use a sewing machine • Design and produce a simple garment • Sew components • Modify patterns to create a basic styles• Identify design process for fashion designs • Work in the Textiles, Clothing and Footwear industries.


VET(Internal/ Scored)


ArtTheatreMediaMusic Performance – GroupStudio Arts—Photography/Digital ImagingVisual Communication & DesignCertificate III in Music Industry (Technical Production)

Visual & Performing Arts

Art

Art Units 3 & 4 may have extra costs depending on the nature of the practice work the individual student completes.


Unit 1

In this unit students explore the art works of artists from different cultures,societies and historical periods. They learn to develop their own points of viewabout the meanings and messages of the studied artwork and how artists havebeen inspired by ideas relating to personal and cultural identity. Students alsoexamine how the formal qualities such as the art elements and materials andtechniques communicate meaning.

In the practical area of this study students develop and apply skills whileexploring areas of individual interest to create artworks. Students apply skillsof observation and imagination to the development of their own folio ofartwork to create visual responses to a selection of set tasks. Students alsodocument their reflection of their own ideas and artmaking.

Unit 2

In this unit of study students examine the different ways artists interpret andpresent social issues and cultural expression to create art which reflects andcommunicates the values, beliefs and traditions of the societies for and inwhich it is created.

In the practical area of this study students apply skills in observation,imagination ideas or concepts as starting points to experiment with, materials,techniques, processes and art forms. Students document their creative andtechnical processes and examine how they have used art elements andprinciples to develop their visual language and to communicate how culturalaspects are evident in their artwork.

Units 3 & 4

We focus on your ideas and how these might translate into a completed seriesof works in unit 4. Your direction is totally up to you with past themesincluding, personal identity, street culture, religious themes, nature and socialinteractions. Your skills are developed and your range of techniques will bebroadened so you produced creative and individual artworks. We study arange of Australian artist from the 20th century that reflects the diversity ofcultures and ideas developing in this formational century within Australia’shistory.

This unit focuses on your opinions. We discuss and debate art issues with aview to strengthen your critical responses to artworks. The folio and personalartworks evolve from unit three and are delivered as acompleted body of work.

This body of work is the SAT (School Assessed Task), and is50% of your assessed score. Unit 4 concludes with a final yearexam that assesses your Art studies in year 12.

Theatre Studies

Drama has a levy for excursions to performances and workshops which are a compulsory component of the units.


Unit 1Theatrical styles of the pre-modern era

In this unit, you will investigate theatrical and acting styles from before the 20thCentury. These include ancient Roman and Greek Theatre, Commedia Dell’Arte,Elizabethan and Shakespearean theatre. You will be involved in acting workshops todevelop your acting and performance skills. Working in groups, you will develop youdirecting skills and learn how to creatively interpret a play. We will also travel into thecity to see a professional theatre production in a pre-modern era style. You will alsodevelop your skills at analysing the ways in which professional actors and directorscreate theatre in pre-modern styles.

Unit 3 Production Development

In this unit you will form a production team with your classmates and workcollaboratively to produce a large scale play. The play-making process will be dividedinto four designated stages of production: planning, production development,production season, and production evaluation. Each student will specialise in twoareas of stagecraft and use research and practice to enhance his/her skills in thesetwo areas. As well as reflecting on your own production methods, you will reflect onthe way in which a professional theatre company uses stagecraft and other elementsof production to interpret a play-script.

Unit 2Theatrical styles of the modern era

In this unit, you will develop your acting and directingskills by incorporating theatrical styles that came intoexistence after the 1880s and throughout the 20thcentury into your performance work. Some of thesetheatrical styles include Naturalism/Realism, Theatreof the Absurd, Epic Theatre, Theatre of Cruelty andPhysical Theatre. In such theatre styles, there isroom to incorporate dance and musical skills. In thisunit you will also develop your stagecraft skillsincluding costuming, lighting, dramaturgy,make-up, multimedia, props, promotion, set,sound and stage management. You will attend theperformance of a profession performance and willlearn the about the techniques that directors andactors use to create theatre in modern styles.

Unit 4Performance interpretation

In this unit, you will select and prepare amonologue for performance. You will develop yourskills at interpreting a character and makingcreative directorial decisions about how to bestrealise the themes of the play-script. You will alsoattend a professional performance in order to analysethe ways in which professional actors manipulateexpressive skills and the actor-audiencerelationship to convey a character.

Unit 1Representation and technologies of representation

In this unit we explore the way the media using constructs and represents realityto audiences in a range of media forms including photography, print advertisingand films. We then construct our own representation developing practical skillsusing Photoshop, InDesign and Final Cut Express in a series of practical projects.We will then explore the creative and cultural impact of new media technologies.

Unit 3Narrative and Media Production Design

In this unit you analyse how film makers construct films to engage an audiencethrough the use of production and story elements. You complete two productionexercises and develop a detailed production design plan for a major mediaproduct you will make in Unit 4. The product could be a video production, a seriesof photographs, a magazine, an animation, a multimedia product or an audioproduct.

Unit 2Media Production and the Media Industry

In this unit we will explore the production process looking at all the stages of preproduction, production and post production for photographic, print and film/videoproducts. We will construct media products taking them through all the stages ofproduction and taking on specialist roles at each stage. We will analyse Australianmedia organisations by completing a case study in an area such as thedevelopment of an advertising campaign, the production of a print magazine or TVnews program.

Unit 4Media Process, Social Values and Media Influence

In this unit you will produce a finished media product based on your design planfrom the previous unit. You will study a media text and analyse the ways in whichsocial values are reflected in that text. You will explore a range of communicationtheories, research studies and case studies to analyse the nature and extent ofmedia influence on audiences.

Media

Media Unit 3 & 4 has extra costs involved for the practical products.


Music Performance – Group

It is strongly advised that students:• have had private tuition on an instrument of their choice for a period of two to three years • have acquired an understanding of basic theory• have acquired a practical standard of second to third grade ANZCA or AMEB or an equivalent standard in modern or classical.

Music Performance (Group) has extra costs involved for workshops.


Unit 1

In this Unit we will work on developing music theory and practical music skills,performing in groups as well as solo. You will learn how to develop a repertoirefor your group and present your music to an audience in lunchtime concerts etc.You will explore a variety of styles and their history. You will learn to use harmonyand scales as the basics of improvisation and compositional skills.

Units 3 & 4Group Performance

In Unit 3 you will develop performance skills in interpreting styles and applying arange of technical and artistic techniques to present a program of music in a groupcontext. You will continue to learn about strategies and techniques for preparingensemble performances with a greater emphasis on variety and technicalproficiency.

Unit 2

We will continue to develop your knowledge of theory and focus on group andsolo performance. You will present a program of music with your group anddevelop aural skills and continue to learn to analyse different styles of music. Youwill focus on performing a great variety of music as well as looking atsocio-cultural influences that shaped music.

Group Performance

In Unit 4 we will continue to develop performance skills ina group context. You will develop a practical and theoreticalknowledge of part writing or improvisation in a variety ofmusical styles with the use of technology - “Cakewalk HomeStudio”. We will continue to develop inner hearing skillsand critical listening skills used by ensemble performers.

Studio Arts – Photography / Digital Imaging

Additional cost may be incurred if students outsource the printing of finished works in Units 3 & 4.

Unit 1

Students explore diverse sources of inspiration as staring points for the making ofartworks. Students consolidate their exploration through a process of reflection onthe development of their individual ideas in the work they produce.

Students explore a range of materials and techniques, visual effects and aestheticqualities as tools for communicating ideas, observations and experiences to makeartworks. Students evaluate and record their exploration and use of materials andtechniques.

Students also study the way artists from different times and cultures have interpretedsources of inspiration and used materials and techniques in the production ofartworks. Students compare and contrast the way artists use similar and differentmaterials and techniques and interpret ideas and sources of inspiration in producingartworks.

Unit 3

Students prepare an exploration proposal that creates a framework for an individualdesign process. The proposal sets out the student’s own creative response thatincludes a plan of how the proposal will be undertaken.

Students investigate the focus of their individual design process in breadth and depthto clarify and consolidate ideas, leading to the evolution of a range of potentialdirections. A selection of these potential directions will form the basis for theproduction of a folio of finished artworks completed in Unit 4.

Students also study the artworks of artists from more than one historical and/orcultural context(s) and identify and review issues surrounding the legal and ethicalobligations that may arise from the use of other artist’s work in the making of newartwork.

Unit 2

This unit focuses on students using a design process to produce artworks. Studentsdevelop an individual approach to locating sources of inspiration, experimentationwith materials and techniques and the development of aesthetic qualities to generatea range of directions and analyse and evaluate these prior to the production ofartworks.

Students analyse, discuss and compare and contrast the ways in which artists fromdifferent times and cultures have created aesthetic qualities and identifiable stylesto communicate ideas through the use of signs and symbols.

Unit 4

This unit focuses on the production of a cohesive folio of finished artworks based onselected potential directions developed through the design process that demonstratesskilful application of materials and techniques and realises and communicates thestudent’s ideas.

Students are required to reflect on their folio and produce an evaluation of the finishedartworks. Students provide visual and written documentation that identifies the folio focusand evaluates the extent to which the finished artworks reflect the selected potentialdirections, and effectively demonstrate a cohesive relationship between the works.

Students also examine a variety of exhibition spaces such as commercial and publicgalleries, museums, community environments, public spaces, online virtual spaces andother alternative art spaces. They develop an understanding and awareness of themethods and considerations involved in the preparation, presentation and conservationof artworks. In addition they focus on the production, presentation, promotion andmarketing of art.


Unit 1Visual Communication

The main purpose of this unit is to enable students to develop an understandingof instrumental drawing methods and freehand drawing including drawing fromdirect observation. The unit involves the study of a range of drawing methods,including relevant Australian Standards conventions. Students develop practicalskills in the application of appropriate drawing methods, design elements andprinciples, and information and communications technology. The unit alsointroduces students to the diversity of visual communication and the role of thedesign process in visual communication production.

Units 3 & 4Visual Communication Practices

The main purpose of this unit is to enable students to develop an understandingof visual communication production through the application of the design processto satisfy specific communication needs. Within the unit, students considerexisting visual communication and analyse and evaluate examples. Students willalso investigate the production of visual communications in a professional settingand examine the nature of professional practice in the design and production ofvisual communications. Students complete a folio worth 60 percent of the unitresult and two written pieces, each worth 20 percent.

Unit 2Communication In Context

The main purpose of this unit is to enable students to develop and refine practicalskills by generating images and developing them through freehand drawing,instrumental drawing and the use of information and communications technology.In the development of visual communications, this unit enables students todevelop an awareness of how the design process facilitates exploration andexperimentation and how information and ideas are communicated.

Designing To A Brief

The main purpose of this unit is toenable students to apply theirknowledge of the components of thedesign process in the preparation ofone design brief. Students applytheir practical skills to thedevelopment and production of twodistinct final visual communicationpresentations through application ofthe design process and based on therequirements of the brief. Unit three and four each contribute a total of 33% to the score and a Novemberexam contributes 34% to the study score.

Visual Communication & Design

There are additional costs for equipment and the printing of student work.


Certificate III in Music Industry (Technical Production)

The aim of the VCE / VET Music Industry (Technical Production) program is to• Provide students with Knowledge and skills to achieve competencies that will enhance their employment prospects within the Music industry.• Enable students to gain a recognised credential and make a more informed choice of vocational and career paths

VCE STATUS OF THE COURSE: Students studying VCE VET Music Industry will be studying a Unit 1 – 4 sequence with graded assessment in Year 12. Students wishingto receive a study score for VCE VET Music Industry must undertake scored assessment. This consists of coursework tasks and examinations. VCE VET Music Industryis a scored assessed subject and will contribute to the student’s ATAR (ENTER) score. In completing Units 1 – 4 students also complete several modules of CertificateIII in Music.

COURSE DELIVERY: This course is delivered at CRC Sydenham. Students must attend 90% of all classes to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students may participate in up to 10 days of work in industry each year, but it is not compulsory.

COST OF THE COURSE: The upfront fee covers course delivery at the college, materials and some texts.


• Develop and update music industry knowledge • Develop technical skills for playing or singing• Contribute creative music ideas to a project • Record sound• Work with others • Follow health, safety and security procedures • Read music • Compose a song or tune• Develop and practise improvisation • Extend technical skills in performance• Prepare self for performance • Plan a career in music




Certificate II in Engineering StudiesCertificate II in ElectrotechnologyCertificate II in Furnishing Certificate II in Equine IndustryCertificate III in Media

VETiS External

Certificate II in Engineering Studies

Certificate II in Engineering Studies is currently issued by Victoria University (Footscray). This program provides participants with the knowledge and skills toachieve units of competence that will enhance their employment prospects in the engineering or engineering related industries. It enables participants to gain arecognised credential and make a more informed choice of vocation and career paths.

VCE STATUS OF THE COURSE: Students studying for the VCE/VET Subject Certificate II in Engineering will be undertaking a unit 1-4 sequence (Year 11 and 12) thathas graded assessment in Year 12. Certificate II in Engineering is a scored subject and can be included in a student’s top four scores.

COURSE DELIVERY: This program is delivered 1 day a week at TAFE. Students studying Certificate II in Engineering will need to be prepared to attend additionaltraining sessions at additional cost if they have not achieved the course competencies in the specified time and wish to do so. Students undertaking the certificatemust attend 80% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students must also participate in at least 20 days of work in industry during the two year program since several of thecompulsory units of competency are linked to work in a relevant industry setting.

COST: The fee covers course delivery, materials and some texts. Students must also wear protective clothing—overalls, workboots and safety glasses, which theywill need to purchase.


• Develop an individual careers plan for the engineering industry • Handle engineering materials • Apply principles of OH&S in work environment • Produce basic engineering components and products using • Perform basic machining processes fabrication and machining• Apply basic fabrication techniques • Form, bend and shape engineering materials• Use computers for engineering-related work activities• Produce basic engineering sketches and drawings• Apply basic computational principles in engineering work• Use hand tools• Use power tools/hand held operation• Apply electrotechnology principles in an engineering work environment• Use basic engineering concepts to plan the manufacture of engineering components


VET(External / Scored)


Certificate II in Electrotechnology

Certificate II in Electrotechnology may be issued by Victoria University. The program is designed for young people who are considering a career in the electricaland electronics industry and is a preparatory program for an electrical and electronics apprenticeship and/or traineeship.

VCE STATUS OF THE COURSE: This is a scored subject and therefore can be included in the students best four scores.

COURSE DELIVERY: The program is conducted over two years and is delivered one day a week at TAFE. Students studying VCE/VET Certificate II inElectrotechnology will need to be prepared to attend additional training sessions at additional cost if they have not achieved the course competencies in thespecified time and wish to do so. Students undertaking the certificate must attend 90% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students must also participate in approximately 20 days of work in industry during the two year program since several ofthe compulsory units of competency are linked to work in a relevant industry setting.

COST OF COURSE: The fee covers course delivery, materials and some texts. Students must also wear protective clothing—overalls and work boots, eye and earprotection at all times, which they will need to purchase.


• Perform computations• Dismantle, assemble and fabricate electrotechnology components• Solve problems in extra-low voltage single path circuits• Fix and secure equipment• Use drawings, diagrams, schedules and manuals• Document occupational hazards and risks in electrical• Identify and select components/accessories/materials for electrotechnology work activities• Provide basic sustainable energy solutions for energy reduction in domestic premises• Attach cords and plugs to electrical equipment for connection to a single-phase 250 volt supply• Conduct assemblies and cord connected equipment




Certificate II in Furnishing

The course provides students with an introduction to the skills required in the Furnishing industry including: hand tool skills, power tool skills, basic construction,cutting and costing, scale drawing, leg and rail construction, modular unit construction, frame panel construction (door and drawer), solid timber construction,OH&S, workplace procedures and introduction to computers.

VCE STATUS OF THE COURSE: Students undertaking this program are eligible for up to four VCE/VET units on their VCE Statement of Results: two at Unit 1-2 leveland two at Unit 3-4 level. This course is a scored subject and therefore can be included in the student’s best four scores.

COURSE DELIVERY: The program is conducted over two years and training is delivered at CRC Sydenham. Students undertaking the certificate must attend 90%of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students must also participate in of work in industry during the two year program since several of the compulsory units ofcompetency are linked to work in a relevant industry setting.

COST OF COURSE: The fee covers course delivery, materials and some texts. Students must also wear protective clothing—overalls, work boots, eye and earprotection at all times, and purchase a 1 metre folding rule, 8 metre measuring tape and a drawing apparatus (set square, scale rule).


• Follow safe working policies and practices • Handle dangerous and hazardous goods• Construct a basic timber furnishing product • Industry placement• Hand-make timber joints • Select and apply hardware• Join solid timber • Apply sheet laminates by hand• Prepare surfaces for finishing • Set up, operate and maintain pressure and clamping machines• Introduction to the furnishing industry • Set up, operate and maintain drilling machines• Communicate in the workplace • Apply first aid• Work effectively with others • Carry out measurements and calculations• Set up, operate and maintain basic static machines • Assemble furnishing components• Move and store materials and products • Use furniture-making sector hand and power tools• Construct furniture using leg and rail method • Read and interpret documents• Prepare cutting list from plans and job specification• Follow plans to assemble production furniture




Certificate II in Equine Industry

Certificate II in Equine Industry is currently issued by the National Centre for Equine Education (Wangaratta)). This course prepares students to work in the equineor equine related industries.

VCE STATUS OF THE COURSE: Students studying for the VCE/VET Subject Certificate II in Equine Industry will be studying a Unit 1-4 sequence, with gradedassessment in Year 12. Certificate II in Equine Industry is a scored assessed subject and can be included in a student’s best four studies for ENTER purpose, or willcount as a fifth or sixth increment if not one of the student’s four highest scores.

COURSE DELIVERY: The course is delivered through the National Centre for Equine Education (Wangaratta) via on-line study. Students undertaking this coursemust attend 80% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students must also participate in at least 10 days of work in industry since several of the compulsory units of competencyare linked to work in a relevant industry setting.

COST OF COURSE: The fee covers course delivery, materials and some texts.


• Work effectively in the equine industry • Handle horses safely in the equine industry• Identify and develop a career path in the equine industry • Assist in preparation of a horse for a competition• Communicate within the equine industry • Introduction to OH&S procedures• Horse riding or driving skills • Apply principles of basic anatomy and physiology to horses • Monitor horse health • Determine nutritional requirements of standardbreds or • Care for horses in the equine industry thoroughbreds• Carry out regular horse observation

Electives: select ONE of the following

• Horse riding or driving skills II – specific equine discipline• Assist in the conduct of an event in the equine industry• Identify horse breeding principles and assist in practices




VET(External / Scored)Certificate III in Media

The VCE VET Interactive Digital Media program aims to provide participants with the knowledge and skills to achieve competencies that will enhance their employmentprospects in the media and media related industries.

The VCE VET program offers Certificate III in Media over two years.

VCE STATUS OF THE COURSE: Students studying for the VCE/VET Certificate III in Media will be studying a Unit 4 sequence. Certificate III in Media is a scoredassessed subject and can be included in a student’s best four studies for ENTER purpose, or will count as a fifth or sixth increment if not one of the student’s fourhighest scores. Students wishing to receive a study score for VCE VET Media must undertake scored assessment. This consists of three coursework tasks, worth 66%of the overall study score and an end of year examination, worth 34% of the overall study score.

COURSE DELIVERY: The course is delivered one day a week at TAFE. Students undertaking this course must attend 90% of all classes in order to be consideredcompetent.

STRUCTURED WORKPLACE LEARNING: Students must also participate in 10 to 20 days of work in industry since several of the compulsory units of competency arelinked to work in a relevant industry setting. They will be given the opportunity for continuous ‘hand-on’ experience.

COST OF COURSE: The upfront fee covers course delivery at the college, materials and some texts.


Year 1: Units 1 & 2

• Apply critical thinking techniques • Create 3D digital models• Develop and extend critical and creative thinking skills • Follow a design process• Develop and apply creative arts industry knowledge • Maintain interactive content• Work effectively in the screen and media industries • Use multimedia• Participate in OHS processes • Author interactive sequences• Produce and prepare photo images • Prepare video assets• Create 2D digital animations • Create visual design components• Write content for a range of media• Explore and apply the creative design process to 2D forms

Please note: This course is currently under review by VCAA and some aspects of the course may change.



The Victorian Certificate of Applied Learning (VCAL)

The Structure of VCAL

The VCAL Skills Strands

Criteria for Selecting Students VCAL/VET Programs

VCAL Planning Sheet

Pathway Three – VCAL

Pathway ThreeThe Victorian Certificate of Applied Learning (VCAL)The Victorian Certificate of Applied Learning (VCAL) is a Year 11 and 12 qualification for students who require a morehands-on approach to learning. Students participate in activities that will assist in developing self-confidence, teamwork andother skills important for life and work. Students who choose VCAL are more likely to be interested in going on to training atTAFE, undertaking an apprenticeship, or securing employment after completing their secondary education.

Applied LearningApplied learning offers real life applications to content delivered in the classroom as well as practical experiences outsidethe classroom. Applied Learning assists students to develop the key skills and knowledge required for employment, furthereducation and active participation in their communities.

Principles of applied learning include;• negotiated curriculum, • recognition of prior learning,• development of resilience, confidence and self worth,• integration of skills and knowledge,• acknowledgement of diverse learning styles and teaching methods,• utilisation of assessment methods appropriate to the learning content and context

The Generic Employability Skills underpin the rationale of VCAL and are the focus of applied learning activities. • Communication • Team Work • Problem-solving • Initiative/Enterprise • Planning and Organisation; long-term and short-term • Self-management • Lifelong Learning • Use of Technology

The Benefits of Applied LearningStudents experience increased motivation to develop the specific skills and knowledge that they will need for education,employment, training and involvement in the community when involved in applied learning programs. Their self esteem andconfidence grows and the transition from school to work and further education or training is improved.VCAL students enjoy spending time in workplaces, at TAFE and in the community. Different learning settings and work basedprojects at school provide variety. Students also experience less pressure with competency based training and assessment.Being able to explore jobs and industries which interest them enables students to form a clear view of their future.


The Structure of VCALVCAL has three levels; Foundation, Intermediate and Senior. CRC SYDENHAM offers Foundation VCAL at Year 11 andIntermediate or Senior VCAL at Year 12. A Senior VCAL is recommended for students hoping to undertake further study at TAFE.

VCAL consists of five strands of skills development; Literacy, Numeracy, Work Related, Individual, Specific and PersonalDevelopment. To be awarded a VCAL a student requires ten credits earned at one of the three levels, across each of the fivestrands of skills development. VCAL students are able to select units from VCAL skills strands, accredited VCE units and Vocational Education and Training(VET) modules. VCAL provides a qualification that is recognised by TAFE institutes and employers. The credits earnedtoward a trade or industry certificate through participating in a VET course will count toward an apprenticeship ortraineeship. Through practical experience and work placements students build knowledge in work related areas such asOccupational Health & Safety (OH&S). This will assist in the transition from school into work, an apprenticeship ortraineeship and/or further training at TAFE.

The VCAL Skills Strands1. Literacy Skills Strands

The aim of the Literacy Skills Strand is to gain the knowledge, skills and understanding required to engage in written and oral communication in a broad range of social contexts. There are four domains in which a student must demonstrate competency. • Self Expression focuses on a student’s personal experiences• Practical Purposes prepares students for workplace communication• Knowledge explores knowledge and theories relevant to education and training• Public Debate encourages students to research and construct reasoned arguments about social issues

For each domain there is both a reading and a writing learning outcome.

2. Numeracy Skills StrandsThe aim of the Numeracy Skills Strand is to develop the ability to apply practical numeracy skills in the home, at work and within the community. The domains of Numeracy correspond with those of the Literacy Skills Strand.• Practical Purposes explores design and measurement• Interpreting Society reflects upon numerical information and data relevant to self, work and community• Personal Organisation focuses on calculations involving time, money and location• Knowledge prepares students for further study in mathematics or other education and training where mathematics is

a prerequisite.

There are up to 6 learning outcomes for which a student must demonstrate competency.



3. Work Related Skills StrandsThis strand aims to recognize the learning that takes place within the community and work environments that prepares students for employment and /or further training. VCAL students have the opportunity to engage in accredited vocational training within our Trade Training Centre. Students may choose between Baking, Signage, Picture Framing, Music Technology, Building and Construction and Hair & Beauty. The majority of these courses will operate as a business and thus will also involve customer service.

4. Personal Development Skills StrandsThis Skills Strand has been developed to cultivate the qualities required to enhance personal achievement and community involvement. Our VCAL students undertake disability awareness training and are subsequently awarded the SCOPE Young Ambassador’s Certificate. Students participate in community service, explore health and human development, the history and culture of our Indigenous people, and citizenship. Students attend a number of excursions which provides an authentic experience and integrated learning.

5. Industry Specific Skills StrandsThis Skills Strand is focused on the vocational training aspect of VCAL. While at secondary school students begin accredited training in the industry of their choice with the future intention of securing employment and/or continuing with training. Students must select a VET course delivered externally, usually at TAFE, or a school based VET. By undertaking the requirements of this strand students will be in a position to make informed decisions about their career pathway. They will also have already commenced their industry training which will contribute to an apprenticeship or traineeship.

VCAL/VETIS COURSESInternal: External:Certificate II Applied Fashion Design & Technology Certificate II in FurnishingCertificate II in Business Certificate II in ElectrotechnologyCertificate II in Community Recreation Certificate II in Engineering StudiesCertificate II in Hospitality Certificate II in Equine IndustryCertificate II in Hospitality (Kitchen Operations) Certificate II in AgricultureCertificate II in Community Services Certificate III in MediaCertificate III in Information Technology Certificate II in Animal StudiesCertificate III in Music Industry (Technical Production) Certificate I in ElectricalCertificate III in Signage Certificate II in Hair and BeautyCertificate III in Picture Framing Certificate II in PlumbingCertificate III in Food Processing (Retail Bakery) Certificate II in Building and Construction (Bricklaying)Certificate III in Laboratory Skills Certificate II in Building and Construction (Carpentry)


Criteria for Selecting Students VCAL/VETiS ProgramsAs there are limited places in VCAL/VET courses the following criteria have been established to appropriately select students:

• Commitment to the course, including classes outside the normal timetable and venue.• Demonstrated interest in this field as a career choice, through work experience or part time work.• An awareness of the extra cost involved, eg. uniform, tools and specialised equipment, including the TAFE “no refund” policy.

Fees are to be paid in full on application to each VCE/VET course each year and this fee is non-refundable.• Completion of some theory work outside of training sessions.• Willingness to undertake a compulsory Work Placement.• Demonstrate a positive attitude towards the program and teaching staff.• Willingness to keep up to date with ALL school work.

****Please note: all information regarding a VETiS course is subject to changes made by the VCAA or the auspicing TAFE College.****Please note: the certificate issued by the TAFE College is not presented until the year following completion.

Incorporating Catholic valuesVCAL is designed to be flexible so programs can be created which meet the specific learning needs of our community of students. At CRC Sydenham we incorporatecatholic values into our applied learning experiences. We focus on the notion that compassion + respect = team. Without “team” we cannot successfully achievethe objectives of applied learning.

The VCAL staff team at CRC Sydenham are committed to offering a quality vocational program to our students. Through participation in VCAL students will buildlinks with industry, commence accredited training in their chosen vocation and develop employability skills. We hope to encourage our students to pursue theirvocational goals, a healthy lifestyle, active citizenship, lifelong learning and positive relationships.



Victorian Certificate of Applied Learning

Literacy Skills

Numeracy Skills

Work Related Skills

• Certificate III Food Processing (Retail Baking)

• Certificate III Picture Framing• Certificate III Signage• Certificate II Furnishing• Certificate II Hair & Beauty• Certificate III Music Industry

(Technical Production)

Further Education and Training

Full Time Employment

Apprenticeship

Traineeship

Industry Specific Skills

• School based VET course

• TAFE

• Work Placement

Personal Development Skills

• Scope Young Ambassador’s

Certificate (disability awareness)

• Voluntary Community Service

• Camps

• Health and Physical Activities

• Indigenous Cultural Awareness

• Citizenship

Pathway ThreeVCAL Planning Sheet


LITERACY SKILLS UNIT

NUMERACY SKILLS UNIT

WORK RELATED SKILLS UNIT

PERSONALDEVELOPMENT

SKILLS UNIT

INDUSTRY SPECIFICSKILLS UNIT

OTHER

Year 11

VCAL LiteracyFoundation/Intermediate

or VCE English 1/2

VCAL NumeracyFoundation/Intermediate

orVCE General Maths Units

1/2

WRS VETiS(See Page 104 for

Courses)

VCAL PDSUnits 1/2

Foundation

School based or external

VETis 1st Year

Year 12

VCAL LiteracyIntermediate/Senior

or VCE English Units 3/4

VCAL NumeracyIntermediate/Senior

or VCE Further Maths Units

3/4

WRS VETiS(See Page 104 for

Courses)

VCAL PDSUnits 1/2

Intermediate/Senior

School Basedor

ExternalVETiS 2nd Year

Certificate III Food Processing (Retail Baking)

Catholic Regional College Sydenham offer Retail Baking in the new Trade Training Centre. As part of this course students will be required to work in the College retailoutlet “The CRC Bakery & Patisserie”.

COURSE DELIVERY:The course will be delivered onsite at Catholic Regional College Sydenham. The course is likely to run outside of normal school time. Students may have early morningstarts and early finishing times.

STRUCTURED WORKPLACE LEARNINGStudents will work in the College Bakery which will be open to the public. Students undertaking the course and working in the bakery may be eligible to complete aCertificate in Retail Operations.

COST OF COURSEAn additional fee is charges for this course, it is a subject levy. Students enrolled at Catholic Regional College Sydenham are heavily subsidised for the cost of thecourse which when studied outside of the College would be considerable. Students will be expected to purchase the CRC Bakery & Patisserie uniform.

Sample Modules (Units 1-4)Level 1

• Use basic mathematical concepts • Monitor the implementation of quality and food safety programs• Follow work procedures to maintain food safety • Communicate workplace information• Follow work procedure to maintain health and safety • Present and apply workplace information• Monitor the implementation of occupational health and • Finish products

safety policies and procedures • Retard dough• Follow work procedures to maintain quality • Participate effectively in a workplace environment• Operate retail equipment

Level 2• Produce artisan breads • Produce yeast-raised products• Bake bread • Scale and mould dough for intermediate proof• Diagnose and respond to product and process faults (bread) • Plan and schedule production• Conduct final mould and final proof • Balance register/terminal• Produce bread dough


VCAL(VET - Internal)


Certificate III in Picture Framing

Catholic Regional College Sydenham offer Picture Framing as a part of the new Trade Training Centre. As part of this course students will be required to work in theretail outlet “Frames @ CRC” as well as undertake the specific trade training for this course. This course may provide you with employment opportunities as apicture framer.

COURSE DELIVERY:The course will be delivered onsite at Catholic Regional College Sydenham. The course may run outside of normal school time.

STRUCTURED WORKPLACE LEARNINGStudents will work in the College Picture Framing outlet “Frames @ CRC” which will be open to the public. Students undertaking the course and working in theshop may be eligible to complete a Certificate in Retail Operations.

COST OF COURSEAn additional fee is charges for this course, it is a subject levy. Students enrolled at Catholic Regional College Sydenham are heavily subsidised for the cost of thecourse which when studied outside of the College would be considerable. Students will be expected to purchase the “Frames @ CRC” uniform.


• Follow safe working policies and practices • Deframe artwork• Communicate in the workplace • Decorate mat boards• Carry out measurement and calculations • Set up and operate CNC machines• Work effectively with others • Prepare textiles for framing• Use picture framing sector hand and power tools • Recognise and handle artwork for framing• Cut mouldings to length • Prepare design requirements for framing• Join mouldings • Apply frame finishes• Mount artwork • Assemble artwork package (complex)• Cut mat board • Install artwork• Cut and handle glazing materials for framing • Assemble artwork package (basic)• Recognise and repair finishes of framing materials




Certificate III Signage

Catholic Regional College Sydenham will offer Signage as part of the Trade Training Centre programs. Students will be required to work in Sydsigns, the retail outletas well as undertake the specific trade training for this course.

Employment opportunities include work in signcraft or sign manufacturing industries. Alternatively, students may have the abilities to start their own business oncompletion of this course.

COURSE DELIVERY:The course will be delivered on site at Catholic Regional College Sydenham. The course may run outside of normal school time.

STRUCTURED WORKPLACE LEARNINGStudents will work in the College Sydsigns outlet which will be open to the public. Students undertaking the course and working in the shop may be eligible tocomplete a Certificate in Retail operations.

COST OF COURSEAn additional fee is charges for this course, it is a subject levy. Students enrolled at Catholic Regional College Sydenham are heavily subsidised for the cost of thecourse which when studied outside of the College would be considerable. Students will be expected to purchase the Sydsigns uniform.


• Carry out OH&S requirements • Layout signs • Plan and organise work • Use colour matching for sign writing • Read and interpret plans • Sign write to simple forms • Carry out measurements and calculations • Sign write to decorative forms • Use hand and power tools • Apply graphics using pressure sensitive films • Use small plant and equipment • Apply graphics to illuminated signfaces • Erect and dismantle restricted height scaffolding • Produce computer aided manufactured (CAM) signs - vinyl• Use simple levelling devices • Produce computer aided manufactured (CAM) signs - digital • Handle construction materials and safely dispose of waste • Produce computer aided manufactured (CAM) signs - 3D • Prepare surfaces dimensional

• Measure with graduated devices





Certificate II in Automotive Technology is currently issued by Kangan Batman TAFE (Richmond). The course provides students with the opportunity to undertakethe Pre-Apprenticeship in Automotive Technology while continuing with their VCAL/VCE studies. The course provides students with skills and knowledge, whichwill enhance their employment and further training opportunities as an apprentice within the automotive and allied industries.

COURSE DELIVERY: This program is conducted over two years and training is delivered one day a week at TAFE. Students studying Certificate II in AutomotiveTechnology Studies will need to be prepared to attend additional training sessions at additional cost if they have not achieved the course competencies in thespecified time and wish to do so. Students undertaking the certificate must attend 90% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: It is strongly advised that students undertake at least 10 days in industry during the two year program as the units ofcompetency are linked to work in a relevant industry setting.

COST FOR THIS COURSE: The fee covers course delivery, materials and some texts. Students must also wear protective clothing at all times and may need topurchase specific tools and equipment.

Sample Modules (Units 1- 4)

• Job seeking skills • Dismantle and assemble carburetor• Carry out industry research • Dismantle and assemble 4-stroke multi-cylinder engine• Apply safe work practices • Dismantle and assemble fuel pump• Operate electrical test equipment • Remove and replace radiator• Recharge batteries • Remove and replace clutch assembly• Use and maintain workplace tools and equipment • Remove and replace suspension, front springs• Dismantle and assemble transmission, manual • Construct basic electronic circuits• Remove and replace wheel and tyre assemblies• Remove and replace cylinder head


VCAL(VET - External)


Certificate II in Building & Construction (Bricklaying) Available to VCAL Students only

Certificate II in Building and Construction issued currently by Victorian University (Newport). The course provides students with skills and knowledge that arerequired for a person to become and Apprentice Bricklayer in the building industry.

COURSE DELIVERY: The program is conducted over two years and training is delivered 1 day a week at TAFE. Students studying Certificate II in Building andConstruction will need to be prepared to attend additional training sessions at additional cost if they have not achieved the course competencies in the specifiedtime and wish to do so. Students undertaking the certificate must attend 90% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students must also participate in at least 20 days of work in industry since several of the compulsory units of competencyare linked to work in a relevant industry setting.

COST OF COURSE: The fee covers course delivery, materials and some texts. Students must also wear protective clothing—overalls or work pants, work boots,eye and ear protection at all times. The following equipment is also required for the duration of the course: 1 metre folding rule, 8 metre measuring tape andbricklayers pencil, which they will need to purchase.


• Career studies • Building structures• Building and construction industry induction • Calculations for the building industry• Communications for the building industry • Concrete technology• Workplace safety and environmental procedures • Bricklaying set out, base and veneer constructions principles• Basic first aid • Levelling• Safe handling of plant and power tools • Introduction to scaffolding• Bricklaying hand tools• Bricklaying basic skills• Quality principles for the building industry• Workplace documents and plans




Certificate II in Hair and Beauty Available to VCAL Students only

Certificate II in Hair and Beauty is currently issued by Victorian University (King Street). The course provides students with an overview of the hair and beautyindustry. It provides students with an opportunity to acquire skills, knowledge and personal attributes to work in the hair and beauty industry and n theapplication of beauty products.

VCE STATUS OF THE COURSE: In Year 11, students study selected competencies from the VET Certificate II in Hairdressing/Nail Technology/Make-up Artistry, andin Year 12, students study selected competencies from VET Certificate II in Nail Technology/Beauty Services. This course is not scored.

COURSE DELIVERY: The program is conducted over two years and training is delivered 1 day a week at TAFE. Students studying VET Certificate II in Hair andBeauty will need to be prepared to attend additional training sessions at additional cost if they have not achieved the course competencies in the specified timeand wish to do so. Students undertaking the certificate must attend 90% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students must also participate at least 20 days of work during the two year program in industry since several of thecompulsory units of competency are linked to work in a relevant industry setting.

COST OF COURSE: The fee covers course delivery, materials and some texts. There may also be an additional cost for specialist equipment which may bepurchased from Victoria University at the beginning of each year.


• Provide manicure and pedicure services • Apply safe working practices• Apply nail art • Communicate in the workplace• Apply knowledge of nail science to nail services • Provide services to clients• Work effectively in a retail environment • Perform routine housekeeping duties




Certificate II in Plumbing Available to VCAL Students only

Certificate I & II in Plumbing is currently issued by Victoria University (Sunshine). The program is designed for young people who are considering a career in theplumbing industry and is a preparatory program for plumbing apprenticeship. It provides students with the basic practical skills required by plumbers and used inthe following areas: sanitary plumbing; water supply; drainage; mechanical services; roofing and cladding; fire protection; and irrigation. VCE STATUS OF THE COURSE: This course is not scored and therefore cannot be included in the students best four VCE scores.

COURSE DELIVERY: The program is conducted over two years and training is delivered 1 day a week at TAFE. Students studying VCE/VET Certificate II in Plumbingwill need to be prepared to attend additional training sessions at additional cost if they have not achieved the course competencies in the specified time and wishto do so. Students undertaking the certificate must attend 90% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students must also participate a minimum of 20 days of work during the two year program in industry since several ofthe compulsory units of competency are linked to work in a relevant industry setting.

COST OF COURSE: The fee covers course delivery, materials, some texts. Students must also wear protective clothing—overalls and work boots, eye and earprotection at all times, which they will need to purchase.


• The plumbing industry orientation • Electric welding• Occupational health and safety • Sheet metal practices• Oxy/acetylene welding • Roofing and cladding• Building construction – penetrations, structures, services and drawing • Workplace communication• Small diameter tubes and pipes • Construction Induction Card• Fixture appliances and appropriate values




Certificate I in Electrical Available to VCAL Students only

Certificate I in Electrical may be issued by RMIT (Carlton). The program is designed for young people who are considering a career in the electrical and electronicsindustry and is a preparatory program for an electrical and electronics apprenticeship and/or traineeship.

VCE STATUS OF THE COURSE: This course is not scored and therefore cannot be included in the student’s best four scores.

COURSE DELIVERY: The program is conducted over two years and training is delivered one day a week at TAFE. Students studying VET Certificate I inElectrotechnology will need to be prepared to attend additional training sessions at additional cost if they have not achieved the course competencies in thespecified time and wish to do so. Students undertaking the certificate must attend 90% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: Students must also participate in a minimum 20 days work in industry during the two year program since several of thecompulsory units of competency are linked to work in a relevant industry setting.

COST OF COURSE: The fee covers course delivery, materials and some texts. Students must also wear protective clothing—overalls and work boots, eye and earprotection at all times, which they will need to purchase.


• Using hand and power tools in the electrical industry • Improving and applying maths in a practical setting• Writing regulations, accessories and fittings • Carry out routine work activities in an electrotech environment• Basic electricity • Identify and select components/accessories/materials for • Electrical and engineering drawings electrotech work activities• Electrical fabrication techniques • Use of routine equipment/plant/technologies in an electrotech • Building and construction techniques environment• Interact with customers/clients for quality service • Produce routine products for carrying out electrotech work

activities




Certificate II in Agriculture Available to VCAL Students only

The aims of the VCE Vet Agriculture program are to provide participants wit the knowledge and skills to achieve units of competence that will enhance theiremployment prospects in the agriculture or agriculture related industries.

COURSE DELIVERY: This program is conducted over two years and training is delivered one day a week at TAFE. Students studying Certificate II in AutomotiveTechnology Studies will need to be prepared to attend additional training sessions at additional cost if they have not achieved the course competencies in thespecified time and wish to do so. Students undertaking the certificate must attend 90% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: The VCE VET Agriculture program requires students to undertake a minimum of 200 hours (5 weeks) in the industry.Students are encouraged to undertake SWL at different times during the year so they experience all seasons.

COST: The fee covers course delivery, materials and some texts. Students must also wear protective clothing at all times and may need to purchase specific toolsand equipment.


• Follow OHS procedures • Goat production• Observe environmental work practices • Horse breeding• Work effectively in the industry • Pig production• Participate in workplace communications • Poultry production• Apply chemicals under supervision • Sheep and wool production• Beef production • Grain production• Dairy production • Milk harvesting




Certificate II in Animal Studies Available to VCAL Students only

The VET In Schools Animal Studies program provides students with vocational training to care for a range of animals on a daily basis. The program will providetraining and skill development for the achievement of competencies in areas such as occupational health and safety, animal care, veterinary clinic duties, handlingof animals and communication skills.

Successful completion of this program will provide participants with access to a range of entry-level employment opportunities. This may be in veterinary clinics,animal shelters, pet shops, companion animal services or animal training whilst under the direction and supervision of a qualified instructor. The Certificate IIprogram is conducted over two years.

COURSE DELIVERY: This program is conducted over two years and training is delivered one day a week at TAFE. Students studying Certificate II in Animal Studieswill need to be prepared to attend additional training sessions at additional cost if they have not achieved the course competencies in the specified time and wishto do so. Students undertaking the certificate must attend 90% of all classes in order to be considered competent.

STRUCTURED WORKPLACE LEARNING: A minimum of 10 days work placement spread over two years is mandatory for this program. Work placement may occurduring the term holidays.

COST OF THE COURSE: The fee covers course delivery, materials and some texts. Students must also wear protective clothing at all times and may need topurchase specific tools and equipment.


• Work in the animal care industry • Provide daily care for horses• Follow OHS procedures in animal care • Handle horses safety• Assist with general animal care • Maintain horses in a healthy state• Provide food and water for animals • Animal facility records• Workplace communications • Dog and cat care• Assist with food preparation • Rat & mouse care• Provide basic first aid for animals • Rabbit & guinea pig care• Rescue animals and apply basic care • Bird care 1• Provide information on companion animals • Fish care 1• Carry out veterinary reception duties • Sheep care• Carry out daily clinic routines • Cattle care• Assist with surgery preparations • Pig care• Identify behavioural needs & implement improved animal husbandry • Poultry care• Aquatic animals selection & care advice • Reptile and amphibian care• Enrichment for companion animals • Australian native mammal care




VCAL / SBA (School Based Apprenticeships)

Pathway Four – VCAL / SBA

Pathway FourVCAL / SBA (School Based Apprenticeships)

The Schools Based Apprenticeships Program allows students to undertake and complete their VCAL whilst being employed and receiving industry training on apart time basis.

Each week students involved will normally:• Work with an employer - one day• Undertake TAFE training - one day• Study VCAL at CRC - 3 days

This arrangements varies according to the requirements of the employer and TAFE College. Some employers will also require the apprentice to undertake somework at weekends or during school holidays.

SECURING A SCHOOL BASED APPRENTICESHIP:

CRC Sydenham facilitates School Based Apprenticeships through its links with Workplace Connect and Apprenticeships Plus.

(1) Students are registered with the Group Training Company which will interview them for suitability to an industry AND work readiness skills.

(2) As a relevant position becomes available, appropriate students are referred to the employer and given the opportunity to apply.

NOTE:

It has been our experience that if a student is serious about this VCAL Option they need to be very pro-active in assisting the process by:• having a good, up-to-date resume that highlights their work history in their chosen industry• trying to source a potential employer through personal and family contacts.

School Based Apprenticeships and Traineeships in the following industry areas have been approved by industry bodies and VCAA for students undertaking VCAL only:

• Agriculture • Hospitality (Operations) • Automotive • Information Technology • Business • Retail • Community Services • Sport and Recreation • Engineering


address: 380 Sydenham Road, Sydenham 3037telephone: 9361 0000 facsimile: 9390 2096

www.crcsydenham.net

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